Human Resources: Teacher Evaluation Presentation at U of M Dearborn

Human Resources: Teacher Evaluation

Presentation at U of M Dearborn

Human Resources: Teacher Evaluation

Presentation at U of M DearbornOctober 30, 2012

BY GLENN MALEYKO, Ph.D

Director of Human Resources

October 30, 2012

BY GLENN MALEYKO, Ph.DDirector of Human

ResourcesA few of the slides are based on a presentation by Jim Gullen Oakland Schools at the MIEM conference in Lansing on February 29th, 2012. The video protocol is based on work by Wendy Zdeb-Roper MASSP.Wendy Zdeb-Roper MASSP. Some of the Slides are also based on the Danielson iobservation training (Pam Rosa) from WCRESA on April 3rd and 4th.

Presentation TopicsPresentation Topics Legislative Changes July 19, 2011 Teacher Evaluation Changes Mandated by the State

Dearborn Evaluation Training Administrators and other resources

HR website and service orientation“The Covey model”HR Blog and Websitehttp://blog.dearbornschools.org/humanresources/

Legislative Changes July 19, 2011 Teacher Evaluation Changes Mandated by the State

Dearborn Evaluation Training Administrators and other resources

HR website and service orientation“The Covey model”HR Blog and Websitehttp://blog.dearbornschools.org/humanresources/

Tenure Act Amendments Tenure Act Amendments

Rating scale, ineffective, minimally effective, effective and highly effective by September 19, 2011

Changes tenure to 5 years unless a probationary teacher receives highly effective on 3 annual evaluations, then it is 4 years of probation

Tenure only granted after receiving effective or highly effective rating 3 years in a row.

Rating scale, ineffective, minimally effective, effective and highly effective by September 19, 2011

Changes tenure to 5 years unless a probationary teacher receives highly effective on 3 annual evaluations, then it is 4 years of probation

Tenure only granted after receiving effective or highly effective rating 3 years in a row.

EvaluationsEvaluations

Must have been in place by September 1st, 2011. All Administrators and Teachers must receive a year-end evaluation.

The Dearborn Model was in compliance with that provision.

Must have been in place by September 1st, 2011. All Administrators and Teachers must receive a year-end evaluation.

The Dearborn Model was in compliance with that provision.

Evaluation ContinuedEvaluation Continued- By 2013-14: IDP goals developed for all first year probationary teachers or any teacher rated minimally effective or ineffective on most recent evaluation

By 2013-14: Mid year progress report required for a first year teacher or for a teacher rated minimally effective or ineffective on his/her most recent year end evaluation

- By 2013-14: IDP goals developed for all first year probationary teachers or any teacher rated minimally effective or ineffective on most recent evaluation

By 2013-14: Mid year progress report required for a first year teacher or for a teacher rated minimally effective or ineffective on his/her most recent year end evaluation

ObservationsObservations Performance evaluations must include classroom observations. MCL 380.1249

The observer must review 1. Lesson Plans 2. State Curriculum Used 3. Pupil Engagement

Performance evaluations must include classroom observations. MCL 380.1249

The observer must review 1. Lesson Plans 2. State Curriculum Used 3. Pupil Engagement

ObservationsObservations

-The observation does not have to be for a full period

-There is a formal template titled “Conference Observation Form”

-Multiple (minimum of two) observations are needed.

-Administrators can still conduct informational/walkthrough observations and use the information gathered for the evaluation document

-The observation does not have to be for a full period

-There is a formal template titled “Conference Observation Form”

-Multiple (minimum of two) observations are needed.

-Administrators can still conduct informational/walkthrough observations and use the information gathered for the evaluation document

ObservationsObservations

-Multiple observations are needed for teachers unless they received a rating of effective or highly effective on the 2 most recent year-end evaluations.

-Multiple observations are needed for teachers unless they received a rating of effective or highly effective on the 2 most recent year-end evaluations.

Tenure 4625 ContinuedTenure 4625 Continued

Tenured Teachers rated minimally effective or ineffective have 180 days to improve via an IDP

Tenured teachers rated minimally effective or ineffective on three most recent year end evaluations must be dismissed.

