SEPTEMBER 20, 2011

facilitated by Dr. Heather Sheridan-Thomas

TST BOCES Network Team

Lead Evaluator of Teachers Training: Session 2

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Session 2 AGENDA• Overview of 9 Criteria for Lead Evaluator Training• Reminder of Priorities of the Frameworks• Observation Practice 1

• Scripting, Checking, Categorizing• Asking Clarifying Questions• Leveling the Performance Based on a Rubric

• Observation Practice 2• Scripting, Checking, Categorizing• Asking Clarifying Questions• Leveling the Performance Based on a Rubric

• Wrap Up & EvaluationDeveloped by Teaching Learning Solutions, Inc. FFT

Rubrics-ASCD

Workshop Objectives: SESSION 2Participants will:

• Understand the 9 APPR criteria for Lead Evaluator Training & how BOCES training will address these

• Remember/reconsider the common priorities underlying the rubrics

• Practice observation skills, focusing on:• Evidence collection & self-check• Alignment of evidence with Standards & Domains• Asking clarifying questions to promote professional

reflection & growth• Leveling the teacher’s performance based on a rubric

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

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

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Priorities of the Rubrics

• TASK: For your assigned priority, work with your partner/group to come up with:• A brief definition• A few “look-fors” for observing this priority in

the classroom ( you can pick a grade &/or subject)

• If possible, an example you have observed in a classroom

PRIORITIES = Cognitive Engagement, Constructivist Learning, 21st Century Skills

Priorities of the Rubrics• Cognitive Engagement

• “Effective” = students must be cognitively engaged • “Highly Effective” = cognitive engagement PLUS meta-

cognition and student ownership of their learning• Constructivist Learning

• Effective and Highly Effective = evidence of learning experiences designed to facilitate students’ construction of knowledge & connections to prior knowledge.

• 21st Century Skills• Effective and Highly Effective = evidence of application

of 21st Century college & career-readiness skills and dispositions

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD6

Observing Practice• Observe the video • Collect evidence, especially 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 collectionHave 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

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

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.

• Be prepared to share one or two of your questions.

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Question Review• Review the questions you and your partner

created• Be sure to frame 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

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Leveling Teacher Performance

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The Evidence Cycle

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

COLLECTDATA

(Evidence)

SORT TOALIGN

WITH YOURFRAMEWORK

Interpret:Clarify

Conclusions

Impact on learning…Support needed…

NO!

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

• 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

Levels of Performance

Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

• 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.

Levels of Performance

Debrief and Closure

• Next steps – • Future sessions at BOCES• How are you sharing this information

with teachers?• Got It/Want It/Questions• Please remember to complete the

workshop evaluationThank you for your

participation!Developed by Teaching Learning Solutions, Inc. FFT Rubrics-

ASCD