ohio teacher evaluation system: assessment of teacher performance

Download Ohio Teacher Evaluation System: Assessment of Teacher Performance

Post on 24-Feb-2016

44 views

Category:

Documents

0 download

Embed Size (px)

DESCRIPTION

Ohio Teacher Evaluation System: Assessment of Teacher Performance . Reflections. We will share reflections from Training Day 2. You will be asked to do the same thing at the end of the day today. See if your area of comfort changes throughout the day!. Agenda for Day 3. - PowerPoint PPT Presentation

TRANSCRIPT

Slide 1

Ohio Teacher Evaluation System: Assessment of Teacher Performance

1

1ReflectionsWe will share reflections from Training Day 2.You will be asked to do the same thing at the end of the day today.See if your area of comfort changes throughout the day!2

23 Agenda for Day 3

Review previous learning and set daily objectivesSKYPE with ODEFit todays lesson into the improvement/growth plansPre-conference review (also skills of conference leader)Watch pre-conferenceScripting hints review Watch PE LessonBreak Final You Do; categorize and rate on your own.LunchFinal You Do; post-conference write-up BREAKWatch PE post-conference CredentialingFinal debrief

3Training Objectives4Understand and apply the observation processes (pre-conference, observation, post-conference) presented from the Teacher Performance OTES framework component. Move from a procedural to conceptual understanding of the framework.Place the formal observation process within a Professional Growth Plan Accurately categorize and assign performance levels for each area from the rubric.Plan, deliver and evaluate a post-observational conference. It should be 9:10 at the end of this slide

Trainer should share a few of each of these, and talk about how what we will be doing today will address these areas.4When do you collect evidence?5Pre-ConferenceReview of lesson Generate questions from lesson planWhat the teacher says and doesWhat the students say and doPost-ConferenceCommunication between classroom observation and post-conferenceAfter the lessonPrior to the lesson being observedDuring the lessonLets think-pair-share for a moment: what type of evidence could you collect in a pre-conference?

When I hear someone say something that the whole group needs to hearinvite them to share with the group.5OTES FrameworkProfessional Growth Plan6

9:10 This links to page 124-125 in the participant handbook.

The PD plan is specific to the pre/post and lesson that we will watch today. Have the participants look through the plan, and ask them what they would expect to see during the pre conference, lesson and post conference. Ultimately, they need to see that while the evaluator is looking for the behaviors on the OTES rubric, they are also concentrated in specifically on the teacher and student need identified in the PG plan and will give feedback partly based on those identified needs in the pre and post conference.Page 100

6Pre-Conference Observation ActivityYOU DO Review the Physical Education lesson plan (page 126 in Workbook).

Generate five questions that you would ask of this teacher in a pre-conference regarding the lesson plan.

What evidence do you already have for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, Knowledge of Students?

79:30-9:40Page 102

7A Strong Conference (Pre or Post) has:Key QuestionsActive ListeningParaphrasingSummarizing

8(2 minutes) Read the slide8Asking Key QuestionsBy asking the right questions, you can build stronger relationships, support people more effectively. and lead others to become more self-reflective.Questions should be probing and clarifying.Questions should be open-ended Sometimes responses frame next questions

9(2 minutes) Read the slide9Active ListeningAllows the coach to:Scaffold questionsProvide feedbackParaphrase the coachees responsesSummarize the discussion Read body language

10(2 minutes) Read the slide10ParaphrasingParaphrasing is restating what the other person said in an objective manner.It provides the coach time to process the teacher's response and develop the next question. Sample phrases that can be used in the paraphrasing process:In other wordsIf I understand what you are sayingRecappingSoits important to.

11(2 minutes) Read the slide11SummarizingSummarizing information ensures that both participants in the conference are clear about what has been discussed and any decisions that have been made. Like paraphrasing, it also provides opportunities for the coach to provide academic feedback to the coachee. Examples of starter phrases that lead to a summarizing statement:Some key ideas we have discussed areIn talking about this area, we have come up with three main ideas

12(2 minutes) Read the slide12Non-verbal Communication When used in a positive manner it shows the person with whom you are talking that you are indeed actively listening. It can make the teacher comfortable and confident that their opinion is valued.

