Evidence in Evaluations

What is Evidence?

• ITED Document– Evidence refers to data, information, artifacts and performances that

educators and evaluators review in order to accurately assess or determine educator effectiveness. The evidence should be judged against specific teaching criteria or teaching standards, elements and performance indicators. It should be objective and based on what evaluators see, hear and read while observing an educator’s practice or while engaging in conversations with the educator.• Chapter 2A, Appendix 5

What is Evidence?

• Helpful Concepts from the Law– The “stuff” offered to show that something

actually happened.– Evidence can take a variety of forms• Testimony of witnesses • Tangible material marked as “Exhibits” • Intangible information or data

– Must be a reliable way to measure/demonstrate whatever it is that is trying to be shown.• Rules covering what makes something reliable.

What is Evidence?

• Definitions– The music teacher taught the students to play the guitar.– Direct vs. Circumstantial

• Direct = does not require inference– i.e. I saw the teacher pick up a guitar and show the students how to

play a G cord.» From this I see the teacher teach students how to play.

• Indirect = does require inference– i.e. The students picked up their guitars and played a G cord when the

teacher told them to.» From this I infer that the teacher has taught the students how to

play.

Evidence of Teaching

How to Gather Evidence Classroom Practice Non-classroom Practice

Direct Observation Observation of teaching with a planning conference and a reflection conference

Observation of practice, for example: presentation to a child study team or leading a meeting with colleagues

Examine Artifacts Analysis of activities and assignments for their cognitive challenge

Analysis of student work

Planning documents, for example, a unit plan.

Domain 4 example, communicating with families

Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school.

Observed Evidence of Teaching• Types of Observation Evidence

1. Verbatim scripting of teacher or student comments:• “Could one person from each table collect materials?”

2. Non-evaluative statements of observed teacher or student behavior: • The teacher stands by the door, greeting students as they enter.

3. Numeric information about time, student participation, resource use, etc.: • Three of the 18 students offer nearly all of the comments during

discussion.

4. An observed aspect of the environment: • The assignment is on the board for students to do while roll is taken.

Evidence vs. Opinion

Evidence Opinion

Observable Draws Conclusions

Objective Subjective

Free of Value Judgment Include s Value Judgment

Not subject to debate (Unambiguous) Makes Inferences

Main Points to Take Away

• Evaluations under PERA are not supposed to subjective any longer.

• Evaluators must collect evidence with which to measure teacher performance to the framework and rubrics.

• Use of evidence is a two way street – an opportunity for defense and for proactivity.

One Simple Application of Evidence

• Pre-conference– What will the areas of focus be?– What kinds of evidence will be collected?– Opportunity to frame and provide context for the

collection of evidence• Post-conference– Chance to introduce additional evidence– Opportunity to challenge the validity of evidence

and address elements of subjectivity