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.

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

Let’s Begin…

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?

Reflection Which parts of this process do you feel

will be challenging for you? What do you need to do to address

those parts? Which parts of this process will be

difficult for teachers? What might you need to do to address

those issues?