November 17, 2011

facilitated by Dr. Heather Sheridan-Thomas & Cheryl CovellTST BOCES Network Team

Lead Evaluator of Teachers Training: Session 4

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Workshop Objectives: SESSION 4Participants will:

• Understand Student Growth Percentiles and Value Added models, as they relate to the APPR process

• Practice observation skills, focusing on:• Evidence collection & self-check• Alignment of evidence with Standards & Domains• Asking clarifying questions to promote professional

reflection & growth• Leveling the teacher’s performance based on a rubric

• Share ideas related to Post-Observation discussions with teachers and possible forms of write-up to provide to teacher

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Session 4 AGENDA

• Student Growth Percentile and Value Added (Cheryl Covell)

• Observation Practice • Scripting, Checking, Categorizing• Asking Clarifying Questions• Leveling the Performance Based on a Rubric

• Post-observation Conferences & Sharing Observation Write-Ups with Teachers

• Sharing Shifts in Instructional Expectations of the Rubrics with Teachers

• Wrap Up & Evaluation Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Priorities of the Rubrics

• Cognitive Engagement• “Effective” = students must be cognitively engaged • “Highly Effective” = cognitive engagement PLUS meta-

cognition and student ownership of their learning

• Constructivist Learning • Effective and Highly Effective = evidence of learning

experiences designed to facilitate students’ construction of knowledge & connections to prior knowledge.

• 21st Century Skills• Effective and Highly Effective = evidence of application

of 21st Century college & career-readiness skills and dispositions Developed by Teaching Learning Solutions, Inc. FFT

Rubrics-ASCD4

Elements With rubrics

Framework Vocabulary

Standard 1: Planning and Preparation

Component 1a. Demonstrating knowledge of content and pedagogy

A) Knowledge of content and structure of the disciplineB) Knowledge of prerequisite relationshipsC) Knowledge of content-related pedagogy

Domains

Components

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Indicators With rubrics

NYSUT Rubric Vocabulary

Knowledge of Students & Student Learning

Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels.

A) Describes developmental characteristics of students

StandardsSummary statements

Elements

6 Developed by TLS, Inc. NYSUT Rubrics

Observing Practice

• Observe the video • Collect evidence, with a focus on: • Danielson = 2b, 2c, 3a, 3b, 3c, 3e• NYSUT = 4.1, 4.2, 4.3, 3.1, 3.2, 3.5

• Be prepared to check evidence with a partner, then sort evidence and ask clarifying questions.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Checking Evidence• Use the self-check questions to review your

evidence collectionHave 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 Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Observing Practice: Sorting Evidence

• Sort your evidence so that it aligns with the appropriate component in the rubric.

• Using the placemat version of the rubric, write a component (3a, 3d etc.) or Element (3.1, 3.2)next to each piece of evidence you have written down.

• Do on your own & discuss with a partner.

Observing Practice: Clarifying Questions

• With a partner, develop clarifying questions you have about the lesson you observed that you would like to have answered before you rate the teacher’s performance.

• Be sure to review your questions in light of the reminders.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Clarifying Question Reminders

Be sure to frame your questions to ensure that they are designed to promote a climate of professional inquiry

Consider the following:How does the question make you feel?

How might the teacher respond to the question?Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Leveling Teacher Performance

Click icon to add picture

The Evidence Cycle

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

COLLECTDATA

(Evidence)

SORT TOALIGN

WITH YOURFRAMEWORK

Interpret:Clarify

Conclusions

Impact on learning…Support needed…

Leveling Practice

• On your own, assign a level to the teaching performance we just watched for the following components/elements:• Danielson = 2b, 2c, 3a, 3b, 3c, 3e

• NYSUT = 4.1, 4.2, 4.3, 3.1, 3.2, 3.5

• Use the rubric provided to circle or shade your chosen levels and write at least one piece of evidence for component/element you leveled.

• Share your levels with a partner, providing evidence to support your level choices.

• As a table, reach consensus on levels for the following components/elements: 2b/4.2, 3b/3.2 & 3.5, and 3c

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Post-Observation Discussion

“[The] essential message is not, “You are broken and I am here to fix you.” Rather[the] message is “You are so valuable andworthy, our mission is so vital, and the futurelives of our students are so precious, that wehave a joint responsibility to one another...”

Doug Reeves,from Leading Change in Your Schools

When is Feedback Most Effective?

When it…

Helps inform a professional dialogue

Is based on evidence gathered from observations and other data

Prompts self-evaluation

Deepens the teacher’s learning and professional development

From: A-Z Coaching. National Union of Teachers

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Teacher Reflection & Post- Conference

Discussions• Engage teachers in discussing

how their instructional moves/decisions impacted student learning.

• Engage teachers in reflecting on lesson strengths and what they might change.

• Use “mediational questions” (see handout) to guide teachers toward reflection.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Teacher Reflection & Post- Conference

Discussions• Provide possible questions to

teachers ahead of time (see handout – Forms D)

• Possibly suggest a target area for reflection/ discussion based on a particular rubric component/element (by focusing question # 7).

c.

Possible Format for Brief

Directed Feedback Thank you

3 “keepers” (student focused)

The students ______ because you _______

1 “polisher” (student focused)

It’s important that students __________; in order to do that, try______

c.

Providing Feedback: Keepers (3)

What: Student FocusedThe students ______ because you _______

Why: 3:1 ratio is critical to promoting positive and

responsive school culture Increases the likelihood that teachers will sustain

effective practices Builds rapport Increases likelihood teacher will hear and respond

to “polisher”

Providing Feedback: Polisher (1)

What: Student Focused It’s important that students __________; in

order to do that, try________Why: Limits focus for growth to manageable

number of tasks Provides clear teacher practice to improve

instruction Provides rationale for implementing

recommendation Links rationale to student outcomes (keeps

focus on students)

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Written Feedback to Teacher

• Rubric with levels highlighted, evidence provided, and section and/or overall comments

• Full narrative write-up

• 3 Keepers & 1 Polisher in written format

• Lesson strengths and challenges T chart

• Other formats you have used?

Share your thoughts & processes

• Talk with a partner about your thoughts on the ideas just presented – Collaborative discussions, “Keepers and Polishers” feedback, write-up formats

• Share with a partner how you currently handle:• providing verbatim notes to teachers, • verbal feedback, • post-observation conferences, • written feedback, and • observation write-ups. Finish by talking about what, if anything, you

are thinking about changing.

• I will ask for a few volunteers to share on each topic.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Sharing Rubric Expectations with

Teachers1. Consider using the “Wow Factor”

activity below, much as we did in Session 1:

If you were to observe an excellent teacher, either in the classroom or another professional setting, what might you see or hear that would cause you to think that you were in the presence of an expert? What would make you think, “Wow, this is good! If I had a child this age, this is the class I would want to choose.”

Write one idea per sticky note.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Sharing Rubric Expectations with

Teachers2. Consider Activity #1b: At your table, brainstorm a list of

observable behaviors associated with your assigned indicator. Have a recorder jot down the list on chart paper as you work.• Ask yourselves: What are the ongoing

observable behaviors of a effective teacher for this indicator? What is the teacher doing?

• What are the students doing? Be prepared to share your behaviors and

rationale with the whole group.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Sharing Rubric Expectations with

Teachers• Other ideas, from things we have

done in these sessions, or activities you have done with your teachers?

Debrief and Closure

• Got It/Want It/Questions

• Please remember to complete the workshop evaluation in MyLearningPlan

• PowerPoint and Materials will be on NT website

Thank you for your participation!