TEACHER EVALUATION & DEVELOPMENT (T.E.D.)OBSERVATION WORKSHOP

FOCUS POINTS FOR WORKSHOP 1

Workshop 1— TodayNYS Teaching Standards Rubric: Standards 1 & 2

Formal Observation Lesson Plan FormatEvidence/Data Collection BinderPre-Conference QuestionsOverview of Workshops 2 & 3

DATA/EVIDENCE COLLECTION BINDER

Why is this important to YOU?

DATA/EVIDENCE COLLECTION BINDER “HELP ME HELP YOU”

All teachers should provide administrators with cumulative evidence to be used for summative evaluation. This is one way to ensure that any and all professional duties and professional growth are being recognized• Evidence of student learning (student work/projects)• Professional Development/Training workshops (MLP

printouts)• Certificates/artifacts from workshops not in MLP• Participation in school/district events• Course transcripts

APPR GUIDELINES4 0 P O I N T S O N A S S E S S M E N T S :

20 points – Growth measurement

Could be state exam, NWEA, or district developed SLO

20 points – Local measurement

Could be NWEA, collaboratively developed SLO

APPR GUIDELINES

50 points from lesson plans, observations, assessment artifacts, and teacher/administrator conversations.

Artifacts from teacher evidence collection/data binder. (Student work, teacher’s assessments, etc., unit plans, etc)

10 points for professional development and school community involvement from teacher artifacts from teacher evidence collection/data binder and teacher/administrator conversations.

(Statement of involvement with school community on letterhead, MLP records, course completion certificates, etc.)

60 PERCENT—OTHER MEASURES

60 POINTS FROM SUMMATIVE REPORT

Based on NYSUT rubric7 Standards; 36 Elements (25 on lesson &

planning); 78 Indicators Each element must have at least one indicator marked. If more indicators are marked, then an average will be determined

based on weighted HEDI score. This report can and probably will be continually updated through

May. This part must be completed no later than the last day of school with your locally selected assessment scores completed.

Summative ratings by law must be completed by September 1

When observations occur, there will no longer be an overall rating on the observations. Each indicator noted will have its own rating. The rating formula is weighted, and weighted in our favor.

NYSUT RUBRIC STANDARD 1KNOWLEDGE OF STUDENTS AND STUDENT LEARNING

Indicator Developing EffectiveI.1A —Describes and plans using knowledge of developmentalcharacteristics ofstudents

Teacher describes orally and applies in planning, some knowledge of the developmental characteristics of the age group

Teacher describes orally and applies in planning, an accurate knowledge of the typical developmental characteristics of the age group, as well as exceptions to the general patterns.

NYSUT RUBRIC STANDARD 1KNOWLEDGE OF STUDENTS AND STUDENT LEARNING

Indicator Developing EffectiveI.2A—Uses strategies to support learning and language acquisition

Teacher designs lessons to include some instructional strategies that support the learning and language acquisition needs of some students. Teacher is able to adjust instruction by implementing one or two additional strategies.

Teacher designs lessons to include several instructional strategies that support the learning and language acquisition needs of most students. Teacher is able to adjust instruction by adapting and/or adding strategies to meet the needs of specific students.

I.2B—Uses current research

Teacher cites limited or dated research to plan and explain instructional decisions.

Teacher cites current research to plan and explain instructional decisions.

NYSUT RUBRIC STANDARD 1KNOWLEDGE OF STUDENTS AND STUDENT LEARNING

Indicator Developing EffectiveI.3A—Plans for student strengths, interests, andexperiences to meet diverse learning needs of each student

Teacher’ plans vary or modify instruction to meet the strengths, interests, experiences, and diverse learning needs of some students.

Teacher’ plans vary or modify instruction to meet the strengths, interests, experiences, and diverse learning needs of most students.

NYSUT RUBRIC STANDARD 1KNOWLEDGE OF STUDENTS AND STUDENT LEARNINGIndicator Developing EffectiveI.4A—Communicates with parents, guardians, and/or caregivers.

Teacher occasionally communicates directly with student’s parents, guardians, and/or caregivers to enhance student learning. Communication is occasionally modified to meet the needs of the family.

Teacher regularly communicates directly with student’s parents, guardians, and/or caregivers to enhance student learning.Communication is frequent and uses multiple modes of contact to accommodate the needs of the family.

I.5A—Incorporates the knowledge of schoolcommunity andenvironmental factors

Teacher incorporates general knowledge of the school community when planning and implementing instruction.

Teacher incorporates detailed and specific knowledge of the school community when planning and implementing instruction reflecting a deep understanding of the school community.

NYSUT RUBRIC STANDARD 1KNOWLEDGE OF STUDENTS AND STUDENT LEARNINGIndicator Developing EffectiveI.5B—Incorporates multiple perspectives

Teacher considers students’ personal and family experiences when planning delivery of content by incorporating more than one perspective.

