evaluating teachers buckets (session 1 peers) - for posting (002)
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Objectives and Purpose Participants will evaluate teacher buckets for…
Balance Consistency Accuracy & Fairness
Participants will… Discuss and organize information and evidence from a
teacher’s bucket to establish trends and increase the accuracy of final evaluation ratings.
Participants will… Demonstrate understanding of norms, protocols &
evaluation practices through a journal/reflection page to evaluate the efficacy of the training module.
Agenda Overview of Training & Materials
Discussion on Evaluating Buckets Activity - Evaluate Bucket 1 (Grade 1) Activity – Evaluate Bucket 2 (MS Social
Studies) Activity – Evaluate Bucket 3 (HS Science)
Journal and Last Minute Reminders
Training Packet Interactive copy of PowerPoint presentation Activity Buckets
Activity 1 – Grade 1 Review Bucket Rate Bucket Activity 2 – Middle School Social Studies Activity 3 – High School Science Evidence Collection Tool (optional) Rating Worksheet (required) Journal Page Survey form (to be completed at the conclusion
of training) Survey
Facts and Myths of Teacher Evaluation
Facts Evaluators examine the entire
bucket looking for trends when assigning final evaluation ratings.
Evidence can be taken from summary reports and pre-appraisal forms to further establish trends. Evaluators may examine scripting notes to look for trends and must read journal entries for clarification.
Teachers are not evaluated based on any observed growth (this is not a growth model). Certain components may follow the growth model (i.e. 2a, 2d).
Myths Individual component ratings
are averaged. Ratings are disregarded if the
observer is suspected to be a high/low rater.
Evaluators only look at their own observation data.
One data source is weighed heavier than another.
An equal number of Accomplished and Developing ratings automatically constitute an overall Developing rating.
Journal items are not taken into consideration during the final evaluation.
The Devil in the Details (Part 1)
Component Rating Type Date
(3b) Using Questioning and Discussion Techniques
A Formal (Principal)
10/12/2011
(3b) Using Questioning and Discussion Techniques
D Informal (Principal)
1/27/2012
(3b) Using Questioning and Discussion Techniques
A Formal (Peer) 12/13/2011
(3b) Using Questioning and Discussion Techniques
D Informal (Principal)
1/6/2012
(3b) Using Questioning and Discussion Techniques
A Informal (Peer) 3/24/2012
Examine the ratings below and assign a final evaluation score.
Click on the link below to enter your rating: https://www.surveymonkey.com/s/Session1DD1
Summary of Participant Responses
Responses will be collected and summarized in a chart which will be displayed below.
Ratings
Item 1Item 2Item 3Item 4
RESULTS
The Devil in the Details (Part 2)
Component Rating
Type Date
(3b) Using Questioning and Discussion Techniques
A Formal (Principal)
10/12/2011
(3b) Using Questioning and Discussion Techniques
D Informal (Principal)
1/27/2012
Teacher’s questions were low level questions asked in rapid succession. The teacher attempted to call different students but very few students were responding to the
teacher’s questions. Teacher called Susie and Jose quite a few times because they were starting to get off task.
(3b) Using Questioning and Discussion Techniques
A Formal (Peer) 12/13/2011
(3b) Using Questioning and Discussion Techniques
D Informal (Principal)
1/6/2012
Students did not get any chance to discuss with one another. All conversations were between the teacher and a student. Teacher used a system for calling names
inconsistently. The level of student participation was low. Most of the teacher’s questions were low level recall questions. Towards the end of the lesson John was the
only one responding to the teacher’s questions. (3b) Using Questioning and Discussion
TechniquesA Informal (Peer) 3/24/2012
The teacher asked a combination of high and low level questions. The teacher framed a couple questions to promote student thinking. Two students responded. The teacher
asked Mary to respond directly to Jack’s question. Mary, unsure of her answer, responded to the teacher. The teacher repeated this process a few more times with
differing results. The teacher called on different students who were raising their hands. The teacher directed questions to students who were not paying attention to get them
back on track.
Devil in the Details (Part 2) Peer Summary
3b. Using Questioning and Discussion Techniques - Discussions enable students to talk to one another, without ongoing mediation by the teacher. The teacher reminds students what is necessary to work the calculations and worked several equations on the board.
Principal Summary Teacher's questions are mostly
directed to individuals working in small groups. Teacher assists students and clears up misunderstandings. Most questions are low-level, but designed to seek thinking in Math and to create opportunities for expanded discussion and understanding. The lesson is largely based on questions and answers and subsequent discussions. The teacher randomly calls on students. All students participate and are actively engaged in the question and answer session.
