TEACHER EVALUATION &
DEVELOPMENT (T.E.D.)
OBSERVATION WORKSHOP
FOCUS POINTS FOR WORKSHOP 1
Workshop 1— Today
NYS Teaching Standards Rubric: Standards 1 &
2
Formal Observation Lesson Plan Format
Evidence/Data Collection Binder
Pre-Conference Questions
Overview of Workshops 2 & 3
DATA/EVIDENCE COLLECTION BINDER
Why is this important to YOU?
DATA/EVIDENCE COLLECTION BINDER
“HELP ME HELP YOU”
All teachers should provide administrators with
cumulative evidence to be used for summative
evaluation. This is one way to ensure that any
and all professional duties and professional
growth are being recognized
• Evidence of student learning (student work/projects)
• Professional Development/Training workshops (MLP
printouts)
• Certificates/artifacts from workshops not in MLP
• Participation in school/district events
• Course transcripts
APPR GUIDELINES
40 POINTS ON ASSESSMENTS:
20 points – Growth
measurement
 Could be state exam,
NWEA, or district
developed SLO
20 points – Local
measurement
 Could be NWEA,
collaboratively developed
SLO
APPR GUIDELINES
60 PERCENT—OTHER MEASURES
50 points from lesson plans, observations,
assessment artifacts, and teacher/administrator
conversations.
 Artifacts from teacher evidence collection/data binder.
(Student work, teacher’s assessments, etc., unit plans, etc)
10 points for professional development and school
community involvement from teacher artifacts from
teacher evidence collection/data binder and
teacher/administrator conversations.
 (Statement of involvement with school community on
letterhead, MLP records, course completion certificates, etc.)
60 POINTS FROM SUMMATIVE
REPORT
Based on NYSUT rubric
7 Standards; 36 Elements (25 on lesson & planning); 78
Indicators
 Each element must have at least one indicator marked.
 If more indicators are marked, then an average will be determined based
on weighted HEDI score.
 This report can and probably will be continually updated through May.
This part must be completed no later than the last day of school with your
locally selected assessment scores completed.
 Summative ratings by law must be completed by September 1
When observations occur, there will no longer be an overall
rating on the observations. Each indicator noted will have
its own rating. The rating formula is weighted, and weighted
in our favor.
NYSUT RUBRIC STANDARD 1
KNOWLEDGE OF STUDENTS AND STUDENT LEARNING
Indicator
Developing
Effective
I.1A —Describes and
plans using knowledge
of developmental
characteristics of
students
Teacher describes orally
and applies in planning,
some knowledge of the
developmental
characteristics of the
age group
Teacher describes orally
and applies in planning,
an accurate knowledge
of the typical
developmental
characteristics of the
age group, as well as
exceptions to the
general patterns.
NYSUT RUBRIC STANDARD 1
KNOWLEDGE OF STUDENTS AND STUDENT LEARNING
Indicator
Developing
Effective
I.2A—Uses strategies to
support learning and
language acquisition
Teacher designs
lessons to include some
instructional strategies
that support the
learning and language
acquisition needs of
some students. Teacher
is able to adjust
instruction by
implementing one or
two additional
strategies.
Teacher designs
lessons to include
several instructional
strategies that support
the learning and
language acquisition
needs of most students.
Teacher is able to
adjust instruction by
adapting and/or adding
strategies to meet the
needs of specific
students.
I.2B—Uses current
research
Teacher cites limited or
dated research to plan
and explain
instructional decisions.
Teacher cites current
research to plan and
explain instructional
decisions.
NYSUT RUBRIC STANDARD 1
KNOWLEDGE OF STUDENTS AND STUDENT LEARNING
Indicator
Developing
Effective
I.3A—Plans for student
strengths, interests, and
experiences to meet
diverse learning needs
of each student
Teacher’ plans vary or
modify instruction to
meet the strengths,
interests, experiences,
and diverse learning
needs of some
students.
