Calibration Protocol for Video-Based Training



Protocol for Video-Based Calibration of Observational Feedback to TeacherObjectiveThis protocol supports the calibration of high quality feedback from administrators to teachers about instructional practice. The activity is designed for a group of evaluators/administrators to observe one video, record feedback about the educator’s practice and then share and calibrate around principles of high quality feedback. Facilitator Preparation Select a video of classroom practice with at least a 10-15 minute segment for viewing.Prepare for facilitation by viewing the video and collecting evidence. Organize the evidence according to the different criteria. The video MAY NOT lend itself to collecting a preponderance of evidence for each criteria. Determine Performance Levels for each criteria based on the DPAS II Teacher rubric and the preponderance of evidence.Please note, as the facilitator it is not imperative that you collect ALL possible evidence nor provide definitive ratings. The process of calibration encourages an open discussion among all participants about the evidence collected and appropriate alignment to criteria and performance levels.Make several copies of the formative feedback forms for each participant to record their evidence.Distribute the video link to evaluators/administrators in advance, so that they may view prior to the meeting. (Optional)Meeting Protocol 5 min. The facilitator (typically a district administrator) reviews the activity. “Today we will….” Collect individually evidence for Components 2 and 3 by noting what the teacher and students say and do.Discuss the evidence collected and independently prepare the evidence by sorting each piece of evidence into the correct criteria, determine a level performance for each criteria, and formulate recommended next steps for the educator.Work in teams of 3-4 to discuss how you aligned and rated the evidence. The teams will come to a consensus on alignment and ratings.Teams will then share out with the larger group the agreed upon ratings. As a larger group we will come to a consensus of the ratings.10-15 min. Play the video. Participants should observe and take notes as though they were conducting a typical unannounced classroom observation. 5 min. Allow participants time to read over their evidence. 10-15 min. Have participants take turns sharing pieces of evidence they have collected and adding evidence they may have missed to their notes. They should not sort or rate the evidence or share how they would rate the evidence at this point.10-15 min. Allow participants time to independently align evidence and determine ratings.10-15 min. In teams of 3 or 4, administrators should share their ratings with each other. Administrators will have a meaningful discussion about any differences in ratings and through careful review of the evidence and rubric, come to an agreement on all ratings.15 min. Teams will share out how they rated each criteria and the evidence that supports the rating with the larger group. Administrators will have a meaningful discussion about any differences in ratings and through careful review of the evidence and rubric and come to an agreement on all ratings.10-15 min. Facilitator leads the group through a discussion around overall trends or findings from the observational feedback provided to this teacher. What 1-2 practices would you reinforce this teacher to continue? What 1-2 recommendations would you provide for this teacher? Reflections on Video-Based Calibration Repeating this calibration activity periodically will gradually improve consistency of feedback across evaluators.Anticipate wider differences in feedback content and style at the beginning of the year. Initial meetings should focus on establishing a collective understanding of how to interpret the rubrics and evidence and then move towards a shared understanding what constitutes high quality feedback.DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FOR TEACHERS COMPONENT 2: CLASSROOM ENVIRONMENT2a.Managing Classroom Procedures: Teacher has clearly defined procedures for managing learning time, transitions between learning events, and routines that maximize learning time.Criterion 2a. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence:2b.Managing Student Behavior: Teacher establishes behavioral expectations and consequencesand monitors student conduct. Teacher responds to student behavior in appropriate and effective ways to minimize disruptions.Criterion 2b. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not Observed Evidence:2c.Creating an Environment to Support Learning: Teacher creates an atmosphere in which learning is valued. Teacher-to-student and student-to-student interactions show rapport that is grounded in mutual respect.Criterion 2c. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence: anizing Physical Space: Teacher organizes, allocates, and manages physical space to create a safe learning environment. Teacher uses physical resources to contribute to effective instruction and makes resources accessible to all students.Criterion 2d. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence:COMPONENT 3: INSTRUCTION3a.Engaging Students in Learning: Content is appropriate, clear, and linked to student knowledge and experience. Content is aligned with the district or charter school's curricula. Activities and assignments engage all students. Instructional materials are suitable to the instructional goals. The instruction is coherent and paced appropriately for all students.Criterion 3a. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence:3b.Demonstrating Flexibility and Responsiveness: Teacher has a repertoire of instructional strategies and makes use of them to make modifications to lessons as needed. Teacher differentiates instruction based on learner characteristics and achievement data.Criterion 3b. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence:municating Clearly and Accurately: Verbal and written communication is clear and appropriate to students' ages, backgrounds, and levels of understanding.Criterion 3c. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence:3d.Using Questioning and Discussion Techniques: Questions are appropriate to the content and level of students' understanding. Teacher encourages students to pose their own questions and is responsive to student questions. Teacher facilitates student led discussions.Criterion 3d. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not Observed Evidence:3e.Using Assessment in Instruction: Teacher makes the criteria of the assessment known to the students, monitors the students’ progress, provides descriptive feedback, promotes student self- assessment, and uses data to plan future instruction.Criterion 3e. Performance: FORMCHECKBOX Ineffective FORMCHECKBOX Needs Improvement FORMCHECKBOX Effective FORMCHECKBOX Highly Effective FORMCHECKBOX Not ObservedEvidence:PERFORMANCE SUMMARYSummary of Commendations/Expectations/Recommended Area(s) of :Growth: Additional Evaluator Feedback: ................
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