TEACHER EVALUATION TRAINING
FOR PRIMARY/SECONDARY
EVALUATORS:
CLASSROOM OBSERVATION AND
FEEDBACK PART 1
NIESC Training: 2016-2017
Agenda for this session:
• Rubric Structure
• Rubric Scoring
• Rubric Study: Prep
• Rubric Study: 3 Competencies
• Giving Concrete/Actionable Feedback
2
Professional Practice is measured using the Indiana
Teacher Effectiveness Rubric.
Domain 1:
Planning
Core
Professionalism
Teacher
Effectiveness
Rubric
Domain 2:
Instruction
Domain 3:
Leadership
3
Each domain has several competencies and indicators to
help the evaluator determine what to look for.
Domain 1: Planning
Performance
Level Ratings
Competencies
Competencies
1.1
Utilize
Assessment Data
to Plan
1.2
Set Ambitious
and Measurable
Achievement
Goals
1.3
Develop
Standards-Based
Unit Plans and
Assessments
Highly Effective (4)
Effective (3)
Improvement Necessary (2)
Ineffective (1)
At Level 4, a teacher fulfills the
criteria for Level 3 and additionally:
- Incorporates differentiated
instructional strategies in planning to
reach every student at his/her level of
understanding
At Level 4, a teacher fulfills the
criteria for Level 3 and additionally:
- Plans an ambitious annual student
achievement goal
Teacher uses prior assessment
data to formulate:
- Achievement goals, unit plans,
AND lesson plans
Teacher uses prior assessment data
to formulate:
- Achievement goals, unit plans, OR
lesson plans, but not all of the above
Teacher rarely or never uses prior
assessment data when planning.
Teacher develops an annual
student achievement goal that is:
- Measurable;
- Aligned to content standards;
AND
- Includes benchmarks to help
monitor learning and inform
interventions throughout the year
Based on achievement goals,
teacher plans units by:
- Identifying content standards
that students will master in each
unit
-Creating assessments before each
unit begins for backwards planning
- Allocating an instructionally
appropriate amount of time for
each unit
Teacher develops an annual student
achievement goal that is:
- Measurable
The goal may not:
- Align to content standards; OR
- Include benchmarks to help
monitor learning and inform
interventions throughout the year
Based on achievement goals,
teacher plans units by:
- Identifying content standards that
students will master in each unit
Teacher rarely or never develops
achievement goals for the class
OR goals are developed, but are
extremely general and not helpful
for planning purposes
At Level 4, a teacher fulfills the
criteria for Level 3 and additionally:
- Creates well-designed unit
assessments that align with an end of
year summative assessment (either
state, district, or teacher created)
- Anticipates student reaction to
content; allocation of time per unit is
flexible and/or reflects level of
difficulty of each unit
Teacher may not:
-Create assessments before each unit
begins for backwards planning
- Allocate an instructionally
appropriate amount of time for each
unit
Teacher rarely or never plans
units by identifying content
standards that students will
master in each unit OR there is
little to no evidence that teacher
plans units at all.
Indicators
4
Domain 1: Planning
Domain 1
Planning
Definition
Teachers use Indiana content area standards to develop a
rigorous curriculum relevant for all students: building
meaningful units of study, continuous assessments, and a
system for tracking student progress as well as plans for
accommodations and changes in response to a lack of student
progress.
Competencies
1.1
1.2
1.3
1.4
1.5
Utilize Assessment Data to Plan
Set Ambitious and Measurable Achievement Goals
Develop Standards-Based Unit Plans and Assessments
Create Objective-Driven Lesson Plans and Assessments
Track Student Data and Analyze Progress
 What evidence might you collect to assess effectiveness in this
domain?
