Independent and Peer Evaluation for Effective Teaching

1. August 28, 2015 Long Island Independent and Peer Evaluation: Making the Work Matter

2. Making the Work Matter Inter-rater Reliability Today’s Plan Application and use of rubrics Evidenced based observations The NYS Teaching and Leadership Standards

3. A Look to the Future

4. 2028

6. Bolman and Deal’s Four Frames

7. The Changes

9. SLO’s APPR Cuomo Growth Scores Opt Out Common Core Budget

14. CULTURE

15. What can you do to quiet the noise? How will you change your culture? What can you do to keep the focus on student learning? How will you change what you say and do?

17. It’s all about attitude…

18. Peer and Outside Evaluator

19. Welcome to APPR! Which blob best represents you?

20. Lead Evaluator Training • New York State Teaching Standards and Leadership Standards • Evidence-based observation • Application and use of Student Growth Percentile and VA Growth Model data • Application and use of the State-approved teacher or principal rubrics • Application and use of any assessment tools used to evaluate teachers and principals • Application and use of State-approved locally selected measures of student achievement • Use of the Statewide Instructional Reporting System • Scoring methodology used to evaluate teachers and principals • Specific considerations in evaluating teachers and principals of ELLs and students with disabilities

21. Evidence Based Observation The observer is NOT the evaluator. The RUBRIC is the evaluator. The observer COLLECTS EVIDENCE.

22. Evidence Based Observation • Specific • Objective • Data, Data, Data

23. Description with Judgment “The teacher read from the book, The Giver, which was not at the appropriate level for the class.” “There was too much time on discussion, not enough time on individual work.” “The students conducted a sophisticated lab experiment.”

24. Specificity of Evidence • “Students followed directions in the text to make circuit boards.” • What data might make this more specific?

25. Objectivity/Specificity Matrix Judgmental Objectivity Descriptive Specific Specificity General Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.

26. Objectivity/Specificity Matrix Judgmental Objectivity Descriptive Specific Specificity General Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.

27. Opportunity for Practice

28. Mini-Observation

29. Write specific and descriptive notes about what you see in the following classroom video, particularly things that align with Standards III, IV, and V.1 OR Domains 2 and 3. Your Job

30. Observation Classroom 1: https://www.youtube.com/watch?v=ZFdeCkjwACQ Classroom 2: DVD

31. Reread your notes from this first classroom observation. Choose three pieces of data and write a correlating evidence statement for each one on three separate sticky notes. Share with a neighbor. Help each other tune the data as necessary. Tuning our Observations

32. Evidence Statements

33. Rubric Tenets • Cognitive Engagement • Constructivism • 21st Century Skills

34. Meet the 21st Century Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration

35. Meet the 21st Century Skills • Information Literacy • Media Literacy • ICT (Information, Communications, and Technology) Literacy

36. Meet the 21st Century Skills • Flexibility and Adaptability • Initiative and Self Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

37. Gradual Release of Responsibility and the Rubrics

38. Measuring Student Autonomy The Gradual Release of Responsibility: • I DO • WE DO • YOU DO TOGETHER • YOU DO RELEASE

39. The Rubrics Ask: • Who bares the cognitive burden?

40. Rubric Analysis Use your pen or highlighter to mark words or concepts that delineate between the performance levels.

41. Rate the videos • Using your evidence statements and notes, apply the rubric to your observation evidence.

42. Evaluate the Learning Where does the learning experience fall on the rubric?

43. Last Thoughts • Specific and Objective • Student Centered • Autonomy • Opportunity for Practice of 21st Century Skills

47. New York State Standards • Jigsaw Activity • Groups of 4 • #1 Read Knowledge of Content and Instructional Planning • #2 Read Instructional Practice and Learning Environment • #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth • #4 Read Standards for Building and District Leaders

48. NYS Standards

49. Inter-rater Reliability

50. Inter-rater Reliability