Evaluation Training and Support Videos

With the implementation of the state educator evaluation systems, ADE has provided multiple support trainings in each of the state's educational cooperatives to support the various components of evaluation. The videos on this site will address different areas of the evaluation process to ensure that educators understand the process. Resources will be added to this site as future trainings are developed and delivered.

Available Videos

Data Literacy for Teachers

TESS Next Steps - Deeper into Danielson

Fall 2013 Support Training Videos
TESS Conference Video Demonstrations
LEADS Conference Video Demonstrations

Data Literacy for Teachers
Effective data use is a critical component of improving outcomes for students. Educators need to be able to collect, analyze, and use data. In addition, classroom teachers must also demonstrate the value and use of data by leading a data-driven, collaborative culture.

Participants will learn how teacher evaluation data are used in self-reflection and formative feedback. By analyzing data collected at all phases of the evaluation process, teachers will practice using evaluation data in planning for professional learning. With a careful focus on student growth data and teacher growth scores, evaluation performance ratings, coaching conversations, and professional growth plans, teachers will walk through the evaluation process to learn how all of the pieces connect, leading to achievable, measurable results. The focus will be on data-driven decision-making and how to utilize new resources and ADE support materials for successful evaluation experiences.

This training will be delivered by educators or specialists at local levels who have attended an ADE Training-of-Trainers to prepare for training delivery.

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TESS Next Steps - Deeper into Danielson
This training will take educators deeper into the Framework for Teaching and connect framework components to research-based strategies to improve educator performance and student engagement. The training will provide concrete, specific classroom teaching techniques designed to promote high levels of performance based on the evaluation rubric.

This training will be delivered by educators or specialists at local levels who have attended an ADE Training-of-Trainers to prepare for training delivery.

Associated Materials

Videos

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Fall 2013 Support Training Videos

Coaching 101 Training
Jim Johnson outlines the feedback process that is so critical to the evaluation system. Through effective planning and reflection conferences, Jim highlights how the administrator plays the role of both an evaluator and coach. A follow up coaching training will be held this summer and posted here for additional coaching information.

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TESS Conference Video Demonstrations

TESS Pre-Observation Conference
This video shows a conversation between an elementary principal, who is the observer, and the school’s instructional facilitator, who is the teacher, during a Pre-Observation Conference. This Elementary Principal and Instructional Facilitator work in an Economics Magnet Elementary School. The Instructional Facilitator will be observed during an economics lesson taught to a first grade class. We know the conference is guided by the AR TESS Pre-Conference Questions so evidence will be provided for the teacher’s Domain 1: Planning and Preparation ratings, as well as to provide a preview of the lesson for the principal and an opportunity for the teacher to make changes to the planned lesson based on the discussion. You will see an excellent demonstration of active listening by the evaluator. Eye contact and the ability to cover only the items chosen to highlight the plan for instruction contribute to a productive conversation. During the video, please note communication skills and how the lesson design includes developmentally appropriate learning.

TESS Post Observation Conference
This conversation follows the observation of a first grade economics lesson taught by the school’s instructional facilitator. The goal and concepts of the lesson were on ‘scarcity’. Having an ESL student was the identified special situation. Differentiated activities and grouping were planned and explained in the pre-conference. Formative assessment of learning through observation and anecdotal records occurred throughout the lesson. The AR TESS Post Conference Questions will serve as a reference for directing the conversation in the scope of the TESS Rubric. The Post Conference provides an opportunity for educator reflection on the lesson and also evidence to support both the on-stage and off-stage domain ratings. As you watch, make note of the connection made between the success of the learning with specifics from the lesson time as this teacher bases her judgment of lesson success and areas for improvement on details from the lesson. Also look for the use of artifacts from this lesson and how the artifacts evidencing student learning add meaning and relevance to the reflection. Finally, think about the culture of collaboration in this school as the teacher talks about working with colleagues to address an area of needed instructional support demonstrating a culture of collaboration.

TESS Pre-Observation Conference
The following is two segments of a TESS Pre-Observation conversation between a district administrator, who is the evaluator and a sixth grade math teacher. The first piece is the beginning of the conference; the second piece continues the conversation with the discussion of the lesson’s assessment. The evaluator exhibits skillful coaching by facilitating effective use of time. She poses efficient questions to include multiple elements of the Framework for Teaching components; such as, ‘How do you get to know your students, their learning styles and their special needs?’ The planned result of this Pre-Observation conversation will be effective preparation for this lesson. The evaluator clarifies expectations for the observation. The teacher is given opportunities to solidify a successful lesson line when she shares the order of lesson events to be observed and links them to the student learning goal(s). The evaluator maintains a sharp focus through verbal cues: ‘Now, I want us to move our focus to your plan for assessment.’ This conference is an outstanding example of the creation of a professional, respectful and productive conversation.

TESS Post Observation Conference
This Post Conference follows a sixth grade math lesson on the concepts of ‘linear, cubic and square unit measurement’. You will view two segments of this conference. The beginning of the conference is shown first; followed by a segment leading to reflection. The evaluator asks, ‘Reflecting on the lesson, if you had the opportunity to teach this lesson again, would you change anything?’ The evaluator has prepared for the observation by reviewing the teacher’s Professional Growth Plan which should be a continual focus in our TESS work. ‘I’ve been looking back at your Professional Growth Plan for some obvious reasons. One of your components is 3b: Questioning and Discussion Techniques. Notice how the evaluator supports the teacher’s rating on component 3b with evidence: ‘Students were working together. They were asking questions themselves, and among themselves. They were answering questions. Each pod was engaged in a discussion with each other; a class as a whole, as well as a pod, and they were defending their answers.’ The evaluator encourages the teacher’s good work. The evaluator is a skilled coach who provides actionable feedback. When the conference concludes, there is no doubt about the work to be done or the confidence of the evaluator in the teacher to do it.

