1 Strengthening the Evaluation Process National Institute for
Excellence in Teaching 1250 Fourth Street Santa Monica, CA
90401
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Harvesting Reflection and Preparing for Growth 2 The Evaluation
Process :
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Important Things to Remember 3 The World According to Mister
Rogers
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Todays Agenda Kinesthetic Tic Tac Toe! Challenges/Barriers
Effective Planning Effective Questioning Post-Conference Refinement
Think Aloud Model of Concrete Suggestions Activity Critical Friends
Protocol Book Talk Action Plan Exit Ticket 4
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5 Training Objectives Each Participant Will: Gain a deeper
understanding of the effective components of the evaluation
process, focusing on the post conference. Develop an appropriate
post conference model of concrete suggestions, given an identified
refinement descriptor. Analyze post conference plans from their
individual schools, using guiding questions to strengthen their
refinement plans, with the goal of achieving effective classroom
implementation as a result of the post conference.
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Kinesthetic Tic Tac Toe 6 Tools for Engagement page 123
(Bingo)
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What are some challenges/barriers you are faced with concerning
the evaluation process? 7 Pre Conference Post Conference Timed
Write, RoundRobin, Popcorn
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Effective Planning 1. Before the Observation 2. During the
Observation 3. After the Observation 8
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Why is effective planning necessary for the observation? 9
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Effective Planning is necessary because: 10 1. Creates
purposeful questions in order to gather evidence that will lead to
effective coaching during the pre and post conferences. 2. Creates
a circular process that enables connections between lesson
planning, IGPs, and reinforcement and refinement of the lesson. 3.
Builds credibility for the evaluation process.
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Effective planning: 11 4. Builds a strong connection between
each teacher's student achievement value-added gains and evaluation
scores. 5. Creates a circular process that enables connections
between lesson planning, IGPs, and reinforcement and refinement of
the lesson.
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How is evidence gathered prior to an observation? 12
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Gathering Evidence Prior to the Observation Lesson plan 1. What
does the teacher want students to know and be able to do? 2. How
will the teacher determine if students are showing progress towards
meeting the learning goals? 3. What will the teacher and students
be doing during the lesson? 4. How will the teacher know if all
students have reached the objective? 13
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Gathering Evidence cont. Walk through/follow-up evidence IGP
refinement - Teachers refinement area Cluster Development -
Determine ability level of the teacher through effective
questioning during development 14
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How can gathering evidence from multiple sources create a
greater opportunity for coaching (pre/post conferences)? 15
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How is evidence gathered during an observation? 16
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Gathering evidence during the observation Good scripting is
essential for the evaluation process to work well! 17
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Scripting Hints 1. Time Include the start time, transitions,
and ending time. Capture the length of different segments of the
lesson. The length of the script should be proportionate to the
time spent in the observation. 2. Abbreviate In order to record as
much of what the teacher and students say and do it is necessary to
create your own shorthand. Example: T for teacher and S for student
when writing dialogue. 18 1 & 2
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3. Verbatim Capture as much verbatim dialogue as humanly
possible. Direct quotes are good evidence. 4. Verbal and nonverbal
behaviors Record what you see the teacher and students doing. This
might include interactions with each other, roles and
responsibility in grouping, movement in transitions, teachers
directions for an activity, etc. 5. Paraphrase use parentheses to
indicate that you are paraphrasing, so when you go back through
your notes you know what is paraphrased and what is verbatim.
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6. The Line If an interruption occurs during the lesson, draw a
horizontal line across the paper. Record elapsed time. 7. Circulate
Circulate as necessary to collect evidence from teacher, students,
and student work. 20
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What should an evaluator be listening and looking for?
-Evidence of descriptors from the Instructional Rubric that clearly
give evidence of student mastery of the lesson objective. 21
Questions to ask myself immediately after the observation: 1.
Was this a proficient lesson? 2. Was there evidence of student
learning? 3. Did the teacher address the needs of every student? 4.
Were the activities aligned to the lesson objective? 5. Did the
students master the objective? 24 Gathering Evidence After the
Observation 3
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Organize the Script 1. Questions & Feedback - After you
finish, go through the script and label all questions. Tally and
categorize question types. Highlight or tally academic feedback. 2.
