RTTTTeacher Evaluator Training

Day 8

Based on the Training of

Teaching Learning Solutions (TLS) and

Community Training and Assistance Center (CTAC)

9 Required Elements of 30-2.9 for Lead Evaluator Certification:1. NYS Teaching Standards and the ISLLC, 2008 Leadership Standards 2. Evidence-based observation techniques3. Application and use of the student growth and value-added growth model4. Application and use of State-approved teacher/principal rubrics5. Application and use of any assessment tools you intend to use (e.g.,

portfolios, surveys, goals)6. Application and use of any State-approved locally developed measures of

student achievement you intend to use7. Use of the Statewide Instructional Reporting System8. The scoring methodology used by the department and/or your district9. Specific considerations in evaluating teachers and principals of English

language learners• *** Other: While not listed as a training component, districts will need to

ensure inter-rater reliability for both their teacher and principal evaluation systems.

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Observation or Structured Review ProcessElement 5

• Every NY Teaching STANDARD must be assessed at least once a year

• NOT every Element must be assessed

• NOT every Indicator must be assessed

• Most NY Teaching Standards and many elements and indicators can be assessed during a classroom observation

• Other NY Teaching Standards, elements, and indicators can be assessed through a structured review process

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The Observation Process: Pre-Observation Conference / Lesson Plan the following are assessed:

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• Review the “Stage 1- Lesson Plan and Pre-Observation Conference” guide

– Note the elements/indicators that are assessed during this stage of the observation process [real time]

– Note the elements/indicators that are assessed during video observations

– Note the potential questions that might be asked to generate additional evidence

The Observation Process: Classroom Observation the following are assessed:

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• Review the “Stage 2- Classroom Observation” guide

– Note the elements/indicators that are assessed during this stage of the observation process [real time]

– Note the elements/indicators that are assessed during video observations

– Note the types of evidence you would look for during an observation

The Observation Process: Post-Observation Conference / Reflection the following are assessed:

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• Review the “Stage 3 – Reflection and Post-Observation” guide

– Note the elements/indicators that are assessed during this stage of the observation process [real time]

– Note the elements/indicators that are assessed during video observations

– Note the potential questions that might be asked to generate additional evidence

Structured Review Process the following are assessed:

• Review the “Stage 4 – Assessing Standards through a Structured Review” guide

– Note the elements/indicators that are assessed during this stage of the evaluation process

– Note the potential evidence that might be collected to demonstrate effective practice in the non-observed areas of the rubric

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Observation or Structured Review ProcessElement 5

• Together, the observation and the structured review provide a comprehensive assessment of teacher practice

• The guides help to “chunk” the many elements/indicators into reasonable sections for teachers as well as for observers

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Meeting the Needs of ALL Learners Element 9

• Report on “Teacher Evaluation in Effective Schools and Classrooms for ALL Learners” written by a committee convened by AFT

• Committee of experts outlined 4 conditions necessary for all students, including students with disabilities and ELLs, to be successful

1. All Learners and Equal Access2. Individual Strengths and Challenges and Supporting Diversity3. Reflective, Responsive, and Differentiated Teaching Strategies4. Culture, Community, and Collaboration(Ell Experts: Diane August, Ph.D., Delia Pompa, Diane Staehr Fenner, Ph.D.,

Giselle Lundy-Ponce; Students with disabilities experts: Peter Kozik and Spencer Salend)

• NYSUT rubrics and modified ASCD rubrics were analyzed for alignment to the 4 conditions – strong alignment was determined

• Document is being written that will detail the four conditions and include recommendations for teacher evaluation systems

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Meeting the Needs of ALL Learners Element 9

Part I: • Text-based discussion• Read the text selections

– Highlight areas of interest as you read– Discuss the following questions as a small group

1) How does the text address the role of all students in teaching and learning? 2) What are the implications for how teachers plan and deliver instruction? 3) What are the implications for teacher observation? 4) How does the text support the priorities of the NYSUT and ASCD rubrics? 5) Other points of interest?

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Meeting the Needs of ALL Learners Element 9

Part II• In your text groups, review one standard in the NYSUT Rubric or Element in the

Pearson Rubric

– Which particular indicators [NYSUT] or elements [Pearson] are critical for an observer to focus on in order to assess the teacher’s skill at meeting the needs of all learners

• English Language Learners• Students with Disabilities• Students who perform significantly below grade level

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Meeting the Needs of ALL Learners Elements 4, 9

Part III• In your text group, choose an element/indicator [NYSUT or Pearson] from your rubric

• On chart paper, cite samples of potential evidence of teaching practice that supports the needs of ALL learners [what might you see or hear in a classroom that would be valid evidence?]• Element in the Pearson Rubric • Indicator in the element [NYSUT] – III.4.A. Differentiates instruction

• EXAMPLE: Teacher lists 3 sentence frames on the board, one which is targeted for beginning English learners (I like _____), one which is for intermediate English learners (I like ___ and ____ because _____), and one for other students (Although I like ___, I like ____ better because ____). She asks individuals to read the 3 sentence frames, and encourages students to use one of the three during their Turn & Talk. Two beginning English learners and two intermediate English learners use Sentence Frame 2.

