Evidence Based Observation Lead Evaluator Training Part 1

1. Evidence Based Observation Lead Evaluator Training Part 1 Let’s Meet! Can I have your attention please? Logistics…

3. Today’s Outcomes: • Identify current practices for defining teacher actions and student actions while observing • Explain the difference between current practice and evidence based observation • Identify and define criteria for one area of effective instruction around which evidence collection will be focused

4. What is Evidence Based Observation? • Collection of factual information • Free of bias or opinion • Based on specific criteria • Used to provide feedback for reflection and improvement of teacher practice

5. Why do Evidence Based Observation? Allows for consistency Provides “concrete” feedback to the teacher Based on facts—easily supported

6. Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

7. Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

8. Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I love the way you had the students work with a partner to share facts from the article.

9. Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I lovethe way you had the students work with a partner to share facts from the article.

10. Let’s think about bias…. Self-reflection – Do you have a bias that impacts how you view teaching and learning environments? How does bias influence collection of evidence? Stand-up-Hand-up-Pair-up

11. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

12. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

13. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board.

14. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

15. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

16. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

17. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students.

18. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students.

19. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students.

20. Free of Bias and Opinion? Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks. The teacher said, “label your X and Y axis.”

21. How do we make consistency happen in our school? • Essential conversation: What do we value in instruction? • Practice collecting evidence using set criteria • Compare and contrast evidence collected during shared observations • Review written observation documents and provide feedback to evaluators (Superintendent or designee)

22. Creating a focus. . .What do I look for? Question: How do I begin to collect evidence? There is so much to look for! ANSWER: Focus on evidence that makes a difference! Select a category or “criteria” of effective teaching that makes a difference in students’ learning.

23. What are examples of categories (elements/criteria) that makes a difference? Let’s check. . . . Are these in the rubrics?

24. Today’s focus: Checking for Understanding Also known as. . .

25. What ISchecking for understanding? • Evidence is observable (overt) • Evidence is of ALL students • Evidence is congruent to the objective When does checking for understanding occur??

26. Examples of what is NOT checking for understanding. . . • OK? • Any questions? • Using a “check” to be sure the student is paying attention Is a ticket out the door a check for understanding?

27. Let’s practice collecting evidence! • Make every effort to collect just facts • In the “old days” this was known as “scribing” • Splitting the paper in half with a line will let you just take down the facts – you can then label the evidence later

28. What would evidence of “Checking for Understanding” look like/sound like? The teacher said to all students, “Write down a definition of compromise in your own words and draw a visual that will cue you to what the term means.” All students shared their visuals and definitions with their partners as the teacher walked around the classroom.

29. Video 1

30. Collection of Evidence What did you collect? (Table pairs) The teacher asked, “Is he right?” and “Is she right?” Students snapped when the answer was correct. The teacher asked the 5 students, “What is the magic word that tells us if we use the past or present?” Students were given cut up sentence strips and had to put them into sentences using the correct verb tense—either past or present.

31. Let’s debrief… • What was easy about this? What was hard? • How is this different from what happens usually?

32. Ready for more practice?

33. What IS checking for understanding? • Evidence is observable (overt) • Evidence is of ALL students • Evidence is congruent to the objective

34. Video 2

35. Collection of Evidence What did you collect? (Table pairs) The teacher asked, “What do you think her parents’ genotypes looked like? The teacher walked around the classroom as students worked in pairs. The teacher stated, “Try to figure out-based on how your parents look-whether you are heterozygous or homozygous.”

36. “Homeplay” • Identify the presence or absence of “check for understanding” in your present evaluation tool • Practice collecting evidence of “check for understanding” • Check yourself – did your evidence contain bias or opinion? • Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

37. Thank You!!!See you next week! October 24, 2011 12:00 p.m.-3:00 p.m. JCLC