RTTT
Teacher Evaluator Training
Teacher Leader Effectiveness
February 2 and 3, 2012
Presenters
Teri Calabrese-Gray
Bonnie L. Berry
Objectives
Participants will:
Increase their ability to collect accurate and
objective evidence for use in evaluation
Establish a common language around Student
Learning Objectives (SLOs) and have an
awareness of what it will mean for schools to
adopt the use of them in school year 2012-13
Objectives
Participants will:
Understand the timeline for district based
decision points throughout the spring of 2012
Review processes for districts to carry out the
work associated with the first three decision points
of the SLO Road Map.
What role does observation play in
teacher evaluation?


60/20/20
Brainstorm with your table team all the possible
ways to objectively observe a teacher’s work.
Picking Up Where We Left Off
Review the evidence of Effective
Teacher/Student Behaviors
EFFECTIVE TEACHER
OBSERVATION &
CALIBRATION OF
COLLECTED EVIDENCE
Helping educators to find
new Vision in their work
Building tools and resources for effective teacher
performance evaluation
Theory of Action
Improved Student Outcomes
Logic Model
Analysis of Individual
Administrator
Behaviors & Actions
HUMAN CAPITAL
STRATEGY
Analysis of
Individual Teacher
Behaviors & Actions
Outcome
SOCIAL CAPITAL
STRATEGY
Group Actions and
Behaviors
(e.g. using teacher
evaluation process for
continuous professional
growth focused on
learning and renewed
beliefs)
Improved
Administrative and
Teacher
Performance
&
Improved Student
Achievement
7
Retreat
Growth
Status Quo
Confirmation
low
Challenge
high
Effects of Support and Challenge
on Teacher Development
low
high
Support
ReVision Learning
Barber, 2003
8
Designing teacher effectiveness approaches that
support quality teaching and learning through:
1. Definition
Teacher
Development
Framework
• Teacher
Behaviors
• Student
1 Outcomes
Instructional
Practice
Continuum
2
2. Review
Classroom
Lesson Protocols
• Classroom
Observation
Forms
• Walkthrough
Protocols
• Peer
Observation
Forms
3. Feedback/Support
3
• Professional
Growth Goals
• Professional
Development
Activities
Professional
Development/G
rowth Plans
Unpacking the Rubrics
Activity
In your group, use the indicator your group selected
from the rubrics and write it in the center of the chart
paper.

List teacher behaviors/teacher work and student
behaviors/student work associated with the
standard/indicator.

Teacher Behavior
Teacher Work
Teacher Standard
Indicator
Student Behavior
Student Work
Identifying The Evidence:
In your group, complete the identifying the evidence
worksheet.
 Using the chart created, identify what pieces of
evidence are Qualitative? Quantitative? Subjective?
Objective?
How would you gather these data?

OBSERVATION PROTOCOLS
Scripting
• Selected Verbatim
• Engagement Tally
•
Scripting

A written record of exactly what is said, verbatim, by
teachers and students
ReVision Learning Partnership, 2011
Selective Verbatim

Refers to specific types of verbal events selected
beforehand, such as:




set and closure, giving directions, or using student ideas
Not all verbal communication is recorded
Observer records what is said within a specific
category of concern for a teacher
Observer acts as a sorter, recording statements that fit
the identified category
ReVision Learning Partnership, 2011
Selective Verbatim









T: ????
S:
T: No, it is not that. Jonah?
Jonah
T: (Repeats answer)…?
Maria
T: Ok, Spain rules Cuba and (repeats answer)….?
Sarah
T: That’s right, like Sarah said (repeats answer)…?
Engagement Tally

Captures teacher behaviors in four categories
 Instruction,
Behavior Correction, Monitoring, Praise, and
Waiting

Indicates whether or not individual students
are on task during a given class period
+
On Task
0 Off Task
Time On Task Classroom Observation
Name _______Start Time_____ End Time_____ Student #____
Teacher Behaviors
I Instruction BC Behavior Correction M Monitoring P Praise W Waiting
Student Behaviors
+ On Task
Time Slot
T Behavior
0 Off Task
Time Slot
Student Behavior
Engagement Tally
Total Number of Teacher Observations ___Total Number of Student Observations___
Observed Behavior
Total Slots
Total Percentage of Total Time
Instruction
Behavior Correction
Monitoring
Praise
Waiting
Observed Behavior
On Task
Off Task
Total Slots
Total Percentage of Total Time
Engagement Tally/Time on Task
Homework
Please bring an evidencebased observation tool to
share tomorrow.