Probationary Teachers are notified 15 days rather than 60 for non-renewal of a contract

Tenure hearing must be concluded 75 days after a claim vs. 90 days.

Tenured Teachers rated minimally effective or ineffective have 180 days to improve via an IDP

Tenured teachers rated minimally effective or ineffective on three most recent year end evaluations must be dismissed.

Probationary Teachers are notified 15 days rather than 60 for non-renewal of a contract

Tenure hearing must be concluded 75 days after a claim vs. 90 days.

4626 Tenure Act Amendments

4626 Tenure Act Amendments

Changes the dismissal standard for tenure teachers from reasonable and just cause……….. To not arbitrary and capricious.

Demote is now defined as 15 or more consecutive days of suspension (unpaid) vs. the previous standard of 3 days.

No more than 30 days of lost compensation in total during the year.

Changes the dismissal standard for tenure teachers from reasonable and just cause……….. To not arbitrary and capricious.

Demote is now defined as 15 or more consecutive days of suspension (unpaid) vs. the previous standard of 3 days.

No more than 30 days of lost compensation in total during the year.

AdministratorsAdministrators

Administrator includes building level school administrators and central office-level administrators who are regularly involved in instructional matters

Administrator Evaluations must include how administrators evaluate teachers or other administrators.

Administrator includes building level school administrators and central office-level administrators who are regularly involved in instructional matters

Administrator Evaluations must include how administrators evaluate teachers or other administrators.

4628 Collective Bargaining

4628 Collective Bargaining

Effective after the current CBA expires in June 30, 2013 In Dearborn

Prohibited areas for bargaining include: Teacher placement, decisions on reduction in work force and/or layoff

The standard for any decisions on Teacher Discipline or Discharge

All of this depends on what happens with Ballot Proposal 2

Effective after the current CBA expires in June 30, 2013 In Dearborn

Prohibited areas for bargaining include: Teacher placement, decisions on reduction in work force and/or layoff

The standard for any decisions on Teacher Discipline or Discharge

All of this depends on what happens with Ballot Proposal 2

4628 Other Prohibited areas of Collective

Bargaining

4628 Other Prohibited areas of Collective

Bargaining Number of Classroom Observations

Merit Pay How parents are to be notified about ineffective teachers.

Teacher Evaluation Tool

Number of Classroom Observations

Merit Pay How parents are to be notified about ineffective teachers.

Teacher Evaluation Tool

Collaboration and Committee Work in

Dearborn

Collaboration and Committee Work in

Dearborn Committee Work: I implemented a committee of teachers and administrators to create the modified tool for teacher evaluations

Presented before all faculty in November 2011

Presented and approved by the board of education December 2011

We also implemented a committee to modify administrator evaluations.

Committee Work: I implemented a committee of teachers and administrators to create the modified tool for teacher evaluations

Presented before all faculty in November 2011

Presented and approved by the board of education December 2011

We also implemented a committee to modify administrator evaluations.

Teacher Evaluation Committee

Teacher Evaluation Committee

Rose Bruno Mark PaliseJill Chochol Shannon PetersonAndrew Denison Linda SalameyFatme Faraj Robert SeeterlinHassane Jaafar Gail ShenkmanJulia Maconochie Chris SipperleyGlenn Maleyko Marc Zigterman

Rose Bruno Mark PaliseJill Chochol Shannon PetersonAndrew Denison Linda SalameyFatme Faraj Robert SeeterlinHassane Jaafar Gail ShenkmanJulia Maconochie Chris SipperleyGlenn Maleyko Marc Zigterman

Legislation RequiresLegislation Requires Rigorous, transparent, and fair performance evaluation systems

Evaluations based on multiple rating categories (ineffective, minimally effective, effective and highly effective ).

Evaluation based in part on student growth: as determined by multiple measures of student learning including national, state or local assessments or other objective criteria as a significant factor.

Rigorous, transparent, and fair performance evaluation systems

Evaluations based on multiple rating categories (ineffective, minimally effective, effective and highly effective ).

Evaluation based in part on student growth: as determined by multiple measures of student learning including national, state or local assessments or other objective criteria as a significant factor.