Teacher’ plans vary or
modify instruction to
meet the strengths,
interests, experiences,
and diverse learning
needs of most students.
NYSUT RUBRIC STANDARD 1
KNOWLEDGE OF STUDENTS AND STUDENT LEARNING
Indicator
Developing
Effective
I.4A—Communicates with
parents, guardians,
and/or caregivers.
Teacher occasionally
communicates directly
with student’s parents,
guardians, and/or
caregivers to enhance
student learning.
Communication is
occasionally modified to
meet the needs of the
family.
Teacher regularly
communicates directly
with student’s parents,
guardians, and/or
caregivers to enhance
student learning.
Communication is
frequent and uses
multiple modes of contact
to accommodate the
needs of the family.
I.5A—Incorporates the
knowledge of school
community and
environmental factors
Teacher incorporates
general knowledge of the
school community when
planning and
implementing instruction.
Teacher incorporates
detailed and specific
knowledge of the school
community when planning
and implementing
instruction reflecting a
deep understanding of the
school community.
NYSUT RUBRIC STANDARD 1
KNOWLEDGE OF STUDENTS AND STUDENT LEARNING
Indicator
Developing
Effective
I.5B—Incorporates
multiple perspectives
Teacher considers
students’ personal and
family experiences when
planning delivery of
content by incorporating
more than one
perspective.
Teacher considers
students’ personal and
family experiences when
planning delivery of
content by incorporating
multiple perspectives.
I.6A—Understands
technological literacy and
its impact on student
learning
Teacher plans the use of
available technological
tools and communication
strategies to engage some
students and/or to assist
them in becoming critical
users of quality
information. Teachers’
knowledge of the 21st
Century skills is
rudimentary. (basic)
Teacher plans the use of
available technological
tools and communication
strategies to engage most
students, and to assist
them in becoming critical
users of quality
information. Teacher’s
knowledge of 21st
Century Skills is current
and embedded in the
communication strategies.
NYSUT RUBRIC STANDARD 2
KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING
Indicator
Developing
Effective
II.1A—Understands key
discipline concepts,
themes, learning
standards and key
disciplinary language
Teacher has a rudimentary
understanding and use in
planning of the key
discipline concepts, and/or
themes, and occasionally
plans instruction that
allows students to use and
comprehend key
disciplinary language
Teacher understands and
plans key discipline
concepts, and themes, in
the discipline and can
relate them to one
another. Teacher plans
instruction that allows
students to be cognitively
engaged in their use and
comprehension of key
disciplinary language
II.1B—Uses current
developments in
pedagogy and content
Teacher has a limited
understanding of current
content related pedagogy
and cites limited or dated
research to explain
planned instructional
decisions.
Teacher understands
current content related
pedagogy and cites current
research to explain
planned instructional
decisions.
NYSUT RUBRIC STANDARD 2
KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING
Indicator
Developing
II.2A—Incorporates diverse Teacher plans some
instruction to facilitate
social and cultural
students’ ability to develop
perspectives
diverse social and cultural
perspectives. Instruction may
or may not be aligned with
21st Century Skills.
II.2B—Incorporates
Individual and
collaborative critical
thinking and problem
solving.
Teacher plans occasional
opportunities for students to
engage in individual and
collaborative critical thinking
and problem solving
Effective
Teacher plans most
instruction to facilitate
students’ ability to develop
diverse social and cultural
perspectives. Teacher
incorporates perspectives
from a variety of disciplines
and embeds interdisciplinary
skills in instruction to align
with 21st Century Skills.
Teacher plans frequent
opportunities for students to
engage in individual and
collaborative critical thinking
and problem solving that
align with 21st Century skills.
The Teacher models effective
interpersonal skills.
NYSUT RUBRIC STANDARD 2
KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING
Indicator
Developing
Effective
II.2C—Incorporates
disciplinary and crossdisciplinary learning
experiences
Teacher creates occasional
learning experiences for
students to apply
disciplinary and crossdisciplinary knowledge to
personal experiences and
real world problems.
