NYSED Principal Evaluation
Training Program
Day 2: Learning and Teaching
Session 4: Dynamic Process
Day 2 Session 4: Dynamic Process Pacing Guide
Time
Activity
slides
3.00
Aims and Dynamic Process
2 -4
3.02
Talking to / with Students
5
Activity 1 Talking to students ( pairs)
6
3.07
Activity 2 What am I asking students ( groups 3-5)
Summary of core questions
7
8
3. 15
Other sources of evidence
9 -10
3. 20
Multiple Observations and Observation Tracker
11 -12
3.25
Activity 3: Case Study
Individual
Debrief in small groups
13
4.10
Short Plenary
4.15
END ( Immediate transition to Session 5)
Session 4:
Dynamic Process
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Session 4: Dynamic Process
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Aims of The Session
To increase participant's cognition of:
• Talking with students
• Other sources of evidence available during lesson observation
• The principal’s role in establishing effective systems
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Dynamic Classroom Observations
• We have observed pre-recorded lessons today,
which makes those observations static
• In actual practice observations are more dynamic
• What are the main elements which make it more
dynamic, to which the the principal observer might
refer?
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Talking to/with students
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Activity 1: Talking with Students
With a partner discuss:
i.
Why should the principal ‘talk with students’ and what protocols should
be followed?
ii.
What should the principal do with the information?
iii. How will the principal encourage students to feel secure so that they can
answer honestly?
iv. What are the sensitivities, if any, of which the principal should be mindful
when talking with students?
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Activity 2: What am I asking students?
• In your groups, draw up a list of core questions that a
principal might ask/not ask students when observing
a lesson.
• Please chart these and display your chart on the wall
when finished.
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A summary of core questions to ask students
• What are you expected to learn and therefore understand by the end
of the lesson?
 What have you been asked to do?
 Why are you learning this?
 Please explain what you are learning.
• What have you learned before that helps you with your learning
now?
 Have you learned anything like this before?
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Other sources of evidence during lesson
observations - looking at students’ work
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Other sources of evidence - look at:
Students’ work:
• journals
• workbooks
• writing samples, labs etc.
• teachers’ written comments
and assess:
• teachers’ knowledge
• content and accuracy
• comprehension
• appropriateness - e.g. match of work to students’ abilities
• rigor, the variety of tasks
• presentation
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Multiple Observations
All teachers need to be observed on multiple occasions throughout
the year, by multiple observers, including principals.
A key role of the principal is to ensure effective implementation and
accountability. The principal evaluator’s role is to find and record
evidence on how well the principal does this.
As Paul Bambrick-Santoyo points out, one of the biggest challenges
as a principal is to keep track of the different plans and
recommendations that each teacher is trying to implement.
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Observation Tracker: Global Summary Page
Driven By Data Paul Bambrick-Santoyo
Teacher
Name
Observations
Yearly Improvement Goal
Latest Core Changes ( form DDI Analysis Meeting,
Lesson plan Review or Observation)
Smith
7
Teach to the objective
Close the loop on all student misunderstandings. Do
not settle for “Do you agree?”
Push further by asking “Why?”
Doe
9
Make sure 100% of students are on task.
Final check of understanding ( Check back with all
students who struggle)
Use “Agree” and “Disagree” questions to poll for
understanding, rather than re-explain.
Johnson
10
Think ratio. [ Make sure that students do the heavy
lifting]
Integrate NJASK skills and algebra skills effectively.
Final check for understanding with struggling
students [n opt out]
Review Positive Framing to change tone in class.
Stretch it. Students need to be asked to consider
each others’ thoughts in the course of each class.
Questioning techniques – avoid asking questions
that imply that the answer is wrong.
Expand key concepts section on the lesson plan.
Put directions for all group activities on a worksheet or
on the overhead.
Determine what structure for activities is bestpartnered, individual or group?
Script questions in lesson plans in hierarchy. Too
much scaffolding lowers cognitive demand. Probe by
asking students to explain why after their big
assertions
Brown
7
Total
Observations
33
Average per
teacher
8.25
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Session 4: Dynamic Process
Call on every student at least twice in the class. Use
combination of cold-call and hands to do this.
13
Activity 3: Lesson Observation Case Study
Individually
Knowing what you do about effective performance
management systems, review the Lesson Observation
Case Study and identify the evidence which you could
use to evaluate how well the principal is implementing
an effective teacher evaluation process in the school.
Small groups
Discuss common key similarities and any differences.
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Summary of Session 4
• The importance of looking at additional sources of evidence during a
lesson observation
• The importance of the principal establishing robust systems for tracking
actionable changes and developing a growth plan for teachers
• The importance of building principals’ capacity to observe lessons and
provide effective feedback that is supported by evidence and leads to
increased teacher effectiveness
• The importance of the district establishing robust systems for tracking
actionable changes and developing a growth plan for principals
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