Observation and Observation and EvaluationEvaluation

Observation and Observation and EvaluationEvaluation

Scott JohnsonScott JohnsonCoordinator of Special Programs and ServicesCoordinator of Special Programs and Services

Monroe #1 BOCESMonroe #1 BOCESFairport, NYFairport, NY

What do you currently know about the Observation and Evaluation Process?

What types of language have you seen in formal observations?

Evidence Based Observations

HallmarkVs.

Evidence Based

“Your lesson was great!”

District Process?

What do you use or what have you seen that informs you about your districts’ observation and evaluation process?

Monroe #1 BOCES has adopted the Charlotte Danielson

Framework for Teaching.

Every profession establishes a language of practice, one that captures the important concepts and understandings shared by members of the profession. Similarly, a framework for teaching offers educators

a means of communicating about excellence.

-Enhancing Professional Practice: A Framework for Teaching, Charlotte Danielson, page 5.

A framework for professional practice (that) can be used for a wide range of purposes, from meeting novices’ needs to enhancing veterans’ skills.

-Enhancing Professional Practice: A Framework for Teaching, Charlotte Danielson, page 2.

Using a Framework“The framework aims to describe all of

teaching, in all its complexity. It is comprehensive, referring not only to what occurs in the classroom but also what happens behind the scenes and

beyond the classroom walls.”

Danielson, Page 19

Based on Research…“To the greatest extent possible, the

framework for teaching is grounded in a body of research that seeks to

identify principles of effective practice and classroom

organization.”

Danielson, Page 20

Publicly Known“One of the main principles of the

framework for teaching is that it is publicly known. The framework has no “gotcha” mentality behind it.”

Danielson, page 21.

Danielson’s DomainsDomain 1: Planning and PreparationDomain 2: The Classroom

EnvironmentDomain 3: InstructionDomain 4: Professional

ResponsibilitiesDoes this cover all aspects of teaching?

Domain 1 describes:• “how a teacher organizes the content … and

instruction… that the students are to learn.”Page 26

• “skills (that) are demonstrated primarily through the teachers plans

• how they make decisions

• the success of their plans as implemented in the classroom.”

Page 27

Domain 1: Planning and Preparation

1A: Demonstrating Knowledge of Content and Pedagogy

1B: Demonstrating Knowledge of Students1C: Setting Instructional Outcomes1D: Demonstrating Knowledge of

Resources1E: Designing Coherent Instruction1F: Designing Student Assessments

1E, Designing Coherent InstructionThe elements of the instructional design are fully suitable, rigorous, coherent, support the outcomes, and are reasonable. This is evidenced throughout the lesson and lesson plan. The lesson objective stated, "this lesson introduces students to the elements of a story that is read aloud. Students begin by watching teacher explain a story map to organize the story elements." During the observed lesson, Ms. Smith explained about story elements and asked questions from a previous story to introduce the concept. Ms. Smith asked questions such as "who was the most important character?" Throughout the lesson, Ms. Smith reinforced the elements of a story with examples from the reading. She concluded the lesson with a "retell" that required the students to recall these elements.

Types of Evidence for Domain 1

Types of Evidence for Domain 11E, Designing Coherent Instruction:The elements of the instructional design are fully

suitable, rigorous, coherent, support the outcomes, and are differentiated with reasonable time allocations. This is evidenced by the essential question and the link to the state standards. The essential question, "How do you keep score on an archery target?" is a skill that is fundamental to the activity being taught. It is linked to standard 1 which states that students will have the necessary knowledge and skills to establish and maintain physical fitness and participate in physical activity. This lesson specifically aims at providing the necessary knowledge and skills to participate. A review of previous learning was also discussed.

Elements Described in Domain 2

• Setting a comfortable and respectful classroom environment that cultivates a culture for learning

• Creating a safe place for risk taking. • Creating an atmosphere that is business like, with

non-instructional routines and procedures handled efficiently;

• Student behavior is cooperative and non-disruptive; • The physical environment is supportive of the

stated instructional purposes.” Page 28

When students remember their teachers years later, it

is often for the teacher’s skill in Domain 2.

Page 28

Domain 2: The Classroom Environment

2A: Creating an Environment of Respect and Rapport

2B: Establishing a Culture of Learning2C: Managing Classroom Procedures2D: Managing Student Behaviors2E: Organizing Physical Space

Types of Evidence for Domain 2

2E, Organizing the Physical Space:The physical environment is safe, and learning is accessible

to all. This lesson took place in two learning environments. In the first, the students walked to the gym with Mr. Smith, where they performed their cardiovascular warm up. Mr. Smith had the gym clear of equipment so that they students could run around the gym in an orderly fashion. The students then went back to the classroom to utilize the wii. Mr. Smith had the wii set up in the back of the room before the class began. There was adequate space for the students to utilize the system. If the original lesson had taken place, Mr. Smith also had archery targets that would have been utilized in the gym. Adequate space would have been given for the students to safely participate.