Evaluation ComponentsObservation ProtocolEvaluation ComponentsObservation Protocol

1. The measurement of practice (what an educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

1. The measurement of practice (what an educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

Evaluation ComponentsStudent Outcomes

Evaluation ComponentsStudent Outcomes

2. The measurement of student outcomes based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

2. The measurement of student outcomes based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

Assessing Teacher Effectiveness, Charlotte Danielson

Defining Effective Teaching

Defining Effective Teaching

Two basic approaches:

Teacher practices, that is, what teachers do, how well they do the work of teaching

Results, that is, what teachers accomplish, typically how well their students learn

Two basic approaches:

Teacher practices, that is, what teachers do, how well they do the work of teaching

Results, that is, what teachers accomplish, typically how well their students learn

Observation Protocol has been the predominant

focus, however that will shift soon

Observation Protocol has been the predominant

focus, however that will shift soon

Currently calls for a significant portion based on student growth and assessment.

What does that mean?

Currently calls for a significant portion based on student growth and assessment.

What does that mean?

Evaluation Focus Shift: What does this mean?

Evaluation Focus Shift: What does this mean?

0%10%20%30%

40%50%60%70%

80%

2013-14

2014-15

2015-16

Observation

Growth Data

EvaluationEvaluation Evaluation must include student growth data by

2013-2014 25%,

2014-15 40%,

2015-16 50%.

Use 3 Years of Data where available

Evaluation must include student growth data by

2013-2014 25%,

2014-15 40%,

2015-16 50%.

Use 3 Years of Data where available

Sec 1249 1cSec 1249 1c

Evaluates a teacher's or school administrator's job performance, using multiple rating categories that take into account data on student growth as a significant factor. For these purposes, student growth shall be measured by national, state, or local assessments and other objective criteria.

Evaluates a teacher's or school administrator's job performance, using multiple rating categories that take into account data on student growth as a significant factor. For these purposes, student growth shall be measured by national, state, or local assessments and other objective criteria.

From MEAP manualFrom MEAP manual

Test Results Will Be Included in Educator EvaluationsThe 2011-12 school year is the first time schools will be required to incorporate data on student growth into all educator evaluations. Schools and districts will be provided with student rosters for each teacher that list the achievement level and growth information for each student. For more information on the legislation and requirements for the conduct of educator evaluations, please visit our Educator Evaluation webpage at www.michigan.gov/oeaa <http://www.michigan.gov/oeaa> .

Test Results Will Be Included in Educator EvaluationsThe 2011-12 school year is the first time schools will be required to incorporate data on student growth into all educator evaluations. Schools and districts will be provided with student rosters for each teacher that list the achievement level and growth information for each student. For more information on the legislation and requirements for the conduct of educator evaluations, please visit our Educator Evaluation webpage at www.michigan.gov/oeaa <http://www.michigan.gov/oeaa> .

Winston ChurchillWinston Churchill

True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

Governor’s Council Will: Governor’s Council Will:

Make specific recommendations to the Governor and Legislature regarding this by April 30, 2012

They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)

(Governor’s Council Renamed the Michigan Council for Educator Effectiveness MCEE)

Make specific recommendations to the Governor and Legislature regarding this by April 30, 2012

They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)

(Governor’s Council Renamed the Michigan Council for Educator Effectiveness MCEE)

They Shall submit a growth and assessment tool (MCL) 380.1249(5)

(a)

They Shall submit a growth and assessment tool (MCL) 380.1249(5)

(a) That is value-added (MCL) 380.1249(5)(a) (I)

Has at least a pre and post test (MCL) 380.1249(5)(a) (IV)

It must be based on 3 years of data if the data is available. (MCL) 380.1249(2)(a) (II)

That is value-added (MCL) 380.1249(5)(a) (I)

Has at least a pre and post test (MCL) 380.1249(5)(a) (IV)

It must be based on 3 years of data if the data is available. (MCL) 380.1249(2)(a) (II)

Dearborn Admin TrainingDearborn Admin Training Training in Dearborn as the Primary Area: Observation Protocol

Attempting to comply on the student growth piece which is in our model

What do the percentages really mean?

