Evidence Based Observation
Lead Evaluator Training
Part 1 – Welcome Back!
Can I have your attention please?
1
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Use examples of written observations
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Return to video after discussion
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Dive into the NYS approved rubrics
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Rating ½ staff on old form and rest of staff on
the other—How are schools handling this?
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We are focusing on one area (Check for
Understanding)—do we abandon the others?
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More sharing, more practice!
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Longer videos, watch a post conference
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How do we get the videos?
◦ New Teacher Center: Experienced Teacher—Module 1
◦ New Teacher Center: Beginning Teacher—Module 1
◦ Youtube.com— “Whole Brain” videos
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Identify the presence or absence of “check for
understanding” in your present evaluation tool
Practice collecting evidence of “check for
understanding”
Check yourself – did your evidence contain bias
or opinion?
Identify the presence or absence of “check for
understanding” in one of the NYSED approved
rubrics
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How did you do?
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What were you able to find out?
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What did you notice as you were observing
instruction?
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Explain the difference between current practice and
evidence based observation
Identify and define criteria for one area of effective
instruction around which evidence collection will be
focused
Define the differences between the definitions of
“student engagement” in the rubrics approved by
SED.
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Explain the impact of confusing and/or ambiguous
language on the process of teacher evaluation.
Describe strategies that a district could employ to
increase the quality of evaluations and the
agreement of evaluators.
Rewind…
Collection of factual information
Free of bias or opinion
Based on specific criteria
Used to provide feedback for reflection
and improvement of teacher practice
Highlight examples of
evidence
Underline words that
show bias or opinion
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Pink: Danielson’s Framework for Teaching (ASCD)
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Orange: Danielson (2011 Revised Edition)
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Tan: Marshall’s Teacher Evaluation Rubric
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Green: Marzano’s Causal Teacher Evaluation
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Blue: NYSTCE Framework for the Observation of
Effective Teaching (Pearson)
Purple: Thoughtful Classroom Teacher Effectiveness
(Silver Strong & Associates)
All students are visibly participating in
activities/learning that is relevant to
the objective.
All students used the response clickers to answer the
question the teacher posed, “How many sides does a
square have?”
The teacher stated to the class, “Using the index cards
on your desk, write three pieces of information you
must include in your resume.” All of the students wrote
on the index cards.
Envelopes (with “cut up” sentences enclosed) were
placed on the table. All students took an envelope
from the table, returned to their desks, and put the cut
up sentences in order.
The teacher stated, “Write 6X4= on your white board
and then solve.” All students wrote the equation on
their boards and solved. When the teacher said,
“Show!” all the students held up their boards for the
teacher to see.
What did you collect?
All students mirrored the teacher’s physical
actions when she stated, “Mirror me please.”
The teacher clapped and said, “Teach.”
Students clapped and said, “Ok.” Then, all
students faced one another (in pairs) to mirror
their partner’s physical actions. The 4 types of
slopes of lines were stated by the student
labeled “North” in each pairing.
What did you collect?
During the “quiz,” the teacher pointed to lines
posted on the board in the front of the room.
All students faced Ms. Dewit and used hand
gestures to represent negative, positive,
undefined or no slope.
What did you collect?
Mr. Taylor stated to the class, “When you have a
picture of a vegetable in your mind, please
stand up.” All students stood up.
Mr. Taylor projected photos of vegetables on
the screen in the front of the room. Students
sat down if the vegetable on the screen
matched the vegetable they “had in their head.”
What did you collect?
6 students were still standing after the photos
were shown. Mr. Taylor called on the students
individually to share the vegetable they “had in
their heads.”
Mr. Taylor stated, “Can you please write 3
things you know about plants?” All students
wrote on the small pieces of paper provided at
the start of class.
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Practice collecting evidence of “check for
understanding” and “student engagement”
Examine an observation that you have
completed, looking for evidence and
bias/opinion
Identify the presence or absence of “check for
understanding” in one of the NYSED approved
rubrics