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Lead Evaluator Training

Lead Evaluator Training. 2012-2013 Day 5. Agenda. What have you been up to? Sharing what we’ve done related to this work in the last month. A little more on the Six shifts in ELA/Literacy Technical v. Personal Observation > Evidence Collection > Label > Sort > Rubric

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Lead Evaluator Training

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  1. Lead Evaluator Training 2012-2013 Day 5

  2. Agenda • What have you been up to? Sharing what we’ve done related to this work in the last month. • A little more on the Six shifts in ELA/Literacy • Technical v. Personal • Observation > Evidence Collection > Label >Sort > Rubric • Another mini-observation and follow-up conversation

  3. Constructivism Warming up: • Organize the blue cards. Bias 21st Century Skills Evidence Collection Cognitiveengagement Fairness Rubric HEDI APPR Observation Reliability MiniObservation Supervision Evaluation Validity

  4. Warming up: • Now integrate the yellow cards into your scheme. ContinuousImprovement Feedback ProfessionalDevelopment Risk-taking Change Growth Support Evaluation Reflection

  5. The essential message is not “you are broken and I’m here to fix you” but instead “you are so valuable and worthy, our mission so vital, the future lives of our students so precious, that we have a joint responsibility to each other.” -Doug Reeves

  6. ELA/Literacy and theCommon Core

  7. Six Shifts: ELA/Literacy

  8. Interquartile Ranges Shown (25% - 75%) 1600 Staircase of Complexity 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  9. Shift 1: Balancing Informational and Literary Text

  10. Shift 2: Knowledge in the Disciplines

  11. Shift 3: Staircase of Complexity

  12. Shift 4: Text Based Answers

  13. Shift 5: Writing from Sources

  14. Shift 6: Academic Vocabulary

  15. Divide 100% of your staff between: What is your next step(s)?

  16. Evidence CollectionandGrowth-Producing Feedback

  17. The Year at a Glance Beginning of the Year End of the Year Ongoing • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations

  18. Rubric as Road Maps • Identify your destination • Identify your current location • Design the best route to your destination and move forward • NOT as inspection tools

  19. Evidence and a Rubric • Individually, review the evidence and the slice of the rubric. • What would be your opening line with the teacher? • How might the teacher reply? • Now, score the rubric (together). • Plan the opening line and anticipate the teacher’s response. • Any difference?

  20. Time Out for a read! • Read the blog post: Don’t Go There [Yet] • What are some reasons why someone would argue for scoring the rubric every time? • What would you say to the teacher who says I want to know my score! Or, I want to know how many points I have so far! • What is the instructional analogue to this situation?

  21. COLLECTDATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions NO! Impact on learning… Support needed…

  22. ELA Classroom • Observe what the teacher and the students are doing in this lesson (excerpt) • Collect evidence electronically • Label it by NYS Teaching Standard or Domain • Sort it • Compare with your neighbor/table

  23. Growth-Producing Feedback • With your neighbor, plan your conversation with the teacher

  24. Resources

  25. Next Session • November 30th in Syracuse • Mid-year electronic feedback • Agenda will include • Evidence Collection • Ongoing Growth-Producing Feedback

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