Integrating Initiatives
Activating Schema: Shifts in Practice
6 Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
6 Shifts in Mathematics
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
25
ELA/Literacy Shift 1: Balancing Informational and
Literary Text
What the Student Does…
What the Teacher Does…
What the Principal Does…
Build background
knowledge to increase
reading skill
Exposure to the world
through reading
Apply strategies to reading
informational text.

Provide students equal #s
of informational and literary
texts
Ensure coherent instruction
about content
Teach strategies for
informational texts
Teach “through” and
“with” informational texts
Scaffold for the difficulties
that informational text
present to students
Ask students, “What is
connected here? How does
this fit together? What
details tell you that? “


www.engageNY.org
Purchase and provide equal
amounts of informational
and literacy text to students
Hold teachers accountable
for building student content
knowledge through text
Provide PD and co-planning
opportunities for teachers to
become more intimate with
non fiction texts and the way
they spiral together
26
ELA/Literacy Shift 2: 6-12 Knowledge in the
Disciplines
What the Student
Does…
What the Teacher
Does…
What the Principal
Does…
Become better readers by
building background knowledge
Handle primary source
documents with confidence
Infer, like a detective, where
the evidence is in a text to
support an argument or opinion
See the text itself as a source
of evidence (what did it say vs.
what did it not say?)

Shift identity: “I teach
reading.”
Stop referring and
summarizing and start reading
Slow down the history and
science classroom
Teach different approaches for
different types of texts
Treat the text itself as a source
of evidence
Teach students to write about
evidence from the text
Teach students to support their
opinion with evidence.
Ask : “How do you know? Why
do you think that? Show me in
the text where you see evidence
for your opinion. “


www.engageNY.org
Support and demand the role
of all teachers in advancing
students’ literacy
Provide guidance and support
to ensure the shift to
informational texts for 6-12
Give teachers permission to
slow down and deeply study
texts with students
27
ELA Shifts 1 & 2
Popcorn Style: Name a non-fiction
text you’ve recently seen a teacher
using effectively.

28
ELA/Literacy Shift 3: Staircase of Complexity
What the Student Does…
What the Teacher Does…
What the Principal Does…
Read to see what more they can
find and learn as they re-read texts
again and again
Read material at own level to
build joy of reading and pleasure in
the world
Be persistent despite challenges
when reading; good readers
tolerate frustration

Ensure students are engaged in
more complex texts at every
grade level
Engage students in rigorous
conversation
Provide experience with
complex texts
Give students less to read, let
them re-read
Use leveled texts carefully to
build independence in struggling
readers
More time on more complex
texts
Provide scaffolding
 Engage with texts w/ other
adults
Get kids inspired and excited
about the beauty of language


www.engageNY.org
Ensure that complexity of text
builds from grade to grade.
Look at current scope and
sequence to determine
where/how to incorporate
greater text complexity
Allow and encourage teachers
to build a unit in a way that has
students scaffold to more
complex texts over time
Allow and encourage teachers
the opportunity to share texts
with students that may be at
frustration level
29
ELA Shift 3
Think about a classroom where
you’ve seen a teacher effectively
teaching a grade level complex text.
Popcorn Style: Share one teacher
behavior that makes a close reading
of a grade level complex text
effective.