5
Domain 2: Instruction is expanded with one competency
per page
Competency
Competency 2.1:
Develop student
understanding and
mastery of lesson
objectives
Highly Effective (4)
Effective (3)
Improvement Necessary (2)
Ineffective (1)
Teacher is highly effective at developing student
understanding and mastery of lesson objectives
Teacher is effective at developing student
understanding and mastery of lesson objectives
Teacher needs improvement at developing student
understanding and mastery of lesson objectives
Teacher is ineffective at developing student
understanding and mastery of lesson
objectives
For Level 4, all of the evidence listed under Level 3 is
present, as well as some of the following:;
- Lesson objective is specific, measurable, and aligned to
standards. It conveys what students are learning and
what they will be able to do by the end of the lesson
- Lesson objective conveys what students are learning and
what they will be able to do by the end of the lesson, but
may not be aligned to standards or measurable
- Lesson objective is missing more than one
component. It may not be clear about what
students are learning or will be able to do by
the end of the lesson.
- Objective is written in a student-friendly manner
and/or explained to students in easy- to- understand
terms
- Objective is stated, but not in a student-friendly manner
that leads to understanding
- Students can explain what they are learning and
why it is important, beyond repeating the stated
objective
- Teacher effectively engages prior knowledge of
students in connecting to lesson. Students
demonstrate through work or comments that they
understand this connection
- Importance of the objective is explained so that
students understand why they are learning what they
are learning
- Lesson builds on students’ prior knowledge of key
concepts and skills and makes this connection evident to
students
- Lesson is well-organized to move students towards
mastery of the objective
- Teacher attempts explanation of importance of
objective, but students fail to understand
- Lesson generally does not build on prior knowledge of
students or students fail to make this connection
- Organization of the lesson may not always be connected
to mastery of the objective
- There may not be a clear connection between
the objective and lesson, or teacher may fail to
make this connection for students.
- Teacher may fail to discuss importance of
objective or there may not be a clear
understanding amongst students as to why the
objective is important.
- There may be no effort to connect objective
to prior knowledge of students
- Lesson is disorganized and does not lead to
mastery of objective.
Notes:
1. One way in which an observer could effectively gather information to score this standard is through brief conversations with students (when appropriate).
2. In some situations, it may not be appropriate to state the objective for the lesson (multiple objectives for various “centers”, early-childhood inquiry-based lesson, etc). In these situations, the observer should assess whether or not students are
engaged in activities that will lead them towards mastery of an objective, even if it is not stated.
The “Notes” section further helps to clarify and provide examples for the indicators
6
Domain 2: Instruction
Domain 2
Instruction
Definition
Teachers facilitate student academic practice so that all students are participating
and have the opportunity to gain mastery of the objectives in a classroom
environment that fosters a climate of urgency and expectation around
achievement, excellence, and respect.
Competenci
es
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Develop Student Understanding and Mastery of Lesson Objectives
Demonstrate and Clearly Communicate Content Knowledge to Students
Engage Students in Academic Content
Check for Understanding
Modify Instruction as Needed
Develop Higher Level Understanding Through Rigorous Instruction and Work
Maximize Instructional Time
Create Classroom Culture of Respect and Collaboration
Set High Expectations for Academic Success
 What evidence might you collect to assess effectiveness in this
domain?
7
Domain 3: Leadership
Domain 3
Leadership
Definition
Teachers develop and sustain the intense energy and
leadership within their school community to ensure the
achievement of all students.
Competencies
3.1
3.2
3.3
3.4
3.5

Contribute to School Culture
Collaborate with Peers
Seek Professional Skills and Knowledge
Advocate for Student Success
Engage Families in Student Learning
What evidence might you collect to assess effectiveness in this
domain?
8
Instruction carries the most weight of the three domains.
75%
Domain 2: Instruction
Domain 1: Planning
1.1
1.2
1.3
1.4
1.5
Utilize Assessment Data to Plan
Set Ambitious and Measurable Achievement Goals
Develop Standards-Based Unit Plans and Assessments
Create Objective-Driven Lesson Plans and Assessments
Track Student Data and Analyze Progress
Domain 3: Leadership
3.1
3.2
3.3
3.4
3.5
10%
Contribute to School Culture
Collaborate with Peers
Seek Professional Skills and Knowledge
Advocate for Student Success
Engage Families in Student Learning
15%
2.1 Develop Student Understanding
and Mastery of Lesson Objectives
2.2 Demonstrate and Clearly
Communicate Content Knowledge
to Students
2.3 Engage Students in Academic
Content
2.4 Check for Understanding
2.5 Modify Instruction as Needed
2.6 Develop Higher Level
Understanding Through Rigorous
Instruction and Work
2.7 Maximize Instructional Time
2.8 Create Classroom Culture of
Respect and Collaboration
2.9 Set High Expectations for
Academic Success
9
The rubric is a tool for providing feedback and scoring. It
is not an observation form.
