Slide 2 NIET Teacher Evaluation Process 2011 National Institute
for Excellence in Teaching. All rights reserved. Do not duplicate
without permission. Slide 3 Participant Expectations When first
introduced to the NIET Evaluation System Rubric, it is not expected
that individuals will be able to begin immediately utilizing this
multi- dimensional observational tool for feedback and growth at a
conceptual level of application. When first introduced to the NIET
Evaluation System Rubric, it is not expected that individuals will
be able to begin immediately utilizing this multi- dimensional
observational tool for feedback and growth at a conceptual level of
application. Slide 4 In order to fully understand and utilize this
tool effectively, each person has to develop his/her skills in a
classroom setting. Understanding and expertise will only be
increased through exposure, engagement and practice. The following
activities will serve as an initial introduction to this tool.
Slide 5 AgendaAgenda Overview of the TEAM Evaluation Process15
minutes Overview of the TEAM Evaluation Process15 minutes Placemat
Consensus40 minutes Placemat Consensus40 minutes Get to know the
rubric30 minutes Get to know the rubric30 minutes Highlighting
Activity25 minutes Highlighting Activity25 minutes Break10 minutes
Break10 minutes Watch a Lesson Watch a Lesson What are possible
areas of Reinforcement and Refinement? 10 minutes What are possible
areas of Reinforcement and Refinement? 10 minutes Portal Overview15
minutes Portal Overview15 minutes Slide 6 TEAM Evaluation Multiple
Measures Slide 7 Overview of Evaluation Process Professional
Teachers Slide 8 Overview of Evaluation ProcessApprentice Teachers
Slide 9 For Logistic Questions about TEAM As questions come up,
please use the parking lot at the back of the room. As questions
come up, please use the parking lot at the back of the room. We
will review all the questions you may have about this process at
the end of the day. We will review all the questions you may have
about this process at the end of the day. Slide 10
Objectives:Objectives: The participants will: The participants
will: Develop a procedural knowledge and understanding of the
Evaluation Rubrics and begin to move to a conceptual understanding.
Begin to think about how these concepts apply to their own
practice. Slide 11 Research Supporting Instructionally Focused
Accountability The challenge of creating an effective teacher
accountability system is to improve the quality of teacher
instruction, and thereby raise student achievement. The challenge
of creating an effective teacher accountability system is to
improve the quality of teacher instruction, and thereby raise
student achievement. States and school districts need to identify
the knowledge and skills that a teacher needs to teach
successfully, and then create standards and rubrics to measure
teaching performance. Odden, Milanowski & Youngs Odden and
Clune States and school districts need to identify the knowledge
and skills that a teacher needs to teach successfully, and then
create standards and rubrics to measure teaching performance.
Odden, Milanowski & Youngs Odden and Clune Slide 12 Where did
the NIET rubric come from? Our rubric is based on research and best
practices from multiple sources. In addition to the research from
Charlotte Danielson and other prominent researchers, NIET reviewed
instructional guidelines and standards developed by numerous
national and state teacher standards organizations. From this
information we developed our comprehensive set of standards for
teacher accountability. The work reviewed included guidelines and
standards developed by: The Interstate New Teacher Assessment and
Support Consortium (INTASC) The Interstate New Teacher Assessment
and Support Consortium (INTASC) The National Board for Professional
Teacher Standards The National Board for Professional Teacher
Standards Massachusetts' Principles for Effective Teaching
Massachusetts' Principles for Effective Teaching California's
Standards for the Teaching Profession California's Standards for
the Teaching Profession Connecticut's Beginning Educator Support
Program, and Connecticut's Beginning Educator Support Program, and
The New Teacher Center's Developmental Continuum of Teacher
Abilities. The New Teacher Center's Developmental Continuum of
Teacher Abilities. Slide 13 Why the NIET rubric? Additionally, the
NIET rubrics and evaluation process have been shown to be
correlated to student achievement at a statistically significant
level in two separate studies. Note the correlation studies by
Schacter & Thum, 2004 and Daley & Kim in 2010. Note the
correlation studies by Schacter & Thum, 2004 and Daley &
Kim in 2010. In both of these studies, teachers who scored higher
on the TAP Teaching Standards tended to have higher student
achievement gains. Conversely, teachers who scored lower, tended to
have lower student achievement gains. In both of these studies,
teachers who scored higher on the TAP Teaching Standards tended to
have higher student achievement gains. Conversely, teachers who