Teacher creates regular
learning experiences for
students to apply
disciplinary and crossdisciplinary knowledge to
personal experiences and
real world problems.
II.3A—Designs learning
experiences that
connect to students life
experiences
Teacher attempts to design
learning experiences that
make connections
between the content and
students life experiences:
some connections may be
inappropriate. Occasional
connections to the 21st
Century skills are included.
Teacher frequently designs
learning experiences that
make appropriate
connections between the
content and students life
experiences. There are
frequent connections to
21st Century skills.
NYSUT RUBRIC STANDARD 2
KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING
Indicator
Developing
Effective
II.3B—Designs selfdirected learning
experiences
Teacher designs limited
learning experiences that
engage students in selfdirected learning
Teacher designs frequent
learning experiences that
engage students in
challenging, self-directed
learning.
II.4A—Articulates
learning
objectives/goals with
learning standards
Teacher is able to design
learning experiences and
articulate how some
learning objectives are
aligned with learning
standards and has
designed some
opportunities for students
to achieve the learning
goals.
Teacher is able to design
all learning experiences
and articulate how the
learning objectives are
aligned with learning
standards and includes
several different
opportunities for students
to achieve the learning
goals including application
of 21st Century skills.
NYSUT RUBRIC STANDARD 2
KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING
Indicator
Developing
Effective
II.5A—Designs
instruction using
current levels of
students understanding
Teacher uses students’
responses to questions,
discussion or other
work, and may not
consider common
misconceptions when
planning instruction.
Teacher uses students’
responses to questions,
discussion or other
work, and considers
common
misconceptions when
planning instruction.
II.5B—Designs learning
experiences using prior
knowledge
Teacher designs some
learning experiences
that connect prior
content knowledge to
new learning.
Teacher designs
learning experiences
that connect prior
content knowledge to
new learning within and
across disciplines.
NYSUT RUBRIC STANDARD 2
KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING
Indicator
Developing
Effective
II.6A—Organizes time
Teacher considers time
allocations but those
times may be either too
long or too short to
achieve learning goals.
Teacher assigns
reasonable time
allocations to achieve
the learning goals and
adjusts if students need
more or less time.
II.6B—Selects materials
and resources
Teacher selects
curricular materials and
resources that align
with student learning
standards. Teacher
occasionally adapts
materials and resources
to meet diverse learning
needs.
Teacher selects
curricular materials and
resources that align
with student learning
standards. Teacher
regularly adapts
materials and resources
to meet diverse learning
needs.
TED LESSON PLAN
Curriculum Standard(s):
Identify the curriculum standards to be
taught; connect to other standards
within or outside of the discipline.
•
•
•
•
Common Core
NYS Standards
AP Standards
National Standards
Student/Class Profile:
Identify any accommodation in
instruction to meet student learning
needs.
• Class size
• Number of Students with IEPs/504
Plans
• Number of ELLs & Appropriate Level
• Behavior Issues
Learning Outcomes:
Identify the important concepts and
skills that students will be expected to
learn.
• AIM—Should be a question
• SWBAT/Objectives
Assessments:
Identify the formative and/or summative
assessments used to determine student
progress towards achieving the learning
outcomes of the lesson.
• Formative
• Ungraded, On the spot, Informs
instruction
• Summative
• Graded, At the end of lesson/unit
TED LESSON PLAN
Cognitive Engagement:
Include: Warm-up or opening to
lesson, activities to engage students
in the intended learning outcomes,
closure activity.
Procedures and activities that move
students to a higher level of thinking
• Key Questions, Do
Now/Motivation, Learning
Activities, Bloom’s Taxonomy
Adjustments/Modifications:
How you address student needs
Identify ways in which you may adjust • Differentiation, scaffolding,
the lesson if formative assessments
anticipated “hurdles”, SIOP
warrant modification.
