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Evaluator Training

Evaluator Training. Presented by: Theresa A. Reynolds Assistant Superintendent for Curriculum and Instruction Marlboro Central School District . Participants in I3 Consortium. New York State United Teachers (NYSUT) Rhode Island Federation of Teachers (RIFT) Local Union Presidents

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Evaluator Training

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  1. Evaluator Training Presented by: Theresa A. Reynolds Assistant Superintendent for Curriculum and Instruction Marlboro Central School District

  2. Participants in I3 Consortium • New York State United Teachers (NYSUT) • Rhode Island Federation of Teachers (RIFT) • Local Union Presidents • Superintendents • Administrators • Teachers

  3. Goals of the Project: • Articulate an agreed-upon vision of effective teaching • Accurately identify teachers on a continuum of performance • Provide accurate and rich data that can be used to assist all teachers to develop and improve their effectiveness

  4. Session Topics: • Objectives of Evaluator Training • Components of the training • Evidence collection • Scoring • Follow up training

  5. Objectives of Evaluator Training: • Gather evidence of professional practice across the Teaching Standards (NYS) • Define teaching competencies using a Rubric (NYSUT Teacher Practice Rubric) which provides examples of the different performance levels of each indicator • Gain skills in evidence collection and accuracy ratings • Gain understanding of evidence bias, alignment, and judgment in rating • Trained to achieve inter-rater reliability

  6. Highly Trained Evaluators: • Understand the nature of learning for students and educators • Understand how a common language creates and supports professionalism and a culture of learning • Are familiar with the rubrics • Understand the components of the Evaluation System • Has honed their observation skills: evidence collection, alignment of evidence with standards, and score level of practice based on evidence • Have established inter-rater reliability and inter-rater agreement of observer interpretations and assessments of teaching practice • Are able to collaborate effectively with colleagues

  7. Rubric Sample Standard New York State Teacher Standards Standard 1: Knowledge of Students and Student Learning Element 1.1: Teachers demonstrate knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and physical developmental levels. Element Indicator

  8. Priorities of the Rubrics • Cognitive Engagement • Constructivist Learning • 21st Century Skills • The LEARNING is done by the LEARNER!

  9. The Evidence Cycle COLLECTDATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions/Judgments NO! Impact on learning… Support needed…

  10. The Formal Observation Cycle Pre-Conference Observation Post-Conference 3-5 days 1-2 days Informal Observations Leads to…

  11. Collect Evidence T - Interactive book marks remember you will be responsible for all 6 jobs.T - Let's go over each of them.T - do a quick scan of the text and see if you can spot one of these features put your finger on itT - You will get a chance to explore the text in a few minutesT - What did you find?S - Bullets and asterisksT - Why did the author use bullets?S - To list important informationT - Let's read the definition from the chartT - Max why did you use a chartS - Put all the information togetherT - You are going to go off on your own and use this chart. skim through the text and find each of these features.T - Example - Title of map and how it helps youT - Go to page 13 using bullets fill out how the author used bullets and then write how it helps you.T - Why do authors use these features?S - to help us understand the book more

  12. Align Evidence to Element/Indicators 3.4  Teachers explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement A. Differentiates instruction B. Implements strategies for mastery of learning outcomes T - Group A come to the back tableGroup A - 7 students - Non Fiction Text: Adopting a Wild Horse, graphic organizer "Nonfiction Text Features Activity"T - What is non fictionS - all the facts that are realS - I could have real picturesT - What is fictionS - Not RealT - What is Genre?S - The type of book it isT - Objective is to focus on the different text features of the bookT - What is reference bookS - It tells you things you want to know more about.

  13. Threats to Observer Accuracy Assessor Bias: e.g. an Observer likes to see rooms neatly organized with desks in rows, Observers who like “quiet” schools Leniency: e.g. Susan is a great teacher, she does so much with the kids; yearbook, dances, after-school clubs… (even if the evidence doesn’t support a high rating, Susan is rated higher because of other factors Central Tendency: seen in rubrics with odd numbers, proficient is the “middle”. It’s easier to go to the middle than to make a decision higher or lower. Halo/Horns: People perceived by the Observer as being able to do “no wrong” (Halo) or unable to do anything right (horns)

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