Evidence Based Observation

Lead Evaluator TrainingPart 2 – Day 3

Welcome Back!

When you use specific examples it is helpful.

My bias needs to absolutely NOT hinder my evidence collection—stay the course!

Do you have a lesson write-up that has evidence of: check for understanding, teach to an outcome, and effective questioning?

I understand why evidence is important, but it seems overly cumbersome.

Feedback:

It is hard to look for everything—how do we do it all?

Please provide examples of scripting notes.

Instead of these videos with 80’s hairstyles, we can role play.

Keep providing practice!

Feedback:

Practice collecting evidence of “effective questioning.” Describe what has changed for you as an observer as a result of your training.

Examine an observation that you have completed, looking for evidence and bias/opinion.Describe what you notice about the types of evidence you have collected.

Identify the presence or absence of “effective questioning” in your current observation tool. If yes, where is it? If no, could it be included in the current language in another area? What might need to be changed?

“Homeplay”:

Collect evidence related to “effective questioning” and classify it as:

Check for understanding Effective questions Objectives Classroom management/procedural

Collect and categorize evidence based on four areas of effective instruction

Support your position about a teacher’s level of performance based upon multiple observation documents

Today’s Outcomes:

Criteria for Effective Questioning

Congruent (relevant) to the learning

Invitation for ALL students to think

A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative

Continuum of Questioning

High Consensus

Yes/No - FactLow Consensus

Closed Open

What kinds of questions are used for check for understanding?

What kinds of questions are used for effective questions (that lead to the outcome)?

What kinds of questions are used for classroom management/procedural?

Classifying Question Types

Video: Tammy Mendoza, 6th Grade Science

“When I heard the city was considering pulling out the sewer line, I thought wouldn’t it be fun to build a model of that and have the kids understand erosion and

deposition, but also how it might effect themselves as well as the community.”

Evidence Sample:

Evidence Sample:

Classifying Questions:Are they checking for understanding, effective questions leading to the outcome, or questions that are management/procedural?

What are we going to do today? What’s our goal today? (Effective questions leading to the outcome)

Why is this important to our community? Why is it important that we are taking time to study our creek? Why have I asked you to make models of this? And why is it important to point out where the erosion and deposition is occurring?(Effective questions leading to the outcome)

Classifying Questions:Are they checking for understanding, effective questions leading to the outcome, or questions that are management/procedural?

Are you talking to each other?(Management/Procedural)

If it were to expand around the corner, what might it effect? What’s around that area?

S: HousesAlso a what?

S: A roadS: and domesticated animals

(Check for Understanding)

Your Mission: Collect 4-5 pieces of evidence (for each

area) that you will label and e-mail to Barb and Pat by February 22nd.

Label the evidence as “Check for Understanding,” “Student Engagement,” “Teach to an Outcome” and/or “Effective Questioning.”

Keep in mind that “good evidence” is often quotations or numerical facts having to do with the students or the teacher.

Evidence Collection with Individual Feedback!

In your notebook, write today’s goal: to calculate the sums of the coins and describe two tips for calculating accurately. (Student Engagement/Teaching to an Outcome)

Turn to your neighbor and answer this question: What are two tips for making sure we are right when we add the value of coins? (Student Engagement/Effective Questioning)

The teacher displayed clusters of coins on the interactive white board. All students wrote the sums of the coins on their individual white boards and showed their work to the teacher when she said, “Show!” (Student Engagement/Checking for Understanding)

Explain to your neighbor what tips you used to make sure your answers were accurate. (Student Engagement/Checking for Understanding)

Sample: The teacher says/does:

Video:

Moving towards evaluating performance over time…

Materials:◦3 sample observation documents for a high school math teacher

◦NHPS Classroom Practice Rubric

Section 3a: Instructional

Practice—Classroom Practice

EvidenceAreas of Strength

EvidenceAreas of

Development

Overall Rating

On Your Own: Place 3 reports side-by-side in order Use the NHPS rubric for classroom practice

to determine an overall rating for the assigned indicators (C1, C4, C9)

At Your Table: Share your ratings, come up with a

consensus on a rating for each assigned indicator

Discuss: ◦ How did your ratings compare? ◦ How far apart were you? ◦ What challenges did you face coming to

consensus?

Directions:

Email your 4-5 pieces of evidence for each category (labeled) to bphillip@btboces.org and pwalsh2@btboces.org by February 22nd.

Practice collecting evidence using the four areas of instruction we have studied.

Identify the 3-5 key areas that your district will use when conducting classroom observations.

“Homeplay”:

Thank You!

Coming Soon: Part 3 Sessions!