Effective Evaluation Feedback: Getting People to Commit to Changing Practice
Effective Evaluation Feedback: Getting People to Commit to Changing Practice Norms What is it that other people do during a training that makes it very difficult for you to learn? Put your thoughts on a sticky note…or 2…or 10. Find someone who shares at least one of the items on your list. Purpose and Objectives By the end of this session, participants will: Gain ideas for getting teachers to commit to changing practice, Have a structure for evaluation conversations, Have concrete ideas for dealing with difficult people during the evaluation and coaching processes, and Begin the process for IRA by analyzing instruction and studying evaluation skills. Handout 9 Research Read “Handout 9—”Making Evaluations Accurate, Fair, Consistent and Helpful” to identify: Points you agree with, Points you will need to consider further, and How the article relates to your current job responsibilities. Let’s Begin… The Evaluation Conversation The “X Factor” What do you notice about the structure? What questions do you have? View a Conversation Video Look for the structure What are some of the strategic moves the evaluator is making to get the teacher to reflect on her practice? Focusing on What Is Important Impact on learning “Doable” for that teacher Sequencing Ripple Effect The degree of need for change Connection to relative strengths Handout 2 Read and Discuss Read “Part 1”. Stop at the . What connections are you making? Read “Part 2”. Stop at the . What are the implications for your behavior? Read “Part 3”. Stop at the . Given what you know about yourself, which tips will prove most helpful to remember? Handout 3 Emotional Intelligence (EQ) Read Handout 3. What are the implications for your reflective feedback conversations? Emotional Intelligence is a key component of getting teachers to accurately reflect on their practice and make instructional changes. How does EQ need to be connected with “Candor”? 9 Objectives Check What ideas for getting teachers to commit to changing practice are you now considering employing into your practice? How could the “X Factor” assist you with conversations? What 2 ideas for dealing with difficult people during the evaluation process do you want to focus on in your upcoming evaluations? Vertical Read Read through the “Proficient” column for all indicators in all domains. Highlight 3 key words or phrases that capture the essence of each indicator. Compare and contrast your list with a partner. Where are there differences? Why? Where are there similarities? Why? Horizontal Read In triads: Read the framework vertically. What are the general characteristics of each of the performance levels? Keep a list as a group of the general characteristics. Handout 4 General Characteristics Unsatisfactory --Wrong information that inhibits the learning. --Focus solely on behavior. --No use of information that students give. --Negativity --Absence of essential information. --No learning --Incorrect learning --Unclear learning --Low/none student engagement --Low/none differentiation --Management --Task/purpose is questionable Basic --Some engagement --Learning expectations are clearer --Low participation --Some student compliance --Consistency of progress is questionable. --Teacher knows what to do, but may not know why or how --Lacks authenticity Accomplished --Consistency --More Teacher Directed --Adjustments --High Quality --Knows how to use effectively --Engagement is purposeful --Students know roles --Structures evident –i.e. pacing --Purposeful/Intentional --Teachers know why, how and when to deploy the teaching behavior to get the desired results. --Majority of Students Participate --Evidence of student learning for almost all Distinguished --Student directed --Full student responsibility --Student to Student --Student ownership --Atypically outstanding --Student ownership for learning (responsibility) --Teacher is a true facilitator --Student to student interaction --Challenging --Inquiry --Students do apply learning beyond the classroom --Relevant to students --Student centered and led based on what the teacher wants learned --Student community of learners Handout 5 Best Practices in Scripting Time The Line Abbreviations Questions and Wonderings Verbatim Paraphrase Label Lesson Analysis (next Questions and Feedback slide) Circulate Video #1 Observation Process View Video and Script the Lesson Categorize Evidence Individually Todd will model his thinking for each indicator. Compare your thinking to his. Be ready to point out where you disagree or where you would strengthen what he says. Handout 6 Lesson Analysis Process What is/was the learning target? How will/did the teacher know the students learned it? How will/did the students know they learned it? How will/did the teacher get them there? How is it related to standards/district curriculum/eligible content? How will/did learning this benefit the student? Evidence vs. Opinion/NonEvidence Evidence Observable and Specific Not Influenced by Perspective Objective Unambiguous Regularity of Occurrence Opinion/Non-Evidence Restatement of “Bullets” from rubric Draws Conclusions Influenced by Perspective Subjective May be Subject to Debate Evidence vs. Opinion/NonHandout 7 Evidence Evidence: - facts (Desks were arranged in a circle.) - directly observable (Teacher said/did. Student said/did.) - documents, artifacts Opinion: - interpretations (Students were interested.) - judgments - conclusions Complete Handout 4 with a Partner Collecting Evidence vs. Opinion Data (Input) Evidence for an Indicator Data (Quantitative) Data Data (Qualitative) Data (Output) ERROR! Judgment Handout 8 Best Practices for Scoring Between Levels? Between Scores? Holistic vs. Individual Score? Weights? General Characteristics? Primary and Secondary Sources? Match Evidence to Indicator Eliminate Opinions Be Aware of Personal Bias “The Way I Would Do It” Consistency of Evidence Impact on Learning Video #2 Observation Process View Video and Script the Lesson Categorize Evidence and Score Individually Compare Evidence and Ratings in Groups 3 or 4 Reach a Consensus Score for Each Indicator Video #3 Observation Process View Video and Script the Lesson Categorize Evidence and Score Individually Compare Evidence by Rating Craft “Why it is not a _____?” Arguments by Indicator Reach Consensus Score Video #4 Observation Process View Video and Script the Lesson Categorize Evidence and Score Individually Compare Evidence for Each Indicator Reach Consensus Score Mini Observations Plenty of Evidence Can Be Gathered During a Mini Observation. Let’s watch a couple of clips from lessons. Identify what you have evidence of and how it aligns to the rubric. What are the implications for your practice in your building? Reflection Which parts of this process do you feel will be challenging for you? What do you need to do to address those parts? Which parts of this process will be difficult for teachers? What might you need to do to address those issues?
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