•
RISE provides an optional form for capturing evaluator notes during
observation. Corporations may choose to develop their own observation
forms.
•
The rubric is long and complex. Evaluators are not expected to observe
every competency during every observation or conference.
•
Evaluators are expected to observe every competency multiple times by
the end of the year, and to have collected multiple forms of evidence
around Planning and Leadership.
10
Evaluators use the rubric and a 4 step process to rate a
teacher.
1) Professional Practice – Assessment of instructional knowledge and skills
Measure: Indiana Teacher Effectiveness Rubric (TER)
1
2
Compile ratings and notes from multiple observations, drop-ins, and other sources of
evidence. Use professional judgment to finalize competency scores.
Use professional judgment to establish three, final ratings in Planning, Instruction, and
Leadership
Example
Competency
Teacher’s
Rating
1.1
1.2
1.3
1.4
1.5
3
2
2
3
3
Use
Professional
Judgment
Final Domain 1
Rating:
3
Competency ratings based on notes from
observations, conferences and other sources
of evidence.
11
Video training will help you to take evidence-based notes
and use the rubric to give concrete/ actionable
feedback.
•
Two video training sessions:
• Classroom Observation 1 Training Goals(Day #1)
• Evaluators will build a common understanding of competency terms
(Domain Competencies 2.4, 2.6, 2.7):
• Evaluators will build skills in evidence-based note-taking
• Evaluators will practice mapping their notes to rubric indicators
• Evaluators will practice giving concrete and actionable feedback
• Classroom Observation 2 Training Goals (Day #2):
• Evaluators will practice observing multiple competencies per video
lesson.
• Evaluators will come to similar ideas about performance level after
observations.
• Evaluators will practice giving concrete and actionable feedback
12
Read and summarize the following three competencies.
• Review the following competencies, which we will use today. In your small
group, summarize the four performance levels for the competencies using
key words and phrases.
2.4 – Check for
Understanding
2.6 – Rigorous
Instruction
2.7 – Instructional
Time
Ineffective
Improvement
Necessary
Effective
Highly Effective
13
Recall that the rubric is a scoring tool, but not an
observation tool.
•
The format below may be used for short or extended observations, and will
be the form we use for training.
Competency
2.1 OBJECTIVE
Evidence
Indicator
Space to
map to
rubric
indicators
Space to
write notes
(evidence)
2.2 CONTENT
Evidence
Indicator
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When note-taking during observations, capturing evidence
ensures concrete feedback for teachers.
Evidence
Judgment
T: Does everyone understand?
(3 Ss nod yes, no response from others)
T: Great, let’s move on
Teacher doesn’t do a good job of making
sure students understand concepts
T to S1 in conference: …then we carry
the 1. Can you try the next one?...no,
that’s not quite right (sigh). Keep trying
and I’ll come back.
Teacher obviously doesn’t care enough
about students and gives up easily when
not succeeding
T: What letter does “dog” start with?
S1: “C”
S2: “T”
(other Ss call out other letters)
Students don’t understand when teacher
asks a question
• Judgment is a conclusion based on what you see. Ultimately you will make a
judgment, but you need specific evidence to give teachers good feedback.
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Evidence or Judgment?
Note
Evidence
Judgment
Teacher collects homework. Asks 3-4 students why they
have not turned anything in.
Teacher is bad at checking for understanding.
Students are all doing great work.
Most students’ work aligns with rubric that teacher
posted.
• Imagine the following conversation during a post-conference:
E: I noticed that you didn’t check for understanding as often as you could have.
T: Can you give me an example of when this was the case?
E: When you transitioned from the mini-lesson to group work, you didn’t have a
method for checking to see if students’ understood the main concepts. This would
have been a great time for a pair and share or thumbs up/thumbs down exercise.
• In this example, evidence gives the evaluator the information needed to answer the
teacher’s question and provide good feedback.
