Ohio Teacher Evaluation System: Assessment of Teacher Performance

1. Ohio Teacher Evaluation System: Assessment of Teacher Performance

3. Training Purposes/Objectives • Understand and be able to apply the OTES Framework. • Be prepared to utilize the observation processes (pre-conference, observation, post-conference) presented from the Teacher Performance OTES framework component. • Understand and apply necessary tools from the OTES model • Understand and apply the evaluation rubric to personal classroom practice

4. Purpose “The (OTES) evaluation procedure is to be used for the improvement of instruction and learning with the teacher and evaluator working collaboratively in support of the teacher to achieve that goal.”

5. Text Rendering Purpose: To collaboratively construct meaning, clarify and expand our thinking about a text or document • Each table will be assigned a document that they need to render (count off by 6) • “Professional Growth/Improvement Plan” (p. 63-64) • “Implementing the OTES Process” (p.65-66) • “Using the Evidence to Inform Holistic Performance Ratings” (p. 67-69) Text rendering asks you to dig deeply into the document as a group and define/describe what the most important information is

6. Text Rendering Set Up: Take 3-5 minutes to read the document your group has been assigned. After you are done reading: • Place a star next to the paragraph that you believe is most important • Underline the sentence within the paragraph that you think is most important H • Highlight the word that best captures the main point of the paragraph. Steps: P. 62 Go through steps 1-4 with your table group, and we will go through steps 5-6 as a large group

7. Present Your Text Rendering Findings • Each group will present their text rendering and the ‘big ideas’ they got from each document.

8. The Whole…..P. 70 and handout in pouch

9. The Part of our focus Today

10. Evaluation Documents(Prior to Formal Observation) Self Assessment Summary Professional Growth Plan p. 29 Annual Focus Student Achievement Goal Teacher Performance Goal pp. 27-28 • Students • Content • Assessment • Instruction • Learning Environment • Collaboration and Communication • Professional Responsibility and Growth

11. eTPES Electronic Portal • Teacher Evaluation System • Principal Evaluation System

12. Placemat Consensus 2 minutes to write individually 3 minutes to talk and reach consensus Participant B ParticipantA Consensus Elements 5 minutes to debrief Participant D Participant C When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?

13. Whole School Consensus • Now that each group has come up with their own consensus, lets take a moment to make a whole school consensus • What is it that we would expect to see in a classroom that is deemed “effective”?

15. OTES Rubric Structure Ratings Organizational Area Indicators Standard Areas

16. Rating

17. Instructional Planning Let’s dive into instructional planning: • Focus for Learning • Assessment Data • Prior Content Knowledge/Sequence/Connections • Knowledge of Students

18. Process of Modeling Your Thinking (Think-Aloud) I do Think Aloud We do Scaffold & Cue Students Explain Thinking You do

19. Rubric Activity Directions: Administrator/Trainer will model metacognition for highlighting key words from Knowledge of Students.

20. Assessment of Teacher Performance: OTES Rubric Knowledge of Students Proficient The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences.

21. Rubric Activity Directions: As a table, discuss and highlight key words from the “Proficient” column for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, and Lesson Delivery For groups who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished.

22. I. Pre-Observation Conference Video clips: Clips next slide. Pre- Conference focus is on planning! Topics are: Instructional Planning • Focus for Learning • Assessment Data • Prior Content Knowledge/Sequence/Connections • Knowledge of Students

23. Video Clip 1 Pre – Conf- 52 SecondsVideo Clip 2 Pre – Conf- Show 5 -7 minutes • http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-724/document-199/player.html • http://www.nietbestpractices.org/OHIO/Navigation/VideoLibrary/LessonsbyGradeLevel/5thGrade/tabid/897/Default.aspx • Log In Needed for Video 2 Check Notes

24. II. Instruction and Assessment • Lesson Delivery • Differentiation • Resources • Classroom Environment • Assessment of Student Learning

25. Rubric Activity Directions: Individually, highlight key words from the “Proficient” column for Differentiation, Resources, Classroom Environment, and Assessment of Student Learning. For those who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished.