scored lower, tended to have lower student achievement gains. Slide
14 When you think of a lesson you deem to be effective, what were
all the elements that led you to that decision? Consensus Elements
Elements of an Effective Lesson Placemat Consensus Slide 15
Consensus Elements When you think of a lesson you deem to be
effective, what were all the elements that led you to that
decision? 2 minutes to write individually 3 minutes to talk and
reach consensus 5 minutes to debrief Participant A Participant B
Participant D Participant C Placemat Consensus Slide 16 When you
think of a lesson you deem to be effective, what were all the
elements that led you to that decision ? 2 minutes to write
individually Consensus Elements Click to Start Click to Start Click
to Start Click to Start Elements of an Effective Lesson Placemat
Consensus Slide 17 Consensus Elements When you think of a lesson
you deem to be effective, what were all the elements that led you
to that decision? 3 minutes to talk and reach consensus Click to
Start Click to Start Click to Start Click to Start Elements of an
Effective Lesson Placemat Consensus Slide 18 5 minutes to debrief
Consensus Elements When you think of a lesson you deem to be
effective, what were all the elements that led you to that
decision? Click to Start Click to Start Click to Start Click to
Start Elements of an Effective Lesson Placemat Consensus Slide 19
Consensus Elements When you think of a lesson you deem to be
effective, what were all the elements that led you to that
decision? Why this question? Why this process? Elements of an
Effective Lesson Placemat Consensus Slide 20 Whole School Consensus
Now that each group has come up with their own consensus, lets take
a moment to make a whole school consensus Now that each group has
come up with their own consensus, lets take a moment to make a
whole school consensus What is it that we would expect to see in a
classroom that is deemed effective? What is it that we would expect
to see in a classroom that is deemed effective? Slide 21 Effective
Elements Summary Defined learning goal that is clearly communicated
to students Defined learning goal that is clearly communicated to
students Student engagement and interaction Student engagement and
interaction Alignment of activities and materials throughout lesson
Alignment of activities and materials throughout lesson Student
relevancy Student relevancy Numerous checks for mastery Numerous
checks for mastery Differentiation Differentiation Slide 22 NIET
Rubric NIET has defined a set of professional indicators, known as
the Instructional Rubrics, to measure teaching skills and
knowledgeof the teachers in a school. Slide 23 The Parts of the
Rubric The Parts of the Rubric Domains Slide 24 The Parts of the
Rubric The Parts of the Rubric Domains Indicators Slide 25 The
Parts of the Rubric The Parts of the Rubric Domains Indicators
Descriptors Slide 26 The Parts of the Rubric The Parts of the
Rubric Domains Indicators Descriptors Performance Levels Slide 27
Tennessee Educator Acceleration Model (TEAM)* (*modified from the
TAP Teaching Performance Standards) Instructional Plans Student
Work Assessment Managing Student Behavior Expectations Environment
Respectful Culture Staff Development Instructional Supervision
School Responsibilities Reflecting on Teaching Standards &
Objectives Motivating Students Presenting Instructional Content
Lesson Structure & Pacing Activities & Materials
Questioning Academic Feedback Grouping Students Teacher Content
Knowledge Teacher Knowledge of Students Thinking Problem Solving
Planning Instruction Professionalism Environment Review of Previous
Learning Slide 28 Directions: Administrator/Trainer will model
metacognition for Standards & Objectives. Administrator/Trainer
will model metacognition for Standards & Objectives. Highlight
key words from the descriptors under the At Expectations column for
Motivating Students, Presenting Instructional Content, Activities
and Materials, Questioning, Academic Feedback, and Grouping
Students with your shoulder partner. Highlight key words from the
descriptors under the At Expectations column for Motivating
Students, Presenting Instructional Content, Activities and
Materials, Questioning, Academic Feedback, and Grouping Students
with your shoulder partner. Rubric Activity Rubric Activity Slide
29 What is the Process of Modeling Your Thinking (Think-Aloud) I do
Think Aloud You do Students Explain Thinking We do Scaffold &
Cue Slide 30 Standards & Objectives All learning objectives and
state content standards are explicitly communicated. Sub-objectives
are aligned and logically sequenced to the lessons major objective.
Learning objectives are: (a) consistently connected to what
students have previously learned, (b) know from life experiences,
and (c) integrated with other disciplines. Expectations for student
performance are clear, demanding, and high. State standards are
displayed and referenced throughout the lesson. There is evidence
that most students demonstrate mastery of the objective. Most
learning objectives and state content standards are communicated.
