Welcome to
Lead Evaluator Training 3 –
Feedback and Coaching
December 6 and December 13, 2012
With your Network Team members:
Barb Phillips and Pat Walsh
In Focus with Dr. Jon Saphier “Say Something”
 What was something that stood out to you as you
listened to Dr. Saphier?
 If you quoted him, what quote did you choose to
bring and why?
 What are you thinking about as you reflect on the
clip? How does it relate to the thinking of your
district with respect to your APPR conversations
and your district areas of focus in your APPR
plans?
Leaders will…
 Describe current practices for responding to teacher performance
 Define the characteristics of praise, criticism and feedback
 Explain how feedback is related to Evidence Based Observation and to
the language of the rubric
 Describe how local decisions about scoring observations impact
feedback for improvement
 Use four criteria for evidence to label feedback
 Describe recommended components of action plans to improve
instruction
Thinking back to our earlier Lead
Evaluator work for teacher
evaluation….
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The Third Grade ELL teacher…
The Biology lesson…
The Eighth Grade Social Studies teacher
The Sixth Grade Math teacher
The Ninth Grade Math lesson
The Global Studies lesson
The elementary writing lesson
The Socratic Seminar
The Sixth Grade Science lesson
The fifth grade math lessons (muffins )
So many of you wanted to “jump in” and “coach”, talk with the
teacher, respond to their teaching!
This gets to the heart of today!
How do you respond to teacher performance?
What is your current practice?
 The content of written documents?
written or unwritten “rules”?
What is your district’s current
practice?
What is the nature of postobservation?
The evaluator’s role?
The teacher’s role?
We respond in writing or verbally in three
ways to practice.
Global Studies Lesson – Exit Activity for Lead Evaluator
Training 2 Evidence to support feedback, criticism or praise?
Which one is it?
Great job with
student
engagement! I
know you have
been working on
that and it
shows.
Praise
As a building we
have been
stressing
engagement of
students.
Keeping them in
pairs will engage
them more.
Criticism
T- “We are going
to do an activity
called triples
read. In triples,
one person will
read out loud
one column of
the chart, the
other two
students just
listen, and then
the two students
who listened will
verbally
summarize what
they think they
just heard”
Evidence
Praise, Criticism and Feedback
What are the characteristics of each?
Praise is…..
 Expressing approval or commending performance
Why do we praise?
Build confidence and self-esteem
Recognition for a job well done
Positive feeling – tone
Motivation
Criticism is…..
 An act of judgment – often takes on a negative connotation
Why do we criticize?
 Frustration
 We think we are changing practice…
 We want to give “constructive” criticism (advice)
Feedback is….
 Descriptive
 Specific
 Non-judgmental
Sounds like Evidence Based
Observation!
Adventures in weight training
Great job! Look how far you have come! You
haven’t lifted that much before.
If you keep doing it that way. You will hurt
yourself.
When you place your hands on the bars and use
this grip, you will strengthen your trap muscles
and not injure your neck.
When have you gotten feedback that has changed your
performance?
Global Studies Lesson – Exit Activity for Lead Evaluator
Training 2 Feedback, criticism or praise? Which one is it?
Great job with
student
engagement! I
know you have
been working on
that and it
shows.
Praise
As a building we
have been
stressing
engagement of
students.
Keeping them in
pairs will engage
them more.
Criticism
T- “We are going
to do an activity
called triples
read. In triples,
one person will
read out loud
one column of
the chart, the
other two
students just
listen, and then
the two students
who listened will
verbally
summarize what
they think they
just heard”
Feedback
I called it
engaged
learning when
you
said…because
the triples read
put students in
roles where all
students were
engaged,
relevant to your
outcome.
“Feedback is not about praise or
blame, approval or disappointment.
Feedback is value-neutral. It describes
what you did and did not do. Praise is
necessary but praise only keeps you in
the game. It doesn’t get you better.”
- Grant Wiggins
Feedback is most effective
when…
 Recipient makes meaning from it
 It is provided in time to make a difference
 The culture influences perceptions about improvement
 There is just enough- not too much!
Use the positive power of your
position to influence…
Describe strengths and missed opportunities
By
Giving objective, specific feedback
Based on
Multiple Areas of Performance
For the purpose of
Changing and Improving
Current Practice to
More Skillful Practice
What is the relationship between
…
Evidence Based Observation practices we have been learning and the
rubrics your district’s have chosen?
Labeling teacher practice and eventually scoring it depends on the
agreed upon attributes of effective teaching practice and the language
and construct of the rubric.
Quality evidence is….OARS
 Objective and specific – free of bias/opinion, quantified
 Aligned to indicators/elements of the rubric –e.g. 3.1c –NYSUT –
Engages Students
 Representative – Evidence in all areas of teacher performance
 Sufficient - Enough evidence to make a final judgment
Teaching and Learning Solutions
Trends in evidence from the Lead
Evaluator 2 evidence collection
assignment:
 Increased objectivity, however, still some tendency to
summarize and to judge e.g.,
“teacher gave little wait time”
“teacher called on numerous students”
“teacher asked effective questions”
“transition was smooth”
“the objective was posted on the board”
Trends in evidence
continued…..
 More balance between teacher words/actions and
student words and actions…keep this up! Especially
quotations….Having this information will help you give
more concrete/meaningful feedback to the teacher.
T -“As a refresher, look at the geography of Greece.
How did that contribute to the rise of city states?”
S – “mountains in Greece that created isolation”
T – “Anything else that created the city states?”
S2 – “surrounded by water”
T – “what’s going to be hindered by the isolation of city
states?”
S3 – “isolation”
S4 – “trade”
Trends in evidence continued…

1.
2.
3.
4.
You were labeling your evidence correctly when you
had to sort it and label it as:
Check for understanding (all students, relevant
observable behavior so the teacher can see they “got
it”)
Engaged learners ( all students, consistently,
relevant to the outcome)
Effective questions (range of questions, all invited to
think, time to think)
Teach to an Outcome (all (questions, activities,
feedback) relevant to outcome, time used efficiently)
Quality evidence is….OARS
 Objective and specific – free of bias/opinion, quantified
 Aligned to indicators/elements of the rubric –e.g. 3.1c –NYSUT –
Engages Students
 Representative – Evidence in all areas of teacher performance –
We picked 4 areas – 4 -5 pieces of evidence for each area
 Sufficient - Enough evidence to make a final judgment –
Teaching and Learning Solutions
ELA 8 - Kevin McCarthy
Lesson outcomes:
 Identify the poet’s use of literary terms studied:
Hyperbole, Repetition, Rhyme, Alliteration,
Assonance, Consonance, Figurative language
 Identify what the tone and meaning are.
Defend your choice using evidence from the
poem.
Ready to observe, “script”, label
and give feedback?
Student engagement - What is the language in your rubric with respect
to student engagement?
Check for understanding – What is the language in your rubric?
Next steps…
 “clean up” your evidence
 Sort through evidence – What evidence will you use to give
Kevin feedback on student engagement? On Check for
Understanding?
 Create an additional word document you can sort this into
(copy and paste) or use the paper provided if you choose
 Next time – we will use this evidence, language from our
rubrics specific to student engagement and checking for
understanding and a version of a conversation protocol to
lead a five minute conversation with a colleague (Kevin)
Feedback on blue sheets.
Thank you so much. See you soon.
Welcome Back!
Lead Evaluator Training 3 –
Feedback and Coaching
December 13, 2012
Your thoughts and learning….
 The focus on specific teaching areas and examples has been
helpful
 Time to discuss specifically within districts about how you
looked at the lesson you viewed – ready with the next step –
aligning to the chosen rubrics – using and becoming more
familiar with the rubric language
 *focus on conversations to help move teachers forward
Next steps…
 “clean up” your evidence
 Sort through evidence – What evidence will you use to give
Kevin feedback on Student Engagement? On Check for
Understanding?
 Create an additional word document you can sort this into
(copy and paste) or use the paper provided if you choose
 Next time – we will use this evidence, language from our
rubrics specific to student engagement and a version of a
conversation protocol to lead a five minute conversation with
a colleague (Kevin)
Giving feedback
– What do you notice?
ELA 8 - Kevin McCarthy
Lesson outcomes:
 Identify the poet’s use of literary terms studied:
Hyperbole, Repetition, Rhyme, Alliteration,
Assonance, Consonance, Figurative language
 Identify what the tone and meaning are.
Defend your choice using evidence from the
poem.
Evaluator Led Conversation –
Specific Feedback
 It is a planned conversation. (outcomes!)
 A relationship has been established and that relationship
building is continuing.
A. Opening (Thank you, positive specific praise)
B. Probe – ( open ended statements/questions
designed to offer the teacher an opportunity to talk
about their decision-making)
C. Target – present the data – “bite sized” area(s) of
focus – label with the rubric*
D. Action Plan
E. Closing - next steps*
Giving verbal feedback and
aligning with effective teaching
attributes and the language of your
rubrics.
 You will take the objective specific evidence you have and align in to the
language of your rubric as you give “practice” feedback and labeling.
 Take some time now to prepare – jot down specific things you will say to
“open”, focus on the target, present data, label and “close”
Giving Feedback – Practice in
Duets
ELA 8 - Kevin McCarthy
Lesson outcomes:
 Identify the poet’s use of literary terms studied:
Hyperbole, Repetition, Rhyme, Alliteration,
Assonance, Consonance, Figurative language
 Identify what the tone and meaning are.
Defend your choice using evidence from the
poem.
Let’s debrief
Stop/Start/Continue
Recommended practices for the teacher
improvement process and planning
Fostering teacher ownership and providing focus and
support
“The principal owns the responsibility for defining the areas where
improvement is needed. The teacher must share ownership for the
development and implementation of the plan.”
Michelle Howser
Recommended practices for the
teacher improvement process and
planning
Establish Assistance team
• Shares in the setting of goals and developing the plan ( teacher,
primary supervisor, curriculum specialist, teacher mentor)
• Clearly communicates the school’s (districts’) commitment to
improvement and growth
Select Focus area(s)
•Objectively communicate area(s) of teacher’s practice that
are the focus of he plan.
Mrs. Friendly does not frame the learning (both the
objective and the sequence of activities) for students
and does not regularly communicate the reasons for
activities.
Recommended practices for
the teacher improvement
process and planning
Develop Performance Goals
• Specific and measurable
Mrs. Friendly will communicate to students the
lesson and unit objectives and the sequence
of lesson and unit events.
Select strategies, Activities/w/timetable
• Targeted directly to goals and specific enough to
be implemented effectively
•They need to be measurable
•They assign the teacher responsibility for doing
the work.
•They specify a timetable
Recommended practices for the teacher
improvement process and planning
Determine need for support structures
Choose data collection sources
What will be collected and who will collect it?
Decide on evidence to document progress
Teacher Improvement Plan
 A way of laying out the process guided by the
recommendations… One Principal’s thinking
 What do the documents and process look like for you? –
District conversation
 Pair-up with colleagues from another district to share thinking
Next steps….
Upcoming opportunities…..
 Lead Evaluator Training for Teacher Evaluation
 Principal Evaluation work
 Rubric specific work – inter-rater agreement regionally
• Effective Teaching Practice – examining best practice and the language
of specific rubrics chosen by districts (for teachers)
• Focus on Effective Teaching – Spring Cohort begins work in March
• Keep an eye to PD&RC and RTTT
“I would like to suggest that the ‘first thing’, the most
important feature of our job description for each of us as
educators, is to discover and provide the conditions under
which people’s learning curves go off the chart. Sometimes
its other people’s learning curves: those of students,
teachers, parents, administrators. But at all times it is our
own learning curve. ’’ 
Roland Barth
Thank you! See you
soon.