• Include a rationale explaining why the evidence is appropriate for ELLs, students with disabilities, and/or students who perform below grade level

• Be prepared to share your work with the larger group

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NYSUT: III.4: Uses a variety of instructional approaches to meet diverse learning needs…Differentiates InstructionEvidence:Teacher lists 3 sentence frames on the board, one which is targeted for beginning English learners (I like _____), one which is for intermediate English learners (I like ___ and ____ because _____), and one for other students (Although I like ___, I like ____ better because ____). She asks individuals to read the 3 sentence frames, and encourages students to use one of the three during their Turn & Talk. Two beginning English learners and two intermediate English learners use Sentence Frame 2.

Rationale: English learners are at different levels of language production, and need to build their oral English skills by moving through carefully sequenced simple to complex syntactical structures. Giving students correct models that are differentiated in difficulty allows all students to be successful in oral language production. It also enables students to hear more complex structures than they are ready to produce themselves.

Implements strategies for mastery of learning outcomesEvidence:

Rationale:

Notes/Comments

EXAMPLE

Evidence is a Factual Reporting of EventsElement 2

• It includes teacher and student actions and/or behaviors– Teacher presented the content from the front of room.

• It includes statements made and questions posed by the teacher and the students – “Bring your white boards, markers and erasers to the carpet and sit

on your square.”

• It includes artifacts prepared by the teacher, students, or others. – Task cards, journals, lesson plans, etc.

• It includes quantifiable information about time, student participation, resource use, etc.– 9:14 – 9:29- Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29

• It includes an observed aspect of the environment– Desks were arranged in groups of four

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TLS Evidence Rubric Element 2

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Example: Objectivity• T-What do estimates help you do?• S -It helps me how to measure.• T -I like what she said• S - Guessing about how many.• T - To get an actual measurement what do I do?• S -I measured with a ruler• S -8 inches • T -Do you agree or disagree?

• The teacher did not allow for enough wait time, she answered the questions for them and dominated the discussion at the beginning of the lesson (less than two minutes of student responses and conversation).

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Example: Alignment• Evidence statement:

– String suggestion: Teacher at table with students measuring string. Teacher said I was just working with two students. The string is tricky. It is longer than the ruler.

– T looked at students, “can you explain?” – Student explained how he put string on table, measured, then pulled

ruler to next section. – Teacher modeled his suggestion for whole group.

• Aligned to:– Responds to students– Provides opportunity for collaboration– Provides feedback during and after instruction

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Example: Representativeness• Provides directions and procedures

– T. We're going to get a sheet like we did yesterday. We're going to use the sheet to record estimates and measurement.

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Observation Practice: Pre-ObservationElements 1, 2, 4, 6, 9, IRR

Individually• Review the lesson plan for Ms. Galligos• Align the evidence to the appropriate elements/indicators • Check your work with a partner who is using the same

rubric–Did you align your evidence to the same element/indicator?

–Discuss your rationale for your alignment

• Be prepared to share some examples of your aligned evidence collection

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Observation Practice: Classroom ObservationElements 1, 2, 4, 6, 9, IRR

Individually• Watch the video of Ms. Galligos• Collect evidence for the observable elements/indicators of your

rubric• Align your evidence to the appropriate elements/indicators

• Check your work with a partner who is using the same rubric– Did you capture similar evidence?– Did you align your evidence to the same

elements/indicators?– Discuss your rationale for your alignment.

• Be prepared to share some examples of your aligned evidence collection

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Observation Practice: Post ObservationElements 1, 2, 4, 6, 9, IRR

Individually• Review the teacher’s reflection and post-observation

notes from the video clip• Align the evidence to the appropriate elements/indicators• Check your work with a partner who is using the same

rubric–Did you align the evidence to the same elements/indicators?

–Discuss your rational for your alignment

• Be prepared to share some examples of your aligned evidence collection

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Teri Calabrese Gray gray_teri@cves.org

Bonnie Berry berry_bonnie@cves.org

Leslie LaRose llarose@mail.feh.org

Don’t forget to visit cves.org/rttt

QUESTIONS