30
ELA/Literacy Shift 4: Text Based Answers
What the Student Does…
What the Teacher Does…
What the Principal Does…
Go back to text to find evidence to
support their argument in a thoughtful,
careful, precise way
Develop a fascination with reading
Create own judgments and become
scholars, rather than witnesses of the
text
Conducting reading as a close reading
of the text and engaging with the author
and what the author is trying to say

Facilitate evidence based
conversations with students,
dependent on the text
Have discipline about asking
students where in the text to find
evidence, where they saw certain
details, where the author
communicated something, why the
author may believe something; show
all this in the words from the text.
Plan and conduct rich conversations
about the stuff that the writer is
writing about.
Keep students in the text
Identify questions that are textdependent, worth asking/exploring,
deliver richly,
Provide students the opportunity to
read the text, encounter references to
another text, another event and to dig
in more deeply into the text to try and
figure out what is going on.
Spend much more time preparing for
instruction by reading deeply.


www.engageNY.org
Allow teachers the time to spend
more time with students writing
about the texts they read- and to
revisit the texts to find more
evidence to write stronger
arguments.
Provide planning time for teachers
to engage with the text to prepare
and identify appropriate textdependent questions.
Create working groups to establish
common understanding for what to
expect from student writing at
different grade levels for text based
answers.
Structure student work protocols for
teachers to compare student work
products; particularly in the area of
providing evidence to support
arguments/conclusions.
31
ELA/Literacy Shift 5: Writing from Sources
What the Student Does…
What the Teacher Does…
What the Principal Does…
Begin to generate own
informational texts

Expect that students will
generate their own
informational texts (spending
much less time on personal
narratives)
Present opportunities to
write from multiple sources
about a single topic.
Give opportunities to
analyze, synthesize ideas
across many texts to draw an
opinion or conclusion.
Find ways to push towards a
style of writing where the
voice comes from drawing on
powerful, meaningful
evidence.
Give permission to students
to start to have their own
reaction and draw their own
connections.


www.engageNY.org
Build teacher capacity and
hold teachers accountable to
move students towards
informational writing
32
ELA Shifts 5 & 6
In two sentences or less, share
a recent example of students
engaged in evidence-based
conversation or writing about
text.

33
ELA/Literacy Shift 6: Academic Vocabulary
What the Student Does…
What the Teacher Does…
Spend more time learning
words across “webs” and
associating words with others
instead of learning individual,
isolated vocabulary words.


www.engageNY.org
What the Principal Does…
Develop students’ ability to
Provide training to teachers
use and access words that
on the shift for teaching
show up in everyday text and vocabulary in a more
that may be slightly out of
meaningful, effective manner.
reach
Be strategic about the kind
of vocabulary you’re
developing and figure out
which words fall into which
categories- tier 2 vs. tier 3
Determine the words that
students are going to read
most frequently and spend
time mostly on those words
Teach fewer words but teach
the webs of words around it
Shift attention on how to
plan vocabulary meaningfully
using tiers and transferability
strategies
34
Shift 6
In two sentences or less, share an
example of innovative ways of
embedding academic vocabulary
and/or taking advantage of the ways
students acquire vocabulary through
reading.

35
Mathematics Shift 1: Focus
What the Student Does…
What the Teacher Does…
What the Principal Does…
Spend more time thinking
and working on fewer
concepts.
Being able to understand
concepts as well as processes
(algorithms).

Make conscious decisions
about what to excise from the
curriculum and what to focus
Pay more attention to high
leverage content and invest
the appropriate time for all
students to learn before
moving onto the next topic.
Think about how the
concepts connects to one
another
Build knowledge, fluency
and understanding of why
and how we do certain math
concepts.


www.engageNY.org
Work with groups of math
teachers to determine what
content to prioritize most
deeply and what content can
be removed (or decrease
attention).
Determine the areas of
intensive focus (fluency),
determine where to re-think
and link (apply to core
understandings), sampling
(expose students, but not at
the same depth).
Determine not only the what,
but at what intensity.
Give teachers enough time,
with a focused body of
material, to build their own
depth of knowledge.
36
Priorities in Math
Grade
Priorities in Support of Rich Instruction and
Expectations of Fluency and Conceptual
Understanding
K–2
Addition and subtraction, measurement using whole
number quantities
3–5
Multiplication and division of whole numbers and
fractions
6
Ratios and proportional reasoning; early expressions
and equations
7
Ratios and proportional reasoning; arithmetic of
rational numbers
www.engageNY.org
8
Linear algebra
37
Math Shift 1
In two sentences or less, share a success
story of a school, classroom, or grade
level that has successfully conducted a
“flab analysis” to protect instructional time
for the priority standards.