16
Stronger (or specific) evidence in your notes leads to
better feedback for teachers.
Strong Evidence
Weak Evidence
2-3 students raise hands, 4-5 talking,
not paying attention to question
Many students not paying attention.
T: What’s 2+2? (1 second wait)
T: No one knows? Ok, it’s 4. Any
questions? (1 second). Let’s move
on.
Teacher doesn’t give wait time.
Teacher uses random reporter to ask
students questions followed by think,
pair, share activity. Monitors class
during partner time.
Teacher uses many methods to check
for understanding.
17
Note-taking practice with instructional videos. A few
reminders:
•
While you watch, write EVIDENCE, not JUDGMENT!
 T asks many recall, closed-ended questions (ex. What country is Columbus
from? What were the names of his ships?)
T doesn’t do a good job of checking for understanding.
•
Focus on STRONG evidence over WEAK evidence!
 T calls on S, gets answer wrong, moves on and calls another S who answers
correctly
T calls on some Ss
•
Use the “Evidence” side of your note-taking form (we will discuss the “Indicator”
side after the video). You can hand-write or type your notes.
•
For practice purposes, only write notes that are applicable to the competency we
are discussing, not on everything you see.
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Video : Competency 2.4 – Check for Understanding
1) Review the rubric and performance level summary for 2.4.
2) Watch the video and record your evidence: Check for Understanding Video:
Mamadou/Rectangles
3) Turn and talk
• How do your notes compare with others’ notes? Did you notice the same
things?
• Are you both capturing strong evidence?
• Hint: If your evidence leads to the question – “When did you see an
example of that?”, then your evidence could be stronger.
• What can you learn from others’ notes?
5) Look at my notes
• How are they different from yours? Did we capture the same evidence?
19
Practice mapping our notes to indicators on the rubric.
Use the “Indicator” column on your form.
1) Start with the “Effective” column for competency 2.4. For each indicator, ask
yourself, “Did I see evidence of this during the lesson?”
Effective (3)
-Teacher checks for understanding at almost all key moments (when checking for
understanding is necessary to inform instruction going forward)
- Teacher gets an accurate “pulse” of the class’s understanding, so that he/she can
modify the lesson and respond accordingly
-Teacher uses a variety of methods to check for understanding
If the answer is yes, summarize the indicator in your chart and use an
arrow or some other marker to link it to the supporting evidence.
If the answer is no, either the indicator wasn’t applicable to the observed
lesson, or the teacher didn’t do something he/she should have.
If the latter is the case, look across to see if the Improvement
Necessary or Ineffective indicators better match your evidence. If so,
record this on your mapping chart and note the appropriate lack of
evidence.
20
Your mapping may include indicators from various
performance levels. That’s to be expected!
Evidence
Indicator
T uses random reporter to call on Ss
-T uses a variety of methods to check for
understanding (c.f.u) (E)
S (Henry) gives wrong answer, T
chooses another S to answer, answers
correctly
-T sometimes allows students to opt-out
of c.f.u without cycling back (IN)
T assigns think, pair, share activity –
monitors room during pair
Calls one group to share, doesn’t get
entire answer correct. T presses, but
then moves on to next group to answer
T gives exit ticket to all Ss
When you are finished walking through the “Effective” indicators, don’t
forget to check for examples of the “Highly Effective” indicators!
21
If you are taking notes electronically, you may prefer to
use a fresh chart to group evidence together by indicator.
Evidence
Indicator
- T uses random reporter to call on Ss
- T assigns think, pair, share activity –
monitors room during pair
- T gives exit ticket to all Ss
-T uses a variety of methods to check for
understanding (c.f.u) (E)
- S (Henry) gives wrong answer, T
chooses another S to answer, answers
correctly
- Calls one group to share, doesn’t get
entire answer correct. T presses, but
then moves on to next group to answer
-T sometimes allows students to opt-out
of c.f.u without cycling back (IN)
When you are finished walking through the “Effective” indicators, don’t forget to
check for examples of the “Highly Effective” indicators!
22
With your partner, use your notes and the rubric to
complete your observation form using this process.
