How to Look for Evidence in
the Different Domains
PRESENTED BY SCHAUNA FINDLAY, PH.D.
Gathering and Categorizing Evidence
Session Overview:

Categorizing evidence collected for each domain is a necessary step,
and sometimes we discover we didn’t, or can’t, gather enough
evidence in our observations or in other activities throughout the year to
make a judgment about a specific area.

In this session, we will
 discuss
 ways
 and
examples of evidence for each domain
of collecting evidence (teachers and principals)
share ways to categorize, evaluate, and present the results of
evidence collected
Observation of Teaching



Observation of classroom practice, with the accompanying
preconference and postconference, provides the best evidence of
Domains 1, 2, and 3.
The preconference, also called a planning conference, provides an
opportunity for a teacher to display important planning skills, at least
as used in planning a single lesson.
The postconference, also called a reflection conference, is an
important opportunity for teacher self-assessment, reflection on
practice, and professional conversation—activities that have been
demonstrated to contribute to professional learning by teachers.
Observation of Professional Activities

Faculty and team meeting engagement

Parent conferences

RTI or Child Study Team meetings
Conduct Reflection Conferences from these Observations,
too!
Artifacts

Pre-conference planning
documents

Unit plans

Assignments/work for
students to complete

Student work

Student assessments

Post-conference reflection

Grade books and data logs

Class newsletter

Phone log

Letters to parents

PT Conference Notes

PD notes
Evidence of Student Learning

Standardized Test Results

Student Learning Objectives

Common Benchmark Results

Unit Test Results

Classroom Assessment Results

Progress Monitoring Data
A list of potential sources of evidence

Evaluators should plan to take advantage of opportunities to collect
evidence through certain events or meetings, such as homework
workshops for parents or team analysis of benchmark data.

Developing a list of dates, times, and the purpose of such
opportunities will assist evaluators in creating a comprehensive but
manageable plan for evidence collection.

In crafting this list, evaluators should also consider what artifacts are
readily available and already collected, such as a log of parent
interactions.

Creating this list will also reveal the types of evidence that are not
currently being collected or tracked by educators or the school.
Evidence Collection RISE Guidance and MORE

http://www.riseindiana.org/sites/default/files/files/Evidence_Collection_Domains_1__3.pdf

https://d.docs.live.net/ddf4a5cf50ae4385/Personal/Standard%20for%20Success/RISE%20evide
nce%20for%20each%20domain.docx

What other evidence do you, or would you like to, collect?
Think-Write-Pair
Share
In what ways do you
categorize,
evaluate, and
present the results of
evidence collected
from your
observations and
conferences?
What strategies do
you use to manage
this task? Share your
tips.
CREATE A TO-DO LIST OF
EVIDENCE YOU NEED TO ASK
TEACHERS TO COLLECT TO
KICK OFF NEXT YEAR
Action Planning
CREATE A TO-D0 LIST OF
EVIDENCE YOU NEED TO
COLLECT OR OBSERVE FOR
NEXT YEAR
ADD DATES FOR ANYTHING
THAT IS TIME SENSITIVE