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Evidence Based Observation

Lead Evaluator TrainingPart 2 – Day 2

Welcome Back!

Continue to do the group work Keep showing videos and time to discuss

with district colleagues More practice/more videos Less videos or shorter ones Would love to see observation tools folks

are using that facilitate this type of observation

Feedback:

“Homeplay” Practice collecting evidence of “teaching

to an outcome”

Examine an observation that you have completed, looking for evidence and bias/opinion

Identify the presence or absence of “teaching to an outcome” in your current observation tool

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

Describe strategies that a district could employ to increase the quality of evaluations and the agreement of evaluators

Collect and categorize evidence based on four areas of effective instruction

Today’s Outcomes:

What does it look like and sound like when ateacher uses effective questioning

strategies?

Rubric Language:Marshall:Plans all units embedding big ideas, essential questions, knowledge and skill goals that cover all Bloom’s levels.

2011 Danielson:Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.

The teacher makes effective use of wait time.

The teacher builds on uses student responses to questions effectively.

Discussions enable students to talk to one another, without ongoing mediation by the teacher.

The teacher calls on most students, even those who don’t initially volunteer.Many students actively engage in the discussion.

Marzano:Teacher engages student with explicit decision making, problem solving, experimental inquiry or investigation task that requires them to generate and test hypotheses.

Teacher uses wait time.

Criteria for Effective Questioning Congruent (relevant) to the learning All students Invitation to think A range of questions are used to extend thinking

from a base of knowledge to higher order thinking that is more critical and creative

Continuum of Questioning

High Consensus

Yes/No - Fact

Low Consensus

Why or why not? Defend your position..What if?

Questioning…

Can anyone tell me?

Beam your question to all students!

Susan, what is the answer to number 4…Popsicle sticks

Hands up if you know…

Wait Time Effects: Length of student responses increases between

300-700 % More inferences More speculative thinking More questions Decrease in failure to respond Decrease in discipline problems

Video: Middle School Math

The teacher asked, “What is dividing? What dowe do when we divide? What does it mean?”

Student responded, “It means to cut a bigwhole into smaller pieces—like cutting a pieinto smaller pieces.”

Teacher asked, “What could we divide besidespies? Student responded, “pizza.”

Evidence Collected:

Teacher asked, “ok—Do we have to dividefractions? Can we divide something that isn’tfractions?”

Student stated, “You could divide numbers.”

Teacher said, “ok, I could divide numbers, whywould I want to do that? Whatever for?”

Student said, “Like to…like if you are on a field trip you could see how many groups you need for one person to watch over.”

Evidence Collected:

Video: 5th Grade Social Studies

The teacher asked, “Why did slavery happen?”

One student stated, “I’m going to add onwhite people needed slaves so that they couldget fast and easy money.”

Another student stated, “I think slaveryhappened because the plantation owners werelazy.”

Evidence Collected:

Moving towards evaluating performance over time…

Materials:◦3 sample observation documents for a high school math teacher

◦NHPS Classroom Practice Rubric

On Your Own: Place 3 reports side-by-side in order Use the NHPS rubric for classroom practice

to determine an overall rating for the assigned indicators (C1, C4, C9)

At Your Table: Share your ratings, come up with a

consensus on a rating for each assigned indicator

Discuss: ◦ How did your ratings compare? ◦ How far apart were you? ◦ What challenges did you face coming to

consensus?

Directions:

Your Mission: Collect 4-5 pieces of evidence FOR EACH

EFFECTIVE TEACHING CATEGORY that you will label and e-mail to Barb and Pat by December 8th.

Label the evidence as “Check for Understanding,” “Student Engagement,” “Teach to an Outcome” and/or “Effective Questioning.”

Keep in mind that “good evidence” is often quotations or numerical facts having to do with the students or the teacher.

Evidence Collection with Individual Feedback!

The teacher stated, “During today’s lesson, you will identify coins and their values. You will practice calculating the sums of the coins.”(Teaching to an outcome)

The teacher asked, “When would you need to add coins?” (Effective Questioning)

The teacher displayed clusters of coins on the interactive white board. All students wrote the sums of the coins on their individual white boards and showed their work to the teacher when she said, “Show!” (Student Engagement/Checking for Understanding)

Sample:

Video:

Email your 4-5 pieces of evidence (labeled) to pwalsh2@btboces.org and bphillip@btboces.org by December 8, 2011.

Practice collecting evidence using the four areas of instruction we have studied

Identify the 3-5 key areas that your district will use when conducting classroom observations

“Homeplay”:

Thank You!Coming Soon: Part 3 Sessions!