Teacher Observations: An Integrated Approach

1. Teacher Observations:An Integrated Approach Module 6 Dr. Regina Cohn Dr. Robert Greenberg

2. Instructional Planning-Delivery-Reflection move the cogs in a 100% system

3. Module 6 Training Objectives • Understand the connections between teacher evaluation and student learning outcomes • Advance our common language around teacher evaluation and student learning outcomes • Understand expectations for evidence collection and assessment of skills for teacher evaluation • Understand how to interpret evidence against criteria to assess teacher practice • Collaborate with colleagues

4. Working Agreement • Be present: minds and hands on all day • Respect time boundaries • Recognize the need for quiet while working • Use electronics respectfully and appropriately when prompted • Return to large group attention when signaled

5. TLS Evidence Rubric

6. OAR(S) Objective Aligned Representative Sufficient

7. Evidence is a Factual Reporting of Events • It includes teacher and student actions and/or behaviors • Teacher presented the content from the front of room. • It includes statements made and questions posed by the teacher and the students • “Bring your white boards, markers and erasers to the carpet and sit on your square.” • It includes artifacts prepared by the teacher, students, or others. • Task cards, journals, lesson plans, etc. • It includes quantifiable 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 • It includes an observed aspect of the environment • Desks were arranged in groups of four

8. Trends in January Evidence Samples • A preponderance of the submitted evidence samples contained • Summary statements • “Provided relevant examples and scaffolding to discuss how we "measure your foot" or "blood pressure" driving home the point that we need "different tools for different problems" In this way the Clinometers and meter stick were introduced before directions were given for outside task.” • Conclusions/judgments • “Students were engaged during small group activities.” • A lack of student evidence • T: Who has a prediction? • T: What is your method? • T: Why did you use tangent?

9. Trends in January Evidence Samples • Vague information • “Teacher circulates” • Misalignment to the criteria • SCLVM—Summaries, Conclusions/Judgments, Lack of Evidence, Vagueness, Misalignment

10. Evidence Exemplars From the Field • Review the Evidence Exemplars • Use OAR(S) to examine and review the exemplar. • Discuss with your table mates.

11. Evidence Analysis • With an elbow partner examine the evidence collection activity sheet • Identify the reason why the evidence is problematic • E.g., “teacher circulates” is vague because it does not provide a context. Is the teacher monitoring student understanding or student behavior? Does the teacher talk with students? If so, what is the conversation? How can an evaluator determine the level of effectiveness of the teacher’s walking among the students? • Be prepared to share your work with the larger group • Use SCLVM as a guide

12. Observation Practice: Classroom Observation • Individually • Watch the video • Collect evidence for the observable elements/indicators of your rubric • Align your evidence to the appropriate elements/indicators • Check your work with a partner who is using the same rubric • Did you capture similar evidence? • Did you align your evidence to the same elements/indicators? • Discuss your rationale for your alignment. • Be prepared to share some examples of your aligned evidence collection

13. Observation Practice: Scoring • Individually • Score the teacher’s practice at the element/indicator level for • NYSUT Standards III and IV • ASCD Standards 2 and 3 • Be sure your judgments are based on your aligned evidence • Reference the language of the rubric to determine the level of performance