When used in a judgmental manner, it can make a teacher feel uncomfortable and unwilling to share their opinions and thoughts. Nonverbal communication includes facial expressions, such as, smiles, gestures, eye contact, and even ones posture. 13Components of Non-verbal Communication Eye contact Look directly at the individual and maintain eye contact

Body posture Maintain body posture that signifies openness to others ideas

Physical distance Position yourself next to the teacher as opposed to across a table. This leaves you open to a conversation as opposed to a more formal situation. 1414Think about the last time you had a great conversation with your best friend how were you seated? What was the arrangement? How did this impact the conversation? Now go to a conversation that was tense. What was the body language and arrangement How did that impact the conversation? Expand on the physical distance with ex. of tax audit, interview, meeting with a lawyer, yearly evaluations, Pre-Conference Observation Activity

View pre-conference video

Please list the questions asked by the conference leader.

What skills does the conference leader exhibit?

Remember that strong pre conferences include: Key Questions, Active Listening, Paraphrasing, Summarizing

15

15Watch Pre Conference16

9:50 at end of Pre Conference16Pre-Conference Observation Activity

Compare the questions this pre-conference leader asked with your own questions.

Remember that strong pre-conferences include: Key Questions, Active Listening, Paraphrasing, Summarizing

With a shoulder partner, share what parts of this pre-conference were effective AND how it could be MORE effective.179:50-9:55.

17When do you collect evidence?18Pre-ConferenceReview of lesson Generate questions from lesson planWhat the teacher says and doesWhat the students say and doPost-ConferenceCommunication between classroom observation and post-conferenceDuring the lessonAfter the lessonPrior to the lesson being observedThru evidence collection tips by 9:55. 18Collecting/Capturing Evidence

Capture:What the teacher saysWhat the teacher doesWhat the students sayWhat the students doCopy wording from visuals used during the lessonRecord time segments of lesson19Capture as much verbatim dialogue as possible. As you internalize the rubric this process will become more targeted and efficient.

19Sample Evidence Collection Notes

Time20This is a sample of how some of the scripting notes look like for one evaluator. The use of T for teacher, and S for student is strongly suggested as it reminds us that we should be capturing verbatim dialogue. It is important to emphasize that labeling of indicators next to pieces of evidence should happen after the lesson observation and not during the lesson observation. When the participants are categorizing evidence they can go through their notes and label the abbreviated indicators as in the examples above.

21Evidence Collection RemindersWhen capturing evidence, these strategies will help you collect accurate and defensible notes.

During the lesson: (scientist collecting evidence)Time: Capture the length of different segments of the lessonAbbreviate: When possible abbreviate; after the lesson write out what you abbreviatedVerbatim: Capture verbatim dialogue when possibleParaphrase: Use parentheses to indicate paraphrasingCirculate: Move around the class as needed to hear teacher and students and to see student work

After the lesson: (lawyer analyzing the evidence)Upfront Summary: After you finish, go through the evidence and write a brief summary of the lessonQ & F: Shorthand for questions and feedback, go through the evidence and labelLabel: Begin categorizing your notes by labeling evidence for standard areaLesson Analysis: Identify the lessons primary objective

5 minutes to get through the next 2 slides and be ready for the 4th Grade Math video.

The trainer briefly reviews the scripting hints. This has been broken out into during and after the lesson. An analogy that is commonly used is that when you are in the classroom you are a scientist, just collecting evidence. When you leave the lesson and before the post conference you are a lawyer, analyzing the evidence. When observers begin to analyze during the lesson they tend to miss things that happen21Sample Evidence Collection Notes

TeacherStudents22This is a sample of how some of the scripting notes look like for one evaluator. The use of T for teacher, and S for student is strongly suggested as it reminds us that we should be capturing verbatim dialogue. It is important to emphasize that labeling of indicators next to pieces of evidence should happen after the lesson observation and not during the lesson observation. When the participants are categorizing evidence they can go through their notes and label the abbreviated indicators as in the examples above. 23Hints for Capturing Evidence

When capturing evidence, these strategies will help you collect accurate and defensible notes.

Upfront Summary: After you finish, go through the evidence and write a brief summary of the lessonLabel: Begin categorizing your notes by labeling evidence for rubric indicatorsLesson Analy

Recommended

View more >