Ohio Teacher Evaluation System: Assessment of Teacher Performance 1
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- Slide 1
- Ohio Teacher Evaluation System: Assessment of Teacher
Performance 1
- Slide 2
- 2
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- Training Purposes/Objectives Understand and be able to apply
the OTES Framework. Be prepared to utilize the observation
processes (pre-conference, observation, post-conference) presented
from the Teacher Performance OTES framework component. Understand
and apply necessary tools from the OTES model Understand and apply
the evaluation rubric to personal classroom practice 3
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- Purpose The (OTES) evaluation procedure is to be used for the
improvement of instruction and learning with the teacher and
evaluator working collaboratively in support of the teacher to
achieve that goal. 4
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- Text Rendering Purpose: To collaboratively construct meaning,
clarify and expand our thinking about a text or document Each table
will be assigned a document that they need to render (count off by
6) A.Professional Growth/Improvement Plan (p. 63-64) B.
Implementing the OTES Process (p.65-66) C.Using the Evidence to
Inform Holistic Performance Ratings (p. 67-69) Text rendering asks
you to dig deeply into the document as a group and define/describe
what the most important information is 5
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- Text Rendering Set Up: Take 3-5 minutes to read the document
your group has been assigned. After you are done reading: Place a
star next to the paragraph that you believe is most important
Underline the sentence within the paragraph that you think is most
important H Highlight the word that best captures the main point of
the paragraph. Steps: P. 62 Go through steps 1-4 with your table
group, and we will go through steps 5-6 as a large group 6
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- Present Your Text Rendering Findings Each group will present
their text rendering and the big ideas they got from each document.
7
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- The Whole.. P. 70 and handout in pouch 8
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- The Part of our focus Today 9
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- Evaluation Documents (Prior to Formal Observation) Self
Assessment Summary pp. 27-28 1.Students 2.Content 3.Assessment
4.Instruction 5.Learning Environment 6.Collaboration and
Communication 7.Professional Responsibility and Growth Professional
Growth Plan p. 29 Annual Focus Student Achievement Goal Teacher
Performance Goal 10
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- eTPES Electronic Portal Teacher Evaluation System Principal
Evaluation System 11
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- 12 Placemat Consensus When you walk out of a lesson that you
deem to be effective, what were the elements that led you to that
decision? Consensus Consensus Elements Elements Participant A
Participant B ParticipantD Participant C 2 minutes to write
individually 3 minutes to talk and reach consensus 5 minutes to
debrief
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- Whole School Consensus Now that each group has come up with
their own consensus, lets take a moment to make a whole school
consensus What is it that we would expect to see in a classroom
that is deemed effective? 13
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- 14
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- 15 IneffectiveDevelopingProficientAccomplished Instructional
Planning FOCUS FOR LEARNING (Standard 4: Instruction) Sources of
Evidence: Pre-Conference The teacher does not have a clear focus
for student learning or the objective is too general to guide
lesson planning or the objective is inappropriate for the students.
The teacher states a focus for student learning that is appropriate
for students. The teacher develops a measurable objective for
student learning that aligns with the Ohio standards. The teacher
can explain the importance of the objective and its appropriateness
for students. The teacher develops an ambitious and measurable
objective for student learning that aligns with the Ohio standards.
Teacher can explain how the objective fits into the broader unit
and course goals for content learning and skills. StandardAreas
OTES Rubric Structure Indicators Ratings Organizational Area
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- Rating 16
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- Instructional Planning Lets dive into instructional planning:
Focus for Learning Assessment Data Prior Content
Knowledge/Sequence/Connections Knowledge of Students 17
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- 18 Process of Modeling Your Thinking (Think-Aloud) I do Think
Aloud We do Scaffold & Cue You do Students Explain
Thinking
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- Rubric Activity Directions: Administrator/Trainer will model
metacognition for highlighting key words from Knowledge of
Students. 19
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- Assessment of Teacher Performance: OTES Rubric Knowledge of
Students Proficient The teacher demonstrates familiarity with
students background knowledge and experiences and describes
multiple procedures used to obtain this information. The teachers
instructional plan draws upon an accurate analysis of the students
development, readiness for learning, preferred learning styles, and
backgrounds and prior experiences. 20
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- Rubric Activity Directions: As a table, discuss and highlight
key words from the Proficient column for Focus for Learning,
Assessment Data, Prior Content Knowledge/Sequence/Connections, and
Lesson Delivery For groups who finish early, go back to the
Proficient column for these areas and note the differences from
Developing and Accomplished. 21
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- I. Pre-Observation Conference Video clips: Clips next slide.
