Evidence-Based Observations

1. Evidence-Based Observations John F. Sheehan, Ph.D.

2. Concerns • 2 major concerns • Examples from classrooms • Uneasiness with the Danielson Framework

3. Addressing the Concern • 2011 Revised Edition • Domains, components, elements are identical • Goals • Increase effectiveness, precision, and usefulness • Precise Language • Critical Attributes • Teacher Examples

4. Examples • Embedded videos from classrooms, that are examples of framework

5. Objectives • Describe the 2011 Danielson Framework • Apply the Danielson Framework to observations • Distinguish between opinions, evidence, and claims • Apply the above distinctions within our observations • Review goals, establish benchmarks, data collection

6. Objectives Continued • Review school calendar, and establish important dates (that support the implementation of Race to the Top) for the 2011-2012 school year • Review key documents for Race to the Top (publishers’ criteria, key deliverables, complexity of text, math priorities…)

7. 2011 Danielson Framework • Read the overview for each Domain and category (1a, 1b, 1c,…) • Select one of the categories (1a, 2b, 2c, 3d, 4e, 4f) and read that section of the rubric

8. Danielson in The Classroom http://youtu.be/MbeaNdWdVYQ

9. Observation • We are going to watch a video of a classroom: imagine you are within the classroom, and are conducting an observation. The teacher in the classroom is a second year teacher. You are asked to engage in your usual observation practice(s).

10. Classroom Observation http://youtu.be/0akVmCfUJiQ

11. Share Out What you observed

12. Evidence V. opinion • Evidence- observable and measurable • (Focus on the learning processes within the classroom) • Opinions- evaluations • Claims: • Valid Claims- based on evidence that you observed and documented which is connected to the enhancement of student learning • Invalid Claims- evaluations with hidden evidence (internal criteria), or claims linked to evidence, but not linked to student learning • Low Effect Claims- do not focus on improvement of learning for students

13. What Types Of Observations did we make? • For each observation shared, evaluate whether it was evidence or opinion. • Place an “E” next to claims that are evidence-based • Place an “O” next to claims that are opinion-based

14. Application • Please select an observation from the previous year, and make two copies of the observation. • Read over the evaluation, and determine if your statements are opinions, or evidence, by writing an (o) or (e) at the beginning of the sentence. • After this, examine each of the claims you made in the observation, mark each claim at the beginning of the sentence with (v) for valid (v), (inv) for invalid, (le) for low effect.

15. Questions • Are there any existing patterns that emerge within the observations?

16. Reliability • Provide your observation to another person. As you had done previously, mark this observation with an “E” next to claims that are evidence-based, and “O” next to claims that are opinion-based.

17. Meet with Partner and Share: Review the Document • Did you agree on your ratings?

18. Instructional Leadership • Step 1- Review goals • Step 2- Select the top 4 goals • Step 3- Share the goals with the group, and their importance

19. Four goals: • Indicate what data you will use to know when you have been successful. • Select benchmark dates

20. Action OneCommitment one • To enhance my instructional leadership, I will log the actions I have taken, and the effects on student learning throughout the year. • Establish four benchmarks to monitor progress.

21. Key Documents • Review of Key Documents • http://engageny.org/

22. Making Time http://youtu.be/Cv7Q-9mOh-E

23. Calendar If it is not on calendar, it either did not happen, or it will not happen • Key dates, and benchmarks