Teacher Observation Training
August 30, 2011
facilitated by Dr. Ellen O’Donnell, Cheryl Covell, and
Dr. Heather Sheridan-Thomas
TST BOCES Network Team
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
DAY 1 AGENDA
• Introductions
• Overview, Objectives, and Context
• Highly Effective Teaching
• Priorities of the Frameworks
• Teacher Evaluation
• Observation Skills – Evidence vs. Inference/Opinion
• Observation Practice
• Asking Clarifying Questions
• Wrap Up & Evaluation
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Workshop Objectives
Day 1
•
Understand how teacher performance evaluation fits into the big picture of Race to the Top initiatives to enhance
learning for all students
•
Develop an awareness of how a common understanding of highly effective teaching is required to drive a rubricbased teacher evaluation system
•
Understand how a common language can create and support professionalism and a culture for learning
•
Understand the relationship between the NYSED Teaching Standards and the NYSUT and Framework for Teaching
rubrics by which the teaching standards are assessed
•
Develop a beginning awareness of the shifts in teacher performance delineated by rubric levels
•
Understand the common priorities underlying the rubrics
•
Review the elements and qualities of an effective teacher evaluation system
•
Begin to hone observation skills to focus on
• Evidence Collection
• Alignment of evidence with Standards & Domains
• Asking clarifying questions to promote professional reflection & growth
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
RTTT – Improving
Instruction for All Students
• Standards and Assessments
• Common Core Learning Standards
• Revised assessments in 2012-2013
• Data Systems
• NYS Data Portal Development
• Data-driven Instruction/ Inquiry Teams
• Great Teachers and Leaders
• Teacher Performance Evaluation
• Principal Performance Evaluation
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
NYS Teacher
Evaluation Road Map
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
How will Teachers and Principals be
evaluated?
Other 60 points?
The regulations require that at least 40 out of the 60
points is to be based on multiple classroom
observations—meaning 2 or more—by a principal or
other trained administrator. Classroom observations
may be performed in person or by video.
In addition, teachers may be observed by trained
independent evaluators or in-school peers.
Other 60 points?
The remaining points of the 60 points can be based on a
combination of any of the following criteria:
• structured review of student work;
• teacher artifacts using portfolio or evidence binder
processes;
• feedback from students, parents, and/or other teachers
using structured survey tools;
• teacher self-reflection and progress on professional
growth goals (maximum of 5 points).
Focus on Shared Understandings of the
Rubrics
and Sharpening Evaluation Skills
• Today’s focus is on understanding the common
underpinnings of two rubrics that will be used
regionally, and their connection to the NYS
Teaching Standards, as well as unpacking the rubric
criteria and beginning to practice the collection of
observational evidence related to those criteria.
• We will maintain a “Parking Lot” for questions
related to APPR regulations.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Highly Effective
Instruction
• Imagine you are in the classroom of a highly effective
teacher:
• What would you see?
• What would you hear?
• What would the students be doing or saying?
• Individually, write one idea per post-it note.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Highly Effective Instruction
• At your table, group your sticky notes into bigger
categories that define high quality teaching and
learning.
• Go with your table group to one of the Teaching
Standards charts on the wall. Group your sticky
notes by Standard. Talk about the degree to which
this did or did not require re-grouping.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Teaching Standards:
NYSUT Rubric
• Standard 1: Knowledge of Students & Student Learning
• Standard 2: Knowledge of Content and Instructional Planning
• Standard 3: Instructional Practice
• Standard 4: The Learning Environment
• Standard 5: Assessment for Student Learning
• Standard 6: Professional Responsibilities
• Standard 7: Professional Growth
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
NYSUT Rubric Vocabulary
Standards
Summary statements
Elements
Indicators
Knowledge of Students & Student
Learning
Element 1.1 Demonstrate
knowledge of child and adolescent
development including cognitive,
language, social, emotional, and
physical developmental levels.