Label Begin to categorize scripting notes by labeling evidence for
various indicators and descriptors on the Implementing Instruction
Rubric. 25 Gathering Evidence cont. 4
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3. Check Is the script free from evaluative and prescriptive
language? Did the observation last at least 30 minutes? Does the
script recreate the events of the classroom? 26 Gathering Evidence
cont.
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Gathering Evidence What did the teacher say and do? - Strong
evidence is not paraphrased. What did students say and do? -Write
only what you see and hear 27 5
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What is the purpose of Questioning Teachers? Lead teachers to a
reinforcement/refinement area Reflection to build capacity,
conscious competence, & conceptual understanding 29
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Effective Questions are open-ended and require thoughtful
reflection scaffolded from broad to narrow designed to lead the
teacher to an area of reinforcement and refinement specific to one
descriptor or indicator 30 6
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Effective Questions are aligned to the reinforcement and
refinement objective leveled for teacher capacity focused on
student achievement 31
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The Post-Conference 32 7
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What are the elements of a high quality Post Conference?
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To provide verbal feedback to the observed teacher based on
evidence from the lesson. Create an opportunity to coach the
teacher in an area of reinforcement (strength) and area of
refinement (need). Elements of a high quality Post Conference are
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Introduction 35 1.Greeting/Establish Length 2.Review Conference
Process 3.General Impression Question
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36 1. Write a reinforcement objective. 2. Ask a reinforcement
self-reflection question. 3. Identify examples from your script to
give concrete examples of why you are reinforcing the teaching
behavior. 4. Recommend continued use (include rationale). 5. Elicit
feedback from the teacher. Reinforcement Plan:
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Lets Take a Closer Look Refinement Plan 37
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38 Refinement Plan 1.Refinement Objective 2.Self-Reflection
Questions 3.Specific Evidence from Lesson/Specific Model for how to
include this area in the lesson 4. Guided Practice 5. Closure
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Guiding Questions for Selecting a Refinement Area 1. Are the
activities aligned to lesson objectives and how do they promote
student mastery? 2. When selecting a refinement area, which rubric
indicator would have the greatest impact on student achievement? 3.
Is the refinement model tailored to the teacher's level of ability?
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Guiding Questions for Selecting a Refinement Area 5. Is there
sufficient and specific evidence to support why the teacher needs
to work in this area? 6. Do I have enough personal knowledge and
teaching experience to help the teacher improve in the area of
refinement? 40 Leadership Book Page 173
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41 Refinement Objective Elements of an effective objective: A
clear label of the standard being reinforced, language from the
evaluation rubric, and an action for teacher to take. The objective
is clear for the evaluator it sets the direction for the conference
and narrows the focus to one indicator and one or two specific
descriptors.
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Refinement Objective By the end of the conference, the teacher
will be able to explain how she can make learning meaningful and
relevant to students and how this can impact student learning.
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43 Self-Reflection Questions Ask specific questions to prompt
teachers to talk about what you want to him or her to improve.
Utilize questions that include specific language from the rubric
which can lead the teacher to reflect on the indicator/descriptor
you have identified as his/her area of refinement as it relates to
the lesson. These questions should be scaffolded from broad to
narrow.going 5 deep when possible to provide opportunities for
in-depth reflection. 9
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Self-Reflection Questions Why is it important to make learning
meaningful and relevant for students? When developing lessons, how
do you make learning meaningful and relevant for students? What is
the purpose of learning about similes and metaphors? How will
students use similes and metaphors in their lives? How will making
learning meaningful and relevant improve student learning? 44
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45 Identifying Evidence Identify specific examples from your
scripting notes and categorization sheet of the
indicator/descriptor being refined. Examples should contain exact
quotes from the lesson or vivid descriptions of actions taken.
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Identifying Evidence The use of similes and metaphors was not
related to students lives except through a review of prior
learning. I know you all said it (the poem) made mind pictures for
you and you could imagine it. A galleon is a ship with big sails.
