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?