Evidence-Based Observations Training for Observers of Teachers Module 5

1. Evidence-Based ObservationsTraining for Observers of TeachersModule 5 Dr. Marijo Pearson Dr. Mike Doughty Mr. John Schiess Spring 2012

2. 9 Required Elements of 30-2.9for Lead Evaluator Certification: • NYS Teaching Standards and the ISLLC, 2008 Leadership Standards • Evidence-based observation techniques • Application and use of the student growth and value-added growth model • Application and use of State-approved teacher/principal rubrics • Application and use of any assessment tools you intend to use (e.g., portfolios, surveys, goals) • Application and use of any State-approved locally developed measures of student achievement you intend to use • Use of the Statewide Instructional Reporting System • The scoring methodology used by the department and/or your district • Specific considerations in evaluating teachers and principals of English language learners and students with disabilities. • *** Other: While not listed as a training component, districts will need to ensure inter-rater reliability for both their teacher and principal evaluation systems.

3. Agenda for Teacher Evaluation Training • Module 5 • Continuation of SLO Work • Specific considerations in evaluating teachers and principals of English language learners and students with disabilities.

4. Working Agreement • Be present: minds and hands on all day • Respect time boundaries • Recognize the need for quiet while working • Use electronics respectfully and appropriately when prompted • Return to large group attention when signaled

5. Key Messages for Student Learning Objectives SLOs name what students need to know and be able to do by the end of the year. SLOs place student learning at the center of the conversation. SLOs are a critical part of all great educators’ practice. SLOs are an opportunity to document the impact educators make with students.

6. Key Messages for SLOs continued… SLOs provide principals with critical information that can be used to manage performance, differentiate and target professional development, and focus supports for teachers. The SLO process encourages collaboration within school buildings. School leaders are accountable for ensuring all teachers have SLOs that will support their district and school goals.

7. Detailed Agenda • Continuation of SLO Work • Examples and Criteria • Writing a SLO • Lingering questions about SLOs? • Examine the example SLO for Spanish II. • Decide on a course that would require an SLO (not 4-8 ELA or math). • In small groups, write a SLO for that course using the template and the rubric as guides. • When you are done, exchange SLOs with another group and “evaluate” each SLO using the rubric. • Be prepared to share your experiences.

8. Break

9. Detailed Agenda, Part 2 • Specific considerations in evaluating teachers and principals of English language learners and students with disabilities. • Ground our work in best practices for students with disabilities and English language learners. • How do these practices line up with the rubrics? • Examine evidence specific to students with disabilities and English language learners.

10. Students with Disabilities and English Language Learners – Best Practices Read and jigsaw articles about strategies for working with students with disabilities and English language learners. • Instruction for Diverse Groups of English Language Learners • Realizing Opportunities for English Language Learners in the Common Core Language Arts and Disciplinary Literacy Standards • Exploring the Foundations of Explicit Instruction (pp. 1-10) • Exploring the Foundations of Explicit Instruction (pp. 11-22) Identify similarities and differences. Be prepared to share.

11. Students with Disabilities and English Language Learners – Best Practices • Specific considerations in evaluating teachers and principals of English language learners and students with disabilities. • Review Specially Designed Instruction Walk Through tool • How does this compare with the articles you read? • How does this and what you read fit in the context of the rubric? • Crosswalk the tool with either NYSUT or Danielson Rubric • Where do the strategies fall in the rubric? • How would you determine HEDI ratings based on the use of these strategies?

12. Evidence is a Factual Reporting of EventsElement 2 • It includes teacher and student actions and/or behaviors • Teacher presented the content from the front of room. • It includes statements made and questions posed by the teacher and the students • “Bring your white boards, markers and erasers to the carpet and sit on your square.” • It includes artifacts prepared by the teacher, students, or others. • Task cards, journals, lesson plans, etc.] • It includes quantifiable information about time, student participation, resource use, etc. • 9:14 – 9:29- Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29 • It includes an observed aspect of the environment • Desks were arranged in groups of four

13. Students with Disabilities and English Language Learners – Best Practices • Specific considerations in evaluating teachers and principals of English language learners and students with disabilities. • Watch ELL video and script. https://www.teachingchannel.org/videos/multi-language-classroom • Check script for EVIDENCE. • Align evidence to the rubric.

14. Next Steps from NYSED 14

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