Most learning objectives and state content standards are
communicated. Most learning objectives and state content standards
are communicated. Sub-objectives are mostly aligned to the lessons
major objective. Sub-objectives are mostly aligned to the lessons
major objective. Sub-objectives are mostly aligned to the lessons
major objective. Learning objectives are connected to what students
have previously learned Learning objectives are connected to what
students have previously learned Learning objectives are connected
to what students have previously learned Expectations for student
performance are clear. Expectations for student performance are
clear. Expectations for student performance are clear. State
standards are displayed. State standards are displayed. State
standards are displayed. There is evidence that most students
demonstrate mastery of the objective. There is evidence that most
students demonstrate mastery of the objective. There is evidence
that most students demonstrate mastery of the objective. Few
learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he lessons major
objective. Learning objectives are rarely connected to what
students have previously learned. Expectations for student
performance are vague. There is evidence that few students
demonstrate mastery of the objective. State standards are
displayed. Slide 31 Standards & Objectives All learning
objectives and state content standards are explicitly communicated.
Sub-objectives are aligned and logically sequenced to the lessons
major objective. Learning objectives are: (a) consistently
connected to what students have previously learned, (b) know from
life experiences, and (c) integrated with other disciplines.
Expectations for student performance are clear, demanding, and
high. State standards are displayed and referenced throughout the
lesson. There is evidence that most students demonstrate mastery of
the objective. Most learning objectives and state content standards
are communicated. Most learning objectives and state content
standards are communicated. Sub-objectives are mostly aligned to
the lessons major objective. Learning objectives are connected to
what students have previously learned Expectations for student
performance are clear. State standards are displayed. There is
evidence that most students demonstrate mastery of the objective.
Few learning objectives and state content standards are
communicated. Sub-objectives are inconsistently aligned to he
lessons major objective. Learning objectives are rarely connected
to what students have previously learned. Expectations for student
performance are vague. There is evidence that few students
demonstrate mastery of the objective. State standards are
displayed. Click for Next Slide Click for Next Slide Click for Next
Slide Click for Next Slide Slide 32 Standards & Objectives All
learning objectives and state content standards are explicitly
communicated. All learning objectives and state content standards
are explicitly communicated. All learning objectives and state
content standards are explicitly communicated. Sub-objectives are
aligned and logically sequenced to the lessons major objective.
Sub-objectives are aligned and logically sequenced to the lessons
major objective. Sub-objectives are aligned and logically sequenced
to the lessons major objective. Learning objectives are: (a)
consistently connected to what students have previously learned,
(b) know from life experiences, and (c) integrated with other
disciplines. Learning objectives are: (a) consistently connected to
what students have previously learned, (b) know from life
experiences, and (c) integrated with other disciplines. Learning
objectives are: (a) consistently connected to what students have
previously learned, (b) know from life experiences, and (c)
integrated with other disciplines. Expectations for student
performance are clear, demanding, and high. Expectations for
student performance are clear, demanding, and high. Expectations
for student performance are clear, demanding, and high. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. There
is evidence that most students demonstrate mastery of the
objective. There is evidence that most students demonstrate mastery
of the objective. There is evidence that most students demonstrate
mastery of the objective. Most learning objectives and state
content standards are communicated. Sub-objectives are mostly
aligned to the lessons major objective. Sub-objectives are mostly
aligned to the lessons major objective. Learning objectives are
connected to what students have previously learned Expectations for
student performance are clear. State standards are displayed. There
is evidence that most students demonstrate mastery of the
objective. Few learning objectives and state content standards are
communicated. Few learning objectives and state content standards
are communicated. Few learning objectives and state content
standards are communicated. Sub-objectives are inconsistently
aligned to he lessons major objective. Sub-objectives are
inconsistently aligned to he lessons major objective.
Sub-objectives are inconsistently aligned to he lessons major
objective. Learning objectives are rarely connected to what
students have previously learned. Learning objectives are rarely
connected to what students have previously learned. Learning
objectives are rarely connected to what students have previously
learned. Expectations for student performance are vague.
Expectations for student performance are vague. Expectations for
student performance are vague. There is evidence that few students
demonstrate mastery of the objective. There is evidence that few
students demonstrate mastery of the objective. There is evidence
that few students demonstrate mastery of the objective. State
standards are displayed. State standards are displayed. State
standards are displayed. Click for Next Slide Click for Next Slide
Click for Next Slide Click for Next Slide Slide 33 Standards &
Objectives All learning objectives and state content standards are
explicitly communicated. All learning objectives and state content
standards are explicitly communicated. All learning objectives and
state content standards are explicitly communicated. Sub-objectives
are aligned and logically sequenced to the lessons major objective.