Teacher considers students’ personal and family experiences when planning delivery of content by incorporating multiple perspectives.

I.6A—Understands technological literacy and its impact on student learning

Teacher plans the use of available technological tools and communication strategies to engage some students and/or to assist them in becoming critical users of quality information. Teachers’ knowledge of the 21st Century skills is rudimentary. (basic)

Teacher plans the use of available technological tools and communication strategies to engage most students, and to assist them in becoming critical users of quality information. Teacher’s knowledge of 21st Century Skills is current and embedded in the communication strategies.

NYSUT RUBRIC STANDARD 2KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING

Indicator Developing EffectiveII.1A—Understands key discipline concepts, themes, learning standards and key disciplinary language

Teacher has a rudimentary understanding and use in planning of the key discipline concepts, and/or themes, and occasionally plans instruction that allows students to use and comprehend key disciplinary language

Teacher understands and plans key discipline concepts, and themes, in the discipline and can relate them to one another. Teacher plans instruction that allows students to be cognitively engaged in their use and comprehension of key disciplinary language

II.1B—Uses current developments in pedagogy and content

Teacher has a limited understanding of current content related pedagogy and cites limited or dated research to explain planned instructional decisions.

Teacher understands current content related pedagogy and cites current research to explain planned instructional decisions.

NYSUT RUBRIC STANDARD 2KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNINGIndicator Developing EffectiveII.2A—Incorporates diverse social and cultural perspectives

Teacher plans some instruction to facilitate students’ ability to develop diverse social and cultural perspectives. Instruction may or may not be aligned with 21st Century Skills.

Teacher plans most instruction to facilitate students’ ability to develop diverse social and cultural perspectives. Teacher incorporates perspectives from a variety of disciplines and embeds interdisciplinary skills in instruction to align with 21st Century Skills.

II.2B—Incorporates Individual and collaborative critical thinking and problem solving.

Teacher plans occasional opportunities for students to engage in individual and collaborative critical thinking and problem solving

Teacher plans frequent opportunities for students to engage in individual and collaborative critical thinking and problem solving that align with 21st Century skills. The Teacher models effective interpersonal skills.

NYSUT RUBRIC STANDARD 2KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING

Indicator Developing EffectiveII.2C—Incorporates disciplinary and cross-disciplinary learning experiences

Teacher creates occasional learning experiences for students to apply disciplinary and cross-disciplinary knowledge to personal experiences and real world problems.

Teacher creates regular learning experiences for students to apply disciplinary and cross-disciplinary knowledge to personal experiences and real world problems.

II.3A—Designs learning experiences that connect to students life experiences

Teacher attempts to design learning experiences that make connections between the content and students life experiences: some connections may be inappropriate. Occasional connections to the 21st Century skills are included.

Teacher frequently designs learning experiences that make appropriate connections between the content and students life experiences. There are frequent connections to 21st Century skills.

NYSUT RUBRIC STANDARD 2KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING

Indicator Developing EffectiveII.3B—Designs self-directed learning experiences

Teacher designs limited learning experiences that engage students in self-directed learning

Teacher designs frequent learning experiences that engage students in challenging, self-directed learning.

II.4A—Articulates learning objectives/goals with learning standards

Teacher is able to design learning experiences and articulate how some learning objectives are aligned with learning standards and has designed some opportunities for students to achieve the learning goals.

Teacher is able to design all learning experiences and articulate how the learning objectives are aligned with learning standards and includes several different opportunities for students to achieve the learning goals including application of 21st Century skills.

NYSUT RUBRIC STANDARD 2KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING

Indicator Developing EffectiveII.5A—Designs instruction using current levels of students understanding

Teacher uses students’ responses to questions, discussion or other work, and may not consider common misconceptions when planning instruction.

Teacher uses students’ responses to questions, discussion or other work, and considers common misconceptions when planning instruction.

II.5B—Designs learning experiences using prior knowledge

Teacher designs some learning experiences that connect prior content knowledge to new learning.

Teacher designs learning experiences that connect prior content knowledge to new learning within and across disciplines.

NYSUT RUBRIC STANDARD 2KNOWLEDGE OF CONTENT & INSTRUCTIONAL PLANNING

Indicator Developing EffectiveII.6A—Organizes time

Teacher considers time allocations but those times may be either too long or too short to achieve learning goals.

Teacher assigns reasonable time allocations to achieve the learning goals and adjusts if students need more or less time.

II.6B—Selects materials and resources

Teacher selects curricular materials and resources that align with student learning standards. Teacher occasionally adapts materials and resources to meet diverse learning needs.

Teacher selects curricular materials and resources that align with student learning standards. Teacher regularly adapts materials and resources to meet diverse learning needs.

TED LESSON PLAN

Curriculum Standard(s):Identify the curriculum standards to be taught; connect to other standards within or outside of the discipline.

• Common Core • NYS Standards• AP Standards• National Standards

Student/Class Profile:Identify any accommodation in instruction to meet student learning needs.

