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Evidence Based Observation

Lead Evaluator TrainingPart 1 – Welcome Back!Can I have your attention please?

Use examples of written observations

Return to video after discussion

Dive into the NYS approved rubrics

Rating ½ staff on old form and rest of staff on the other—How are schools handling this?

We are focusing on one area (Check for Understanding)—do we abandon the others?

Feedback…

More sharing, more practice!

How do we get the videos?◦ New Teacher Center: Experienced Teacher—Module

1◦ New Teacher Center: Beginning Teacher—Module 1

Feedback…

“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

How did you do?

What were you able to find out?

What did you notice as you were observing instruction?

Let’s debrief…

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

Today’s Outcomes:

Rewind…

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

Let’s take a look at some written evaluations…..

Highlight examples of evidence

Underline words that show bias or opinion

Let’s Debrief…

Ready for more practice?

Evidence is observable (overt)

Evidence is of ALL students

Evidence is congruent to the objective

What IS checking for understanding?

When does checking for understanding occur??

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.

Video 2

What did you collect? (Table pairs)

Collection of Evidence

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.”

“Homeplay” Continue to practice collecting evidence of

“check for understanding”

Bring an observation that you have completed

Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

Thank you!See you Oct. 27, 2011

at ISC-A7:30-9:30