Sub-objectives are aligned and logically sequenced to the lessons
major objective. Sub-objectives are aligned and logically sequenced
to the lessons major objective. Learning objectives are: (a)
consistently connected to what students have previously learned,
(b) know from life experiences, and (c) integrated with other
disciplines. Learning objectives are: (a) consistently connected to
what students have previously learned, (b) know from life
experiences, and (c) integrated with other disciplines. Learning
objectives are: (a) consistently connected to what students have
previously learned, (b) know from life experiences, and (c)
integrated with other disciplines. Expectations for student
performance are clear, demanding, and high. Expectations for
student performance are clear, demanding, and high. Expectations
for student performance are clear, demanding, and high. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. There
is evidence that most students demonstrate mastery of the
objective. There is evidence that most students demonstrate mastery
of the objective. There is evidence that most students demonstrate
mastery of the objective. Most learning objectives and state
content standards are communicated. Sub-objectives are mostly
aligned to the lessons major objective. Learning objectives are
connected to what students have previously learned Learning
objectives are connected to what students have previously learned
Expectations for student performance are clear. State standards are
displayed. There is evidence that most students demonstrate mastery
of the objective. Few learning objectives and state content
standards are communicated. Few learning objectives and state
content standards are communicated. Few learning objectives and
state content standards are communicated. Sub-objectives are
inconsistently aligned to he lessons major objective.
Sub-objectives are inconsistently aligned to he lessons major
objective. Sub-objectives are inconsistently aligned to he lessons
major objective. Learning objectives are rarely connected to what
students have previously learned. Learning objectives are rarely
connected to what students have previously learned. Learning
objectives are rarely connected to what students have previously
learned. Expectations for student performance are vague.
Expectations for student performance are vague. Expectations for
student performance are vague. There is evidence that few students
demonstrate mastery of the objective. There is evidence that few
students demonstrate mastery of the objective. There is evidence
that few students demonstrate mastery of the objective. State
standards are displayed. State standards are displayed. State
standards are displayed. Click for Next Slide Click for Next Slide
Click for Next Slide Click for Next Slide Slide 34 Standards &
Objectives All learning objectives and state content standards are
explicitly communicated. All learning objectives and state content
standards are explicitly communicated. All learning objectives and
state content standards are explicitly communicated. Sub-objectives
are aligned and logically sequenced to the lessons major objective.
Sub-objectives are aligned and logically sequenced to the lessons
major objective. Sub-objectives are aligned and logically sequenced
to the lessons major objective. Learning objectives are: (a)
consistently connected to what students have previously learned,
(b) know from life experiences, and (c) integrated with other
disciplines. Learning objectives are: (a) consistently connected to
what students have previously learned, (b) know from life
experiences, and (c) integrated with other disciplines. Learning
objectives are: (a) consistently connected to what students have
previously learned, (b) know from life experiences, and (c)
integrated with other disciplines. Expectations for student
performance are clear, demanding, and high. Expectations for
student performance are clear, demanding, and high. Expectations
for student performance are clear, demanding, and high. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. There
is evidence that most students demonstrate mastery of the
objective. There is evidence that most students demonstrate mastery
of the objective. There is evidence that most students demonstrate
mastery of the objective. Most learning objectives and state
content standards are communicated. Sub-objectives are mostly
aligned to the lessons major objective. Learning objectives are
connected to what students have previously learned Expectations for
student performance are clear. Expectations for student performance
are clear. State standards are displayed. There is evidence that
most students demonstrate mastery of the objective. Few learning
objectives and state content standards are communicated. Few
learning objectives and state content standards are communicated.
Few learning objectives and state content standards are
communicated. Sub-objectives are inconsistently aligned to he
lessons major objective. Sub-objectives are inconsistently aligned
to he lessons major objective. Sub-objectives are inconsistently
aligned to he lessons major objective. Learning objectives are
rarely connected to what students have previously learned. Learning
objectives are rarely connected to what students have previously
learned. Learning objectives are rarely connected to what students
have previously learned. Expectations for student performance are
vague. Expectations for student performance are vague. Expectations
for student performance are vague. There is evidence that few
students demonstrate mastery of the objective. There is evidence
that few students demonstrate mastery of the objective. There is
evidence that few students demonstrate mastery of the objective.
