Ohio Teacher Evaluation System: Assessment of Teacher Performance

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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!

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Agenda for Day 3Review previous learning and set daily objectivesSKYPE with ODEFit today’s 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

Training Objectives

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• Understand 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.

When do you collect evidence?

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Pre-Conference• Review of lesson • Generate questions from

lesson plan

What the teacher says and doesWhat the students say and do

Post-ConferenceCommunication between classroom observation and post-conference

After the lesson

Prior to the lesson being observed

During the lesson

OTES Framework—Professional Growth Plan

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Pre-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?

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A Strong Conference (Pre or Post) has:

• Key Questions• Active Listening• Paraphrasing• Summarizing

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Asking Key Questions– By 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

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Active ListeningAllows the coach to:

•Scaffold questions•Provide feedback•Paraphrase the coachee’s responses

•Summarize the discussion •Read body language

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Paraphrasing

• Paraphrasing 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 words…”– “If I understand what you are saying…”– “Recapping…”– “So…it’s important to….”

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Summarizing• Summarizing 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 are…”– “In talking about this area, we have come up with three

main ideas…”

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Non-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 one’s posture.

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Components 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. 14

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

Watch Pre Conference

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Pre-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.

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When do you collect evidence?

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Pre-Conference• Review of lesson • Generate questions from

lesson plan

What the teacher says and doesWhat the students say and do

Post-ConferenceCommunication between classroom observation and post-conference

During the lesson

After the lesson

Prior to the lesson being observed

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

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Sample Evidence Collection Notes

Time

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

During the lesson: (scientist – collecting evidence)1. Time: Capture the length of different segments of the lesson2. Abbreviate: When possible abbreviate; after the lesson write out what you

abbreviated3. Verbatim: Capture verbatim dialogue when possible4. Paraphrase: Use parentheses to indicate paraphrasing5. Circulate: Move around the class as needed to hear teacher and students and to

see student work

After the lesson: (lawyer – analyzing the evidence)6. Upfront Summary: After you finish, go through the evidence and write a brief

summary of the lesson7. Q & F: Shorthand for questions and feedback, go through the evidence and label8. Label: Begin categorizing your notes by labeling evidence for standard area9. Lesson Analysis: Identify the lesson’s primary objective

Sample Evidence Collection Notes

Teacher

Students

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Hints for Capturing Evidence

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

6. Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson

7. Label: Begin categorizing your notes by labeling evidence for rubric indicators

8. Lesson Analysis: Identify the lesson’s primary objective9. Circulate: Move around the class as needed to hear teacher

and students and to see student work

Watch PE Lesson50 minutes

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10 Minute Break

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Categorize and Rate!• As a final “YOU DO” you will categorize and rate this

teacher on all Standard Areas: Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, Knowledge of Students, Lesson Delivery, Differentiation, Resources, Classroom Environment, and Assessment of Student Learning

• Make sure you consider all of your evidence: Growth Plan, Lesson Plan, Pre Conference and Lesson!

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Share with Partner, Agree on Ratings

• Share your ratings with a shoulder partner.

• Certain partners will be asked to share with the whole group.

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LUNCH

Final “You Do”: Post Conference Write-Up

• Look at your categorized evidence and ratings• What area of the rubric could this teacher be reinforced

with? What area refined?• Remember your Post Conference hints!

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10 Minute Break

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View Post Conference• Capture the elements of this post

conference so that you can compare it to your own post conference

• Complete the post conference template on pg. 160-161 of your Workbook

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P.E. Post Conference

• Compare your post conference with the captured post conference

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Reflect on the Post Conference

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Reinforcement Area1. What was the teacher’s reinforcement area?2. What questions guided him to talk about that area? 3. What specific evidence was cited?

Refinement Area 1. What was the teacher’s refinement area?4. What questions guided him to talk about that area? 5. What specific evidence was cited?6. What recommendations / suggestions were made? 7. Will the recommendations have an impact on learning?

The Conference Leader 8. What skills did the conference leader exhibit? 9. What might be an area of refinement for the conference leader?10. What suggestions / recommendations would you make?

Bringing it all Together

• How was this evaluation tied to Goal 2 of the Professional Growth Plan?

• Why is it important to tie some evaluative conferences directly to the Growth Plan?

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Wrap-Up and Questions ?

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THANK YOU!36