November 29, 2011 facilitated by Dr. Heather Sheridan-Thomas TST BOCES Network Team Lead Evaluator of Teachers Training: Session 3 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Dec 28, 2015
November 29, 2011
facilitated by Dr. Heather Sheridan-ThomasTST BOCES Network Team
Lead Evaluator of Teachers Training: Session 3
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Workshop Objectives: SESSION 3Participants will:
• Practice observation skills, focusing on:• Evidence collection & self-check• Alignment of evidence with Standards & Domains• Asking clarifying questions to promote professional
reflection & growth• Leveling the teacher’s performance based on a rubric
• Begin discussion of Post-Observation discussions with teachers
• Begin discussion of sharing this information with teachers.
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Session 3 AGENDA
• Observation Practice • Scripting, Checking, Categorizing• Asking Clarifying Questions• Leveling the Performance Based on a Rubric
• Post-observation Conferences
• Sharing Shifts in Instructional Expectations of the Rubrics with Teachers
• Wrap Up & Evaluation Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Priorities of the Rubrics
• Cognitive Engagement• “Effective” = students must be cognitively engaged • “Highly Effective” = cognitive engagement PLUS meta-
cognition and student ownership of their learning
• Constructivist Learning • Effective and Highly Effective = evidence of learning
experiences designed to facilitate students’ construction of knowledge & connections to prior knowledge.
• 21st Century Skills• Effective and Highly Effective = evidence of application
of 21st Century college & career-readiness skills and dispositions Developed by Teaching Learning Solutions, Inc. FFT
Rubrics-ASCD4
Elements With rubrics
Framework Vocabulary
Standard 1: Planning and Preparation
Component 1a. Demonstrating knowledge of content and pedagogy
A) Knowledge of content and structure of the disciplineB) Knowledge of prerequisite relationshipsC) Knowledge of content-related pedagogy
Domains
Components
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Observing Practice
• Observe the video, with an eye to the priorities of the rubrics.
• Collect evidence, with a focus on: • Danielson = 2a, 2b, 3a, 3b, 3c, 3d, 3e
• Be prepared to self-check your evidence, categorize it and discuss your categories with a partner
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Checking Evidence• Use the self-check questions to review your
evidence collectionHave I recorded only facts?Is my evidence relevant to the criteria being
examined?Whenever possible, have I quantified words such
as few, some, and most?Have I used quotation marks when quoting a
teacher or student?Does my selection or documentation of evidence
indicate any personal or professional preferences?
Have I included any opinion (in the guise of fact)?Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Observing Practice: Sorting Evidence
• Sort your evidence so that it aligns with the appropriate component in the rubric.
• Using the placemat version of the rubric, write a component (3a, 3d etc.) next to each piece of evidence you have written down.
• Do on your own & discuss with a partner.
Observing Practice: Clarifying Questions
• With a partner, develop clarifying questions you have about the lesson you observed that you would like to have answered before you rate the teacher’s performance.
• Be sure to review your questions in light of the reminders.
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Clarifying Question Reminders
Be sure to frame your questions to ensure that they are designed to promote a climate of professional inquiry
Consider the following:How does the question make you feel?
How might the teacher respond to the question?Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Leveling Teacher Performance
Click icon to add picture
The Evidence Cycle
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
COLLECTDATA
(Evidence)
SORT TOALIGN
WITH YOURFRAMEWORK
Interpret:Clarify
Conclusions
Impact on learning…Support needed…
Leveling Practice
• On your own, assign a level to the teaching performance we just watched for the following components/elements:• Danielson = 2a, 2b, 3a, 3b, 3c, 3d, 3e
• Use the rubric provided to circle or shade your chosen levels and write at least one piece of evidence for component/element you leveled.
• Share your level with a partner, providing evidence to support your level choices.
• As a table, reach consensus on levels for the following components/elements: 2b, 3b , 3c
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Post-Observation Discussion
“[The] essential message is not, “You are broken and I am here to fix you.” Rather[the] message is “You are so valuable andworthy, our mission is so vital, and the futurelives of our students are so precious, that wehave a joint responsibility to one another...”
Doug Reeves,from Leading Change in Your Schools
When is Feedback Most Effective?
When it…
Helps inform a professional dialogue
Is based on evidence gathered from observations and other data
Prompts self-evaluation
Deepens the teacher’s learning and professional development
From: A-Z Coaching. National Union of Teachers
Differentiated Supervision
Non-directiveCollaborative
Listening, clarifying, reflecting, problem-solving
Directive- InformationalDirective
Directing, reinforcing, problem-solving, negotiating
• Model developed by Glickman, Gordan and Ross-Gordan
Perry R. Rettig, Scherie Lampe, and Penny Garcia. “Supervising Your
Faculty with a Differentiated Model.” The Department Chair
11(2) (fall 2000): 1–21.
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Teacher Reflection & Post- Conference
Discussions• Engage teachers in discussing
how their instructional moves/decisions impacted student learning.
• Engage teachers in reflecting on lesson strengths and what they might change.
• Use “mediational questions” (see handout) to guide teachers toward reflection.
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Teacher Reflection & Post- Conference
Discussions• Provide possible questions to
teachers ahead of time (see handout – Forms D)
• Possibly suggest a target area for reflection/ discussion based on a particular rubric component/element (by focusing question # 7).
• Your thoughts? Talk to a partner and we will share out briefly.
c.
Possible Format for Brief
Directed Feedback Thank you
3 “keepers” (student focused)
The students ______ because you _______
1 “polisher” (student focused)
It’s important that students __________; in order to do that, try______
c.
Providing Feedback: Keepers (3)
What: Student FocusedThe students ______ because you _______
Why: 3:1 ratio is critical to promoting positive and
responsive school culture Increases the likelihood that teachers will sustain
effective practices Builds rapport Increases likelihood teacher will hear and respond
to “polisher”
Providing Feedback: Polisher (1)
What: Student Focused It’s important that students __________; in
order to do that, try________Why: Limits focus for growth to manageable
number of tasks Provides clear teacher practice to improve
instruction Provides rationale for implementing
recommendation Links rationale to student outcomes (keeps
focus on students)
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Sharing Rubric Expectations with
Teachers1. Consider using the “Wow Factor”
activity below, much as we did in Session 1:
If you were to observe an excellent teacher, either in the classroom or another professional setting, what might you see or hear that would cause you to think that you were in the presence of an expert? What would make you think, “Wow, this is good! If I had a child this age, this is the class I would want to choose.”
Write one idea per sticky note.
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Sharing Rubric Expectations with
Teachers2. Consider Activity #1b: At your table, brainstorm a list of
observable behaviors associated with your assigned indicator. Have a recorder jot down the list on chart paper as you work.• Ask yourselves: What are the ongoing
observable behaviors of a effective teacher for this indicator? What is the teacher doing?
• What are the students doing? Be prepared to share your behaviors and
rationale with the whole group.
Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
Sharing Rubric Expectations with
Teachers• Other ideas, from things we have
done in these sessions, or activities you have done with your teachers?
Debrief and Closure
• Next steps – • Future sessions – Session 4 will include
Student Growth Percentile and Value Added
• Got It/Want It/Questions
• Please remember to complete the workshop evaluation in MyLearningPlan
• PowerPoint and Materials will be on NT website
Thank you for your participation!