A) Describes developmental characteristics
of students
With rubrics
17
Developed by TLS, Inc. NYSUT Rubrics
Teaching Framework
Domain 1: Planning and Preparation
Domain 2: The Classroom
Environment
Domain 4: Professional Responsibilities
Domain 3: Instruction
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Framework Vocabulary
Domains
Components
Elements
With rubrics
Standard
1: Planning and Preparation
Component 1a. Demonstrating
knowledge of content and
pedagogy
A) Knowledge of content and structure of
the discipline
B) Knowledge of prerequisite relationships
C) Knowledge of content-related pedagogy
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Crosswalk between the NYSED Teaching Standards
and the ASCD Framework for Teaching Rubrics
NYSED Teaching Standards
FFT Rubrics
Standard 1:Knowledge of Students and Student
Learning
Elements 1.1-1.6
Domain I: Planning and Preparation
Component 1B: Knowledge of Students
Standard 2: Knowledge of Content and Instructional
Planning
Elements 2.1-2.6
Domain 1: Planning and Preparation
Components: 1A, 1C – 1F
Standard 3: Instructional Practice
Elements 3.1-3.6
Domain 3: Instruction
Components: 3A-3E
Standard 4: Learning Environment
Elements 4.1-4.4
Domain 2: Classroom Environment
Components 2A-2E
Standard 5: Assessment for Student Learning
Elements 5.1-5.5
Domains 1, 3, 4,
Components 1F, 3D
Standard 6: Professional Responsibilities and
Collaboration
Elements 6.1-6.5
Domain 4: Professional Responsibilities
Components 4B, 4C, 4F
Standard 7: Professional Growth
Elements 7.1-7.4
Domain 4: Professional Growth
Components 4A, 4D, 4E
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics - ASCD
Common Themes of Both
Rubrics
• Equity
• Cultural competence
• High expectations
• Developmental appropriateness
• A focus on individuals, including those with special
needs
• Appropriate use of technology
• Student assumption of responsibility
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Exploring the Priorities of the Rubrics
Observing with a Focus on the Priorities
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
22
Priorities of the Rubrics
• Cognitive Engagement
• Constructivist Learning
• 21st Century Skills
The LEARNING is done by the LEARNER!
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Priorities of the Rubrics
• Cognitive Engagement
• “Effective” = students must be cognitively engaged
• “Highly Effective” = cognition, meta-cognition, and student
ownership of their learning
• Constructivist Learning
• Effective and Highly Effective practice must have evidence of
learning experiences designed to facilitate students’
construction of knowledge.
• 21st Century Skills
• Effective and Highly Effective practice must plan for and
have evidence of application of college career-readiness skills
and dispositions
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
24
Building Understanding of the
Priorities – Text jigsaw
• At your table, each person should choose one of
the 4 articles, being sure that all 4 are covered.
1. Conley, D. (2011). “Building on the Common Core.” Educational Leadership.
Alexandria, VA: ASCD. (pages 16-20)
2. An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000).
Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony. Boulder,
CO: Westview Press (Pages 30-31)
2.“TST BOCES 21st Century Learning Focus Areas (Draft)” (2011). TST BOCES 21st
Century Learning Task Force ( Task Force of the IPC)
3. Excerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling.
Making the Connection.” Phi Delta Kappan: 697-702, May ; and “Constructivist
Processes and Education” From William F. Brewer, on-line at Education
Encyclopedia, Learning Theory: Constructivist Approaches.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Building Understanding of
the Priorities – Text jigsaw
• After everyone has read their article, discuss how
these articles enhance your understandings of
cognitive engagement, constructivist learning, and
21st century skills, as well as the connections to
current initiatives.
• Be prepared to share ONE idea per table about how
your understanding of one of the priorities was
enhanced.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Instruction- Activity
• Read the Rubric Component that has been assigned to your
group.
• As a group, discuss the following, taking notes on the
provided chart paper:
– Summarize the concepts within your rubric and how it
supports cognitive engagement and constructivist
learning.
– List in two columns what students would be doing that
demonstrates evidence of cognitive engagement and
constructivist learning and how teachers would be
supporting them.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
27
Instruction- Gallery Walk
• Walk around and look at your colleagues’ charts of
each instructional component.
• During your walk, add sticky note comments to at
least TWO of the charts. You might comment on:
• the kinds of activities students are engaged in – how
prevalent are they? Do they seem like they would
prepare students to be “college & career ready”?
• the type of activities teachers are engaged in – how
often do you observe these activities?
• Any other thoughts you have.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Engagement in Action
Video observation:
• Observe what students are doing that shows
evidence of cognitive engagement,
constructing meaning, and/or engaging in
21st century skills.
• Collect evidence from the video; be prepared
to share your evidence.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
29
Video Debrief &
Reflection
• Share with a partner:
• What evidence did you see in the video of cognitive
engagement, constructivist learning, or 21st century
skills?