• Class size• Number of Students with

IEPs/504 Plans• Number of ELLs &

Appropriate Level• Behavior Issues

Learning Outcomes:Identify the important concepts and skills that students will be expected to learn.

• AIM—Should be a question• SWBAT/Objectives

Assessments:Identify the formative and/or summative assessments used to determine student progress towards achieving the learning outcomes of the lesson.

• Formative • Ungraded, On the spot, Informs

instruction• Summative• Graded, At the end of

lesson/unit

TED LESSON PLANCognitive Engagement:Include: Warm-up or opening to lesson, activities to engage students in the intended learning outcomes, closure activity.

Procedures and activities that move students to a higher level of thinking• Key Questions, Do

Now/Motivation, Learning Activities, Bloom’s Taxonomy

Adjustments/Modifications:Identify ways in which you may adjust the lesson if formative assessments warrant modification.

How you address student needs• Differentiation, scaffolding,

anticipated “hurdles”, SIOP

Groups:How will students be grouped for each activity of the lesson?

Types of groups & rationale• Pairing, cooperative learning

groups, group size, etc.Resources:Identify resources and materials needed for the lesson.

Tools that are used to enhance instruction• CDs, DVDS, websites,

Smartboards, etc

PRE-CONFERENCE QUESTIONS TED BOOKLET, PAGE 8

1 . I D E N T I F Y T H E C U R R I C U L U M S TA N D A R D S T O B E TA U G H T A N D H O W T H E Y C O N N E C T T O O T H E R S TA N D A R D S W I T H I N O R O U T S I D E O F T H E D I S C I P L I N E .Learning &

Curriculum standards

Use indicators to guide answers

2 . H O W H A S S T U D E N T A C H I E V E M E N T D ATA I N F O R M E D YO U I N S T R U C T I O N , A N D H O W D O E S T H I S L E S S O N S P E C I F I C A L LY A D D R E S S T H E N E E D S I D E N T I F I E D F R O M A R E V I E W O F T H E D ATA ?Use indicators to

guide answers

PRE-CONFERENCE QUESTIONS TED BOOKLET, PAGE 8

3 . W H AT D O Y O U W A N T S T U D E N T S T O L E A R N A S A R E S U LT O F T H I S L E S S O N ?

Learning Outcomes

Use indicators to guide answers

4 . H O W W I L L Y O U K N O W I F S T U D E N T S A R E L E A R N I N G T H E E X P E C T E D O U T C O M E ?Formative

assessmentsSummative

assessmentsUse indicators to

guide answers

PRE-CONFERENCE QUESTIONS TED BOOKLET, PAGE 8

5 . H O W D O Y O U P L A N T O C O G N I T I V E LY E N G A G E S T U D E N T S I N T H E C O N T E N T ? W H AT W I L L T H E S T U D E N T S D O ?Cognitive

engagements & activities

Use indicators to guide answers

6 . H O W W I L L D I F F E R E N T I AT I O N B E U S E D T O M E E T S T U D E N T N E E D S ?Adjustments/

ModificationsUse indicators to

guide answers

PRE-CONFERENCE QUESTIONS TED BOOKLET, PAGE 8

7 . W H AT A S S E S S M E N T S W I L L B E U S E D ?

Questions/discussion throughout lesson

Homework and quizUnit

tests/projects/essay

Use indicators to guide answers

8 . H O W W I L L Y O U U S E T H E R E S U LT S O F A S S E S S M E N T T O A D J U S T I N S T R U C T I O N ?Item analysisShort/long term

adjustmentsData-drivenUse indicators to

guide answers

PRE-CONFERENCE QUESTIONS TED BOOKLET, PAGE 8

9 . O N W H AT A R E A S W O U L D YO U L I K E S P E C I F I C F E E D B A C K ?Professional growth

in classroom• Class management• Questioning techniques• Formative/Summative

assessment ideas• Connecting curriculum to

class instructionUse indicators to

guide answers

P R E - C O N F E R E N C E Q U E S T I O N S S H O U L D B E R E V I E W E D A N D A N S W E R S P R E PA R E D P R I O R T O T H E P R E -C O N F E R E N C E . • T H E Y W I L L B E

D I S C U S S E D A T P R E -C O N F E R E N C E W I T H T H E A D M I N I S T R A T O R

• T H E Y S E T T H E S T A G E F O R W H A T T O L O O K O U T F O R I N T H E L E S S O N O B S E R V A T I O N

WHAT TO EXPECT IN WORKSHOP 2• Teachers will “tag” a

lesson plan using the NYSUT rubric standards 1 and 2

• Rate the lesson plan according to HEDI

WHAT TO EXPECT IN WORKSHOP 3• Watch video of a lesson being

taught• Scribe and Tag the evidence• Discuss Pre- and Post-

Conference questions• Discuss how “missing” evidence

can be introduced during the post-conference