You remembered. Students had opportunities to explore within the
poem for similes and metaphors, but opportunities for student
inquiry were not provided. 46
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Identifying Evidence Student says, If I see more than one
(simile or metaphor) can I just write one. (Lack of curiosity,
meaning, & relevancy to students lives.) Brief mention to one
student about using metaphors in writing, but lacked a clear
connection to writing which would have provided relevancy for all
students. You want to have as big of a collection of metaphors as
you can because they will help you when you do your writing.
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48 Provide a Model Provide specific examples of what to refine
with suggestions that are concrete. Also indicate why the example
is strong and how it will improve student learning.
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Provide a Model When you began the lesson, you connected the
objective to previous learning, which was one way to begin
providing meaning for the students for the days lesson. As you
circulated among the students, you told one student to locate as
many similes and metaphors as he could because it would help him in
his writing one day. Expand on this statement to this one student
by leading all of the students to identify how they could
incorporate similes and metaphors into their own writing or verbal
communication with others. 49
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Provide a Model Here is a model of how that might sound within
your lesson, "Why is it important to give lots of details when you
are describing something? The more details you give, the easier it
is to get a mental picture of it. A mental picture is the picture
we have in our heads when we imagine something. Your voice (or your
personality that shows in your writing) should be strong to make
your writing as interesting as it could be and create those mental
images for your audience. You can express your personality in your
writing 50
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Provide a Model by including ideas and details that show your
own unique way of looking at the world. You can also do this by
using different techniques, such as including similes and
metaphors. I would project an example for students. (I found a hula
skirt, orange slippers, curlers, and a red Christmas tree skirt. My
sister put them all on. She looked like a Hawaiian queen who had
just woken up from hibernating.) Now you have captured your
audience & they have a reason to learn more about similes and
metaphors. 51
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Provide a Model Since the objective for this lesson was for
students to identify similes and metaphors, they may not be at the
point where they can create similes and metaphors on their own.
Whether students develop their own similes and metaphors in this
lesson or a future lesson, it is important to explain to students
the purpose for their learning and how they can utilize it in their
own lives. This may also include students identifying examples of
similes and metaphors in a book they are reading and then 52
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Provide a Model explaining how the authors use of these made
the book more interesting or helped them visualize what they were
reading. In turn, how do similes and metaphors help students to
communicate their own ideas either verbally or in writing? It is
important to explain to students the purpose for their learning and
how they can utilize it in their own lives to deepen the purpose
for what they are doing thus making the learning meaningful and
relevant. 53
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54 Guided Practice Using the model(suggestions/recommendations)
and labeling of indicators or descriptors as a guide, question the
teacher for how he/she can further improve this lesson or future
lessons. In thinking about this lesson or future lessons, what are
some ways you can? How would this impact student achievement?
Handbook pages 175-176
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Guided Practice In reflecting on this lesson or a future
lesson, what are some ways you can make the content meaningful and
relevant to students lives? How does this impact student motivation
and achievement? 55
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56 Closure: Have the teacher connect the conference to his or
her future instruction: In thinking about what we discussed today,
how will what you learned impact the lessons you plan and teach in
the future? Handbook page 176
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Before ending the post conference, the evaluator should always
ask What are the good things you heard me say during this
conference? Think about: Why is it important to ask this question?
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Carousel Feedback 60
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Lets take a deeper look at your refinement plan 61
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Critical Friends Protocol Present your plan Group asks
clarifying questions Feedback in the form of I Like and I wonder
Presenter responds to the comments 62
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Critical Friends Debrief 63
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TAP Strategies Database Procedure for Submission 1. Complete
the TAP Strategies Database submission form 2. Email the completed
form to the Executive Master Teacher assigned to your school. 3.
Email the completed form, along with all relevant documentation you
might have for implementing the strategy to
[email protected]. [email protected] 64
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Book Talk Tools for Engagement Susan Couch Strategies for
Educating Everybodys Children Sue Way More Strategies for Educating
Everybodys Children Nicole Bolen 65
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Development Action Plan Challenge/Barrier Solution Plan of
Action Follow-UP 66