• Write for about 5 minutes on the following topic: In
what ways are the priorities we discussed this
morning a “shift”? Do what degree will they be a
shift for the teachers in your building? What are your
beginning thoughts on how to share information
about these shifts with teachers?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Levels of Performance
• Unsatisfactory / Ineffective – Teaching shows evidence
of not understanding the concepts underlying the
component - may represent practice that is harmful requires intervention
• Basic / Developing– Teaching shows evidence of
knowledge and skills related to teaching - but inconsistent
performance
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Levels of Performance
• Proficient / Effective- Teaching shows evidence of
thorough knowledge of all aspects of the profession.
Students are engaged in learning. This is successful,
accomplished, professional, and effective teaching.
• Distinguished / Highly Effective– Classroom functions as a
community of learners with student assumption of
responsibility for learning.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Levels of Performance and Student
Achievement – Research
Research Findings from Cincinnati
(National Bureau of Economic Research, 2010)
• Teachers have substantial effect on student achievement
• Correlation between FFT based evaluation and student
achievement
• Evaluation using the FFT found:
– Unsatisfactory and Basic: students had lower gains than expected
– Proficient: students made expected gains
– Distinguished: students made positive, and greater than expected
gains
http://papers.ssrn.com/sol3/papers.cfm?abstract_ id= 1565963
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Reviewing the Levels of
Performance
• Read the descriptors for Component 3c or
Standard 3e of your chosen rubric
• Highlight the verbs / phrases that
distinguish the differences among the
levels of performance
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Observing and Evaluating Practice
Developed by Teaching Learning
35 FFT
Solutions, Inc.
Rubrics-ASCD
Teacher Evaluation - Purposes
• Why do we evaluate
teachers? Brainstorm briefly
at your table.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Teacher Evaluation - Purposes
• Quality Assurance
• Professional Learning – Improving
teacher quality
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Teacher Evaluation
• Discuss at your table and be prepared to share one
idea per table:
• Why hasn’t teacher evaluation traditionally
resulted in professional growth?
• What conditions support professional growth and
how can teacher evaluation be accomplished in a
way to meet those conditions?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Three “Gates” for Effective
Teacher Evaluation
• Fairness
• Reliability
• Validity
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Best Practices in Evaluation
• Quality of
work – rubric
criteria
• Student
progress
• State
Assessment
• Benchmark
assessments
• Common
assessments
• Teachermade
assessments
• Processes and
procedures for
gathering
information
about quality
of work
• Procedures for
gathering
information
about student
progress
• Student
learning
• Teacher rating
• Direction for
professional
growth
• Determination
of employment
• Compensation
• Career ladder
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Best Practices in Observing
• Observers must
understand the
Criteria
• Observers must
have a focus on
constructing
meaning through
cognitive
engagement
• Observers must be
able to identify
appropriate data
(evidence) to paint
an accurate picture
of educators’ work
• Observer must
understand the
process including
it’s intent or
purpose.
• Observer must
follow process with
fidelity, engaging
the educator in
discussion along the
way
• Observer must
maintain
consistency and
fairness from
educator to
educator
• Observer must align
evidence to
appropriate
component
• Observer must level
evidence accurately
• Observer must have
sufficient evidence
to support rating
• Observer must have
skill in engaging
educator in
conversation around
level and direction
for future
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Evidence or
Inference/Opinion
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Evidence
• Evidence is a factual reporting of events.
• It may include teacher and student actions and/or behaviors.
• It may also include artifacts prepared by the teacher, students, or
others.
• It is not clouded with personal opinion or biases.
• It is selected using professional judgment by the observer and / or
the teacher.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Types of Observation
Evidence
• Verbatim scripting of teacher or student comments:
“Bring your white boards, markers and erasers to the carpet and sit on your
square.”
• Non-evaluative statements of observed teacher or student
behavior:
Teacher presented the content from the front of room.
• Numeric information about time, student participation, resource
use, etc.:
[9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29
• An observed aspect of the environment:
Desks were arranged in groups of four with room to walk between each
group.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Evidence vs.
Inference/Opinion…
• Read evidence statement you wrote as you
watched the earlier video. Decide – is it
evidence or inference/opinion?
• Discuss your answer with your elbow partner.
• If you agree that the statement is an inference or
opinion, reword the statement so that it is an
evidence statement.
• Be prepared to discuss statements about which
you have questions.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
What is Evidence? - Review
• Actions, by teacher or students
• Statements or questions, by teacher or students
• Observable features of the classroom
• Review the evidence collected previously – is it
evidence? Or opinion?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Bias
Definition:
Attaching positive or negative meaning to elements in our
environment based on personal or societal influences that
shape our thinking.
A biased judgment is based on outside influences and is not
necessarily related to a teacher’s effectiveness.
• Example: “Mrs. T does so much for the school, she is an
excellent teacher. “
• The actual classroom evidence may not support the rating of
the teacher as “excellent.”