38
Mathematics Shift 2: Coherence
What the Student Does…
What the Teacher Does…
What the Principal Does…
Build on knowledge from
year to year, in a coherent
learning progression

Connect the threads of math
focus areas across grade levels
Think deeply about what
you’re focusing on and the
ways in which those focus
areas connect to the way it
was taught the year before
and the years after


Ensure that teachers of the
same content across grade
levels allow for discussion and
planning to ensure for
coherence/threads of main
ideas
www.engageNY.org
39
Mathematics Shift 3: Fluency
What the Student
Does…
Spend time
practicing, with
intensity, skills (in
high volume)
What the Teacher
Does…
Push students to
know basic skills at a
greater level of
fluency
Focus on the listed
fluencies by grade
level
Create high quality
worksheets,
problem sets, in
high volume
What the Principal
Does…
Take on fluencies
as a stand alone CC
aligned activity and
build school culture
around them.
www.engageNY.org
40
Key Fluencies
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
Add/subtract within 20
2
3
Add/subtract within 100 (pencil and
paper)
Multiply/divide within 100
Add/subtract within 1000
4
Add/subtract within 1,000,000
5
Multi-digit multiplication
6
Multi-digit division
Multi-digit decimal operations
7
Solve px + q = r, p(x + q) = r
8
Solve simple 22 systems by inspection
www.engageNY.org
41
Math Shift 3
Raise your hand if you’ve seen fluency
work in a classroom in the last month.

42
Mathematics Shift 4: Deep Understanding
What the Student Does…
What the Teacher Does…
What the Principal Does…
Show, through numerous
ways, mastery of material at a
deep level
Use mathematical practices
to demonstrate understanding
of different material and
concepts

Ask yourself what
mastery/proficiency really
looks like and means
Plan for progressions of
levels of understanding
Spend the time to gain the
depth of the understanding
Become flexible and
comfortable in own depth of
content knowledge


Allow teachers to spend time
developing their own content
knowledge
Provide meaningful
professional development on
what student mastery and
proficiency really should look
like at every grade level by
analyzing exemplar student
work
www.engageNY.org
43
Deep Conceptual Understanding
In two sentences or less, describe a
moment where you watched a student
reach deep conceptual understanding
in Math.
In two more sentences: What were
the teacher moves that got the student
there?

44
Mathematics Shift 5: Application
What the Student
Does…
What the Teacher
Does…
What the Principal
Does…
Apply math in
other content
areas and
situations, as
relevant
Choose the right
math concept to
solve a problem
when not
necessarily
prompted to do so

Apply math
including areas
where its not
directly required
(i.e. in science)
Provide students
with real world
experiences and
opportunities to
apply what they
have learned


Support science
teachers about
their role of math
and literacy in the
science classroom
Create a culture
of math
application across
the school
www.engageNY.org
45
Mathematics Shift 6: Dual Intensity
What the Student
Does…
Practice math skills
with an intensity that
results in fluency
Practice math
concepts with an
intensity that forces
application in novel
situations
www.engageNY.org
What the Teacher
Does…
Find the dual
intensity between
understanding and
practice within
different periods or
different units
Be ambitious in
demands for fluency
and practice, as well
as the range of
application
What the Principal
Does…
Provide enough
math class time for
teachers to focus and
spend time on both
fluency and
application of
concepts/ideas
46
Connecting Indicators with Common
Core Lens
CCLS in our Teacher Evaluation
Rubrics
Indicators from Rubrics CCLS Lens
47
Resources:
Handout – Increasing Rigor Throughout
the Lesson: Data-Driven Classroom Best
Practices
 NYS Common Core Learning Standards
Cards (NCTRC)

Setting the Stage for Student
Learning Objectives and
Evidence-Based Performance
Evaluation
Alignment of our Priorities and Goals
“Sound
strategy starts
with having
the right
goal.”
~ Michael
Porter
Outcomes for Students
District
School
Classroom
• All Schools
• All Teachers
• All Students
Evidence and Growth Across All Levels
Identifying Success

Create a three-column chart on flip chart paper at
your table with the following headings:
1.
2.
3.

