ohio teacher evaluation system: assessment of teacher performance 1

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  • Slide 1
  • Ohio Teacher Evaluation System: Assessment of Teacher Performance 1
  • Slide 2
  • 2
  • Slide 3
  • Training Purposes/Objectives Understand and be able to apply the OTES Framework. Be prepared to utilize the observation processes (pre-conference, observation, post-conference) presented from the Teacher Performance OTES framework component. Understand and apply necessary tools from the OTES model Understand and apply the evaluation rubric to personal classroom practice 3
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  • Purpose The (OTES) evaluation procedure is to be used for the improvement of instruction and learning with the teacher and evaluator working collaboratively in support of the teacher to achieve that goal. 4
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  • Text Rendering Purpose: To collaboratively construct meaning, clarify and expand our thinking about a text or document Each table will be assigned a document that they need to render (count off by 6) A.Professional Growth/Improvement Plan (p. 63-64) B. Implementing the OTES Process (p.65-66) C.Using the Evidence to Inform Holistic Performance Ratings (p. 67-69) Text rendering asks you to dig deeply into the document as a group and define/describe what the most important information is 5
  • Slide 6
  • Text Rendering Set Up: Take 3-5 minutes to read the document your group has been assigned. After you are done reading: Place a star next to the paragraph that you believe is most important Underline the sentence within the paragraph that you think is most important H Highlight the word that best captures the main point of the paragraph. Steps: P. 62 Go through steps 1-4 with your table group, and we will go through steps 5-6 as a large group 6
  • Slide 7
  • Present Your Text Rendering Findings Each group will present their text rendering and the big ideas they got from each document. 7
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  • The Whole.. P. 70 and handout in pouch 8
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  • The Part of our focus Today 9
  • Slide 10
  • Evaluation Documents (Prior to Formal Observation) Self Assessment Summary pp. 27-28 1.Students 2.Content 3.Assessment 4.Instruction 5.Learning Environment 6.Collaboration and Communication 7.Professional Responsibility and Growth Professional Growth Plan p. 29 Annual Focus Student Achievement Goal Teacher Performance Goal 10
  • Slide 11
  • eTPES Electronic Portal Teacher Evaluation System Principal Evaluation System 11
  • Slide 12
  • 12 Placemat Consensus When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? Consensus Consensus Elements Elements Participant A Participant B ParticipantD Participant C 2 minutes to write individually 3 minutes to talk and reach consensus 5 minutes to debrief
  • Slide 13
  • Whole School Consensus Now that each group has come up with their own consensus, lets take a moment to make a whole school consensus What is it that we would expect to see in a classroom that is deemed effective? 13
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  • 15 IneffectiveDevelopingProficientAccomplished Instructional Planning FOCUS FOR LEARNING (Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students. The teacher states a focus for student learning that is appropriate for students. The teacher develops a measurable objective for student learning that aligns with the Ohio standards. The teacher can explain the importance of the objective and its appropriateness for students. The teacher develops an ambitious and measurable objective for student learning that aligns with the Ohio standards. Teacher can explain how the objective fits into the broader unit and course goals for content learning and skills. StandardAreas OTES Rubric Structure Indicators Ratings Organizational Area
  • Slide 16
  • Rating 16
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  • Instructional Planning Lets dive into instructional planning: Focus for Learning Assessment Data Prior Content Knowledge/Sequence/Connections Knowledge of Students 17
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  • 18 Process of Modeling Your Thinking (Think-Aloud) I do Think Aloud We do Scaffold & Cue You do Students Explain Thinking
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  • Rubric Activity Directions: Administrator/Trainer will model metacognition for highlighting key words from Knowledge of Students. 19
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  • Assessment of Teacher Performance: OTES Rubric Knowledge of Students Proficient The teacher demonstrates familiarity with students background knowledge and experiences and describes multiple procedures used to obtain this information. The teachers instructional plan draws upon an accurate analysis of the students development, readiness for learning, preferred learning styles, and backgrounds and prior experiences. 20
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  • Rubric Activity Directions: As a table, discuss and highlight key words from the Proficient column for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, and Lesson Delivery For groups who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished. 21
  • Slide 22
  • I. Pre-Observation Conference Video clips: Clips next slide. Pre- Conference focus is on planning! Topics are: Instructional Planning Focus for Learning Assessment Data Prior Content Knowledge/Sequence/Connections Knowledge of Students 22
  • Slide 23
  • Video Clip 1 Pre Conf- 52 Seconds Video Clip 2 Pre Conf- Show 5 -7 minutes http://www.nietbestpractices.org/OHIO/po rtals/0/tap%20library/articulate%20files/fo lder-724/document-199/player.htmlhttp://www.nietbestpractices.org/OHIO/po rtals/0/tap%20library/articulate%20files/fo lder-724/document-199/player.html http://www.nietbestpractices.org/OHIO/N avigation/VideoLibrary/LessonsbyGradeLe vel/5thGrade/tabid/897/Default.aspxhttp://www.nietbestpractices.org/OHIO/N avigation/VideoLibrary/LessonsbyGradeLe vel/5thGrade/tabid/897/Default.aspx Log In Needed for Video 2 Check Notes 23
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  • II. Instruction and Assessment Lesson Delivery Differentiation Resources Classroom Environment Assessment of Student Learning 24
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  • Rubric Activity Directions: Individually, highlight key words from the Proficient column for Differentiation, Resources, Classroom Environment, and Assessment of Student Learning. For those who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished. 25
  • Slide 26
  • When do you collect evidence? SCRIPTING 26 Pre-Conference Review of lesson Generate questions from lesson plan What the students What the teacher says and does say and do Post-Conference Communication between classroom observation and post-conference Prior to the lesson being observed During the lesson After the lesson
  • Slide 27
  • Collecting/Capturing Evidence Capture: What the teacher says What the teacher does What the students say What the students do Copy wording from visuals used during the lesson Record time segments of lesson 27
  • Slide 28
  • 28 Hints for Capturing Evidence When capturing evidence during the lesson, these strategies will help you collect accurate and defensible notes. 1.Time: Capture the length of different segments of the lesson 2.Abbreviate: When possible abbreviate; after the lesson write out what you abbreviated 3.Verbatim: Capture verbatim dialogue when possible 4.Paraphrase: Use parentheses to indicate paraphrasing 5.Circulate: Circulate as necessary to collect evidence from teacher, students and student work
  • Slide 29
  • 29 Hints for Capturing Evidence When capturing and categorizing evidence after the lesson, these strategies may help you categorize effectively. 6.Label: Begin categorizing your notes by labeling evidence for rubric standard areas/indicators 7.Q & F: After you finish go thru your script and label all questions and feedback (Lesson Delivery and Assessment standards) 8.Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson 9.Lesson Analysis: Identify the lessons primary objective and sub-objectives (Focus for Learning)
  • Slide 30
  • Sample Evidence Collection Notes TimeTime
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  • TeacherTeacher Students
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  • Observing Classroom Instruction We will view clips of classroom instruction and compare them to the rubric, Area: Instruction and Assessment. 32 Remember to collect evidence from which you can validate your reasoning for placement on the rubric and assignment of a rating.
  • Slide 33
  • Instruction and Assessment Lesson Delivery Differentiation Resources Classroom Environment Assessment of Student Learning 33
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  • The Lesson 34 http://nietbestpractices.org/OHIO/portals/0/tap%20librar y/articulate%20files/folder-745/document- 201/player.html Modules are short. Click on #9if time show10 and 11 Show number 12 with evidence Grade 4 LA Lesson
  • Slide 35
  • Lesson 2 Choice HS Science 35 http://www.nietbestpracti

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