2C, Managing Classroom ProceduresThe routines, procedures, and transitions are established and function smoothly, with most students productively on-task and little waste of instructional time. This was evidenced throughout the lesson but most notably during the work time portion of the lesson. At one point, the students were to work individually on writing a song. During this time, some students would receive support from an aide or teacher, but all students remained on task for the 10 minutes that was allotted to them. Ms. Martz did not have to redirect students back to the task, but instead offered them encouragement throughout. When the students finished their work, they moved back to their seats without direction.

Types of Evidence for Domain 2

Domain 3“Domain 3 contains the components

that are at the essential heart of teaching – the actual engagement

of students in content.”

The implementation of the plans.

Page 29

Domain 3:Instruction

3A: Communicating with Students3B: Using Questioning and Discussion

Techniques3C: Engaging Students in Learning3D: Using Assessment in Instruction3E: Demonstrating Flexibility and

Responsiveness

Types of Evidence for Domain 3

3E, Demonstrating Flexibility and ResponsivenessMr. Smith makes smooth, minor lesson adjustment,

successfully accommodates students' questions' and persists in seeking approaches for students who have difficulty learning. This was evident from the start of the lesson as Mr. Smith only had 2 students present on this day. The original plan was to have the students work in the gym at archery and hitting targets. However, Mr. Smith decided to utilize the Nintendo Wii game "Wii Sports Resort" which includes an archery game. The students were excited about utilizing the wii. The same "skills" were still being taught (keeping score and arm position when shooting.)

3C, Engaging Students in LearningStudents' intellectual involvement with the

content is consistently maintained due to appropriate activities. This was observed throughout the lesson. The students actively participated in answering questions, offered extra definitions, explored topics not on the lesson plan (fiction vs. non fiction), and took part in the "re-tell" at the end of the lesson. Furthermore, the students were observed smiling and giggling throughout the lesson, evidence of their enjoyment.

Types of Evidence for Domain 3

3D, Using Assessment in InstructionThe students know some of the criteria/

performance standards and use them occasionally to assess their work against them. Mr. Smith would offer support to students that were struggling with a skill. A demonstration was always given but no formal assessment was completed during the class. Students were observed making corrections to the skill after hearing feedback from Mr. Smith. There was no means for the students to assess themselves (self assessment).

Types of Evidence for Domain 3

Domain 4The components of Domain 4 are

associated with being a true professional educator; they

encompass the roles assumed outside of and in addition to those

in the classroom with students.

Domain 4: Professional

Responsibilities4A: Reflecting on Teaching4B: Maintaining Accurate Records4C: Communicating with Families4D: Participating in a Professional Community4E: Growing and Developing Professionally4F: Showing Professionalism

Types of Evidence for Domain 4

4D, Participating in a Professional CommunityMs. Smith relationships with colleagues is

characterized by mutual support and cooperation and include active participation in school events. Ms. Smith has assumed the responsibility of karaoke, graduation, and several other events at Creekside. Ms. Smith continues to offer supports to students and gives her own time to positively promote the Creekside program.

Rubric: Levels of Performance

• Unsatisfactory • Basic• Proficient• Distinguished

Unsatisfactory

A non-swimmer who is thrown into the deep end and begins to drown.

A swimmer who is thrown into the deep end, but can only manage to keep their

head above water by dog paddle.

Basic

Proficient

A swimmer that knows different strokes and when to appropriately use them.

A competitive swimmer refining their strokes.

Distinguished

PathwiseAlong with the Charlotte Danielson

Model, BOCES has also worked with Jim Collins (not the Good to Great Jim Collins) and developed

worksheets to assist with the Observation Process. We refer this

as “Pathwise”.

Forms

• Original Forms\Pathwise FOP Reflection.doc (rubric and reflection)

Domain’s 1 and 4 Documentation

Original Forms\Domain 1 and 4 Planning Evidence1.pdf

ImplementationTraining and supporting staff is key!As mentioned earlier, this is a public

process. Nothing is hidden from staff members.

Staff MeetingOn opening day we reviewed the

rubrics and all associated documents.

Staff members highlighted the “key” words within each rubric.

1 on 1 MeetingsInformal Observations

VisitsDiscussions

Scott JohnsonCoordinator of Special Programs and Services

Monroe #1 BOCESFairport, NY 14580

585-249-7227scott_johnson@boces.monroe.edu