District
School
Teachers
In each column identify how each of these groups
defines success for a given school, classroom or
course for a given year.
Debrief Questions




Are there particular areas of alignment that you
see among the three?
Are there particular areas of misalignment among
the three?
Are all of the definitions of success being
advocated measurable?
What does this say about the approaches we take
in educating students?
Student Learning Objectives
A student learning objective is an academic goal for a
teacher’s students that is set at the start of a course.
It represents the most important learning for the
year (or, semester, where applicable). It must be
specific and measurable, based on available prior
student learning data, and aligned to Common
Core, State, or national standards, as well as any
other school and district priorities. Teachers’ scores
are based upon the degree to which their goals
were attained.
SLOs Focus Attention on Essential Learning, Data, and Outcomes
What is the aggregate of what my
students will learn this year?
May/June
March/April
January/February
November/December
September/October
From NY DOE engageny.org Introduction to SLO Deck
SLOs Focus Attention on Essential Learning, Data, and Outcomes
What is the aggregate of
what our students will learn
through their school career?
High School
Middle School
Elementary Grades
Primary Grades
Kindergarten
From NY DOE engageny.org Introduction to SLO Deck
Example of an SLO (Part 1)
?
Spanish II Class; all 30 students
?
New York State Learning Standards for Languages Other
Than English (LOTE)
?
SY 2012-13 (1 year)
?
?
1.Spanish I summative assessment results from students in
2011-12.
2.District-wide pre-assessment administered at the beginning
of the school year.
3.District-wide summative assessment administered at the
end of the school year.
1.All students had 2011-12 Spanish I results that
demonstrated scores of proficient or higher in all basic
vocabulary and grammar.
2.Scores ranged from 6% - 43% on the Spanish II Districtwide diagnostic assessment.
57
Example of an SLO (Part 2)
1.80% of students will demonstrate mastery of at least 75% of the
Spanish II performance indicators, as measured by the district’s
summative assessment in May 2012.
?
?
Highly Effective
(18-20 points)
Effective
(9-17 points)
Developing
(3-8 points)
Ineffective
(0-2 points)
86-100% of
students
demonstrate
mastery of 75%
of the Spanish II
performance
indicators.
78% -85% of
students
demonstrate
mastery of 75%
of the Spanish II
performance
indicators.
66% - 77% of
students
demonstrate
mastery of 75% of
the Spanish II
performance
indicators.
65% or less of
students
demonstrate
mastery of 75% of
the Spanish II
performance
indicators.
Previous work in Spanish I focused on working with basic vocabulary and
grammar, and building preliminary oral skills. The diagnostic assessment is
heavily focused on more advanced writing and reading skills, which are
essential components of the Spanish curriculum. Spanish II requires
students build on their learning from Spanish I in order to acquire mastery in
these areas and to be prepared for Spanish III. Since all students completed
Spanish I having achieved basic proficiency levels, I am confident they will
achieve 80% mastery or above on at least 75% of58the Spanish II materials.
5 District Decisions by 5/30/2012
1.
2.
3.
4.
5.
Assess and identify priorities and academic
needs.
Identify who will have State-provided growth
measures and who must have SLOs as
“comparable growth measures.”
Determine District rules for how specific SLOs will
get set.
Establish expectations for scoring SLOs and for
determining teacher ratings for the growth
component.
Determine District-wide processes for setting,
reviewing, and assessing SLOs in schools.
3/01
4/16
5/30
Step 1: Determine District-wide Priorities and Academic
Needs
60


Assess and identify District-wide priorities and academic
needs. Start with commitments and focus areas in District
strategic plans.
Decide how prescriptive the District will be and where
decisions will be made by principals, or principals with
teachers.
Step 2: Identify who will have State-provided growth measures and who must
have SLOs as “comparable growth measures”.
50 – 100% Students Covered by
State-Provided Growth Measures
0 – 49% Students Covered by
State-Provided Growth Measures
Creating a District Assessment Chart


Task One: On the post-it notes, brainstorm all of the
assessments that are in use in districts, one
assessment per post-it note.
Task Two: Create a five-column chart with the
following columns:
State
 Sort
Third Party
District/BOCES
School
TeacherCreated
the assessments into the appropriate column
Creating a District Assessment Chart



