lead evaluator training

Lead Evaluator Training

2013-2014 Ongoing TrainingDay 3

Welcome Back!

• [re]Orientation• Lead Evaluator Training Background• Agenda Review

Lead Evaluator Training• New York State Teaching Standards and Leadership Standards• Evidence-based observation• Application and use of Student Growth Percentile and VA Growth Model

data• Application and use of the State-approved teacher or principal rubrics• Application and use of any assessment tools used to evaluate teachers

and principals• Application and use of State-approved locally selected measures of

student achievement• Use of the Statewide Instructional Reporting System• Scoring methodology used to evaluate teachers and principals• Specific considerations in evaluating teachers and principals of ELLs

and students with disabilities

Year 1


• From the Review Room: “Describe the process by which evaluators will be trained and the process for how the district will certify and re-certify lead evaluators. Describe the process for ensuring inter-rater reliability. Describe the duration and nature of such training.”

Ongoing


• Continue to collect evidence• Use collected evidence to rate teachers on

a rubric (with feedback)• Manage the new system• Employ growth-producing feedback to

increase the quality of teaching• Implement the Reform Agenda (RTTT)

Ongoing


• Or, to basically increase the likelihood that all of this can make a difference.

Ongoing

1 2 3 4 50%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Agreement with "True Scores"

FFT Scorer Distribution

1 2 3 4 5 6 7 8 9 10 11 12 13 140%

5%

10%

15%

20%

25%

Agreement with "True Scores"

NYSUT Scorer Distribution

Agenda• Time Management• Taking Stock• Evidence Collection• Growth Producing Feedback• Difficult (and honest) Conferences• End-of-the-Year Meetings• Looking Ahead to Next Year

Enhancing the Impact of Feedback to Teachers

Revisiting from Last Session

BackgroundAuthors interviewed teachers, some successful and some struggling, and identified common concerns:• Infrequent visits are unnerving• Uncertain expectations create anxiety• Waiting is difficult• Sense of Disempowerment• Lack of Helpful Information

Remember

from last time?

DirectionsRead each of the concerns. As a table, suggest some strategies you could employ to diffuse the concern.

Remember

from last time?

What if?One principal asked her teachers to do this – using their ideas for how to reduce anxiety and uncertainty.

Uncertain expectations create anxiety. Teachers tend to prefer announced visits to announced visits, as they allow for “mental preparation.” However, even in the case of announced visits, teachers often don’t know what to expect beyond the day and time of the visit.

I like to know in advance when I will be observed, however, too far in advance prolongs the anxiety.

The pre-conference helps reduce uncertain expectations. Unannounced visits always create anxiety but I don’t think there is anything you can do about it!

Being new to this APPR anxiety is high – not sure what to expect at each step.

Time, however, as long as administrative expectations are reasonable (i.e., sometimes students may be engaged in test taking/seatwork and it does not look like much) – then there’s a problem. I think the biggest thing for me is having the mental prep to know in advance you are coming. It calms me mentally when I know I can expect a visit.

Clear layout of how process works and expectations (which you do) Very true – but just knowing is a little easier than the unknown It’s difficult to change visits being unannounced, but even a 5 minute

warning gives a few minutes to mentally prepare Suggesting (stressing again) teachers become very familiar with the

rubric because that is the criteria used in all evaluations.

It’s Crunchtime!

Crunchtime• 3-8 Testing• AP Testing• New CCLS-Regents• APPR • End-of-the-year preparation• Thinking about next year• And, oh yeah: students, teachers & parents

Time Management• Kim Marshall, in the new edition of Rethinking

Teacher Supervision, has a rubric.• Take a few minutes and self-assess

Beginning of the Year

The Year at a Glance


• Beginning of the year meeting

• Standards I and II

• SLO and local (LAT) target setting

End of the Year• Evidence from

the year collected• Compare

collected evidence to the rubric

• Summative score determination and communication

Ongoing

• Evidence Submission by Teacher

• Evidence Collection

• Sharing the evidence

• Feedback Conversations

“Middle” part of the Year










Ongoing





Evidence Collection• Collect evidence• Clean it up• Code it• Sort it

Evidence Collection• How did you do? At your table?

• Take a look at the rubric (but don’t score) Standards 6&7/Domain 4

• So what?

End-of-the-Year










Ongoing





ArtifactsExamine some new artifacts. These artifacts are at the top of the pile, paper-clipped together. Take a look at them. Talk about them. Use the organizer.

Artifacts… and scoringNow take out the rubric from the back of the folder. How would you rate the teacher with these artifacts?

Folder OrganizationPlease reorganize the folder:1. Paper-clipped set of artifacts2. Paper-clipped set of assessments3. Lesson Plan4. SLO & Roster5. Rubric (in order)

Quick break

Time Out: Taking Stock

Taking Stock• Reflect on the

progress you have made this year:

Growth Producing Feedback

Growth Producing FeedbackTake a look at the updated continuum• Now with another C column• Calibration• From Lipton and Wellman

The “Art and Skill” or Paraphrasing

• Paraphrasing is an important part of providing Growth Producing Feedback

• Lipton and Wellman have some practice for us

• Three types of paraphrasing:1. Acknowledge and clarify2. Summarize and organize3. Shift the level of abstraction

Effective ParaphrasesAcknowledge & Clarify

Summarize and Organize

Increase Level of Abstraction

Decrease Level of Abstraction

So, you’re noting…

You're describing…In other words, there are…

There seem to be two key issues…

So, you’re comparing ___ with ___...

So, your activities and assignments are designed for high student engagement…

Your thinking about assessment in instruction includes efficiently providing the feedback to students

The “Art and Skill” or Paraphrasing

• With a partner, try out at least one scenario from every color in the “deck”

• Strategy to try on one side; scenario on the other

Difficult ConferencesAt your table, choose one of the two articles (make sure you divide up 50/50)• Read your article• Summarize the articles• Talk about your challenges with difficult

conversations• How do you strategize difficult

conversations?

End-of-the-Year Meetings

Individual Meetingsand/or

Group Meetings

Meeting Plan (or Map*)• Yes, it is about summative

requirements• But it is about more:

– Reflection– School-wide reflection and progress

toward goals– Setting the stage for next year

Meeting Plan (or Map*)• Begin to fill out the

organizer• What are the things

you want to addresswith everyone?

Preparing for the Meeting(s)• What will your agenda be for the individual

or group end-of-the-year meetings?• Recall from last session that teachers

report that uncertainty about process and expectations is a source of anxiety

Growth-Producing Feedback• With your neighbor, plan your conversation

with the teacher

Closure Activity

Next Year• Year One Cohort for New Administrators

• Ongoing Training (need your input)– Likely 3 sessions– Timing similar to last year?– Four sessions to choose from?– What else?

Closure: Next YearOn note paper, write a quick letter to Jeff about what you would like to see included in or changed forLead Evaluator Training,NEXT YEAR.

Leave it at your table.

Dear Jeff:

lead evaluator training

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