1) Start with the “Effective” column for competency 2.4. For each indicator, ask
yourself, “Did I see evidence of this during the lesson?”
Effective (3)
-Teacher checks for understanding at almost all key moments (when checking for
understanding is necessary to inform instruction going forward)
- Teacher gets an accurate “pulse” of the class’s understanding, so that he/she can
modify the lesson and respond accordingly
-Teacher uses a variety of methods to check for understanding
If the answer is yes, summarize the indicator in your chart and use an
arrow or some other marker to link it to the supporting evidence.
If the answer is no, then either the indicator wasn’t applicable to the
observed period of time, or the teacher didn’t do something he/she
should have. If the latter is the case, look across to see if the
Improvement Necessary or Ineffective indicators better match your
evidence. In this case, note the specific lack of evidence.
23
Video : Competency 2.4 – Check for Understanding
1) Let’s practice with another short clip for 2.4.- this is a third grade math class
2) Watch the Check for Understanding Video: Elementary Math
3) Turn and talk – Discuss evidence only, no judgments!
• How do your notes compare with others’ notes? Did you notice the same
things?
• Are you both capturing strong evidence?
• Hint: If you wrote anything that leads to the question – “When did you
see an example of that?”, then your evidence could be stronger.
• Did your notes improve from the first video?
4) Map to indicators on the rubric with your partner.
• Remember: Start with indicators in the “Effective” column, and if you don’t
see evidence, look at the corresponding indicators in the other columns to
see if they better match your evidence.
24
Key learning from 2.4 videos
•
Evidence gives us the support we need to make a judgment on the
rubric. It allows us to give teachers specific feedback on their
performance.
•
Sometimes a lack of evidence, is evidence! If you don’t see an
indicator, and it was relevant to the lesson, that should be a red
flag!
•
This is difficult and time-consuming work, but it gets easier with
practice.
•
Other takeaways so far?
25
Video : Competency 2.7 – Maximize Instructional Time
1) Review the rubric and performance level summary for 2.7.
2) Watch the video: Maximize Instructional Time Video: Middle ELA
3) Turn and talk with others:
• How do your notes compare to others’ notes? Did you notice the same
things?
• Are you both capturing strong evidence?
• Hint: If you wrote anything that leads to the question – “When did you
see an example of that?”, then your evidence could be stronger.
4) What can you learn from other’s notes?
5) Look at my notes
• How are they different from yours? Did we capture the same evidence?
26
27
Video : Mapping – Competency 2.7
•
Map to indicators on the rubric independently.
Remember:
• Start with indicators in the Effective column. If you don’t see evidence, look
at the indicators in the Improvement Necessary or Ineffective column to see
if they better match your evidence.
•
•
Certain indicators will not be relevant to the lesson – leave these off of your
observation form.
•
Make sure to look in the Highly Effective column to see if there is evidence
of highly effective practice.
•
Abbreviate the level of the indicator on your chart. This will help later on
when you score.
Talk to others at your table. Do you all have mostly the same indicators in the
same levels? Where is there disagreement?
28
Video : Competency 2.7 – Maximize Instructional Time
1) Let’s practice with another short clip for 2.7.
2) Watch the Maximize Instructional Time Video: Middle Math
3) Individually complete your observation form by mapping to indicators.
• What performance level is most represented on your chart?
4) Talk to others.
• Do you agree on performance level? Why or why not? Use evidence to
support your argument.
• If someone is not using evidence to support their argument, ask them to
give you examples of when they saw (or didn’t see) particular indicators.
5) Walk to the corner of the room that represents your chosen performance level.
• Whole-group discussion
29
Video : Competency 2.6 – Rigor
1) Take a minute to review the rubric and performance level summary for 2.6.
2) Watch the Rigor Video: Elem Math
3) Individually complete your observation form by mapping to indicators.
• What performance level is most represented on your chart?
4) Talk to others.
• Do you agree on performance level? Why or why not? Use evidence to
support your argument.
• If someone is not using evidence to support their argument, ask them to
give you examples of when they saw (or didn’t see) particular indicators.
5) Walk to the corner of the room that represents your chosen performance level.
