Ohio Teacher Evaluation System: Assessment of Teacher Performance - PowerPoint Presentation

Ohio Teacher Evaluation System: Assessment of Teacher Performance 1

2

Training Purposes/Objectives Understand and be able to apply the OTES Framework.Be prepared to utilize the observation processes (pre-conference, observation, post-conference) presented from the Teacher Performance OTES framework component. Understand and apply necessary tools from the OTES model Understand and apply the evaluation rubric to personal classroom practice 3

Purpose “The (OTES) evaluation procedure is to be used for the improvement of instruction and learning with the teacher and evaluator working collaboratively in support of the teacher to achieve that goal.” 4

Text Rendering Purpose: To collaboratively construct meaning, clarify and expand our thinking about a text or documentEach table will be assigned a document that they need to render (count off by 6)“Professional Growth/Improvement Plan” (p. 63-64) “Implementing the OTES Process” (p.65-66) “Using the Evidence to Inform Holistic Performance Ratings” (p. 67-69) Text rendering asks you to dig deeply into the document as a group and define/describe what the most important information is 5

Text Rendering Set Up: Take 3-5 minutes to read the document your group has been assigned. After you are done reading:Place a star next to the paragraph that you believe is most importantUnderline the sentence within the paragraph that you think is most important HH ighlight the word that best captures the main point of the paragraph.Steps: P. 62 Go through steps 1-4 with your table group, and we will go through steps 5-6 as a large group 6

Present Your Text Rendering Findings Each group will present their text rendering and the ‘big ideas’ they got from each document.7

The Whole….. P. 70 and handout in pouch8

The Part of our focus Today9

Evaluation Documents(Prior to Formal Observation) Self Assessment Summarypp. 27-28StudentsContentAssessmentInstructionLearning Environment Collaboration and CommunicationProfessional Responsibility and Growth Professional Growth Plan p. 29 Annual Focus Student Achievement Goal Teacher Performance Goal 10

eTPESElectronic PortalTeacher Evaluation System Principal Evaluation System11

12 Placemat Consensus When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? Consensus Elements Participant A Participant B Participant D Participant C 2 minutes to write individually 3 minutes to talk and reach consensus 5 minutes to debrief

Whole School Consensus Now that each group has come up with their own consensus, lets take a moment to make a whole school consensusWhat is it that we would expect to see in a classroom that is deemed “effective”?13

14

15 Ineffective Developing Proficient Accomplished Instructional Planning FOCUS FOR LEARNING (Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students. The teacher states a focus for student learning that is appropriate for students. The teacher develops a measurable objective for student learning that aligns with the Ohio standards. The teacher can explain the importance of the objective and its appropriateness for students. The teacher develops an ambitious and measurable objective for student learning that aligns with the Ohio standards. Teacher can explain how the objective fits into the broader unit and course goals for content learning and skills. Standard Areas OTES Rubric Structure Indicators Ratings Organizational Area

Rating 16

Instructional Planning Let’s dive into instructional planning:Focus for LearningAssessment DataPrior Content Knowledge/Sequence/ConnectionsKnowledge of Students 17

18 Process of Modeling Your Thinking (Think-Aloud) I do Think Aloud We do Scaffold & Cue You do Students Explain Thinking

Rubric Activity Directions: Administrator/Trainer will model metacognition for highlighting key words from Knowledge of Students. 19

Assessment of Teacher Performance: OTES Rubric Knowledge of Students ProficientThe teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information.   The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences. 20

Rubric Activity Directions:As a table, discuss and highlight key words from the “Proficient” column for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, and Lesson Delivery For groups who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished. 21

I. Pre-Observation ConferenceVideo clips: Clips next slide. Pre- Conference focus is on planning! Topics are: Instructional PlanningFocus for LearningAssessment DataPrior Content Knowledge/Sequence/ConnectionsKnowledge of Students 22

Video Clip 1 Pre – Conf- 52 SecondsVideo Clip 2 Pre – Conf- Show 5 -7 minutes http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-724/document-199/player.htmlhttp://www.nietbestpractices.org/OHIO/Navigation/VideoLibrary/LessonsbyGradeLevel/5thGrade/tabid/897/Default.aspxLog In Needed for Video 2 Check Notes23