Task Three: Remove any assessments from this
column that are not currently approved by the state.
Task Four: Use this chart to fill in the District
Assessment Chart.
Task Five: Post both of your charts on the wall.
Teachers by Grade
and Subject:
Growth is Stateprovided SGP/VA
Growth is SLO
K-2 Teachers
Future Possibly
- 1 SLO for ELA (literacy and writing)
- 1 SLO for Math
- (unless teacher focuses on single subject area)
3 Teachers
Future Possibly
- 1 SLO for ELA (literacy and writing)
- 1 SLO for Math
- (unless teacher focuses on single subject area)
- (must use State assessment as evidence)
4-8 Common Branch/
ELA/Math Teachers
YES
N/A
4-8 Science and Social
Studies Subject Teachers
Future Likely
- 1 SLO for each subject/assessment – (SLOs must cover classes with largest
numbers of students until a majority of students are covered)
4-8 Other Subject Teachers
NO
- Grades 6-7 Science and 6-8 Social Studies must use a State-approved 3rd
party assessment as evidence; Grade 4 and Grade 8 Science must use a State
assessment as evidence.
9-12 Core Subjects, Regents
Subjects and
Regents Equivalents
As available
• 1 SLO for each subject/assessment - (SLOs must cover classes with largest
numbers of students until a majority of students are covered) - Core Subjects:
High school ELA, Math, Science and Social Studies courses associated in
2010-11 with Regents or, in the future, with other State assessments must use
a State assessment as evidence if one exists (or Regents equivalents). If not,
SLO must use assessment from list of State-approved 3rd party assessments
and Regents equivalents.
9-12 Other Subject Teachers
Teachers with a Mix of
Sections/Courses With/
Without State-Provided
Growth Measures
Yes if ≥50%of
sections/students are
covered by SGP/VA
•
1 SLO for each subject/assessment - (SLOs must cover classes with largest
numbers of students until a majority of students are covered
•
If <50% covered by SGP/VA, then SLOs will be used. - First, SLOs must use
SGP/VA where available; then create SLOs for largest sections without
SGP/VA until majority of students are covered.
District Step 3: Determine District Rules for How Specific
SLOs Will Get Set.
Will District require the use of
existing, common District-wide
assessments for any specific
grade/subject?
Yes
Identify which grades/ subjects and
assessments:
1. From NYSED’s list of approved State or
3rd party?
2. District or BOCES - developed?
3. Department, school, or teachercreated?
No
Are there grades/subjects where
the District wants to prioritize
buying or creating additional
district-wide assessments?
Are there groups of teachers
where school-wide, group or team
results based on State assessments
are most appropriate?
What will the District
require for any remaining
teachers who are not yet
covered?
Scope and Sequence for a Teacher
with an SLO




Have an evaluator approved SLO that includes all of
the NYSED Elements.
Backwards map instructional plans to reach the SLO
target.
Over the course of the year, teaching towards the
SLO.
Track student progress towards meeting the SLO.
From NYSED: engageny.org Introduction to SLO Deck
Key Messages for Student Learning
Objectives

SLOs name what students need to know and be able to do at
the end of the year.

SLOs place student learning at the center of the conversation.

SLOs are a critical part of all great educator’s practice.

SLOs are an opportunity to document the impact educators
make with students.
From NYSED engageny.org Introduction to SLO Deck
Key Messages for SLOs continued…



