Lead Evaluator of Teachers Training: Session 4

1. December 13, 2011ICSD facilitated by Dr. Heather Sheridan-Thomas & Cheryl CovellTST BOCES Network Team Lead Evaluator of Teachers Training: Session 4 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

2. Workshop Objectives: SESSION 4Participants will: • Understand Student Growth Percentiles and Value Added models, as they relate to the APPR process • Practice observation skills, focusing on: • Evidence collection & self-check • Alignment of evidence with Standards & Domains • Asking clarifying questions to promote professional reflection & growth • Leveling the teacher’s performance based on a rubric • Share ideas/concerns/questions related to Post-Observation Conferences. • If time permits, begin discussion of collecting evidence for Domain 4/Standards 6 & 7 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

3. Session 4 AGENDA • Student Growth Percentile and Value Added (Cheryl Covell) • Observation Practice • Scripting, Checking, Categorizing • Asking Clarifying Questions • Leveling the Performance Based on a Rubric • Post-observation Conferences & Sharing Observation Write-Ups with Teachers – Sharing of Ideas • If time permits, begin discussion of collecting evidence for Domain 4 (Professional Responsibilities) • Wrap Up & Evaluation Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

4. Priorities of the Rubrics • Cognitive Engagement • “Effective” = students must be cognitivelyengaged • “Highly Effective” = cognitive engagement PLUS meta-cognition and student ownership of their learning • Constructivist Learning • Effective and Highly Effective = evidence of learning experiences designed to facilitate students’ construction of knowledge & connections to prior knowledge. • 21st Century Skills • Effective and Highly Effective = evidence of application of 21st Century college & career-readiness skills and dispositions Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 4

5. Reviewing the Focus Components • Today’s observation will focus on: • Danielson = 2a, 2b, 3b, 3c • Take time now to review the section of the Teachscape rubric related to the component assigned to your table. Pay particular attention to the“indicators.” • Talk with your table mates about what concretely you will be looking for in relation to the indicators. Some indicators are very clear; others need a bit of interpretation. Be prepared to share 2or 3 critical “look fors” for your assigned component.

6. Observing Practice • Observe the video • Collect evidence, with a focus on: • Danielson = 2a, 2b, 3b, 3c • Be prepared to categorize evidence and develop clarifying questions. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

7. Checking Evidence • Use the self-check questions to review your evidence collection • Have I recorded only facts? • Is my evidence relevant to the criteria being examined? • Whenever possible, have I quantified words such as few, some, and most? • Have I used quotation marks when quoting a teacher or student? • Does my selection or documentation of evidence indicate any personal or professional preferences?  • Have I included any opinion (in the guise of fact)? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

8. Observing Practice: Sorting Evidence • Sort your evidence so that it aligns with the appropriate component in the rubric. • Using the placemat version of the rubric, write a component (3a, 3d etc.) next to each piece of evidence you have written down. • Do this on your own. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

9. Observing Practice: Clarifying Questions • With a partner, develop clarifying questions you have about the lesson you observed that you would like to have answered before you rate the teacher’s performance. • Try to frame your questions so that they are non-evaluative. • Consider the following: • How might the teacher respond to the question? • How will the response assist you in leveling this teaching performance? • How might the question assist the teacher in reflecting on this lesson?

10. Leveling Teacher Performance Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

11. The Evidence Cycle COLLECTDATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions Impact on learning… Support needed… Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

12. Leveling Practice • On your own, assign a level to the teaching performance we just watched for the following components/elements: • Danielson = 2a, 2b, 3b, 3c • Use the “Lesson Observation Leveling” chart provided to write in your chosen level for each of the components above. Write at least one piece of evidence for each component/element you level. Write additional evidence if you have it. • Share your levels with a partner, providing evidence to support your level choices. • As a table, try to reach consensus on the levels.

13. Evidence of Professional Responsibilities • Your table will be assigned a component of Domain 4. • With your table-mates, brainstorm evidence you would collect for your assigned component of Domain 4. Use the provided chart to capture your thoughts. • Please hand in one completed chart per table. We will collate the ideas and share it with all. If we have time, we will do some oral sharing. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

14. Evaluation and Closure • Complete the paper evaluations and leave at your table. Please evaluate and comment on your entire experience in LE Training Sessions 1-4. • Also write any questions on the evaluation sheet. • PowerPoint and Materials will be on NT website Thank you for your participation!