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Informal Observations and Scoring Practice using CLASS.Keys™

This module provides guidelines and practice for conducting informal observations and scoring using the CLASS.Keys™ Continuum of Improvement rubrics. It includes a video scoring practice and discussions on the scoring process.

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Informal Observations and Scoring Practice using CLASS.Keys™

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  1. CLASS KeysTM Module 6: Informal Observations Spring 2010 Teacher and Leader Quality Education Support and Improvement

  2. Resources and Materials Teachers will need the following resources and materials for this module: • CLASS Keys™ Notebook • Formative Analysis for CLASS Keys™ form • Handout 6A: Video Scoring Practice • Module 6 PowerPoint

  3. Module Objectives • Introduces the guidelines and steps for informal observations. • Provides an opportunity to observe a lesson segment and practice scoring an informal observation. • Provides a format for discussing the scoring process and use of the CLASS Keys™ Continuum of Improvement rubrics.

  4. Three Phases of the CLASS Keys™ Process Pre-Evaluation Phase • Element/Strand Evaluation 1 • GTDR Evaluation FEEDBACK • Overall Evaluation 3 • Self Assessment /Reflection CLASS Keys™ • Professional Growth Plan • Pre-Evaluation Conference FEEDBACK Annual Evaluation Phase 2 FEEDBACK Evidence Collection Phase • Informal Observations • Formal Observation • Other Evidence Collection

  5. Informal Observations • Are unannounced. • Are five to fifteen minutes in length. • Focus on a limited number of elements. • Assess elements using the Formative Analysis for CLASS Keys™ form. • Provide specific, clarifying feedback to teachers using the language of the elements and standards. • Occur at least twice during the year.

  6. Formative Analysis for CLASS Keys™

  7. Performance on the elements of the CLASS Keys™ is identified on a four-level continuum. This continuum is not utilized to label teachers as Not Evident, Emerging, Proficient, or Exemplary. The continuum is used to describe a teacher’s PERFORMANCE on specific elements. “We will lead the nation in improving student achievement.”

  8. Levels of Performance NOT EVIDENT The absence of evidence of behaviors required by the element or the presence of evidence of behaviors considered to be unacceptable for the element. “We will lead the nation in improving student achievement.”

  9. Levels of Performance EMERGING Evidence of preliminary understanding and demonstration of the element that may develop further with coaching and/or clearer expectations. “We will lead the nation in improving student achievement.”

  10. Levels of Performance PROFICIENT Evidence that the teacher is meeting the expectations for this element. Consistency of practice is a key consideration at this level. PROFICIENT is the TARGET over time for all teachers with all elements. “We will lead the nation in improving student achievement.”

  11. Levels of Performance • EXEMPLARY • Evidence that the teacher’s performance exceeds the standard. • Leadership among peers • A model for others on this element • Student involvement in the learning process “We will lead the nation in improving student achievement.”

  12. Simulating an informal observation with a video clip

  13. Review the Georgia Performance Standards ELA6W2: The student demonstrates competence in a variety of genres. The student produces writing that: b. Establishes a statement as the main idea or topic sentence. e. Develops the topic with supporting details.

  14. Observing with the Formative Analysis for CLASS Keys™ Review the selected elements that will be observed while watching the video clip. View the classroom video clip. Use the CLASS Keys™ Continuum of Improvement rubrics and Examples of Evidence to score the elements. Reach consensus on the scoring of the selected elements.

  15. Video Scoring Practice: 6th ELA

  16. Handout 6A: Video Scoring Practice

  17. Formative Analysis for CLASS Keys™

  18. Reflecting on Your Experience as an EVALUATOR

  19. In the CLASS Keys™ Evaluation Process, the collection of evidence for the elements can be viewed as “filling of buckets” over time. Informal observations provide evaluators with opportunities to see evidence of elements over time. Informal observations provide teachers with a chance to consistently demonstrate elements over time.

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