EVIDENCE-BASED
OBSERVATIONS
JOHN F. SHEEHAN, PH.D.
CONCERNS
• 2 major concerns
• Examples from classrooms
• Uneasiness with the Danielson Framework
ADDRESSING THE CONCERN
• 2011 Revised Edition
• Domains, components, elements are identical
• Goals
• Increase effectiveness, precision, and usefulness
• Precise Language
• Critical Attributes
• Teacher Examples
EXAMPLES
• Embedded videos from classrooms, that are
examples of framework
OBJECTIVES
• Describe the 2011 Danielson Framework
• Apply the Danielson Framework to observations
• Distinguish between opinions, evidence, and claims
• Apply the above distinctions within our observations
• Review goals, establish benchmarks, data
collection
OBJECTIVES CONTINUED
• Review school calendar, and establish important
dates (that support the implementation of Race to
the Top) for the 2011-2012 school year
• Review key documents for Race to the Top
(publishers’ criteria, key deliverables, complexity of
text, math priorities…)
2011 DANIELSON FRAMEWORK
• Read the overview for each Domain and category
(1a, 1b, 1c,…)
• Select one of the categories (1a, 2b, 2c, 3d, 4e, 4f)
and read that section of the rubric
DANIELSON IN THE CLASSROOM
http://youtu.be/MbeaNdWdVYQ
OBSERVATION
• We are going to watch a video of a classroom:
imagine you are within the classroom, and are
conducting an observation. The teacher in the
classroom is a second year teacher. You are asked
to engage in your usual observation practice(s).
CLASSROOM OBSERVATION
http://youtu.be/0akVmCfUJiQ
SHARE OUT WHAT YOU OBSERVED
EVIDENCE V. OPINION
• Evidence- observable and measurable
• (Focus on the learning processes within the classroom)
• Opinions- evaluations
• Claims:
1.
Valid Claims- based on evidence that you observed and
documented which is connected to the enhancement of student
learning
2.
Invalid Claims- evaluations with hidden evidence (internal criteria),
or claims linked to evidence, but not linked to student learning
3.
Low Effect Claims- do not focus on improvement of learning for
students
WHAT TYPES OF OBSERVATIONS DID
WE MAKE?
• For each observation shared, evaluate whether it
was evidence or opinion.
• Place an “E” next to claims that are evidence-based
• Place an “O” next to claims that are opinion-based
APPLICATION
• Please select an observation from the previous
year, and make two copies of the observation.
• Read over the evaluation, and determine if your
statements are opinions, or evidence, by writing an
(o) or (e) at the beginning of the sentence.
• After this, examine each of the claims you made in
the observation, mark each claim at the beginning
of the sentence with (v) for valid (v), (inv) for invalid,
(le) for low effect.
QUESTIONS
• Are there any existing patterns that emerge within
the observations?
RELIABILITY
• Provide your observation to another person. As you
had done previously, mark this observation with an
“E” next to claims that are evidence-based, and
“O” next to claims that are opinion-based.
•
MEET WITH PARTNER AND SHARE:
REVIEW THE DOCUMENT
• Did you agree on your ratings?
INSTRUCTIONAL LEADERSHIP
• Step 1- Review goals
• Step 2- Select the top 4 goals
• Step 3- Share the goals with the group, and their
importance
•
FOUR GOALS:
• Indicate what data you will use to know when you
have been successful.
• Select benchmark dates
ACTION ONE
COMMITMENT ONE
• To enhance my instructional leadership, I will log the
actions I have taken, and the effects on student
learning throughout the year.
• Establish four benchmarks to monitor progress.
KEY DOCUMENTS
• Review of Key Documents
• http://engageny.org/
MAKING TIME
http://youtu.be/Cv7Q-9mOh-E
CALENDAR
If it is not on calendar, it either did not happen, or it
will not happen
• Key dates, and benchmarks