TESS Pre-Observation Conference
This video is a TESS Pre-Observation Conference between an Elementary Principal, who is the evaluator, and a third grade teacher. Both educators are experienced in their current positions. The lesson to be observed is a literacy lesson on story settings with a strong emphasis on context clues. The tone of this conversation is comfortable, yet focused. The evaluator inquires about evidence that will support specific elements of the observation. She asks, ‘How do you feel like these resources are going to enhance these learning goals?’ The teacher explains addressing the students’ multiple intelligences with the resources. A skillful evaluator facilitates relevant and meaningful connections between the lesson planned and the learners in this teacher’s class. This teacher shares her knowledge of the students when she explains the process of planning challenging learning for all students. The evaluator successfully paces the conversation to encourage thoughtfulness. She pauses after asking a question. She pauses after the teacher offers initial thinking in response to a question, such as how the learning for the students could be extended. The evaluator is comfortable with adjusting to time needed for the teacher to think. The evaluator is skilled in listening and leading the conversation.

TESS Post Observation Conference
Following the observation of a third-grade literacy lesson, this is the Post Observation Conference. The observed lesson goal was for students to determine a story setting by using context clues. The Post Observation conference occurred a day later than the observation, which allowed time for reflection by the teacher. Structuring reflective conferences is most effective if the evaluator invites the teacher to reflect on the lesson based on specific events of the lesson. The teacher should identify successes and areas for improvement based on student learning. Next, the successful conference will include time to extend and clarify the messages of lesson evidence and artifacts. This may involve searching for patterns, comparing and contrasting what the teacher intended to what was achieved or analyzing for cause and effect during instruction. Finally, there should be a review of results of this conference conversation, and a clear understanding of next steps. You will view two segments from this conference. The first begins with the teacher sharing her thoughts on the lesson. The evaluator reinforces positive aspects of the teacher’s reflection throughout the conversation; such as, ‘Great! You saw things we can do better on.’ In facilitating the discussion, the evaluator phrases questions to lead the teacher to improved practice according to the Framework for Teaching. The evaluator allows the teacher to suggest improvements. The evaluator asks, ‘How might you more effective plan this lesson next time?’ She continues, ‘You told them exactly about the lesson activities, but what about misunderstandings they may have? How could you address those?’ And another, ‘How might you model your high expectations for all of your students?” The educator and evaluator also build upon a team aspect of improvement by talking about opportunities for the educator’s Professional Learning Community to collaborate for instructional improvements. The second segment is the shared review of student work from the lesson, and a reminder of improvements to be implemented in instruction. The conference is unique to the practice of this teacher; she has received important actionable feedback for her work.

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LEADS Conference Video Demonstrations

LEADS Initial Conference
This video is the conversation between a district administrator who is the evaluator and an elementary principal. The LEADS Initial Conference is a time for the Principal to present data gathered to drive his/her professional growth. Also, part of this conference is an Initial Assessment completed by the evaluator. This is a collaborative conference which should result in an appropriate LEADS Professional Growth Plan. This video is a short, but vital part of the review of this experienced principal’s PGP. Notice how documentation plays an important point of focus for this conversation and continuation of the work. As you observe and listen, think about the use of data to drive the PGP development and process.

LEADS Summative Conference
This conversation is a part of the LEADS Summative Evaluation Conference between the district evaluator and an elementary principal. The evaluator presents ratings for every function based on the evidence and artifacts from the principal’s work during the school year. The evaluator takes time to explain ratings which are below ‘Proficient’. Although discussion about the ratings may occur, the decision for final ratings is made by the evaluator. As you watch this conference, notice how the evaluator and principal are prepared for this conversation. Because the work is data-driven, consider how the evidence presented and discussed facilitates the continuation of the principal’s Professional Growth Plan for the next school year.

LEADS Formative Assessment Conference
This LEADS Formative Assessment Conference is between an experienced district administrator in charge of Principal Evaluation and an experienced Junior High School Principal. This video demonstrates the increase in productivity when administrators have a strong working knowledge of the content of the Leadership Excellence and Development System, or LEADS, rubric. The conversation is facilitated by an evaluator ‘with a purpose’. The purpose of the conversation is clearly understood. The evaluator begins, ‘This year we have been talking about the anticipated course of action with a focus on Standard 2.’ The conversation format which is guided by the rubric results in a structured reflection. There is no hesitation in the conversation flow as the evaluator facilitates the thought-process through skilled paraphrasing. Levels of performance for each LEADS function acknowledge the expertise of the principal. We know this is an experienced principal by the organization he shares for learning-focused work in his school. He involves every educator in student learning by using their strengths to be an active part of the big picture of student and educator learning. He shares the responsibility for creating a school culture for learning, monitoring student instructional progress and consistent use of Understanding by Design in organizing instructional implementation. This principal is more than reflective; he is visionary incorporating both teacher and leader evaluation as important tools for academic success

LEADS Initial Conference
This video is the first scheduled conference between an elementary principal and a district administrator in charge of principal evaluation. This conversation uses data from the LEADS Self-Assessment completed by the principal. This conference will inform the principal’s Professional Growth Plan development. This is a collaborative conversation shown by contributions from both the evaluator and the principal. Both also contribute to the analysis and thinking process. The evaluator has chosen a format, which allows coverage of the content of the LEADS rubric, but is efficient in the use of time. He allows the principal to express his choice of a function for focus from each of the six standards and elaborates on the evidence provided for each standard.

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