SLOs provide principals with critical information that can be
used to manage performance, differentiate and target
professional development, and focus supports for teachers.
The SLO process encourages collaboration within school
buildings.
School leaders are accountable for ensuring all teachers have
SLOs that will support their District and school goals.
From NYSED engageny.org Introduction to SLO Deck
Key Messages for SLOs Continued…
Illustrative Alignment of Annual Goals: District, School, Teacher
District Goal: by the end of 2014-2015 school year,
increase the percentage of students who meet the
Aspirational Performance Measures, which are indicators
of College and Career Readiness, from 35% to 50%.
Middle School Goal: by the end of 2012-13 school year,
increase the percentage of students who score a proficient on
end of course State assessments by at least 10%, as compared
to 2011-12; increase those scoring advanced by at least 5%.
Teacher Goal: by the end of 2012-13 school year, 85%
of students will demonstrate growth on the Social Studies
assessment compared to their prior grade performance.
69
SLOs: A Critical Component of the College and Career Readiness System
Note: this represents an example system
SLO PROCESS
September – October
January
May – June
• School reviews district
academic priorities and district
guidelines
• Discuss progress to date on
SLOs including results from
observation and DDI cycles
•Teacher gathers baseline data
• Principal provides teacher
with specific feedback and
strategies
• Teacher proposes SLOs;
principal approves SLO
• Students take summative
assessments for their courses
• Evaluator and teacher discuss
results of multiple measures
• Principal provides teacher
with final score for their SLOs
DDI CYCLES
5-6 cycles/year
OBSERVATION
CYCLES
Common Core Instruction
1) Evaluator collects objective evidence
2) Evaluator gives evidence-based feedback
3) Reflective teacher adjusts instruction to better target specific
student learning needs and increase achievement
Assessments
Data Driven
Culture
Action
Analysis
20
Questions???
Day 4


Welcome Back!
Please plug in your laptop if it is not
charged. You will need it later in the
day.
Objectives
Participants will:
Share evidence-based collection tool
Receive an overview of TED Workbook
Gain knowledge of Teacher Evaluation
Development
Collect and submit evidence for a sample
teacher video and align with rubrics.
The TED Workbook
A plan for teacher evaluation
and development
Presented by Kathy Fessette,
Director of NCTRC
Evidence-Based Observation
Evidence
What you
saw/heard
 Objective
 Non-evaluative

Judgment
Opinion
 Subjective
 Evaluative

Evidence-Based Observation
Activity
 Watch 2-3 minutes of the video and use your
evidence-based collection tool to jot down your
observations
 Round
one debrief: Compare with your partner’s notes—
of the evidence you collected thus far, which items are
objective and which are not?

Watch another 2-3 minutes of the video and use
your evidence-based collection tool to jot down your
observations
 Round
two debrief: What are you noticing about what
your partner wrote?
ReVision Learning Partnership, 2011
Evidence-Based Observation
Activity, continued
 Watch another 2-3 minutes of the video and use
evidence-based observation tool to jot down your
observations
 Round
three debrief: Give feedback to each other on
objectivity/quantifiable/actual statements or quotes

Watch the remainder of the video & collect evidence
for the rest of the lesson
ReVision Learning Partnership, 2011
Connecting Behaviors to Rubrics
Observation
Identification
of Behaviors
Connect to
Rubric
Comparing Information
Activity:
Individually:
 Use
the observed evidence you collected to describe
teacher practices based on the rubric
In Table Groups:
Compare and discuss the information each of you
collected on the teaching practices in the video
 Where
do you see the evidence and rubric lining up?
Evidence-Based Observation
Activity, continued
Return to the unpacking the rubrics poster you created
yesterday
Compare the evidence collected for one of the
Standards/Indicators for which you saw specific
evidence
Add any new evidence gathered from your
observation
ReVision Learning Partnership, 2011
Self & Peer Assessment
Think about –
Where are you now?
Observer Skill and Accuracy Rubric
Source: Teaching and Learning Solutions
Self Assessment
Activity
 Individually:
 Use
the Observer Skill and Accuracy Rubric to self-assess
your ability to gather objective data

With a partner:
 Share
your collected evidence & have him or her use
the data you collected to assess you
Putting it All Together
Design a graphic to illustrate the
ultimate goal/connectivity of the three
deliverables.
CCLS
DDI
APPRorTLE
On Your Own
Activity
 Watch the video from start to finish
 Using the skills acquired in the first segment – collect data for
the entire lesson & rate your teacher according to the rubric In
the following format:
Indicator
Performance
Level
Evidence
III. 1.A. Aligns Instruction to
standards

Work with a partner again to clean up/modify your evidence
Send your evidence-based observation
of practice collection document to
gray_teri@cves.org
Questions???
Don’t forget to visit cves.org/rttt