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Teacher Observations and Student Learning
Objectives: An Integrated Approach RTTT
Teacher Evaluator Training
Day 7 - March 20, 2012
Based on the Training of
Teaching Learning Solutions (TLS) and
Community Training and Assistance Center (CTAC)
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9 Required Elements of 30-2.9 for Lead Evaluator Certification:
1. NYS Teaching Standards and the ISLLC, 2008 Leadership Standards
2. Evidence-based observation techniques3. Application and use of the student growth and value-added
growth model4. Application and use of State-approved teacher/principal rubrics5. Application and use of any assessment tools you intend to use
(e.g., portfolios, surveys, goals)6. Application and use of any State-approved locally developed
measures of student achievement you intend to use7. Use of the Statewide Instructional Reporting System8. The scoring methodology used by the department and/or your
district9. Specific considerations in evaluating teachers and principals of
English language learners*** Other: While not listed as a training component, districts will need
to ensure inter-rater reliability for both their teacher and principal evaluation systems.
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Instructional Planning-Delivery-Reflection move the cogs in a 100% system
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Teacher Evaluation
60%
State Test of Student
Achievement20%
Locally Developed Measures of
Student Achievement/SLOs
20%
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March Training Objectives
• Understand the connections between teacher evaluation and student learning outcomes
• Advance our common language around teacher evaluation and student learning outcomes
• Understand expectations for evidence collection and assessment of skills for teacher evaluation
• Understand how to interpret evidence against criteria to assess teacher practice
• Gain direct experience with and learning from crafting an SLO
• Collaborate with colleagues
[Required Elements 1, 2, 3, 4, 5, 6, 9, IRR]
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TLS Evidence Rubric Element 2
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Evidence is a Factual Reporting of EventsElement 2
• It includes teacher and student actions and/or behaviors• Teacher presented the content from the front of room.
• It includes statements made and questions posed by the teacher and the students • “Bring your white boards, markers and erasers to the carpet and sit on your
square.”
• It includes artifacts prepared by the teacher, students, or others. • Task cards, journals, lesson plans, etc.]
• It includes quantifiable information about time, student participation, resource use, etc.• 9:14 – 9:29- Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29
• It includes an observed aspect of the environment• Desks were arranged in groups of four
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Trends From Previous Evidence Samples• Submitted evidence samples contained:
• Summary statements • “Teacher utilizes instructional approaches to allow students to
demonstrate mastery through various modes so that all student could engage in the task based on their prior knowledge and competencies.”
• Conclusions/judgments • “Students on task throughout the lesson.”• “Students work appeared productive.”• “Students are engaged with teacher first, in the circle, then in small
group, then back in circle.” • “Students were treated fairly.”
• A lack student evidence T: Write about the field trip we went on yesterday T: What does every letter have? T: Writing communicates what we want to tell the reader.
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Trends in January Evidence Samples• Vague information
• Close proximity to students during all activities throughout the lesson.
• Misalignment to the criteria
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Evidence Exemplars From the Field
• Review the evidence exemplars
• As you read the evidence consider the following question:
• Why is it critical that evidence be objective, aligned, and sufficient enough to represent a teacher’s practice?
• What questions do you have after examining the evidence exemplars?
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Evidence Analysis
• With an elbow partner examine the evidence collection from a sample
• Identify the reason why the evidence is problematic• E.g., “teacher circulates” is vague because it does not provide a context. Is
the teacher monitoring student understanding or student behavior? Does the teacher talk with students? If so, what is the conversation? How can an evaluator determine the level of effectiveness of the teacher’s walking among the students?
• Be prepared to share your work with the larger group
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Rubric Priorities: Part I Element 4
• All rubrics have priorities – the foundational concepts upon which the criteria are built
• Understanding the priorities of the approved rubric to evaluate teacher practice is essential to the observation process. • Why is that?
• Review the Priorities of NYSED Approved Rubrics document
• What are the priorities of the rubric chosen by your district?
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Rubric Priorities: Part IIElement 4
• What are the priorities of the rubrics chosen for this training [NYSUT and ASCD-Danielson 2007]?
• Review the rubrics you will be using in this training
• Where do the priorities surface in the rubric? Consider:• Organization of the rubric• The elements/indicators of the rubric• The language in the levels of performance [Ineffective – Highly Effective]
Example: ASCD 2007. 3a-Explanation of content: (HE level): Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.
The priorities of cognitive engagement and constructivist teaching and learning is evident in that by explaining concepts to their peers, students have to make meaning out of the content through cognitive processes; the explanation may also demonstrate how the student is constructing his/her knowledge of the concept, etc.
• Be prepared to share your thoughts with the larger group
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Making Connections• In pairs/small groups
1. Examine the NYSUT rubric2. Determine the elements [indicators [NYSUT] where evidence of
student learning objectives [SLO] would be logically included3. Provide a rationale for your selections.ExamplesNYSUT rubric: 2.4: Establishes goals and expectations for all students
that are aligned with learning standards and allow for multiple pathways to achievement; Articulates learning objectives/goals with learning standards
Rationale: An SLO would target specific goals and expectations, would align to the NY learning standards and/or the Common Core, and would guide the selection of instructional strategies that would allow all students to achieve the target.
• Be prepared to share your work
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Observation Practice: Pre-ObservationElements 1, 2, 4, 6, 9, IRR
Individually• Review the lesson plan for Ms. Rios • Align the evidence to the appropriate
elements/indicators • Check your work with a partner who is using the
same rubric• Did you align your evidence to the same element/indicator?
• Discuss your rationale for your alignment
• Be prepared to share some examples of your aligned evidence collection
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Observation Practice: Classroom ObservationElements 1, 2, 4, 6, 9, IRR
Individually• Watch the video of Ms Rios• Collect evidence for the observable elements/indicators of
your rubric• Align your evidence to the appropriate elements/indicators
• Check your work with a partner who is using the same rubric• Did you capture similar evidence?• Did you align your evidence to the same
elements/indicators?• Discuss your rationale for your alignment.
• Be prepared to share some examples of your aligned evidence collection
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Observation Practice: Post ObservationElements 1, 2, 4, 6, 9, IRR
Individually• Review the teacher’s reflection and post-
observation notes from the video clip• Align the evidence to the appropriate
elements/indicators• Check your work with a partner who is using the
same rubric• Did you align the evidence to the same elements/indicators?
• Discuss your rational for your alignment
• Be prepared to share some examples of your aligned evidence collection
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Observation Practice: ScoringElements 1, 2, 4, 6, 9, IRR
Individually• Score the teacher’s practice at the
element/indicator level for • NYSUT Standards III and IV
• Be sure your judgments are based on your aligned evidence
• Reference the language of the rubric to determine the level of performance
• Be prepared to share some examples of your aligned evidence collection
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Teri Calabrese Gray [email protected]
Bonnie Berry [email protected]
Don’t forget to visit cves.org/rttt