Training in Dearborn as the Primary Area: Observation Protocol

Attempting to comply on the student growth piece which is in our model

What do the percentages really mean?

MCEE updateMCEE update Interim Report Came out in May: Link on the HR Website and MCEE website http://www.mcede.org/

They will pilot models in 12 districts.

Dearborn applied and was selected but we opted out after consulting with the State

Interim Report Came out in May: Link on the HR Website and MCEE website http://www.mcede.org/

They will pilot models in 12 districts.

Dearborn applied and was selected but we opted out after consulting with the State

Growth-Achievement Measurement OptionsGrowth-Achievement Measurement Options

1. State Tests (MEAP/MME/MiAccess)

2. Other third party assessments (Tera Nova, Iowa, etc)

3. Locally Created Assessments-common assessments ?- unique assessments (SRI, DRA, Writing prompts,

other).

1. State Tests (MEAP/MME/MiAccess)

2. Other third party assessments (Tera Nova, Iowa, etc)

3. Locally Created Assessments-common assessments ?- unique assessments (SRI, DRA, Writing prompts,

other).

Growth- Achievement Measures continued. Growth- Achievement Measures continued.

4. Measures other than Tests Portfolios, presentations, projects, product assessments.

5. Some combination of the above- The legislation calls for multiple measures.

Each measure comes with strengths and weaknesses.

4. Measures other than Tests Portfolios, presentations, projects, product assessments.

5. Some combination of the above- The legislation calls for multiple measures.

Each measure comes with strengths and weaknesses.

The Dearborn Teacher Evaluation Process and the Danielson Model: A Framework for Teaching

The Dearborn Teacher Evaluation Process and the Danielson Model: A Framework for Teaching

http://www.flickr.com/search/?l=4&w=all&q=classroom&m=text

“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”

Lee Shulman, The Wisdom of Practice

“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”

Lee Shulman, The Wisdom of Practice

The Complexity of Teaching

The Complexity of Teaching

Features of The Framework for Teaching

Features of The Framework for Teaching

Comprehensive Grounded in research

Public

Generic

Coherent in structure

Independent of any particular teaching methodology

Comprehensive Grounded in research

Public

Generic

Coherent in structure

Independent of any particular teaching methodology

Benefits of Any Framework for Teaching

Benefits of Any Framework for Teaching

Common language Development of shared understandings Self-assessment and reflection on

practice

Structured professional conversation

Common language Development of shared understandings Self-assessment and reflection on

practice

Structured professional conversation

The Framework for Teaching Charlotte Danielson

Why Assess Teacher Effectiveness?

Why Assess Teacher Effectiveness?

Quality Assurance

Professional Learning

Quality Assurance

Professional Learning

Summary of The Framework for

Teaching and the Dearborn Model

Summary of The Framework for

Teaching and the Dearborn Model

A research-based definition of good teaching

A roadmap to, and for navigating through, the complex territory of teaching

A framework for novice-level practitioners, through accomplished teaching

A research-based definition of good teaching

A roadmap to, and for navigating through, the complex territory of teaching

A framework for novice-level practitioners, through accomplished teaching

Dearborn Teacher Evaluation Program Major

Changes

Dearborn Teacher Evaluation Program Major

Changes 2005 initial Document based on East Grand Rapids Model and the Danielson Model

2010 Changes-All teachers every year

2011 Changes- Major Changes continue in alignment with June 19, 2011 legislation

2005 initial Document based on East Grand Rapids Model and the Danielson Model

2010 Changes-All teachers every year

2011 Changes- Major Changes continue in alignment with June 19, 2011 legislation

Dearborn Teacher Evaluation Program Major

Changes

Dearborn Teacher Evaluation Program Major

Changes Dearborn was further ahead based on the current model

Administrator Evaluation Changes 2008 Major: Recent 2012.

All Documents Found on the HR website in Dearborn

Dearborn was further ahead based on the current model

Administrator Evaluation Changes 2008 Major: Recent 2012.

