Evidence Based Observation Lead Evaluator Training Part 1

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Evidence Based Observation

Lead Evaluator TrainingPart 1

Let’s Meet!

Can I have your attention please?Logistics…

Identify current practices for defining teacher actions and student actions while observing

Explain the difference between current practice and evidence based observation

Identify and define criteria for one area of effective instruction around which evidence collection will be focused

Today’s Outcomes:

What is Evidence Based Observation?

Collection of factual information

Free of bias or opinion

Based on specific criteria

Used to provide feedback for reflection and improvement of teacher practice

Allows for consistency

Provides “concrete” feedback to the teacher

Based on facts—easily supported

Why do Evidence Based Observation?

Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on factExample:The students were seated in rows in the classroom.

Non-Example:The teacher discourages collaboration in her classroom by arranging the students in rows.

Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on factExample:The students were seated in rows in the classroom.

Non-Example:The teacher discourages collaboration in her classroom by arranging the students in rows.

Example:The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.”

Non-Example:I love the way you had the students work with a partner to share facts from the article.

Example:The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.”

Non-Example:I love the way you had the students work with a partner to share facts from the article.

Self-reflection – Do you have a bias that impacts how you view teaching and learning environments?

How does bias influence collection of evidence?

Let’s think about bias….

Stand-up-Hand-up-Pair-up

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Insufficient wait time was provided to the students.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Insufficient wait time was provided to the students.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Insufficient wait time was provided to the students.

Free of Bias and Opinion?Ms. Smith discourages interactions between students by arranging the classroom desks in rows.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

Insufficient wait time was provided to the students.9 out of 10 students in the class created a t-chart in their notebooks.

The teacher said, “label your X and Y axis.”

How do we make consistency happen in our school?

Essential conversation: What do we value in instruction?

Practice collecting evidence using set criteria

Compare and contrast evidence collected during shared observations

Review written observation documents and provide feedback to evaluators (Superintendent or designee)

Question: How do I begin to collect evidence?

There is so much to look for!

ANSWER:Focus on evidence that makes a difference!

Select a category or “criteria” of effective teaching that makes a difference in students’ learning.

Creating a focus. . .What do I look for?

What are examples of categories (elements/criteria)

that makes a difference?

Let’s check. . . . Are these in the rubrics?

Today’s focus: Checking for Understanding

Also known as. . .

Evidence is observable (overt)

Evidence is of ALL students

Evidence is congruent to the objective

What IS checking for understanding?

When does checking for understanding occur??

OK?

Any questions?

Using a “check” to be sure the student is paying attention

Is a ticket out the door a check for understanding?

Examples of what is NOT checking for understanding. . .

Make every effort to collect just facts

In the “old days” this was known as “scribing”

Splitting the paper in half with a line will let you just take down the facts – you can then label the evidence later

Let’s practice collecting evidence!

What would evidence of “Checking for Understanding” look like/sound like?

The teacher said to all students, “Write down a definition of compromise in your own words and draw a visual that will cue you to what the term means.”

All students shared their visuals and definitions with their partners as the teacher walked around the classroom.

Video 1

What did you collect? (Table pairs)

Collection of Evidence

The teacher asked, “Is he right?” and “Is she right?” Students snapped when the answer was correct.

The teacher asked the 5 students, “What is the magic word that tells us if we use the past or present?”

Students were given cut up sentence strips and had to put them into sentences using the correct verb tense—either past or present.

What was easy about this? What was hard? How is this different from what happens

usually?

Let’s debrief…

Ready for more practice?

Evidence is observable (overt)

Evidence is of ALL students

Evidence is congruent to the objective

What IS checking for understanding?

Video 2

What did you collect? (Table pairs)

Collection of Evidence

The teacher asked, “What do you think her parents’ genotypes looked like?

The teacher walked around the classroom as students worked in pairs.

The teacher stated, “Try to figure out-based on how your parents look-whether you are heterozygous or homozygous.”

“Homeplay” Identify the presence or absence of “check for

understanding” in your present evaluation tool

Practice collecting evidence of “check for understanding”

Check yourself – did your evidence contain bias or opinion?

Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

Thank You!!!See you next week!

October 24, 201112:00 p.m.-3:00 p.m.

JCLC