26. When do you collect evidence?SCRIPTING Prior to the lesson being observed • Pre-Conference • Review of lesson • Generate questions from lesson plan During the lesson What the students What the teacher says and does say and do Post-Conference Communication between classroom observation and post-conference After the lesson

27. Collecting/Capturing Evidence • Capture: • What the teacher says • What the teacher does • What the students say • What the students do • Copy wording from visuals used during the lesson • Record time segments of lesson

28. Hints for Capturing Evidence When capturing evidence during the lesson, these strategies will help you collect accurate and defensible notes. Time: Capture the length of different segments of the lesson Abbreviate: When possible abbreviate; after the lesson write out what you abbreviated Verbatim: Capture verbatim dialogue when possible Paraphrase: Use parentheses to indicate paraphrasing Circulate: Circulate as necessary to collect evidence from teacher, students and student work

29. Hints for Capturing Evidence • When capturing and categorizing evidence after the lesson, these strategies may help you categorize effectively. • Label: Begin categorizing your notes by labeling evidence for rubric standard areas/indicators • Q & F: After you finish go thru your script and label all questions and feedback (Lesson Delivery and Assessment standards) • Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson • Lesson Analysis: Identify the lesson’s primary objective and sub-objectives (Focus for Learning)

30. Sample Evidence Collection Notes Time

31. Sample Evidence Collection Notes Teacher Students

32. Observing Classroom Instruction • We will view clips of classroom instruction and compare them to the rubric, Area: Instruction and Assessment. Remember to collect evidence from which you can validate your reasoning for placement on the rubric and assignment of a rating.

33. Instruction and Assessment • Lesson Delivery • Differentiation • Resources • Classroom Environment • Assessment of Student Learning

34. The Lesson Grade 4 LA Lesson http://nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-745/document-201/player.html Modules are short. Click on #9…if time show10 and 11… Show number 12 with evidence

35. Lesson 2 ChoiceHS Science http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-746/document-200/player.html

36. Collecting and Categorizing Evidence: Language to Avoid • Avoid the use of the following language: • Value Statements: • I think… • I feel… • She should have… • She could have… • When I taught this, I … • The discussion about the lesson should be based on the evidence and the rubric.

37. Group Roles • Once you get to the group work, there are a few roles that need to be assigned: • “Holder of the handbook” • This person will make sure that we are interpreting each standard correctly, and answer any questions group members have about it. • “Keeper of the rubric” • This person will make sure that all conversations are about what the rubric asks for.

38. Group Roles continued • “Value Judgment Police” • This person will make sure people do not use value judgment statements such as: • I would have… • She should have… • Timekeeper & Evidence Gatherer

39. Debrief Evidence and Ratings • Whole group will debrief the evidence that was captured and the ratings that were given.

40. III. Professionalism How will you provide evidence for Professional Responsibilities? What evidence might an evaluator use to evaluate Professional Responsibilities?

41. Post-Observation Conference Purpose: To provide an opportunity for reflection on the areas of reinforcement and refinement from a lesson to inform and improve future practice. The post-observation conference should focus on two areas from the rubric (one for reinforcement and one for refinement).

42. Four Key Elements of the Instructional Post-Conference Introduction/Greeting Reinforcing the Teacher (Relative Lesson Strength) Refining the Teacher (Relative Lesson Weakness) Present Evidence and Rating Connected to the Rubric

43. Four Key Elements of the Instructional Post-Conference • Introduction/Greeting/Establish Length • Review Conference Process • General Impression Question • - “How do you think the lesson went?” • Reinforcing the Teacher • Identify an area of Reinforcement (ONLY one area) • Ask Self-Analysis Question • Provide evidence from notes

44. Four Key Elements of the Instructional Post-Conference • Refining the Teacher’s Skill: • Identify an area of Refinement (ONLY one area) • Ask Self-Analysis Question • Provide evidence from notes • Give a recommendation for future practice • 4. Present evidence and rating connected to the rubric

45. Post ConfernceWhat Does it Look Like? • http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-747/document-192/player.html

46. Wrap-Up and Questions ?