State standards are displayed. State standards are displayed. State
standards are displayed. Click for Next Slide Click for Next Slide
Click for Next Slide Click for Next Slide Slide 35 Standards &
Objectives All learning objectives and state content standards are
explicitly communicated. All learning objectives and state content
standards are explicitly communicated. All learning objectives and
state content standards are explicitly communicated. Sub-objectives
are aligned and logically sequenced to the lessons major objective.
Sub-objectives are aligned and logically sequenced to the lessons
major objective. Sub-objectives are aligned and logically sequenced
to the lessons major objective. Learning objectives are: (a)
consistently connected to what students have previously learned,
(b) know from life experiences, and (c) integrated with other
disciplines. Learning objectives are: (a) consistently connected to
what students have previously learned, (b) know from life
experiences, and (c) integrated with other disciplines. Learning
objectives are: (a) consistently connected to what students have
previously learned, (b) know from life experiences, and (c)
integrated with other disciplines. Expectations for student
performance are clear, demanding, and high. Expectations for
student performance are clear, demanding, and high. Expectations
for student performance are clear, demanding, and high. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. There
is evidence that most students demonstrate mastery of the
objective. There is evidence that most students demonstrate mastery
of the objective. There is evidence that most students demonstrate
mastery of the objective. Most learning objectives and state
content standards are communicated. Sub-objectives are mostly
aligned to the lessons major objective. Learning objectives are
connected to what students have previously learned Expectations for
student performance are clear. State standards are displayed. State
standards are displayed. There is evidence that most students
demonstrate mastery of the objective. Few learning objectives and
state content standards are communicated. Few learning objectives
and state content standards are communicated. Few learning
objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he lessons major
objective. Sub-objectives are inconsistently aligned to he lessons
major objective. Sub-objectives are inconsistently aligned to he
lessons major objective. Learning objectives are rarely connected
to what students have previously learned. Learning objectives are
rarely connected to what students have previously learned. Learning
objectives are rarely connected to what students have previously
learned. Expectations for student performance are vague.
Expectations for student performance are vague. Expectations for
student performance are vague. There is evidence that few students
demonstrate mastery of the objective. There is evidence that few
students demonstrate mastery of the objective. There is evidence
that few students demonstrate mastery of the objective. State
standards are displayed. State standards are displayed. State
standards are displayed. Click for Next Slide Click for Next Slide
Click for Next Slide Click for Next Slide Slide 36 Standards &
Objectives All learning objectives and state content standards are
explicitly communicated. All learning objectives and state content
standards are explicitly communicated. All learning objectives and
state content standards are explicitly communicated. Sub-objectives
are aligned and logically sequenced to the lessons major objective.
Sub-objectives are aligned and logically sequenced to the lessons
major objective. Sub-objectives are aligned and logically sequenced
to the lessons major objective. Learning objectives are: (a)
consistently connected to what students have previously learned,
(b) know from life experiences, and (c) integrated with other
disciplines. Learning objectives are: (a) consistently connected to
what students have previously learned, (b) know from life
experiences, and (c) integrated with other disciplines. Learning
objectives are: (a) consistently connected to what students have
previously learned, (b) know from life experiences, and (c)
integrated with other disciplines. Expectations for student
performance are clear, demanding, and high. Expectations for
student performance are clear, demanding, and high. Expectations
for student performance are clear, demanding, and high. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. State
standards are displayed and referenced throughout the lesson. There
is evidence that most students demonstrate mastery of the
objective. There is evidence that most students demonstrate mastery
of the objective. There is evidence that most students demonstrate
mastery of the objective. Most learning objectives and state
content standards are communicated. Sub-objectives are mostly
aligned to the lessons major objective. Learning objectives are
connected to what students have previously learned Expectations for
student performance are clear. State standards are displayed. There
is evidence that most students demonstrate mastery of the
objective. There is evidence that most students demonstrate mastery
of the objective. Few learning objectives and state content
standards are communicated. Few learning objectives and state
content standards are communicated. Few learning objectives and
state content standards are communicated. Sub-objectives are
inconsistently aligned to he lessons major objective.
Sub-objectives are inconsistently aligned to he lessons major
objective. Sub-objectives are inconsistently aligned to he lessons
major objective. Learning objectives are rarely connected to what
students have previously learned. Learning objectives are rarely
connected to what students have previously learned. Learning
objectives are rarely connected to what students have previously
learned. Expectations for student performance are vague.