Click on the link below to enter your rating: https://www.surveymonkey.com/s/Session1DD2
Summary of Participant Responses
Participant responses will be collected and summarized in a chart which will be displayed below. Ratings
Item 1Item 2Item 3Item 4
RESULTS
Pre-Evaluation Documents Compile all documents:
Formal scripting notes Teacher-provided or peer-collected artifacts
from formal observation cycle (tests, worksheets, seating charts, student work)
Summary Forms Informal scripting & comments Collected extenuating circumstances (email) Bucket PDF or printout Teachers’ Journal EntriesNote: Prior to assigning ratings, check for last-minute observer or journal entries.
Interpreting Outliers Outliers
An outlier is an observation that lies an abnormal distance from other values in a random sample from a population.
A single outlier (Exemplary or Requires Action) does not necessarily mean that either peer/administrator is rating high/low and therefore will bear less weight towards the overall evaluation rating. Individual outliers still deserve the same level of analysis as the rest of the ratings.
Requires Action ratings will most likely include comments or would be highlighted as an area of strength/focus in the observation summary report. Use them to determine trends in teacher practice based on specific evidence.
Example of an OutlierComponent Rating Type Date
(3a) Communicating with Students
D Formal (Peer) 9/12/2011
(3a) Communicating with Students
D Informal (Peer) 1/27/2012
(3a) Communicating with Students
A Formal (Principal) 12/13/2011
(3a) Communicating with Students
D Informal (Peer) 1/6/2012
(3a) Communicating with Students
E Informal (Principal) 3/24/2012
Where do you go?Component Rating Type Date
(3c) Engaging Students in Learning A Formal (Peer) 9/12/2011(3c) Engaging Students in Learning A Informal (Peer) 1/27/2012(3c) Engaging Students in Learning D Formal (Principal) 12/13/2011(3c) Engaging Students in Learning D Informal (Peer) 1/6/2012(3c) Engaging Students in Learning D Informal (Principal) 3/24/2012
1. The strength of an evidence depends upon the degree of impact towards overall student learning
2. Frequency – teachers may request as many observations as needed but the power relies upon the evidence. A few E’s, A’s, D’s, RA’s a few days apart does not necessarily show the teacher’s overall performance throughout the year.
3. Dates and interval between observations – be mindful of observations done early in the year and the start of a semester (high school).
4. Formal versus Informal or Peer versus Principal – evidence is evidence (reliability of evidence is strengthened by comments and summaries from other components).
Evaluation Protocols RA ratings require comments. If the bucket does not contain the
required number of completed observations, communicate this concern to Jessica Doherty.
Ratings on all observations are final. No changes will be made to previous observation ratings unless a genuine error was made, and the teacher was rated lower. Send a request to Jessica Doherty so that the teacher’s appraisal may be reactivated.
A 3-week window will be opened to teachers for requests to review specific components in their bucket using a specified form.
Peers will have until the start of the next school year to respond. Teachers will be notified whether or not there has been any changes in their bucket.
New peers evaluate first few buckets with buddy peer until they feel comfortable.
Activity 1 – 1st Grade1. Individually evaluate the 1ST
Grade Bucket.2. Highlight discussion points for
whole group discussion. You may use your worksheets to take notes and keep track of your ratings. You may click on the rubric and critical attributes icons above for reference.
3. Once finished, click on the link below to enter final ratings.Rate Bucket
4. With time to spare, discuss your ratings (including supporting trends/evidence) with your buddy peer.RESULTS
Activity 2 – MS Soc. Studies1. Individually evaluate the
Middle School Social Studies Bucket.
2. Highlight discussion points for whole group discussion. You may use your worksheets to take notes and keep track of your ratings. You may click on the rubric and critical attributes icons above for reference.
3. Once finished, click on the link below to enter final ratings.Rate Bucket
4. With time to spare, discuss your ratings (including supporting trends/evidence) with your buddy peer.
Activity 3 – HS Science1. Individually evaluate the
High School Science Bucket.2. Highlight discussion points for
whole group discussion. You may use your worksheets to take notes and keep track of your ratings. You may click on the rubric and critical attributes icons above for reference.
3. Once finished, click on the link below to enter final ratings.Rate Bucket
4. With time to spare, discuss your ratings (including supporting trends/evidence) with your buddy peer.
JournalReflect on the contents of this training and review your materials. What are some important ideas, best
practices and critical protocols that you found most helpful in this training?
What are you taking out of this training? How are you going to apply the knowledge and skill you learned towards improving your practice/role in teacher evaluation?
Final Thoughts and Survey Please click on the link: Training Evaluation Q&A Important Dates
May 24, 2012 – Final Run for Peer Buckets and Journals- (ongoing) Teachers review buckets for any missing
observations- (ongoing) Teachers acknowledge completed observationsMay 24, 2013 – All observations must be completed
June 10, 2013 – All peers hit “SUBMIT” to send evaluation resultsJune 11-28, 2013 – Bucket Review Period
Evaluation Video by Dr. David Steele.
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