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Evidence Based Observation

Lead Evaluator TrainingPart 1 – Welcome Back!

June 18, 2012

Questions everyone should be able to answer…. What is evidence based observation? How do we know we have quality evidence? What should evidence be free of? Why do evidence based observation? What are the attributes of checking for

understanding? What do we look for if we are looking for

evidence of checking for understanding? What is checking for understanding?

More breaks You need to take time to reflect This is hard. How do we manage the time?

Feedback… and questions

“Homeplay” Identify the presence or absence of “check

for understanding” in your present evaluation tool

Practice collecting evidence of “check for understanding” as you watch instruction

Check yourself – did your evidence contain bias or opinion? Did you quantify where you could?

How did you do?

What were you able to find out?

What did you notice as you were observing instruction?

Let’s debrief…

Explain the difference between current practice and evidence based observation

Identify and define criteria for one area of effective instruction around which evidence collection will be focused

Define the differences between the definitions of “student engagement” in the rubrics approved by SED.

Today’s Outcomes:

Explain the impact of confusing and/or ambiguous language on the process of teacher evaluation.

  Describe strategies that a district could employ to

increase the quality of evaluations and the agreement of evaluators.

Today’s Outcomes:

Rewind…

What is Evidence Based Observation?

Collection of factual information

Free of bias or opinion

Based on specific criteria

Used to provide feedback for reflection and improvement of teacher practice

Read the evidence collected at the left. Use the definition of quality evidence based observation to “check” each example of evidence. So:

1. Is there opinion?2. Could it be more specific?3. Is it quantified?

Let’s take a look at some evidence collected at Network Team Training in Albany..….

Review of Evidence

Respectfully is an opinion. Id specific responses to students – this will make it specific and not vague

Your turn…

“difficult to focus” is a judgement…name the postings…quantify number of postings to be able to give feedback/answer questions

Vague, not quantified number, give specific examples of rules

Summary of what is being seen, have quotes from teacher and students and specifc materials students used

Judgement - disengaged

Smoothly – judgement, use specific teacher and student quotes, quantify time students used to transition from one activity to another

More quantified than previous example – specific teacher and student language will strengthen this

Time – what is first half of class? Provide exact example of time…

Paraphrase – quote teacher

Vague,judgemental, quantify where you can/work to be more specific

What were the goals and objectives? Be specific.

It takes a lot of practice! Don’t get discouraged.

What does it mean when we say “engaged learners”?

Pink: Danielson’s Framework for Teaching (ASCD)

Orange: Danielson (2011 Revised Edition)

Tan: Marshall’s Teacher Evaluation Rubric

Green: Marzano’s Causal Teacher Evaluation

Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson)

White: NYSUT’s Teacher Practice Rubric

Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates)

Rubric Work - Engaged Learners

What does it mean when we say “student engagement”?

All students are visibly participating in activities/learning that is relevant

to the objective.

Continuum of Engagement

TEACHER ONLY

SIMULTANEOUS ACTIVE

PARTICIPATION

OPTIONAL STUDENT

PARTICIPATION

OCCASIONAL TEACHER DIRECTED

PARTICIPATION

What would “student engagement” look like/sound like?

T - “How many sides does a square have?”All students used the response clickers to answer the question.

T, “Using the index cards on your desk, write three pieces of information you must include in your resume.” All of the students wrote their answers on the index cards.

What would “student engagement” look like/sound like?Envelopes (with “cut up” sentences enclosed) were placed on the table. All students took an envelope from the table, returned to their desks, and put the cut up sentences in order.

T- “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. T - “Show!” All the students held up their boards for the teacher to see.

Video –Student Engagement

Kristin Dewit – Grade 9 Mathematics

Objective: Identify the four types of slopes of lines: negative, positive, no slope and undefined

What did you collect? Collection of Evidence

All students mirrored the teacher’s physical actions when she stated, “Mirror me please.”

The teacher clapped and said, “Teach.” Students clapped and said, “Ok.” Then, all students faced one another (in pairs) to mirror their partner’s physical actions. The 4 types of slopes of lines were stated by the student labeled “North” in each pairing.

What did you collect? Collection of EvidenceDuring the “quiz,” the teacher pointed to lines posted on the board in the front of the room. All students faced Ms. Dewit and used hand gestures to represent negative, positive, undefined or no slope.

Ready for more practice?

Video 2–Student Engagement

Grade 8 Social StudiesOutcome: Identify factors that led to the Industrial Revolution

What did you collect? Collection of Evidence Seven students were given envelopes with pen parts inside.

T – “Your job is going to be to construct a pen.”

T-“Look around the room for things with interchangeable parts.”

T-“What kind of revolution is this?”

S1-”A good revolution to a better future.”

S2- “Industrial revolution”

What did you collect? Collection of Evidence

T-“The person sitting in the 4 position-at every table except for this one where it is the 3 person-I need you to come to the front and stand in a line.” 7 students came to the front of the room.T- “Raise your hands if you can answer yes to the following questions.” 3 questions were posed about having expertise with pens to the seven students in the front of the room. No students responded yes.

On the blank side of your feedback sheet:

1. Write one question that you

think everyone should be able to answer about “engaged learners.”

2. Write a personal goal that you have around “engaged learners.”

“Homeplay” Practice collecting evidence of “engaged

learners.” while watching instruction

Examine an observation that you have completed, looking for evidence and bias/opinion

Identify the presence or absence of “engaged learners” in your current observation tool.

Thank you!Next sessions….

July 16th and July 23rd

8 – 11 am in ISC-A