NYSED Principal Evaluation
Training Program
Day 2: Learning and Teaching
Session 2: Recording Evidence
Day 2 Session 2: Recording Evidence -Pacing Guide
Time
Activity
slides
10.00
Welcome back / Aims
1 -3
10.05
What can be observed in lessons (discussion)
4-5
10.15
Activity 1 – Lesson Observation 1
5 min obs + 5 min Pair + 10 min obs + 15 share
6
10.50
Evidence based recording – what is learning
7 - 10
11.00
Activity 2 part 1 – observe lesson 2
20 minutes observe
10 min Self check
10 min Pairs
15 min group discussion
11 -13
11.55
Summary
14
12.00
END
Session 2:
Recording Evidence
February 9 , 2012
Session 2: Recording Evidence
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Aims of The Session
To increase participants’ cognition of:
• What can be observed in lessons
• Evidence based observation and recording
• What is evidence
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Session 2: Recording Evidence
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What can be observed in lessons?
Individually imagine you are in the classroom of a
highly effective teacher, reflect and note:
• What would you see?
• What would you hear?
• What would the students be doing or saying?
In small groups spend 5 minutes to reflect and note the
types of teacher effectiveness standards which this would
relate to.
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Session 2: Recording Evidence
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What can be observed in lessons?
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Content knowledge
Pedagogy
Communication with students
Questioning techniques
Student engagement
Higher order thinking
Assessment of learning
Integrating reading and writing
and math into the lesson
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Managing classroom procedure
Managing student behavior
Positive and negative feedback
Respect by teachers
Respect by students
Equity and diversity
Use of physical space
Use of resources and technology
Time management
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Session 2: Recording Evidence
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Activity 3: Lesson Observation 1
Individually
• View the first five minutes of the lesson on DVD
• Record your observations on paper
In pairs
• Compare your written observations
• Review and reflect on the similarities and differences
• View the first remaining parts of the lesson on DVD
• Record your observations on paper
• At the end of the observations compare your written observations with a
different partner
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Evidence-based recording
Many principals have been trained to script instruction in detail or to use a
checklist .
Evidence based observations require a different approach.
• Principals need to focus on recording objective evidence
• They need to record sufficient evidence to serve as a robust record
The completed record should enable the principal to:
• track the link, cause and effect, between teaching and learning
• identify areas for improvement and actionable change to achieve them
• cite objective evidence to support the foundation of the areas to be explored
during feedback
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Types of Observations/Evidence
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Verbatim scripting of teacher or student comments:
“Bring your white boards, markers and erasers to the carpet and sit on your square.”
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Non-evaluative statements of observed teacher or student behavior:
Teacher presented the content from the front of room.
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Numeric information about time, student participation, resource use, etc.:
[9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29.
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An observed aspect of the environment:
Desks were arranged in groups of four with room to walk between each group.
Developed by TLS, Inc. FFT-Based Rubrics
February 9 , 2012
Session 2: Recording Evidence
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What is Evidence? - Review
• Actions, by teacher or students
• Statements or questions, by teacher or students
• Observable features of the classroom
Developed by TLS, Inc. FFT-Based Rubrics
February 9 , 2012
Session 2: Recording Evidence
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What is Learning?
Focus on recording evidence of cognition:
How did students:
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acquire new knowledge and skills, develop their ideas….
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consolidate their knowledge, skills and ideas..
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apply their knowledge, skills and ideas..
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extend their knowledge, skills and ideas ..
and have met the learning objective for the lesson
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Observing Lessons
THE HEALTH WARNING!
We observe all the time, which means that it is easy to do, but
hard to do objectively
Remember
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We tend to see what we want to see
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We have to be aware of and avoid bias, particularly personal idiosyncrasies
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We have to avoid preconceptions
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Observation should be objective not subjective
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This enables feedback to be given which is based upon objective evidence
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End of year evaluations will then be rooted in evidence and based on
agreed criteria
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Activity 4: Lesson Observation 2
DVD 2
Individually:
• Observe DVD 2 and record objective evidence (on paper).
• Use the self-check questions to review your evidence collection
 Have 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 TLS, Inc. FFT-Based Rubrics
February 9 , 2012
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Activity 4: Lesson Observation part 2
In pairs:
• Exchange your lesson observation scripts – compare and
contrast.
• Review the evidence cited – is it evidence? Or opinion?
In your group:
• Discuss ways in which you could coach a principal to identify
more objective evidence.
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Summary of the session 2
• Observations should be objective and evidence based
• Each observation should build on the previous observation
for each individual teacher
• The principal’s job is to provide constructive feedback that
provides the teacher with specific actionable changes
which improve the teacher’s practice and enhances student
learning
• The principal evaluator’s job is to seek evidence of how
well the principal carries out these activities
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Session 2: Recording Evidence
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LUNCH
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Session 2: Recording Evidence
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