Evidence Based Observation
Lead Evaluator Training
Part 1
1
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The 9 Required Components of Lead
Evaluators Training
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Identify current practices for defining teacher actions and
student actions while observing
Explain the difference between current practice and
evidence based observation
Describe requirements for schools to develop inter-rater
agreement and inter-rater reliability with a chosen rubric
Identify and define criteria for one area of effective
instruction around which evidence collection will be
focused
Describe your district’s intent for your participation in
this workshop
Collection of factual information
Free of bias or opinion
Based on specific criteria
Used to provide feedback for reflection
and improvement of teacher practice
Allows for consistency
Provides “concrete” feedback to the teacher
Based on facts—easily supported
Free of Bias or Opinion:
Free of prejudice or judgment in favor of or
against someone or something--usually not
based on fact
Example:
The students were seated in rows in the
classroom.
Non-Example:
The teacher discourages collaboration in her
classroom by arranging the students in rows.
Free of Bias or Opinion:
Free of prejudice or judgment in favor of or
against someone or something--usually not
based on fact
Example:
The students were seated in rows in the
classroom.
Non-Example:
The teacher discourages collaboration in her
classroom by arranging the students in rows.
Example:
The teacher stated to the students, “Turn
and face your partner. Share two facts you
read in the article.”
Non-Example:
I love the way you had the students work
with a partner to share facts from the
article.
Example:
The teacher stated to the students, “Turn
and face your partner. Share two facts you
read in the article.”
Non-Example:
I love the way you had the students work
with a partner to share facts from the
article.
“Using the blank map on your desk, label the
continents” was written on the white board.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
9 out of 10 students in the class created a t-chart
in their notebooks.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
9 out of 10 students in the class created a t-chart
in their notebooks.
It is evident that Ms. Jones loves to teach. She is
enthusiastic and warm towards her students.
“Using the blank map on your desk, label the
continents” was written on the white board.
There was no confusion in the classroom because
Mr. Smith’s directions were presented clearly.
Insufficient wait time was provided to the students.
9 out of 10 students in the class created a t-chart
in their notebooks.
It is evident that Ms. Jones loves to teach. She is
enthusiastic and warm towards her students.
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Practice collecting evidence using set criteria
Compare and contrast evidence collected
during shared observations
Review written observation documents and
provide feedback to evaluators
(Superintendent or designee)
Question: How do I begin to collect evidence?
There is so much to look for!
ANSWER:
Focus on evidence that makes a difference!
Select a category or “criteria” of effective teaching
that makes a difference in students’ learning.
What are examples of categories
(elements/criteria) that make a
difference?
What do you value?
Also known as. . .
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Evidence is observable (overt)
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Evidence is of ALL students
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Evidence is congruent to the objective
When does checking for understanding occur??
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OK?
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Any questions?
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Using a “check” to be sure the student is
paying attention
Is a ticket out the door a
check for understanding?
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What is good evidence?
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What is weak evidence?
Video 1
The teacher said, “Always—is that a present tense
magic word or a past tense magic word?”
The teacher asked, “Is he right?” Four students
snapped to indicate that the student was correct.
The teacher asked, “What is the magic word that tells
us if we need to answer in the present tense or the
past tense?”
Students were each given an envelope with a
sentence written on it. The teacher directed the
students to highlight the “magic words” to indicate
past or present tense.
Each envelope contained a “cut up” sentence. The
students were directed to put the words in order to
create a sentence—using the correct “magic word.”
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Define what your district expects you to do with what
you have learned today
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Identify the presence or absence of “check for
understanding” in your present evaluation tool
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Practice collecting evidence of “check for
understanding”
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Check yourself – did your evidence contain bias or
opinion?
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Identify the presence or absence of “check for
understanding” in one of the NYSED approved rubrics
Thank you!
See you November 8, 2011
Same time, same place!