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Effective Evaluation Feedback: Getting People to Commit to Changing Practice. Norms. What is it that other people do during a training that makes it very difficult for you to learn? Put your thoughts on a sticky note…or 2…or 10. - PowerPoint PPT Presentation
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Norms What is it that other people do during a
training that makes it very difficult for you to learn?
Put your thoughts on a sticky note…or 2…or 10.
Find someone who shares at least one of the items on your list.
By the end of this session, participants will:
Gain ideas for getting teachers to commit to changing practice,
Have a structure for evaluation conversations,
Have concrete ideas for dealing with difficult people during the evaluation and coaching processes, and
Begin the process for IRA by analyzing instruction and studying evaluation skills.
Purpose and Objectives
Read “Handout 9—”Making Evaluations Accurate, Fair, Consistent and Helpful” to identify: Points you agree with, Points you will need to consider further,
and How the article relates to your current job
responsibilities.
ResearchHandout 9
The “X Factor” What do you notice about the structure? What questions do you have?
View a Conversation Video Look for the structure What are some of the strategic moves the
evaluator is making to get the teacher to reflect on her practice?
The Evaluation Conversation
Impact on learning “Doable” for that teacher Sequencing Ripple Effect The degree of need for change Connection to relative strengths
Focusing on What Is Important
Read “Part 1”. Stop at the . What connections are you making?
Read “Part 2”. Stop at the . What are the implications for your behavior?
Read “Part 3”. Stop at the . Given what you know about yourself, which tips will prove most helpful to remember?
Read and DiscussHandout 2
9
Emotional Intelligence (EQ) Read Handout 3. What are the implications for your
reflective feedback conversations? Emotional Intelligence is a key
component of getting teachers to accurately reflect on their practice and make instructional changes.
How does EQ need to be connected with “Candor”?
Handout 3
What ideas for getting teachers to commit to changing practice are you now considering employing into your practice?
How could the “X Factor” assist you with
conversations? What 2 ideas for dealing with difficult
people during the evaluation process do you want to focus on in your upcoming evaluations?
Objectives Check
Read through the “Proficient” column for all indicators in all domains.
Highlight 3 key words or phrases that capture the essence of each indicator.
Compare and contrast your list with a partner. Where are there differences? Why? Where are there similarities? Why?
Vertical Read
Horizontal ReadIn triads:
Read the framework vertically. What are the general characteristics of
each of the performance levels? Keep a list as a group of the general
characteristics.
General CharacteristicsUnsatisfactory--Wrong information
that inhibits the learning.
--Focus solely on behavior.
--No use of information that students give.
--Negativity--Absence of
essential information.
--No learning--Incorrect learning--Unclear learning--Low/none student
engagement--Low/none
differentiation--Management--Task/purpose is
questionable
Basic--Some engagement--Learning expectations are clearer--Low participation--Some student compliance--Consistency of progress is questionable.--Teacher knows what to do, but may not know why or how--Lacks authenticity
Accomplished--Consistency--More Teacher
Directed--Adjustments--High Quality--Knows how to use
effectively--Engagement is
purposeful--Students know roles--Structures evident –
i.e. pacing--Purposeful/Intentional--Teachers know why,
how and when to deploy the teaching behavior to get the desired results.
--Majority of Students Participate
--Evidence of student learning for almost all
Distinguished--Student directed--Full student
responsibility--Student to Student--Student ownership--Atypically outstanding--Student ownership for
learning (responsibility)
--Teacher is a true facilitator
--Student to student interaction
--Challenging--Inquiry--Students do apply
learning beyond the classroom
--Relevant to students--Student centered and
led based on what the teacher wants learned
--Student community of learners
Handout 4
Best Practices in Scripting Time
Abbreviations
Verbatim
Paraphrase
Questions and
Feedback
The Line
Questions and
Wonderings
Label
Lesson Analysis
(next slide)
Circulate
Handout 5
Video #1 Observation Process View Video and Script the Lesson Categorize Evidence Individually Todd will model his thinking for each
indicator. Compare your thinking to his. Be ready to point out where you
disagree or where you would strengthen what he says.
Lesson Analysis Process What is/was the learning target? How will/did the teacher know the students
learned it? How will/did the students know they
learned it? How will/did the teacher get them there? How is it related to standards/district
curriculum/eligible content? How will/did learning this benefit the
student?
Handout 6
Evidence vs. Opinion/Non-EvidenceEvidence Observable and
Specific Not Influenced by
Perspective Objective Unambiguous Regularity of
Occurrence
Opinion/Non-Evidence Restatement of
“Bullets” from rubric Draws Conclusions Influenced by
Perspective Subjective May be Subject to
Debate
Evidence:- facts (Desks were arranged in a circle.) - directly observable (Teacher said/did.
Student said/did.)- documents, artifacts
Opinion:- interpretations (Students were interested.)- judgments- conclusions
Complete Handout 4 with a Partner
Evidence vs. Opinion/Non-Evidence Handout 7
Collecting Evidence vs. Opinion
Evidence for an Indicator
Judgment
Data (Quantitative)
Data
Data (Qualitative)
Data (Output)
ERROR!
Data (Input)
Best Practices for Scoring Between Levels? Between Scores? Holistic vs. Individual Score? Weights? General Characteristics? Primary and Secondary Sources? Match Evidence to Indicator Eliminate Opinions Be Aware of Personal Bias “The Way I Would Do It” Consistency of Evidence Impact on Learning
Handout 8
Video #2 Observation Process View Video and Script the Lesson Categorize Evidence and Score
Individually Compare Evidence and Ratings in
Groups 3 or 4 Reach a Consensus Score for Each
Indicator
Video #3 Observation Process View Video and Script the Lesson Categorize Evidence and Score
Individually Compare Evidence by Rating Craft “Why it is not a _____?”
Arguments by Indicator Reach Consensus Score
Video #4 Observation Process View Video and Script the Lesson Categorize Evidence and Score
Individually Compare Evidence for Each Indicator Reach Consensus Score
Mini Observations Plenty of Evidence Can Be Gathered
During a Mini Observation. Let’s watch a couple of clips from
lessons. Identify what you have evidence of and
how it aligns to the rubric. What are the implications for your
practice in your building?