What Is Evidence?
PRESENTED BY SCHAUNA FINDLAY, PH.D.
Evidence

Data collected as evidence of teacher practice may be quantitative, qualitative, or a
combination of both.

Quantitative data includes frequencies, distributions and other counts or tallies.

For example the observer could use a checklist to tally how many questions were
asked of children in the front row or children who had their hands raised versus not.

The evaluator might also chart the types of questions asked (higher versus lower
levels).

Qualitative data can include scripted notes detailing patterns of activities, vocabulary
used, and events observed.

In both cases accuracy is essential to ensure the credibility of the process and the
evaluator.
Four Key Elements of the Instructional
Post-Conference
Conducting the Post-Conference/Sharing the Evidence:
1. Introduction/Greeting/Establish Length

Review Conference Process

General Impression Question

“How do you think the lesson went?”
2. Reinforcing the Teacher

Identify an area of Reinforcement (ONLY one area)

Ask Self-Analysis Question

Provide evidence from notes
Four Key Elements of the Instructional
Post-Conference
3. Refining the Teacher’s Skill:

Identify an area of Refinement (ONLY one area)

Ask Self-Analysis Question

Provide evidence from notes

Give a recommendation for future practice
4. Present evidence and rating connected to the rubric
Sources of Evidence
Copyright © 2008 by Association for Supervision and Curriculum Development
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

Grade books and data logs

Class newsletter

Phone log

Letters to parents
Evidence of Student Learning

Standardized Test Results

Student Learning Objectives

Common Benchmark Results

Unit Test Results

Classroom Assessment Results

Progress Monitoring Data
Announced Versus Unannounced
Copyright © 2008 by Association for Supervision and Curriculum Development
The Importance of Consistency

Training in the evaluation rubric can be highly valuable professional development for teachers, mentors and
coaches, and evaluators.

During high-quality training, educators come to understand the different components of the rubric, how the
components are related to one another, and which ones share the common themes of, for example, equity,
high expectations, or the appropriate use of technology.

They learn that the levels of performance are levels of performance of teaching, not of teachers, and how
evidence is interpreted to reflect those different levels of performance.

The most valuable aspect of training are the professional conversations among educators about their practice.

In these conversations, teachers acquire ideas from one another, and administrators see the richness of
experience that their teachers bring to their work.

For this reason, it's important, when possible, for teachers, coaches, and administrators to participate in
training together; it's important for teachers not to believe that administrators are engaged in secret
activities. For all educators involved in supporting and evaluating teaching, the evidence is the same. The
conversations among all educators are enriched by having in the same room individuals with different
perspectives and responsibilities within the school.
Idea Chain:
Line up 1-10
Fold the line in
half and those
with high ratings
share your
practice.
1.
I USE OBSERVATION DATA AS
A STRONG SOURCE OF
EVIDENCE.
2.
I USE ARTIFACTS AS A
STRONG SOURCE OF
EVIDENCE.
3.
I USE CONFERENCES AS A
STRONG SOURCE OF
EVIDENCE.
4.
I USE STUDENT DATA AS A
STRONG SOURCE OF
EVIDENCE.