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Evidence Based Observation

Lead Evaluator TrainingPart 1 – Welcome Back!Can I have your attention please?

More practice and discussion

Ask participants to bring observation documents they’ve written

Less mixing up districts—let teams work together

After school sessions?

Feedback…reoccurring themes

Define “multiple observations”—are these formal, informal goal conferences, etc.?

How do we get the videos?◦ New Teacher Center: Experienced Teacher—Module

1◦ New Teacher Center: Beginning Teacher—Module 1◦ Youtube.com— “Whole Brain” videos

Feedback…reoccurring themes

“Homeplay” Continue to practice collecting evidence of

“check for understanding”

Bring an observation that you have completed

Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

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

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

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)

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

Rubric Work…

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

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

to the objective.

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

All students used the response clickers to answer the question the teacher posed, “How many sides does a square have?”

The teacher stated to the class, “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.

The teacher stated, “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. When the teacher said, “Show!” all the students held up their boards for the teacher to see.

Video –Student Engagement

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 –Student Engagement

What did you collect? Collection of Evidence

Mr. Taylor stated to the class, “When you have a picture of a vegetable in your mind, please stand up.” All students stood up.

Mr. Taylor projected photos of vegetables on the screen in the front of the room. Students sat down if the vegetable on the screen matched the vegetable they “had in their head.”

What did you collect? Collection of Evidence

6 students were still standing after the photos were shown. Mr. Taylor called on the students individually to share the vegetable they “had in their heads.”

Mr. Taylor stated, “Can you please write 3 things you know about plants?” All students wrote on the small pieces of paper provided at the start of class.

Next Training Sessions:

“Homeplay” Practice collecting evidence of “check for

understanding” and “student engagement”

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

Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

Thank you!