• Whole-group discussion
30
Key Takeaways
1) Look at your notes. Compare them to the first set of notes you took
today.
• How have they improved?
• What can you continue to work on to improve your notes?
2) Why is it important that we take evidence rather than judgments in
our notes?
3) Why is it important that we map our notes back to indicators on the
rubric following our observations?
The next phase of video training will focus on taking notes during slightly
longer observations and working with multiple competencies at one
time. We will also transition into giving feedback to teachers.
31
MOVING FROM SHORT
OBSERVATIONS TO FEEDBACK
Warm-up – Turn and Talk
Consider a time in your career when you made a significant
change in your practice based on feedback you received.
What influenced you to change?
Now consider a time you sought to support someone else in
making such a change. Were your efforts successful? Why
or why not?
Based on your conversation, what are essential components of
good feedback?
33
Feedback in RISE should occur after each observation
and during each conference.
Quarter 1
BOY conference
Quarter 2
Short
Obs. 1
Quarter 3
Short
Obs. 2
Extended
Obs. 1
Quarter 4
Short
Obs. 3
EOY conference
Extended
Obs. 2
MY conference (Optional)
Continuous, actionable, and timely feedback
• Short observations - written feedback within 2 school days
• Extended observations - post-conference within 5 school days, written
feedback within 24 hrs after conference
34
Five Steps to Strong Conversational Feedback
1 Prepare: Prioritize one or two parts of the teacher’s practice on which
to focus based on rubric-aligned evidence.
2 Set the tone: Begin the conversation by making the teacher feel
comfortable and encouraging engagement.
3 Identify development areas: Work together to define one or two
areas for development.
4 Plan concrete action: Develop clear, measurable steps the teacher
can take to improve.
5 Set a timeline: Establish when and how the teacher will show that
the action has been accomplished.
Adapted from Bambrick-Santoyo 2010
Note: For short observation written feedback,
only Steps 1, 4, and 5 will apply.
35
Practice:
•
Think about one of the videos you saw during Classroom Observation
Part 1
•
Choose one of those teachers
•
You will use the teacher you chose for the upcoming activities on giving
specific and actionable feedback
•
We will use the RISE “Post-Observation Form” form for this activity
(Evaluator/Teacher Handbook 2.0, pg. 35)
36
1 Prepare: Prioritize one or two parts of the teacher’s
practice on which to focus.
“Pre-work” before providing feedback after an observation.
Refer to:
• Your evidence-based notes and mapping chart
Ask yourself:
• What did the teacher do well?
• What are the most pressing areas for development? In other words,
what is most preventing students from optimizing their learning?
To assist in this thought process, look for:
• Common themes across competencies and indicators on your mapping
chart. Certain deficiencies may have affected performance on multiple
competencies.
37
4 Plan concrete action: Develop clear, measurable steps the
teacher can take to improve.
Short Observation Feedback (written)
For short observation feedback, you will propose action steps for the
teacher.
Do Now:
1) Record bite-sized, specific, and measurable action steps for the 1-2
areas of development.
2) Check your action steps against the following criteria:
• Does this correctly address the knowledge, skill, or mindset?
• Is this the quickest and most effective way to see change?
• Can this step be completed within 1-3 weeks?
• Is success easily measurable?
• Have you utilized resources available to you in your district and
school?
38
5 Set a timeline: Establish when and how the teacher will
show that the action has been accomplished.
Short Observation Feedback (written)
For short observation feedback, you will propose a timeline and follow-up
for the teacher.
Do Now:
1) Record the timeline by which you expect to see improvement. Be
specific about how you intend to follow-up.
2) Check your timeline against the following considerations:
• If this is an IN or IE teacher, did you specify a follow-up next step
within the next 1-3 weeks?
• Is there any type of follow-up you can propose outside of
observation?
• Are there any other people at the school you can include to help
you follow-up?
39
Reflections:
• What have you learned about the observation
process thus far?
• What have you learned about yourself as you were
doing some short “classroom observations?”
• What have you learned about the actionable
feedback process thus far?
• What have you learned about yourself as you were
developing some actionable feedback for the
teachers you observed today?
• What other “take aways” do you have from today?
40