Lead Evaluator Training Session 4 (PPT)

Report
Lead Evaluator of Teachers
Training: Session 4
November 17, 2011
facilitated by Dr. Heather Sheridan-Thomas & Cheryl Covell
TST BOCES Network Team
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Workshop Objectives: SESSION 4
Participants 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 related to Post-Observation discussions with teachers
and possible forms of write-up to provide to teacher
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
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 Shifts in Instructional Expectations of the Rubrics with
Teachers
• Wrap Up & Evaluation
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Priorities of the Rubrics
• Cognitive Engagement
• “Effective” = students must be cognitively engaged
• “Highly Effective” = cognitive engagement PLUS metacognition 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
Framework Vocabulary
Domains
Components
Elements
With rubrics
Standard
1: Planning and Preparation
Component 1a. Demonstrating
knowledge of content and
pedagogy
A) Knowledge of content and structure of
the discipline
B) Knowledge of prerequisite relationships
C) Knowledge of content-related pedagogy
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
NYSUT Rubric Vocabulary
Standards
Summary statements
Elements
Indicators
Knowledge of Students & Student
Learning
Element 1.1 Demonstrate
knowledge of child and adolescent
development including cognitive,
language, social, emotional, and
physical developmental levels.
A) Describes developmental characteristics
of students
With rubrics
6
Developed by TLS, Inc. NYSUT Rubrics
Observing Practice
• Observe the video
• Collect evidence, with a focus on:
• Danielson = 2b, 2c, 3a, 3b, 3c, 3e
• NYSUT = 4.1, 4.2, 4.3, 3.1, 3.2, 3.5
• Be prepared to check evidence
with a partner, then sort evidence
and ask clarifying questions.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
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
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.) or Element (3.1, 3.2)next to
each piece of evidence you have
written down.
• Do on your own & discuss with a
partner.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
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.
• Be sure to review your questions in
light of the reminders.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Clarifying Question
Reminders
Be sure to frame your questions to
ensure that they are designed to promote
a climate of professional inquiry
 Consider the following:
How does the question make you feel?
How might the teacher respond to the
question?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Leveling Teacher
Performance
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
The Evidence Cycle
COLLECT
DATA
(Evidence)
SORT TO
ALIGN
WITH YOUR
FRAMEWORK
Interpret:
Clarify
Conclusions
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Leveling Practice
• On your own, assign a level to the teaching performance we
just watched for the following components/elements:
• Danielson = 2b, 2c, 3a, 3b, 3c, 3e
• NYSUT = 4.1, 4.2, 4.3, 3.1, 3.2, 3.5
• Use the rubric provided to circle or shade your chosen levels
and write at least one piece of evidence for
component/element you leveled.
• Share your levels with a partner, providing evidence to support
your level choices.
• As a table, reach consensus on levels for the following
components/elements: 2b/4.2, 3b/3.2 & 3.5, and 3c
Post-Observation
Discussion
“[The] essential message is not, “You are
broken and I am here to fix you.” Rather[the]
message is “You are so valuable and
worthy, our mission is so vital, and the future
lives of our students are so precious, that we
have a joint responsibility to one another...”
Doug Reeves,
from Leading Change in Your Schools
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
When is Feedback Most
Effective?
 When it…
Helps inform a professional dialogue
Is based on evidence gathered from observations
and other data
Prompts self-evaluation
Deepens the teacher’s learning and professional
development
 From: A-Z Coaching. National Union of Teachers
Teacher Reflection & PostConference Discussions
• Engage teachers in discussing how their
instructional moves/decisions
impacted student learning.
• Engage teachers in reflecting on lesson
strengths and what they might change.
• Use “mediational questions” (see
handout) to guide teachers toward
reflection.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Teacher Reflection & PostConference Discussions
• Provide possible questions to teachers
ahead of time (see handout – Forms D)
• Possibly suggest a target area for
reflection/ discussion based on a
particular rubric component/element
(by focusing question # 7).
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Possible Format for Brief
Directed Feedback
Thank you
3 “keepers” (student focused)
The students ______ because you _______
1 “polisher” (student focused)
It’s important that students __________; in order
to do that, try______
c.
c.
Providing Feedback:
Keepers (3)
What: Student Focused
The students ______ because you _______




Why:
3:1 ratio is critical to promoting positive and responsive
school culture
Increases the likelihood that teachers will sustain effective
practices
Builds rapport
Increases likelihood teacher will hear and respond to
“polisher”
Providing Feedback:
Polisher (1)
What: Student Focused
It’s important that students __________; in order to
do that, try________
Why:
Limits focus for growth to manageable number of
tasks
Provides clear teacher practice to improve instruction
Provides rationale for implementing
recommendation
Links rationale to student outcomes (keeps focus on
students)
Written Feedback to
Teacher
• Rubric with levels highlighted, evidence provided,
and section and/or overall comments
• Full narrative write-up
• 3 Keepers & 1 Polisher in written format
• Lesson strengths and challenges T chart
• Other formats you have used?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Share your thoughts &
processes
• Talk with a partner about your thoughts on the ideas
just presented – Collaborative discussions, “Keepers
and Polishers” feedback, write-up formats
• Share with a partner how you currently handle:
• providing verbatim notes to teachers,
• verbal feedback,
• post-observation conferences,
• written feedback, and
• observation write-ups.
Finish by talking about what, if anything, you are
thinking about changing.
• I will ask for a few volunteers to share on each topic.
Sharing Rubric
Expectations with Teachers
1. Consider using the “Wow Factor” activity below,
much as we did in Session 1:
If you were to observe an excellent teacher, either in
the classroom or another professional setting, what
might you see or hear that would cause you to think
that you were in the presence of an expert? What
would make you think, “Wow, this is good! If I had a
child this age, this is the class I would want to
choose.”
Write one idea per sticky note.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Sharing Rubric
Expectations with Teachers
2. Consider Activity #1b:
 At your table, brainstorm a list of observable
behaviors associated with your assigned indicator.
Have a recorder jot down the list on chart paper as
you work.
• Ask yourselves: What are the ongoing observable
behaviors of a effective teacher for this indicator? What
is the teacher doing?
• What are the students doing?
 Be prepared to share your behaviors and rationale
with the whole group.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Sharing Rubric
Expectations with Teachers
• Other ideas, from things we have done in
these sessions, or activities you have done
with your teachers?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Debrief and Closure
• Got It/Want It/Questions
• Please remember to complete the workshop
evaluation in MyLearningPlan
• PowerPoint and Materials will be on NT
website
Thank you for your participation!

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