Independent and Peer Evaluation: Making the Work Matter August 28, 2015 Long Island Today’s Plan The NYS Teaching and Leadership Standards A Look to the Future Surprised me Implications for what we do Concerned me 2028 a What needs to be amplified to your staff? 5 Bolman and Deal’s Four Frames Structural Political Human Resource The Changes Symbolic 9 SLO’s APPR Growth Scores Budget Cuomo Opt Out Common Core 10 11 12 13 CULTURE 15 It’s all about attitude… Peer and Outside Evaluator Welcome to APPR! Which blob best represents you? Lead Evaluator Training • New York State Teaching Standards and Leadership Standards • Evidence-based observation • Application and use of Student Growth Percentile and VA Growth Model data • Application and use of the State-approved teacher or principal rubrics • Application and use of any assessment tools used to evaluate teachers and principals • Application and use of State-approved locally selected measures of student achievement • Use of the Statewide Instructional Reporting System • Scoring methodology used to evaluate teachers and principals • Specific considerations in evaluating teachers and principals of ELLs and students with disabilities Evidence Based Observation The observer is NOT the evaluator. The RUBRIC is the evaluator. The observer COLLECTS EVIDENCE. Evidence Based Observation •Specific •Objective •Data, Data, Data Description with Judgment “The teacher read from the book, The Giver, which was not at the appropriate level for the class.” “There was too much time on discussion, not enough time on individual work.” “The students conducted a sophisticated lab experiment.” Specificity of Evidence • “Students followed directions in the text to make circuit boards.” • What data might make this more specific? Objectivity/Specificity Matrix Judgmental Objectivity Specific and Judgmental General and Judgmental Specific and Descriptive General and Descriptive Descriptive Specific Specificity General Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education. Objectivity/Specificity Matrix Judgmental Objectivity Specific and Judgmental General and Judgmental “The teacher read from the book, The Giver, which was not at the appropriate level for the class.” “There was too much time on discussion, not enough time on individual work.” Specific and Descriptive General and Descriptive “Student 1 asked student 2: ‘What are we supposed to write down?’ Student 2 said, ‘I don’t know.’” “Students followed directions in the text to make circuit boards.” Descriptive Specific Specificity General Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education. Opportunity EVIDENCE for PracticeAMENDED ERROR # EX: 1. Teacher circulates Teacher responded to off-task behavior respectfully Not specific Teacher moved to the back of the room and spoke to four students. Mini-Observation Your Job Write specific and descriptive notes about what you see in the following classroom video, particularly things that align with Standards III, IV, and V.1 OR Domains 2 and 3. Observation Classroom 1: https://www.youtube.com/watch?v=ZFdeCkjwACQ Classroom 2: DVD Tuning our Observations Reread your notes from this first classroom observation. Choose three pieces of data and write a correlating evidence statement for each one on three separate sticky notes. Share with a neighbor. Help each other tune the data as necessary. Evidence Statements Standard III.1 III.2 Evidence Statement Rubric Tenets •Cognitive Engagement •Constructivism •21st Century Skills st Meet the 21 Century Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration st Meet the 21 Century Skills • Information Literacy • Media Literacy • ICT (Information, Communications, and Technology) Literacy st Meet the 21 Century Skills • Flexibility and Adaptability • Initiative and Self Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility Gradual Release of Responsibility and the Rubrics I do We do You do together You do Modeling Direct Instruction Guided practice Collaboration Independent Practice Measuring Student Autonomy The Gradual Release of Responsibility: 1. I DO 2.WE DO 3.YOU DO TOGETHER 4.YOU DO The Rubrics Ask: •Who bares the cognitive burden? Rubric Analysis Use your pen or highlighter to mark words or concepts that delineate between the performance levels. Rate the videos • Using your evidence statements and notes, apply the rubric to your observation evidence. Evaluate the Learning Where does the learning experience fall on the rubric? Last Thoughts •Specific and Objective •Student Centered •Autonomy •Opportunity for Practice of 21st Century Skills New York State Standards Jigsaw Activity • Groups of 4 • • • • #1 Read Knowledge of Content and Instructional Planning #2 Read Instructional Practice and Learning Environment #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth #4 Read Standards for Building and District Leaders Surprised me Concerned me Pleased me NYS Standards Needs to be amplified Inter-rater Reliability Inter-rater Reliability Perspective Matters Inter-rater Reliability Requires: ▫ Consistent definition of good teaching ▫ A shared understanding of the definition ▫ Skilled evaluators (Danielson) Inter-rater Reliability Discuss and reach consensus: ▫ What constitutes great student engagement? ▫ What does quality assessment look like in a lesson? ▫ What makes for strong questioning and discussion prompts? Inter-rater Reliability Process: ▫ Work on the consistent definition as a school/district, using the rubric ▫ Observe and rate classroom videos together ▫ Use “instructional rounds”, identifying two or three areas only ▫ Conduct joint observations and compare findings Wrapping it up Need to remember Want to learn more Must share with others Our Two Days What else?