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Individual Professional Bias
Reflection:
• Make your own personal list of biases to be aware of
when you assess teaching performance.
• Determine if the bias leads you to assign a higher or
lower rating when evaluating teacher performance,
and write a + or – next to each statement.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
The Evidence Cycle
COLLECT
DATA
(Evidence)
SORT TO
ALIGN
WITH YOUR
FRAMEWORK
Interpret:
Clarify
Conclusions
NO!
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
1st Observation Practice
INSTRUCTION
• Priorities of the rubrics
• Cognitive Engagement
• Constructivist Learning
• 21st Century Skills
• Review:
• What type of evidence must you collect to assess the priorities
of the rubrics?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Observing Practice
• Observe the video
• Collect evidence of Domain 3:
Instruction/ Standard 3:
Instructional Practice
• Be prepared to share your
evidence
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Checking Evidence
• Use the self-check questions to review your evidence
collection
Have I recorded only facts?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I quantified words such as few,
some, and most?
Have I used quotation marks when quoting a teacher or
student?
Does my selection or documentation of evidence indicate
any personal or professional preferences?
Have I included any opinion (in the guise of fact)?
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Observing Practice: Sorting
Evidence
• With a partner, sort your
evidence so that it aligns
with the appropriate criteria
in your rubric for instruction
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Observing Practice:
Clarifying Questions
• With your partner, develop questions you
have about the lesson you observed that
must be answered before you rate the
teacher’s performance?
• We will come back to your questions after
the next segment of Table Talk. Be
prepared to share one or two of your
questions at that time.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
The Complexity of Teaching
“After 30 years of doing such work, I have
concluded that classroom teaching … is
perhaps the most complex, most challenging,
and most demanding, subtle, nuanced, and
frightening activity that our species has ever
invented. ..The only time a physician could
possibly encounter a situation of comparable
complexity would be in the emergency room
of a hospital during or after a natural
disaster.”
Lee Shulman, The Wisdom of Practice
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
A Culture of Professional Inquiry
• Professional learning never ends.
• It is every teacher’s responsibility to engage in
professional development.
• Teaching is so complex that it is never done perfectly.
• Every educator can always become more skilled.
Making a commitment to do so is part of the essential
work of teaching.
Charlotte Danielson
The Handbook for Enhancing Professional Practice
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
A Culture of Professional Inquiry
Should:
• Infuse a school’s practices related to professional
development;
• Be reflected in the school’s practices surrounding
mentoring and teacher evaluation; and
• Regard mentoring and evaluation as ongoing
learning.
Charlotte Danielson
The Handbook for Enhancing Professional Practice
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Teacher Evaluation…
“Teacher evaluation can be an opportunity for genuine
professional learning. When organized around
clearly established and accepted standards of
practice, teacher evaluation offers an opportunity for
educators to reflect seriously on their practice, and
promote learning.”
Charlotte Danielson
The Handbook for Enhancing Professional Practice
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Table Talk
• Discuss the content of the previous 4 slides with
your colleagues.
• What cultural and structural conditions must be in place
to create and sustain a climate of professional inquiry?
• In what ways does the type of questions observers ask of
teachers promote – or inhibit – such a climate?
• Be prepared to share your discussion.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Question Review
• Return to the questions you and your partner created
after observing the lesson
• Reframe your questions to ensure that they are designed to
promote a climate of professional inquiry
• Consider the following:
• How does the question make you feel?
• How might the teacher respond to the question?
• Revise your questions as necessary.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Workshop Objectives
Day 1
•
Understand how teacher performance evaluation fits into the big picture of Race to the Top initiatives to enhance
learning for all students
•
Develop an awareness of how a common understanding of highly effective teaching is required to drive a rubricbased teacher evaluation system
•
Understand how a common language can create and support professionalism and a culture for learning
•
Understand the relationship between the NYSED Teaching Standards and the NYSUT and Framework for Teaching
rubrics by which the teaching standards are assessed
•
Develop a beginning awareness of the shifts in teacher performance delineated by rubric levels
•
Understand the common priorities underlying the rubrics
•
Review the elements and qualities of an effective teacher evaluation system
•
Begin to hone observation skills to focus on
• Evidence Collection
• Alignment of evidence with Standards & Domains
• Asking clarifying questions to promote professional reflection & growth
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Debrief and Closure
• Next steps –
• Future sessions at BOCES
• In your districts?
• Got It/Want It/Questions
• Please remember to complete the workshop
evaluation
Thank you for your participation!
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD