Teacher Observation Packet

Other Measures 60%

August 2012

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OBSERVATIONS BEFORE APPR:

Think about the observation process you have experienced in your building at Newfane over the past several years. Share these experiences with your table partners. Use the space below to record the key elements of this process. (AVID Reflection strategy and Collaboration strategy)

Observations before APPR:

(How many were required for tenured/non-tenured teachers? Who were the observers? How often were they completed? What were the specific components of the observation process?)

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OBSERVATIONS AFTER APPR:

Read below the NEW requirements for observations under APPR. Circle key terms, words, and numbers. Underline important information relevant to the new observation process. (AVID Marking the TEXT strategy)

The “Other Measures of Effectiveness” represents 60 points of a teachers overall APPR rating.

The NTA negotiated with the District to create this new process for observing tenured and non-tenured teachers.

Teachers must have multiple (at least two) classroom observations by a principal or other trained administrator (Curriculum Director, Special Education Director, Superintendent). These observations will account for 40 points of the 60 total points in this “Other Measures” section of APPR. At least one of the observations must be unannounced. The remaining 20 points from this section will be assigned through structured reviews of lesson plans, student portfolios, or other teacher artifacts collected and reviewed at the pre-observation conference and post-observation conference.

The District and the NTA have agreed to use Danielson’s Framework for Teaching (2011 Revised Edition) as the rubric for teacher classroom observations.

Tenured Teachers:

One UNANNOUNCED informal observation – “Walk Through”o No more than 15-20 minutes in lengtho Not carried out in the first or last week of any semester or within 2 days of

a school break.o Conducted as a means to provide a forum for the observer and teacher to

conduct a dialogue regarding effective professional practices. o No points are assigned to the walk through.o See “Walk Through” Form

One ANNOUNCED formal observation which includes the following:o Pre-observation conference which shall occur within five school days

preceding the observation (worth 10 points) See Pre-Observation Formo Formal observation which the observer will utilize the Danielson

Framework for Teaching(2011 Revised Edition). Each domain be worth 10 points.

o Post-observation conference will be worth 10 points. This conference shall occur within ten school days of the observation. Teachers may be asked to submit additional relevant lesson plans, self-reflections, teacher artifacts, student work, etc. (See Teacher Lesson Reflection Form)

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Probationary Teachers:

Two ANNOUNCED formal observations which will follow the same process described for the tenured teacher.

o The principal will decide which of the two formal observations conducted shall be counted toward the 40 points for this component.

Two UNANNOUNCED observations, “Walk Throughs” which follow the same process described for the tenure teacher.

Any certified administrator employed by the District can conduct observations of non-tenured and tenured teachers.

Teachers shall receive scores and any narrative feedback within ten school days of the actual observation. This timeframe may be waived for a short period of time due to extenuating circumstances if agreed to by both the observer and the teacher.

If an evaluator makes a judgment that the overall score places the teacher at the “ineffective” or “developing “ level, it is understood that a narrative written feedback shall accompany the score that includes, but is not limited to, feedback which explains the judgment and which offers suggestions for more effective practice.

Materials submitted as artifacts shall be retained by the principal until the scoring is complete at which time it will be returned to the teacher. Such materials will not be copied, disseminated or otherwise made public without the teacher’s written agreement.

At the conclusion of the observation process, teachers will receive HEID scores and HEDI ratings based on rubrics negotiated by the District and the NTA. (See attached rubric)

Highly Effective is the top rating. This rating means that the overall performance and results exceed NYS Teaching Standards. In the “Other Measures” portion of APPR, score bands of 59-60 points equate to a Highly Effective rating.

Effective is the next highest rating. This rating means that overall performance and results meet NYS Teaching Standards. Scores between 57 and 58 points equate to an Effective rating.

Developing is the 3rd level. This rating means that overall performance and results need improvement in order to meet NYS Teaching Standards. Scores that fall between 50-56 points receive the Developing rating.

Ineffective is the last level. This rating means that overall performance and results do not meet NYS Teaching Standards. Scores from 0-49 fall into this rating.

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New Observation Process

Key Components:

Multiple observations – “Walk Through” & Formal Observation

Walk Through (15-20 minutes) – UNANNOUNCED; No points assigned – Discussion points for observer and teacher

Formal Observationo Pre-observation form and meeting (10 points)o Observation – Danielson Rubric (Each domain 10 points)o Post-observation Meeting (10 points)

Reflection Form Student work/Teacher artifacts – as needed

Tenure Teachers – 1 Formal; 1 Walk Through

Non-Tenure Teachers – 2 Formal; 2 Walk Through

Overall Rating based on the NTA/District negotiated HEDI rubric

Highly Effective – 59-60; Effective – 57-58; Developing – 50-56; Ineffective – 0-49

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OBSERVATIONS VENN DIAGRAM

Work with your elbow partners to compare and contrast the BEFORE APPR Observation Process to the AFTER APPR Observation Process. Use the Venn diagram below to record your information.

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Administrator _______________________________ Teacher _____________________________

Subject /Grade______________________ Date ____________________ Time/Period ____________

Number of students: ___________________________

Plan Book ( YES / NO ) Learning Target Visible ( YES / NO )

Setting Arrangement – Evidence of student collaboration/engagement

% of observed students actively engaged with the learning

Levels of thinking and questioning observed among students (use Bloom or Costa or both)?

Performance of understanding evident ( YES / NO )

Further comments:

Newfane Central School District

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Newfane Central School DistrictWalk-Through Evaluation Form

Formal Observation Guide

Teacher Name: ________________________________________________________

Administrator Name: ___________________________________________________

Complete the Pre-Observation Form and submit the form to your observer before your pre-observation meeting.

(1) Pre-Observation Conference: (10 Points)

Date: ___________________ (Within 5 days of observation)

(2) Lesson Observation:

Date: ___________________

Administrator:Using the Danielson Observation Notes document evidence of lesson/instruction strengths and weaknesses.

Teacher:Provide lesson plan and/or plan book for administrator to review. Collect work samples (if appropriate) and evidence to support Domain 4 (if appropriate).

(3) Observation Follow-Up: (40 Points – 10/Domain)

Administrator:Complete the Post-Observation Conference Form.

Teacher:Complete the Teacher Lesson Reflection form to be submitted to administrator prior to Post-Observation conference.

(4) Post-Observation Conference (10 Points)

Date: _______________________ (With in 10 days of observation)

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Newfane Central School DistrictPre-Observation Conference Form

Please complete this form and give a copy to your observer before your pre-observation meeting. These questions will be discussed at the meeting.

Teacher __________________________ Administrator __________________________

Conference Date/Period: _____________ Observation Date/Period: _________________

1. To which part of your curriculum does this lesson relate? (Example: lesson on fractions)

2. How does this learning “fit” in the sequence of learning for the class? (Example: intro/mastery lesson – lesson 3 in unit, etc.)

3. Briefly describe the students in this class, including those with special needs.

4. What are your learning outcomes for this lesson? What do you want the students to understand? What standards (common core & content) are you focusing on?

5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets of other materials the students will be using.

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6. How will you differentiate instruction for different individuals or groups of students in the class?

7. How and when will you know whether the students have learned what you intend?

8. Is there anything that you would like me to specifically observe during the lesson?

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Newfane Central School DistrictDanielson Observation Notes

Teacher Name ______________________________Administrator ___________________

Date ________________________ Grade ______________ Subject ___________________

Domain 1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

The teacher demonstrates knowledge of the content and of the structure of the discipline knowledge of prerequisite relationships, and common student misconceptions.

Evidence

1b: Demonstrating Knowledge of Students The teacher demonstrates familiarity with individual students’ backgrounds, cultures, skills, language proficiency, interests, and special needs.

Evidence

1c: Setting Instructional Outcomes The teacher’s instructional purpose is clear, reflecting rigorous learning and curriculum standards. Different types of content are represented (e.g., knowledge, thinking skills).

Evidence

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Clinical Observation Notes—Continued Domain 2: The Classroom Environment

2a: Creating an Environment of Respect and Rapport

Classroom interactions between the teacher and students are respectful, reflecting warmth and caring and sensitivity to students’ cultures and levels of development. Student interactions are respectful.

Evidence

2b: Establishing a Culture for Learning The level of energy, from both students and teacher, is high, creating a culture for learning in which the subject is important and students clearly take pride in their work.

Evidence

2c: Managing Classroom Procedures Little instructional time is lost because of classroom routines and procedures, transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. Students contribute to classroom routines.

Evidence

2d: Managing Student Behavior Standards of conduct are clear, with teacher’s sensitive monitoring of student behavior and subtle response to misbehavior.

Evidence

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Clinical Observation Notes—Continued

Domain 2: Classroom Environment

2e: Organizing Physical Space The classroom is safe, and the physical environment ensures the learning of all students and is conducive to the goals of the lesson. Technology is used skillfully, as appropriate to the lesson.

Evidence

Domain 3: Instruction

3a: Communicating with Students Expectations for learning, directions, and procedures are clear to students. The teacher’s explanation of content is effective and anticipates possible student misconceptions.

Evidence

3b: Using Questioning and Discussion Techniques

The teacher’s questions are at a high cognitive level, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate.

Evidence

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Clinical Observation Notes—Continued

Domain 3: Instruction Continued

3c: Engaging Students in Learning Students are engaged throughout the lesson in learning. The activities, student groupings, and materials are appropriate to the instructional outcomes. The lesson’s structure is coherent, with suitable pace.