Groups:
How will students be grouped for
each activity of the lesson?
Types of groups & rationale
• Pairing, cooperative learning
groups, group size, etc.
Resources:
Identify resources and materials
needed for the lesson.
Tools that are used to enhance
instruction
• CDs, DVDS, websites,
Smartboards, etc
PRE-CONFERENCE QUESTIONS
TED BOOKLET, PAGE 8
1. IDENTIFY THE
C U R R I C U LU M STA N DA R D S
TO B E TAU G H T A N D H OW
THEY CONNECT TO OTHER
STA N DA R D S W I T H I N O R
OUTSIDE OF THE
DISCIPLINE.
Learning & Curriculum
standards
Use indicators to guide
answers
2. HOW HAS STUDENT
A C H I E V E M E N T D ATA
INFORMED YOU
INSTRUCTION, AND HOW
DOES THIS LESSON
S P E C I F I C A L LY A D D R E S S
THE NEEDS IDENTIFIED
FROM A REVIEW OF THE
D ATA ?
Use indicators to guide
answers
PRE-CONFERENCE QUESTIONS
TED BOOKLET, PAGE 8
3 . W H AT D O YO U
WANT STUDENTS TO
L E A R N A S A R E S U LT
OF THIS LESSON?
4. HOW WILL YOU
KNOW IF STUDENTS
ARE LEARNING THE
EXPECTED
OUTCOME?
Learning Outcomes
Formative
assessments
Use indicators to guide
answers
Summative
assessments
Use indicators to guide
answers
PRE-CONFERENCE QUESTIONS
TED BOOKLET, PAGE 8
5. HOW DO YOU PLAN TO
C O G N I T I V E LY E N G A G E
STUDENTS IN THE
C O N T E N T ? W H AT W I L L T H E
STUDENTS DO?
6. HOW WILL
Cognitive engagements &
activities
Adjustments/ Modifications
Use indicators to guide
answers
D I F F E R E N T I AT I O N B E
USED TO MEET
STUDENT NEEDS?
Use indicators to guide
answers
PRE-CONFERENCE QUESTIONS
TED BOOKLET, PAGE 8
7. W H A T
ASSESSMENTS WILL
BE USED?
8. HOW WILL YOU
U S E T H E R E S U LT S O F
ASSESSMENT TO
ADJUST
INSTRUCTION?
Questions/discussion
throughout lesson
Item analysis
Homework and quiz
Unit
tests/projects/essay
Use indicators to guide
answers
Short/long term
adjustments
Data-driven
Use indicators to guide
answers
PRE-CONFERENCE QUESTIONS
TED BOOKLET, PAGE 8
9 . O N W H AT A R E A S
WOULD YOU LIKE
SPECIFIC FEEDBACK?
Professional growth in
classroom
•
Class management
•
Questioning techniques
•
Formative/Summative
assessment ideas
Connecting curriculum to class
instruction
•
Use indicators to guide
answers
PRE-CONFERENCE
QUESTIONS SHOULD
BE REVIEWED AND
ANSWERS PREPARED
PRIOR TO THE PRECONFERENCE.
•
THEY WILL BE
D I S C U S S E D AT P R E CONFERENCE WITH THE
A D M I N I ST R ATO R
•
T HEY S ET T HE STAGE
F O R W H AT TO LO O K O U T
FOR IN THE LESSON
O B S E R VAT I O N
WHAT TO EXPECT IN
WORKSHOP 2
• Teachers will “tag” a lesson plan
using the NYSUT rubric standards
1 and 2
• Rate the lesson plan according to
HEDI
WHAT TO EXPECT IN
WORKSHOP 3
•
•
•
•
Watch video of a lesson being taught
Scribe and Tag the evidence
Discuss Pre- and Post-Conference
questions
Discuss how “missing” evidence can
be introduced during the postconference