How can I use an
observation process to
ensure that teacher
quality supports student
success?
Presented by
CESDP
Taking it a step farther-the CEIC
Framework
C ite
 E vidence
I
nterpretation
C
laim
Pieces of the Whole
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State Standards – What we want students to know,
be able to do and understand.
Effective Teaching Components – What teachers
need to know, be able to do and understand
Summative Evaluation Document - required state
format for evaluation
So what’s missing???
Putting it Together: Connecting Instructional
Leadership to Teacher Quality
NM
Teacher
Performance
Summative
Evaluation
Consistent Teacher
Observation Framework/
Process for
Principals/Observers
State
Content
Standards&
Benchmarks
NM Teacher Standards/
Competencies/Effective
Teaching/Learning
Components
Results: Student Growth
On Daily Teacher Assessment
 On Daily Student Self Assessment
 On Short Cycle Assessments
 Standards Based Assessment

What are the questions we need
to answer?
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What are most effective teacher performances & how
are they related to improvements in student
achievement?
How can I establish most effective teaching/learning
strategies in my school?
What are the key elements of an effective
performance evaluation system and how does this
influence teaching/learning/student growth and
achievement? (CEIC)
How can Leadership Teams facilitate effective
teaching & learning?
What will we know and be able to do
at the end of this session?
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Show examples and illustrations of performance
indicators for each of the eight components of SI
(Sheltered Instruction)
Use key elements of informal and formal systems
of observation and evaluation
Practice using a standards/component-based
system (CEIC)
Guidance in steps for creating a Professional
Learning Community/Leadership Team
Planning Backward

Before a principal uses the CEIC, the formal
evaluation framework, he or she needs to
establish a basic understanding of a
teacher’s strengths in relation to the
effective teaching strategies using informal
observation strategies.
Setting the Stage: Establishing a
baseline knowledge of effective
teaching practices at my school
Informal walkthroughs
 Drop-in form for informal observation
 5 X 5s
 Examining classroom artifacts and evidence
 Data dialogues
 Begin collecting a folder for each teacher
that you will be evaluating

What
are some of the things
you already know about
informal evaluations?
Connecting Practice to Components
Use the list of Teacher Behaviors and
decide which of the Sheltered Instruction
Components each might address.
 Write the Component/s next to the
behavior.
 Discuss with others at your table.

Teacher/Student Behaviors Observed
1. Content Objectives clearly defined, displayed and reviewed
with students at the beginning of the learning experience.
Language Objectives clearly defined, displayed and reviewed
with students at the beginning of the learning experience.
2.
3. Content concepts appropriate for age and educational
background level of students.
4. Supplementary materials used to a high degree, making the
lesson clear and meaningful ( computer programs, graphs,
models, visuals)
5.
Adaptation of content to all levels of student proficiency.
6. Meaning activities that integrate lesson concepts (interviews,
letters, simulations, models, language practice-reading, writing,
listening, and/or speaking).
7. Concept explicitly linked to students’ background
experiences.
8. Links explicitly made between past learning and new
concepts.
9. Key academic vocabulary emphasized (introduced, written,
repeated, and highlighted for students to see).
10. Speech appropriate for students’ proficiency levels (slower
rate, enunciation, and simple sentence structure for beginners).
Component
Teacher/Student Behaviors Observed
11. Clear explanation of academic tasks.
12. A variety of techniques used to make content concepts clear
(modeling, visuals, hands-on activities, demonstrations,
gestures, body language).
13. Ample opportunities provided for students to use learning
strategies.
14. Scaffolding techniques consistently used, assisting and
supporting student understanding (think-aloud.)
15. A variety of questions or tasks that promote higher order
thinking skills (literal, analytical, and interpretive questions)
16. A variety of questions or tasks that promote higher order
thinking skills (literal, analytical, and interpretive questions).
17. Grouping configurations support language and content
objectives of the lesson.
18. Sufficient wait time for student responses consistently
provided.
19. Ample opportunities for students to clarify key concepts in
home language as needed with aide, peer, or text.
20. Hands-on materials and/or manipulatives provided for
students to practice using new content knowledge.
Component
Teacher/Student Behaviors Observed
21. Activities provided for students to apply content and
language knowledge in the classroom.
22. Activities integrate all language skills (reading, writing,
listening, and speaking).
23. Content objectives clearly supported by lesson delivery.
24. Language objectives clearly supported by lesson delivery.
25. Students engaged approximately 90-100% of the period.
26. Pacing of the lesson appropriate to students’ ability levels.
27. Comprehensive review of key vocabulary.
28. Comprehensive review of key content concepts.
29. Regular feedback provided to students on their output
(language, content, work).
30. Assessment of student comprehension and learning of all
lesson objectives (spot checking, group response) throughout
the lesson.
Component
CEIC- Cite with Evidence,
Interpretation and Claim:
The Building Blocks of
Effective Classroom
Evaluation
CEIC

CITE – a quote referring to very
specific observed behaviors,
patterns of behaviors, and skills of
both teacher and students.

EVIDENCE – literal description of
something said or done that
directly supports what has been
cited.
CEIC
Interpretation-a statement of what the
teacher behavior accomplished or
intended to accomplish, its significance in
the lesson, and its impact on students, the
results as you see them.
 Claim – a statement that lets the reader
know what the observer thought about the
behavior in relation to a teacher
performance/standard/competency/
component

Sample Cite with Evidence
Statements

Cite with Evidence: (Scripted) “Would
those of you who worked on this problem
with your partner and arrived at the
correct answer, please signal with a
thumbs up; thumbs down for those who
didn’t get it right; thumbs in the middle if
you’re still working.”
Sample Interpretation and Claim
Statements.
Interpretation: “At this critical point in the
lesson Ms. S. had a key measure of
student understanding to guide her
instruction.”
 Claim: “When teaching a complex and
challenging concept, regularly checking for
understanding helps Ms. S to know how
many students need re-teaching and how
many are ready to move on.”
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Less positive statements
 Cite
with Evidence: (Scripted) Ms. S
lectured for 15 minutes and
immediately assigned students to do
problems related to her lecture.
‘Class, turn to page 54 and answer
questions 1-8.’ She then writes this
on the board.”
And less positive interpretation and
claim statements
“Since Ms. S did not check for understanding, it is possible that not all of the
students will be able to do the assignment
and she has no way of knowing that.”
 “Ms. S needs to develop the skills that will
give her feedback that can enhance her
knowledge of the students’
understanding.”

Observation: Guided Practice
Watch the video and take notes, scripting
exact words or detailing actions where it
seems important.
 Collaborate with your group to sort your
notes into categories on chart paper: Cite
with Evidence, Interpretations, Claims.
 Write your evaluation report.

Purpose for this activity…
Learning together to:
 Distinguish between each feature of
CEIC
 Develop skills in writing evaluations
based on classroom observation
which supports improvement of
teacher quality and ultimately
impacts student achievement.