II. Instruction and AssessmentLesson DeliveryDifferentiation ResourcesClassroom EnvironmentAssessment of Student Learning24

Rubric Activity Directions: Individually, highlight key words from the “Proficient” column for Differentiation, Resources, Classroom Environment, and Assessment of Student Learning. For those who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished. 25

When do you collect evidence? SCRIPTING26Pre-ConferenceReview of lesson Generate questions from lesson plan What the students What the teacher says and does say and do Post-Conference Communication between classroom observation and post-conference Prior to the lesson being observed During the lesson After the lesson

Collecting/Capturing Evidence Capture:What the teacher saysWhat the teacher does What the students sayWhat the students do Copy wording from visuals used during the lesson Record time segments of lesson 27

28 Hints for Capturing Evidence When capturing evidence during the lesson, these strategies will help you collect accurate and defensible notes.Time: Capture the length of different segments of the lessonAbbreviate : When possible abbreviate; after the lesson write out what you abbreviatedVerbatim: Capture verbatim dialogue when possibleParaphrase: Use parentheses to indicate paraphrasing Circulate: Circulate as necessary to collect evidence from teacher, students and student work

29 Hints for Capturing EvidenceWhen capturing and categorizing evidence after the lesson, these strategies may help you categorize effectively.Label: Begin categorizing your notes by labeling evidence for rubric standard areas/indicators Q & F: After you finish go thru your script and label all questions and feedback (Lesson Delivery and Assessment standards) Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson Lesson Analysis: Identify the lesson’s primary objective and sub-objectives (Focus for Learning)

Sample Evidence Collection Notes Time

Sample Evidence Collection Notes Teacher Students

Observing Classroom Instruction We will view clips of classroom instruction and compare them to the rubric, Area: Instruction and Assessment.32 Remember to collect evidence from which you can validate your reasoning for placement on the rubric and assignment of a rating.

Instruction and Assessment Lesson DeliveryDifferentiationResourcesClassroom EnvironmentAssessment of Student Learning33

The Lesson34 http://nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-745/document-201/player.htmlModules are short. Click on #9…if time show10 and 11… Show number 12 with evidence Grade 4 LA Lesson

Lesson 2 ChoiceHS Science 35http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-746/document-200/player.html

Collecting and Categorizing Evidence: Language to Avoid Avoid the use of the following language:Value Statements: I think…I feel… She should have…She could have… When I taught this, I … The discussion about the lesson should be based on the evidence and the rubric. 36

Group Roles Once you get to the group work, there are a few roles that need to be assigned:“Holder of the handbook”This person will make sure that we are interpreting each standard correctly, and answer any questions group members have about it.“Keeper of the rubric”This person will make sure that all conversations are about what the rubric asks for.

Group Roles continued“Value Judgment Police” This person will make sure people do not use value judgment statements such as:I would have…She should have…Timekeeper & Evidence Gatherer

39 Whole group will debrief the evidence that was captured and the ratings that were given.Debrief Evidence and Ratings

III. ProfessionalismHow will you provide evidence for Professional Responsibilities?What evidence might an evaluator use to evaluate Professional Responsibilities?40

Post-Observation Conference Purpose: To provide an opportunity for reflection on the areas of reinforcement and refinement from a lesson to inform and improve future practice. The post-observation conference should focus on two areas from the rubric (one for reinforcement and one for refinement).41

42 Four Key Elements of the Instructional Post-ConferenceIntroduction/GreetingReinforcing the Teacher (Relative Lesson Strength)Refining the Teacher (Relative Lesson Weakness)Present Evidence and Rating Connected to the Rubric

43 Four Key Elements of the Instructional Post-ConferenceIntroduction/Greeting/Establish LengthReview Conference ProcessGeneral Impression Question - “How do you think the lesson went?” Reinforcing the Teacher Identify an area of Reinforcement (ONLY one area) Ask Self-Analysis Question Provide evidence from notes

44 Four Key Elements of the Instructional Post-ConferenceRefining the Teacher’s Skill:Identify an area of Refinement (ONLY one area)Ask Self-Analysis Question Provide evidence from notesGive a recommendation for future practice 4. Present evidence and rating connected to the rubric

Post ConfernceWhat Does it Look Like? http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-747/document-192/player.html45

Wrap-Up and Questions ? 46