SED explains evidence-based classroom observations |
On Board Online • September 19, 2011
By Pilar Sokol
Deputy General Counsel
At a recent training event, experts explained the importance of conducting evidence-based classroom observations to the implementation of the state’s new teacher evaluation system and the basic skills involved in conducting such observations.
Other topics covered at the training – common core standards and the use of data- driven instruction – were described in the Sept. 5, 2011 issue of On Board. Efforts to improve student achievement require implementation of an evaluation process that can help districts and BOCES ensure there is a competent teacher in every classroom, and that can help teachers improve the quality of their practice. The expectation is that evidence-based classroom observations will help to facilitate a level of accuracy that meets both of those objectives through the gathering of evidence that support reliability and the validity of evaluations. The gathering of such evidence should shift the focus of the observation to what is supposed to be happening in the classroom and the type of instruction that needs to be taking place for students to achieve the common core standards. This, in turn, will allow ratings to be based on evidence of teaching rather than opinion, personalities, and possible bias.
Presenters said:
- Evidence must be objective and opinion free – a “factual reporting” of what is observed.
- Evidence may include, for example, teacher and student actions and/or behaviors, teacher and student statements or questions, classroom artifacts, and environmental features such as the classroom set up.
- Quotation marks should be used when quoting a teacher or student.
- Words such as “few,” “some” and “most” need to be quantified.
- Personal or professional preferences cannot influence the selection or documentation of evidence.
- Evidence may not include opinions in the guise of fact.
Alignment of evidence and observation criteria
Evidence gathered through classroom observations must also be aligned to the particular criteria being assessed. Those criteria will depend on the teaching practice rubric used by a given district or BOCES.
Therefore, classroom observers must have a deep understanding of the teaching practice rubric used by their district or BOCES, the criteria embedded within that rubric, and the descriptors for such criteria. They also must carefully sort the evidence to determine which might apply to more than one of the applicable criteria.
Ultimately, it will be this alignment of classroom observations to applicable criteria that will help districts and BOCES ensure reliable assessments that don’t depend on which evaluator conducts the evaluation. This will yield “inter-rater reliability.”
Best practices
Institute presenters shared best practices that integrate the above concepts. Those practices emphasize the importance of:
- Understanding the applicable criteria and being able to identify relevant evidence of a teacher’s work.
- Understanding the process and its intent and purpose, following the process with fidelity, and maintaining consistency and fairness from one teacher to another.
- Aligning the evidence gathered with the appropriate criteria, having sufficient evidence to support a performance rating, and being able to provide quality feedback and appropriate direction for improvement.
Professional learning
The presenters also emphasized the importance of establishing conditions that facilitate professional learning. Those conditions include, for example, trust, the setting of common expectations and goals, a common understanding of applicable standards, preparation, training, and the use of a common language by all involved.
All teachers can always improve their teaching practice. Timely feedback and counseling that is grounded on evidence-based observations, and matched against clear standards can help to bridge the gap between a teacher’s current performance and desired goals.
Training materials and other information are available at www.engageNY.org.