Expectations for student performance are vague. Expectations for
student performance are vague. There is evidence that few students
demonstrate mastery of the objective. There is evidence that few
students demonstrate mastery of the objective. There is evidence
that few students demonstrate mastery of the objective. State
standards are displayed. State standards are displayed. State
standards are displayed. Click for Next Slide Click for Next Slide
Click for Next Slide Click for Next Slide Slide 37 Rubric Activity
Rubric Activity Directions: Trainer/administrator will model
metacognition for Standards & Objectives. Highlight key words
from the descriptors under the At Expectations column with a
shoulder partner for Motivating Students, Presenting Instructional
Content, Activities and Materials, and Questioning Continue
highlighting key words from the descriptors under the At
Expectations column individually for Academic Feedback, Lesson
Structure and Pacing, Teacher Content Knowledge, Teacher Knowledge
of Students, Thinking, and Problem Solving individually. Click to
Start Click to Start Click to Start Click to Start Click for an
activity for early finishers. Click for an activity for early
finishers. Click for an activity for early finishers. Click for an
activity for early finishers. Slide 38 For early finishers If you
finish early, begin making explicit connections between the key
words that you have highlighted and actual classroom practices. If
you finish early, begin making explicit connections between the key
words that you have highlighted and actual classroom practices.
What would some of these descriptors and key words look like in a
classroom observation? What would some of these descriptors and key
words look like in a classroom observation? Write down the
applications that you have made for each of the key words that you
highlighted and be prepared to share those when the trainer asks
for them. Write down the applications that you have made for each
of the key words that you highlighted and be prepared to share
those when the trainer asks for them. Slide 39 Look Back at Your
Consensus Maps Find the parts of the rubric that correspond to your
consensus maps. Find the parts of the rubric that correspond to
your consensus maps. For exampleIf you put there needs to be an
objective, where in the rubric would that be found? For exampleIf
you put there needs to be an objective, where in the rubric would
that be found? Slide 40 Click to Start Click to Start Click to
Start Click to Start 10 Minute Break Slide 41 The Break Has Ended
Slide 42 Watch a Lesson We will now watch a lesson and apply some
of the learning that we have had so far about the rubric. We will
now watch a lesson and apply some of the learning that we have had
so far about the rubric. After watching the lesson, you will be
asked to decide upon an indicator that the teacher was relatively
strong in, and an indicator that the teacher could improve. After
watching the lesson, you will be asked to decide upon an indicator
that the teacher was relatively strong in, and an indicator that
the teacher could improve. In order to decide upon these areas, you
will need to take notes during the lesson as evidence of your
decision. In order to decide upon these areas, you will need to
take notes during the lesson as evidence of your decision. Slide 43
Collecting Evidence is Essential Detailed Collection of Evidence:
Detailed Collection of Evidence: Unbiased notes of what occurs
during a classroom lesson. Capture: Capture: what the teacher says
what the teacher says what the teacher does what the teacher does
what the students say what the students say what the students do
what the students do Copy wording from visuals used during the
lesson. Copy wording from visuals used during the lesson. Record
time segments of lesson. Record time segments of lesson. The
collection of detailed evidence is ESSENTIAL for the evaluation
process to be implemented accurately, fairly, and for the intended
purpose of the process. Slide 44 Watch a Lesson Please take notes
as you watch. Slide 45 How would you Reinforce and Refine this
teachers practice? Every full-length evaluation comes with an area
that the teacher did relatively effectively, and an area where the
teachers practice could improve. Every full-length evaluation comes
with an area that the teacher did relatively effectively, and an
area where the teachers practice could improve. Reinforcement= area
of relative strength Refinement= are of relative weakness With a
shoulder partner, look at your notes, and pick an indicator for the
reinforcement and refinement. With a shoulder partner, look at your
notes, and pick an indicator for the reinforcement and refinement.
Why did you choose each area? What evidence do you have from the
lesson? Why did you choose each area? What evidence do you have
from the lesson? Slide 46 Procedural Understanding vs. Conceptual
Understanding Thorough understanding/ independence Conceptual
Knowledge Procedural Knowledge Beginning of understanding Slide 47
National Raters Scores See how educators who have applied this
rubric to their own practice and to others would have categorized
and scored this lesson Slide 48 Training Portal: Evaluation Process
Slide 49 Training Modules Slide 50 Video Library Slide 51 TEAM
Logistics Q & A What questions do you have about the Tennessee
Educator Acceleration Model (TEAM)? What questions do you have
about the Tennessee Educator Acceleration Model (TEAM)?
