August 28, 2015 Long Island Independent and Peer Evaluation: Making the Work Matter.

August 28, 2015Long Island

Independent and Peer Evaluation: Making the

Work Matter

Today’s Plan

Makin

g

the

Work

Matte

r

The NYS Teaching and Leadership Standards

Inter-rater Reliabilit

y

Evidenced based observatio

ns

Applicatio

n

and u

se o

f

rubrics

A Look to the Future

Surprised me Concerned me

Implications for what we do

What needs to be a amplified to

your staff?

2028

5

Bolman and Deal’s Four Frames

Structural Human Resource

Political SymbolicThe

Changes

9

APPR

Growth Scores

Common Core

Budget

Opt Out

Cuomo

SLO’s

10

11

12

13

CULTURE

15

What can

you do to

quiet the

noise?

What can

you do to

keep the

focus on student

learning?

How w

ill y

ou

change w

hat

you s

ay a

nd

do?

How w

ill y

ou

chan

ge yo

ur

cultu

re?

It’s all about attitude…

Peer and Outside Evaluator

Welcome to APPR! Which blob best represents you?

• New York State Teaching Standards and Leadership Standards

• Evidence-based observation• Application and use of Student Growth Percentile and VA

Growth Model data• Application and use of the State-approved teacher or

principal rubrics• Application and use of any assessment tools used to

evaluate teachers and principals• Application and use of State-approved locally selected

measures of student achievement• Use of the Statewide Instructional Reporting System• Scoring methodology used to evaluate teachers and

principals• Specific considerations in evaluating teachers and principals

of ELLs and students with disabilities

Lead Evaluator Training

The observer is NOT the evaluator.

The RUBRIC is the evaluator.

The observer COLLECTS EVIDENCE.

Evidence Based Observation

•Specific •Objective•Data, Data, Data

Evidence Based Observation

Description with Judgment“The teacher read from the book, The Giver, which was not at the appropriate level for the class.”

“There was too much time on discussion, not enough time on individual work.”

“The students conducted a sophisticated lab experiment.”

Specificity of Evidence

•“Students followed directions in the text to make circuit boards.”

•What data might make this more specific?

Objectivity/Specificity Matrix

Specific and Judgmental General and Judgmental

Specific and Descriptive General and Descriptive

Judgmental

Objectivity

Descriptive

Specific Specificity General

Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.

Objectivity/Specificity Matrix

Specific and Judgmental

“The teacher read from the book, The Giver, which was not at the appropriate level

for the class.”

General and Judgmental

“There was too much time on discussion, not enough time on individual work.”

Specific and Descriptive

“Student 1 asked student 2: ‘What are we supposed to write down?’ Student 2

said, ‘I don’t know.’”

General and Descriptive

“Students followed directions in the text to make circuit boards.”

Judgmental

Objectivity

Descriptive

Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.

Specific Specificity General

Opportunity for Practice #

EVIDENCE ERROR

AMENDED

EX:

Teacher circulates

Not specific

Teacher moved to the back of the room and spoke to four students.

1.

Teacher responded to off-task behavior respectfully 

Mini-Observation

Your JobWrite specific and descriptive notes about what you see in the following classroom video, particularly things that align with Standards III, IV, and V.1 OR Domains 2 and 3.

ObservationClassroom 1: https://www.youtube.com/watch?v=ZFdeCkjwACQClassroom 2:DVD

Tuning our Observations

Reread your notes from this first classroom observation. Choose three pieces of data and write a correlating evidence statement for each one on three separate sticky notes.

Share with a neighbor. Help each other tune the data as necessary.

Standard

Evidence Statement

III.1        

III.2        

Evidence Statements

•Cognitive Engagement

•Constructivism•21st Century Skills

Rubric Tenets

•Creativity and Innovation•Critical Thinking and Problem Solving

•Communication and Collaboration

Meet the 21st Century Skills

•Information Literacy•Media Literacy•ICT (Information, Communications, and Technology) Literacy

Meet the 21st Century Skills

•Flexibility and Adaptability•Initiative and Self Direction•Social and Cross-Cultural Skills•Productivity and Accountability•Leadership and Responsibility

Meet the 21st Century Skills

I do ModelingDirect Instruction

We do Guided practice

You do together

Collaboration

You do Independent Practice

Gradual Release of Responsibility and the Rubrics

The Gradual Release of Responsibility:

1.I DO2.WE DO3.YOU DO TOGETHER4.YOU DO

Measuring Student Autonomy

•Who bares the cognitive burden?

The Rubrics Ask:

Use your pen or highlighter to mark words or concepts that delineate between the performance levels.

Rubric Analysis

•Using your evidence statements and notes, apply the rubric to your observation evidence.

Rate the videos

Where does the learning experience fall on the rubric?

Evaluate the Learning

•Specific and Objective•Student Centered•Autonomy•Opportunity for Practice of 21st Century Skills

Last Thoughts

New York State Standards

Jigsaw Activity• Groups of 4

• #1 Read Knowledge of Content and Instructional Planning

• #2 Read Instructional Practice and Learning Environment

• #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth

• #4 Read Standards for Building and District Leaders

Surprised me Pleased me

Concerned me Needs to be amplified

NYS Standards

Inter-rater Reliability

Inter-rater Reliability

Perspective Matters

Inter-rater Reliability

Requires:

▫Consistent definition of good teaching▫A shared understanding of the

definition▫Skilled evaluators (Danielson)

Inter-rater Reliability

Discuss and reach consensus:

▫What constitutes great student engagement?

▫What does quality assessment look like in a lesson?

▫What makes for strong questioning and discussion prompts?

Inter-rater Reliability

Process:

▫Work on the consistent definition as a school/district, using the rubric

▫Observe and rate classroom videos together

▫Use “instructional rounds”, identifying two or three areas only

▫Conduct joint observations and compare findings

Wrapping it up

Need to remember Must share with others

Want to learn more What else?

Our Two Days