NYSED Principal Evaluation Training Program

1. NYSED Principal Evaluation Training Program Day 2: Learning and Teaching Session 2: Recording Evidence

3. Session 2: Recording Evidence

4. Aims of The Session • To increase participants’ cognition of: • What can be observed in lessons • Evidence based observation and recording • What is evidence

5. What can be observed in lessons? • Individually imagine you are in the classroom of a highly effective teacher, reflect and note: • What would you see? • What would you hear? • What would the students be doing or saying? • In small groups spend 5 minutes to reflect and note the types of teacher effectiveness standards which this would relate to.

6. What can be observed in lessons? • Content knowledge • Pedagogy • Communication with students • Questioning techniques • Student engagement • Higher order thinking • Assessment of learning • Integrating reading and writing and math into the lesson • Managing classroom procedure • Managing student behavior • Positive and negative feedback • Respect by teachers • Respect by students • Equity and diversity • Use of physical space • Use of resources and technology • Time management February 9 , 2012 Session 2: Recording Evidence

7. Activity 3: Lesson Observation 1 • Individually • View the first five minutes of the lesson on DVD • Record your observations on paper • In pairs • Compare your written observations • Review and reflect on the similarities and differences • View the first remaining parts of the lesson on DVD • Record your observations on paper • At the end of the observations compare your written observations with a different partner

8. Evidence-based recording • Many principals have been trained to script instruction in detail or to use a checklist . • Evidence based observations require a different approach. • Principals need to focus on recording objective evidence • They need to record sufficient evidence to serve as a robust record • The completed record should enable the principal to: • track the link, cause and effect, between teaching and learning • identify areas for improvement and actionable change to achieve them • cite objective evidence to support the foundation of the areas to be explored during feedback

9. Types of Observations/Evidence • Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” • Non-evaluative statements of observed teacher or student behavior: Teacher presented the content from the front of room. • Numeric 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. • An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group. Developed by TLS, Inc. FFT-Based Rubrics

10. What is Evidence? - Review • Actions, by teacher or students • Statements or questions, by teacher or students • Observable features of the classroom Developed by TLS, Inc. FFT-Based Rubrics

11. What is Learning? • Focus on recording evidence of cognition: • How did students: • acquire new knowledge and skills, develop their ideas…. • consolidate their knowledge, skills and ideas.. • apply their knowledge, skills and ideas.. • extend their knowledge, skills and ideas .. • and have met the learning objective for the lesson

12. Observing LessonsTHE HEALTH WARNING! We observe all the time, which means that it is easy to do, but hard to do objectively • Remember • We tend to see what we want to see • We have to be aware of and avoid bias, particularly personal idiosyncrasies • We have to avoid preconceptions • Observation should be objective not subjective • This enables feedback to be given which is based upon objective evidence • End of year evaluations will then be rooted in evidence and based on agreed criteria

13. Activity 4: Lesson Observation 2 • DVD 2 • Individually: • Observe DVD 2 and record objective evidence (on paper). • 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 TLS, Inc. FFT-Based Rubrics

14. Activity 4: Lesson Observation part 2 • In pairs: • Exchange your lesson observation scripts – compare and contrast. • Review the evidence cited – is it evidence? Or opinion? • In your group: • Discuss ways in which you could coach a principal to identify more objective evidence.

15. Summary of the session 2 • Observations should be objective and evidence based • Each observation should build on the previous observation for each individual teacher • The principal’s job is to provide constructive feedback that provides the teacher with specific actionable changes which improve the teacher’s practice and enhances student learning • The principal evaluator’s job is to seek evidence of how well the principal carries out these activities

16. LUNCH