Pre- Conference focus is on planning! Topics are: Instructional
Planning Focus for Learning Assessment Data Prior Content
Knowledge/Sequence/Connections Knowledge of Students 22
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- Video Clip 1 Pre Conf- 52 Seconds Video Clip 2 Pre Conf- Show 5
-7 minutes http://www.nietbestpractices.org/OHIO/po
rtals/0/tap%20library/articulate%20files/fo
lder-724/document-199/player.htmlhttp://www.nietbestpractices.org/OHIO/po
rtals/0/tap%20library/articulate%20files/fo
lder-724/document-199/player.html
http://www.nietbestpractices.org/OHIO/N
avigation/VideoLibrary/LessonsbyGradeLe
vel/5thGrade/tabid/897/Default.aspxhttp://www.nietbestpractices.org/OHIO/N
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vel/5thGrade/tabid/897/Default.aspx Log In Needed for Video 2 Check
Notes 23
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- II. Instruction and Assessment Lesson Delivery Differentiation
Resources Classroom Environment Assessment of Student Learning
24
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- Rubric Activity Directions: Individually, highlight key words
from the Proficient column for Differentiation, Resources,
Classroom Environment, and Assessment of Student Learning. For
those who finish early, go back to the Proficient column for these
areas and note the differences from Developing and Accomplished.
25
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- When do you collect evidence? SCRIPTING 26 Pre-Conference
Review of lesson Generate questions from lesson plan What the
students What the teacher says and does say and do Post-Conference
Communication between classroom observation and post-conference
Prior to the lesson being observed During the lesson After the
lesson
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- Collecting/Capturing Evidence Capture: What the teacher says
What the teacher does What the students say What the students do
Copy wording from visuals used during the lesson Record time
segments of lesson 27
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- 28 Hints for Capturing Evidence When capturing evidence during
the lesson, these strategies will help you collect accurate and
defensible notes. 1.Time: Capture the length of different segments
of the lesson 2.Abbreviate: When possible abbreviate; after the
lesson write out what you abbreviated 3.Verbatim: Capture verbatim
dialogue when possible 4.Paraphrase: Use parentheses to indicate
paraphrasing 5.Circulate: Circulate as necessary to collect
evidence from teacher, students and student work
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- 29 Hints for Capturing Evidence When capturing and categorizing
evidence after the lesson, these strategies may help you categorize
effectively. 6.Label: Begin categorizing your notes by labeling
evidence for rubric standard areas/indicators 7.Q & F: After
you finish go thru your script and label all questions and feedback
(Lesson Delivery and Assessment standards) 8.Upfront Summary: After
you finish, go through the evidence and write a brief summary of
the lesson 9.Lesson Analysis: Identify the lessons primary
objective and sub-objectives (Focus for Learning)
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- Sample Evidence Collection Notes TimeTime
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- TeacherTeacher Students
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- Observing Classroom Instruction We will view clips of classroom
instruction and compare them to the rubric, Area: Instruction and
Assessment. 32 Remember to collect evidence from which you can
validate your reasoning for placement on the rubric and assignment
of a rating.
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- Instruction and Assessment Lesson Delivery Differentiation
Resources Classroom Environment Assessment of Student Learning
33
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- The Lesson 34
http://nietbestpractices.org/OHIO/portals/0/tap%20librar
y/articulate%20files/folder-745/document- 201/player.html Modules
are short. Click on #9if time show10 and 11 Show number 12 with
evidence Grade 4 LA Lesson
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- Lesson 2 Choice HS Science 35
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library/articulate%20files/folder-746/document-
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- Collecting and Categorizing Evidence: Language to Avoid Avoid
the use of the following language: Value Statements: I think I feel
She should have She could have When I taught this, I The discussion
about the lesson should be based on the evidence and the rubric.
36
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- Group Roles Once you get to the group work, there are a few
roles that need to be assigned: Holder of the handbook This person
will make sure that we are interpreting each standard correctly,
and answer any questions group members have about it. Keeper of the
rubric This person will make sure that all conversations are about
what the rubric asks for.
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- Group Roles continued Value Judgment Police This person will
make sure people do not use value judgment statements such as: I
would have She should have Timekeeper & Evidence Gatherer
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- 39 Whole group will debrief the evidence that was captured and
the ratings that were given. Debrief Evidence and Ratings
- Slide 40
- III. Professionalism How will you provide evidence for
Professional Responsibilities? What evidence might an evaluator use
to evaluate Professional Responsibilities? 40
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- Post-Observation Conference Purpose: To provide an opportunity
for reflection on the areas of reinforcement and refinement from a
lesson to inform and improve future practice. The post-observation
conference should focus on two areas from the rubric (one for
reinforcement and one for refinement). 41
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- 42 Four Key Elements of the Instructional Post-Conference
1.Introduction/Greeting 2.Reinforcing the Teacher (Relative Lesson
Strength) 3.Refining the Teacher (Relative Lesson Weakness)
4.Present Evidence and Rating Connected to the Rubric
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- 43 Four Key Elements of the Instructional Post-Conference
1.Introduction/Greeting/Establish Length Review Conference Process
General Impression Question - How do you think the lesson went?
2.Reinforcing the Teacher Identify an area of Reinforcement (ONLY
one area) Ask Self-Analysis Question Provide evidence from
notes
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- 44 Four Key Elements of the Instructional Post-Conference
3.Refining the Teachers Skill: Identify an area of Refinement (ONLY
one area) Ask Self-Analysis Question Provide evidence from notes
Give a recommendation for future practice 4. Present evidence and
rating connected to the rubric
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- Post Confernce What Does it Look Like?
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- Wrap-Up and Questions ? 46