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?