Evidence Based Observation
Let’s Meet!
Lead Evaluator Training
Part 1
Can I have your attention please?
Logistics…
1
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Identify current practices for defining teacher actions
and student actions while observing
Explain the difference between current practice and
evidence based observation
Identify and define criteria for one area of effective
instruction around which evidence collection will be
focused
Collection of factual information
Free of bias or opinion
Based on specific criteria
Used to provide feedback for reflection
and improvement of teacher practice
Allows for consistency
Provides “concrete” feedback to the teacher
Based on facts—easily supported
Free of Bias or Opinion:
Free of prejudice or judgment in favor of or
against someone or something--usually not
based on fact
Example:
The students were seated in rows in the
classroom.
Non-Example:
The teacher discourages collaboration in her
classroom by arranging the students in rows.
Free of Bias or Opinion:
Free of prejudice or judgment in favor of or
against someone or something--usually not
based on fact
Example:
The students were seated in rows in the
classroom.
Non-Example:
The teacher discourages collaboration in her
classroom by arranging the students in rows.
Example:
The teacher stated to the students, “Turn
and face your partner. Share two facts you
read in the article.”
Non-Example:
I love the way you had the students work
with a partner to share facts from the
article.
Example:
The teacher stated to the students, “Turn
and face your partner. Share two facts you
read in the article.”
Non-Example:
I love the way you had the students work
with a partner to share facts from the
article.
Self-reflection – Do you have a bias that
impacts how you view teaching and learning
environments?
How does bias influence collection of evidence?
Stand-up-Hand-up-Pair-up
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
Ms. Smith discourages interactions between students by
arranging the classroom desks in rows.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
9 out of 10 students in the class created a t-chart
in their notebooks.
The teacher said, “label your X and Y axis.”
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Essential conversation: What do we value in
instruction?
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Practice collecting evidence using set criteria
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Compare and contrast evidence collected
during shared observations
Review written observation documents and
provide feedback to evaluators
(Superintendent or designee)
Question: How do I begin to collect evidence?
There is so much to look for!
ANSWER:
Focus on evidence that makes a difference!
Select a category or “criteria” of effective teaching
that makes a difference in students’ learning.
What are examples of
categories (elements/criteria)
that makes a difference?
Let’s check. . . . Are these in the rubrics?
Also known as. . .
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Evidence is observable (overt)
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Evidence is of ALL students
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Evidence is congruent to the objective
When does checking for understanding occur??
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OK?
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Any questions?
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Using a “check” to be sure the student is
paying attention
Is a ticket out the door a
check for understanding?
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Make every effort to collect just facts
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In the “old days” this was known as “scribing”
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Splitting the paper in half with a line will let
you just take down the facts – you can then
label the evidence later
The teacher said to all students, “Write down a
definition of compromise in your own words and
draw a visual that will cue you to what the term
means.”
All students shared their visuals and definitions with
their partners as the teacher walked around the
classroom.
What did you collect? (Table pairs)
The teacher asked, “Is he right?” and “Is she right?”
Students snapped when the answer was correct.
The teacher asked the 5 students, “What is the magic
word that tells us if we use the past or present?”
Students were given cut up sentence strips and had
to put them into sentences using the correct verb
tense—either past or present.
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What was easy about this? What was hard?
How is this different from what happens
usually?
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Evidence is observable (overt)
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Evidence is of ALL students
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Evidence is congruent to the objective
What did you collect? (Table pairs)
The teacher asked, “What do you think her parents’
genotypes looked like?
The teacher walked around the classroom as
students worked in pairs.
The teacher stated, “Try to figure out-based on how
your parents look-whether you are heterozygous or
homozygous.”
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Identify the presence or absence of “check for
understanding” in your present evaluation tool
Practice collecting evidence of “check for
understanding”
Check yourself – did your evidence contain bias
or opinion?
Identify the presence or absence of “check for
understanding” in one of the NYSED approved
rubrics
October 24, 2011
12:00 p.m.-3:00 p.m.
JCLC