Explain the three types of evidence required by the regulations and identify concrete examples of each. Describe characteristics of high-quality sources of evidence. Identify artifacts of practice and measures of student learning aligned to activities outlined in their educator plans. Agenda Review Objectives for Today’s Workshop (2 Minutes) Learning Activity 1: Three Types of Evidence (13 Minutes) Learning Activity 2: Identifying Sources of Evidence (20-25 Minutes) Learning Activity 3: Identifying Your Own Evidence (20 Minutes) Exit Ticket/Homework For More Information Participants interested in learning more about evidence gathering may wish to familiarize themselves with additional materials on the Massachusetts Department of Elementary and Secondary Education website – particularly , pgs 32-39, , and the For these resources and additional information about the Massachusetts Educator Evaluation Framework, please go to and . Handout 1: Learning Activity 1 Three Types of Evidence was evaluated today.” “I This phrase may be familiar to you. Typically, it has meant a formal observation. Now, perhaps it means that your supervisor dropped by to observe you teaching a lesson. Not an unusual occurrence in your school these days. In fact, this was the third time this year that she slipped into your classroom for a brief visit. She stayed for about ten minutes and jotted things down from time to time as the lesson progressed. You can expect a brief chat with some suggestions related to what she observed, followed by a short written summary of her notes later in the week. Luckily you were on top of your game that day. Your students rolled out of bed on the side, showed up on time, and paid attention; and the activity “right” appeared to engage most of the students and wrapped up before the bell rang. You feel pretty good—it wasn’t your best lesson, but it explicitly targeted one of the new literacy standards and were no major hiccups. You would have liked your principal to see the small group work that took place prior to her arrival to illustrate how far some of your struggling students have come in engaging with their peers since her last observation but she saw the whole group discussion at the end. It would also have been nice to share the growth your ELL students demonstrated from the beginning to the end of the
Explain the three types of evidence required by the regulations and identify concrete examples of each. Describe characteristics of high-quality sources of evidence. Identify artifacts of practice and measures of student learning aligned to activities outlined in their educator plans. Agenda Review Objectives for Today’s Workshop (2 Minutes) Learning Activity 1: Three Types of Evidence (13 Minutes) Learning Activity 2: Identifying Sources of Evidence (20-25 Minutes) Learning Activity 3: Identifying Your Own Evidence (20 Minutes) Exit Ticket/Homework For More Information Participants interested in learning more about evidence gathering may wish to familiarize themselves with additional materials on the Massachusetts Department of Elementary and Secondary Education website – particularly , pgs 32-39, , and the For these resources and additional information about the Massachusetts Educator Evaluation Framework, please go to and . Handout 1: Learning Activity 1 Three Types of Evidence “I was evaluated today.” This phrase may be familiar to you. Typically, it has meant a formal observation. Now, perhaps it means that your supervisor dropped by to observe you teaching a lesson. Not an unusual occurrence in your school these days. In fact, this was the third time this year that she slipped into your classroom for a brief visit. She stayed for about ten minutes and jotted things down from time to time as the lesson progressed. You can expect a brief chat with some suggestions related to what she observed, followed by a short written summary of her notes later in the week. Luckily you were on top of your game that day. Your students rolled out of bed on the “right” side, showed up on time, and paid attention; and the activity appeared to engage most of the students and wrapped up before the bell rang. You feel pretty good—it wasn’t your best lesson, but it explicitly targeted one of the new literacy standards and were no major hiccups. You would have liked your principal to see the small group work that took place prior to her arrival to illustrate how far some of your struggling students have come in engaging with their peers since her last observation but she saw the whole group discussion at the end. It would also have been nice to share the growth your ELL students demonstrated from the beginning to the end of the