All Documents Found on the HR website in Dearborn

Plan I: Probationary Teachers

Plan I: Probationary Teachers

Prior to 10-1, IDP Goals, and expectations. 1st year probationary teachers need to have an IDP ASAP

Prior to 12-15 1st formal observation Observation Times have changed (no less than 40 minutes)

Prior to 3-15 2nd formal observation Prior to 4-30 Year End Evaluation to be completed and include multiple observations

Please note that all timelines are recommended

Prior to 10-1, IDP Goals, and expectations. 1st year probationary teachers need to have an IDP ASAP

Prior to 12-15 1st formal observation Observation Times have changed (no less than 40 minutes)

Prior to 3-15 2nd formal observation Prior to 4-30 Year End Evaluation to be completed and include multiple observations

Please note that all timelines are recommended

Plan II: Tenured Teachers

Plan II: Tenured Teachers

Prior to 10-1, Distribute forms and review expectations.

Prior to 11-15 Initial Meeting to set goals

Prior to 4-30 Multiple Formal Observations (minimum of 2)

Prior to 5-31 Year End Evaluation to be completed and include multiple observations

Prior to 10-1, Distribute forms and review expectations.

Prior to 11-15 Initial Meeting to set goals

Prior to 4-30 Multiple Formal Observations (minimum of 2)

Prior to 5-31 Year End Evaluation to be completed and include multiple observations

Plan II Year End Evaluation

Plan II Year End Evaluation

If a teacher is rated minimally effective or ineffective on the Year End Evaluation, then an IDP must be initiated.

If a teacher is rated minimally effective at the Year End Evaluation they will enter an awareness phase for the upcoming year. The Year End Evaluation evaluator will complete the awareness phase documents to begin at the start of the upcoming school year.

If a teacher is rated minimally effective or ineffective on the Year End Evaluation, then an IDP must be initiated.

If a teacher is rated minimally effective at the Year End Evaluation they will enter an awareness phase for the upcoming year. The Year End Evaluation evaluator will complete the awareness phase documents to begin at the start of the upcoming school year.

Plan II Year End Evaluation

Plan II Year End Evaluation

If a teacher is rated ineffective on the Year End Evaluation, a Plan III awareness phase document must have occurred prior to April 30.

If a teacher is rated ineffective on the Year End Evaluation, a Plan III awareness phase document must have occurred prior to April 30.

Plan III: IDP: Tenured Teachers with ConcernsPlan III: IDP: Tenured Teachers with Concerns

3 Phases (no major changes to the process. Awareness Assistance (3 reporting stages recommended

Disciplinary

The recommended timeline is 30 calendar days between each phase and report

3 Phases (no major changes to the process. Awareness Assistance (3 reporting stages recommended

Disciplinary

The recommended timeline is 30 calendar days between each phase and report

Overall ChangesOverall Changes Attendance will be reported on the evaluation template for informational purposes.

Student Growth Must be a significant Part of the Evaluation

Thus Standard IV. Assessment, and Element 5. Student Growth and Achievement must be referenced on the Year-End Evaluation

Attendance will be reported on the evaluation template for informational purposes.

Student Growth Must be a significant Part of the Evaluation

Thus Standard IV. Assessment, and Element 5. Student Growth and Achievement must be referenced on the Year-End Evaluation

Training and Resources for

Administrators/Teachers

Training and Resources for

Administrators/Teachers General Administrator meetings. Principal Forum Meetings Other training sessions Growth Data Training Teachscape Training Stages Software HR technology infrastructure.

General Administrator meetings. Principal Forum Meetings Other training sessions Growth Data Training Teachscape Training Stages Software HR technology infrastructure.

Training and Resources for

Administrators/Teachers

Training and Resources for

Administrators/Teachers Teachscape Training http://www.teachscape.com/

Stages Software http://www.k12evaluationsolutions.com/solutions/stages

HR technology infrastructure. http://blog.dearbornschools.org/humanresources/hr-news/

Teachscape Training http://www.teachscape.com/

Stages Software http://www.k12evaluationsolutions.com/solutions/stages

HR technology infrastructure. http://blog.dearbornschools.org/humanresources/hr-news/

HR Website HR Website

http://dearbornschools.org/human-resources/hr-evaluation-tools

http://dearbornschools.org/human-resources/hr-evaluation-tools

State Waiver Applied for on November 1st,

2011

State Waiver Applied for on November 1st,

2011

What is your definition of

Effective Instruction?