Evidence

3d: Using Assessment in Instruction Assessment is used in instruction, through self-assessment by students, monitoring of progress of learning by teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work.

Evidence

3e: Demonstrating Flexibility and Responsiveness

The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher adjusts the lesson when needed.

Evidence

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Newfane Central School DistrictTeacher Lesson Reflection Form

Teacher __________________________ Administrator __________________________Lesson Date ___________________ Post-Observation Conference Date ________________

Complete this self-assessment of the lesson, indicating your perception of the level of performance for each component (as appropriate) and citing evidence for each. These will be discussed in your post-observation conference.

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? (Domain 1 & 4)

If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? (Domain 3)

Comment on your classroom procedures, student conduct, and your use of physical space. To what extend did these contribute to student learning? (Domain 2)

Did you depart from your plan? If so, how and why? (Domain 1 & 4)

Comment on different aspects of your instructional delivery (e.g. activities, grouping of students, materials and resources.) To what extent were they effective? (Domain 3)

If you had a chance to teach this lesson again to the same group of students, what would you do differently? (Domain 1 & 4)

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Post-Observation FormName of Teacher: Administrator:

Grade: Subject:

Date:

Pre-Conference Total (Out of 10) Pre-Conference Average Points Conversion

Comments:

Domain 1: Planning and Preparation U B P D1a: Demonstrating knowledge of content and pedagogy.    

1b: Demonstrating knowledge of students      1c: Setting instructional outcomes      1d: Demonstrating knowledge of resources      1e: Designing coherent instruction      1f: Designing student assessments      

Total Points Total Average Points for Domain 1

Comments:

Domain 2: Classroom Environment U B P D2a: Creating an environment of respect and rapport        2b: Establishing a culture for learning        2c: Managing classroom procedures        2d: Managing student behaviors        2e: Organizing physical space        

Total Points Total Average Points for Domain 2

Comments:

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Domain 3: Instruction U B P D3a: Communicating with students        3b: Using questioning and discussion techniques        3c: Engaging students in learning        3d: Using assessment in instruction        3e: Demonstrating flexibility and responsiveness        

Total Points Total Average Points for Domain 3

Comments:

Domain 4: Professional Responsibilities U B P D4a: Reflecting on teaching      4b: Maintaining accurate records      4c: Communicating with families      4d: Participating in a professional community      4e: Growing and developing professionally       4f: Showing professionalism      

Total Points Total Average Points for Domain 3

Comments:

Post-Conference Total (out of 10) Post-Conference Average Points Conversion

Comments:

TOTAL Average Points

HEDI Conversion (See conversion Chart)

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Teacher ObservationHEDI Conversion Chart

Ineffective Ineffective1.000 0 1.333 411.008 1 1.342 421.017 2 1.350 431.025 3 1.358 441.033 4 1.367 451.042 5 1.375 461.050 6 1.383 471.058 7 1.392 481.067 8 1.400 491.075 9 Developing1.083 10 1.5 501.092 11 1.6 50.71.100 12 1.7 51.41.108 13 1.8 52.11.115 14 1.9 52.81.123 15 2.0 53.51.131 16 2.1 54.21.138 17 2.2 54.91.146 18 2.3 55.61.154 19 2.4 56.31.162 20 Effective1.169 21 2.5 571.177 22 2.6 57.21.185 23 2.7 57.41.192 24 2.8 57.61.200 25 2.9 57.81.208 26 3.0 581.217 27 3.1 58.21.225 28 3.2 58.41.233 29 3.3 58.61.242 30 3.4 58.81.250 31 Highly Effective1.258 32 3.5 591.267 33 3.6 59.31.275 34 3.7 59.51.283 35 3.9 59.81.292 36 4.0 601.300 37 60.25 (round to 60)1.308 381.317 391.325 40

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“Other Measures of Effectiveness” Reflection:

Use the space below to jot down your thoughts about this new process. What do you like? What don’t you like? What makes sense? What questions do you have?

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Meet with your clock partners to reflect on this new observation process.

Share with your partner THREE (3) things that are clear to you about this new process, TWO (2) things that are different or worrisome about this new process, and ONE (1) question that you have that needs clarification.

(3,2,1 AVID Reading Strategy)

Write this ONE question on a sticky note and place it on the “Other Measures – 60%” APPR Parking Lot.

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APPENDIX

Attached below are materials to help support teachers with the observation process and that were used in this presentation.

1. Danielson Rubrics

2. AVID/Costa/Bloom Higher Levels of Thinking and Questioning

3. AVID Collaboration Clock Partners

4. AVID Marking the Text

5. AVID 3,2,1 Activity

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