What is your definition of

Effective Instruction?

The Dearborn Model

The Dearborn Model Standard 1: Classroom

Environment Standard 2: Preparation and Planning

Standard 3: Instruction Standard 4: Assessment Standard 5: Communication and Professional Responsibilities

Standard 1: Classroom Environment

Standard 2: Preparation and Planning

Standard 3: Instruction Standard 4: Assessment Standard 5: Communication and Professional Responsibilities

http://www.flickr.com/photos/dave_mcmt/187432/

Common ThemesCommon Themes

Equity

Cultural sensitivity

High expectations

Developmental appropriateness

Accommodating individual needs

Appropriate use of technology

Student Assumption of responsibility

Equity

Cultural sensitivity

High expectations

Developmental appropriateness

Accommodating individual needs

Appropriate use of technology

Student Assumption of responsibility

The Wisdom of Practice

The Wisdom of Practice

If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

What is your definition of Effective Instruction?

What is your definition of Effective Instruction? Please take an index card and write

down your definition. Pass the definition throughout the table, and circle or underline the important terms. Circulate the cards until you receive your original card.

Next, as a group, please come to a consensus and write down your key words/definition on chart paper. We will then display the chart paper.

Please take an index card and write down your definition.

Pass the definition throughout the table, and circle or underline the important terms. Circulate the cards until you receive your original card.

Next, as a group, please come to a consensus and write down your key words/definition on chart paper. We will then display the chart paper.

A Memorable Teacher

A Memorable Teacher

Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.

What makes this so memorable?

Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.

What makes this so memorable?

A Quote from Maya Angelou

A Quote from Maya Angelou“People will forget what you

said. People will forget what you did.

But they will never forget how you made them feel”

Commencement Address, 2002

“People will forget what you said. People will forget what

you did. But they will never forget

how you made them feel”Commencement Address, 2002

Maria MontessoriMaria Montessori

One test of the correctness of educational procedure is the happiness of the child.

One test of the correctness of educational procedure is the happiness of the child.

General Evaluation Procedures

• Observations of practice

• Conferences

• Samples of student work, with analysis

• Teacher artifacts

Superintendent’s comments

Superintendent’s comments Treat staff as you want to be treated

Would you want your children in this class

Share some positive comments Share opportunities to improve No surprises Have a real conversation Set the time – not rushed Do not just put in mailbox and ask them to review and sign

This is important – treat with respect

Treat staff as you want to be treated Would you want your children in this class

Share some positive comments Share opportunities to improve No surprises Have a real conversation Set the time – not rushed Do not just put in mailbox and ask them to review and sign

This is important – treat with respect

Danielson I-observation technique

Danielson I-observation technique

1. Verbatim, scripting of teacher or student comments

2. non-evaluative statements of observed teacher and student behavior.

3. Quantitative Data, time on task, assessment etc.

4. Environmental observations

1. Verbatim, scripting of teacher or student comments

2. non-evaluative statements of observed teacher and student behavior.

3. Quantitative Data, time on task, assessment etc.

4. Environmental observations

Evaluator Rater Reliability

I am providing Training In Dearborn

Evaluator Rater Reliability

I am providing Training In Dearborn With the administrators We view

one or two clips from teachers and then rate the lesson. A table and then a whole group discussion will follow.

We will vote using poll everywhere.com

With the administrators We view one or two clips from teachers and then rate the lesson. A table and then a whole group discussion will follow.

We will vote using poll everywhere.com

Rate the LessonRate the Lesson Based on what you observed of the lesson, how would your rate the teacher? (understanding that this is just a snapshot

Highly Effective Effective Minimally Effective Ineffective

Based on what you observed of the lesson, how would your rate the teacher? (understanding that this is just a snapshot

Highly Effective Effective Minimally Effective Ineffective

ObservationsObservations

What are the strengths? What are the weaknesses? What do you still wonder after viewing a snapshot of the lesson? What questions?

What recommendations might you have?

What are the strengths? What are the weaknesses? What do you still wonder after viewing a snapshot of the lesson? What questions?

What recommendations might you have?