AARPE Part 2 Session 5

Inter-Rater Reliability Protocol (Formal Observation & Walkthrough)

Name:Click or tap here to enter text.

Division:Click or tap here to enter text.

Teacher One Standard Four

Name: Click or tap here to enter text.

Common Look-Fors:Click or tap here to enter text.

Different Look-Fors:Click or tap here to enter text.

Discuss

  • What did you see?
  • What did I see?
  • Which Look-Fors were the same?
  • Which Look-Fors were different?
  • Based on the Look-Fors noted, what are the positives/areas of strength, areas that need improvement and areas that are a work in progress?

Focus on Assessment of and for Learning (Standard 4):

  • If questioning was used, were the questioning strategies effective? (Did teacher pose question(s) and allow wait time before calling on students? Were responses choral or all volunteer responses? How many students were involved in asking or responding to questions? Did the teacher provide feedback?)
  • Did the teacher gather/record data while observing students at work or while listening to student interactions with peers?
  • Did the teacher use the lesson objective to gather formative data? If so, when and how?
  • When did the teacher gather formative data?
  • Was there evidence that data from the activity/activities used to inform or guide instruction during this lesson?
  • Did the teacher collect any products or work samples from all students that will be used to determine student progress toward the learning goal?

Teacher Two Standard Four

Name: Click or tap here to enter text.

Common Look-Fors:Click or tap here to enter text.

Different Look-Fors:Click or tap here to enter text.

Discuss

  • What did you see?
  • What did I see?
  • Which Look-Fors were the same?
  • Which Look-Fors were different?
  • Based on the Look-Fors noted, what are the positives/areas of strength, areas that need improvement and areas that are a work in progress?

Focus on Assessment of and for Learning (Standard 4):

  • If questioning was used, were the questioning strategies effective? (Did teacher pose question(s) and allow wait time before calling on students? Were responses choral or all volunteer responses? How many students were involved in asking or responding to questions? Did the teacher provide feedback?)
  • Did the teacher gather/record data while observing students at work or while listening to student interactions with peers?
  • Did the teacher use the lesson objective to gather formative data? If so, when and how?
  • When did the teacher gather formative data?
  • Was there evidence that data from the activity/activities used to inform or guide instruction during this lesson?
  • Did the teacher collect any products or work samples from all students that will be used to determine student progress toward the learning goal?

Teacher Three Standard Four

Name: Click or tap here to enter text.

Common Look-Fors:Click or tap here to enter text.

Different Look-Fors:Click or tap here to enter text.

Discuss

  • What did you see?
  • What did I see?
  • Which Look-Fors were the same?
  • Which Look-Fors were different?
  • Based on the Look-Fors noted, what are the positives/areas of strength, areas that need improvement and areas that are a work in progress?

Focus on Assessment of and for Learning (Standard 4):

  • If questioning was used, were the questioning strategies effective? (Did teacher pose question(s) and allow wait time before calling on students? Were responses choral or all volunteer responses? How many students were involved in asking or responding to questions? Did the teacher provide feedback?)
  • Did the teacher gather/record data while observing students at work or while listening to student interactions with peers?
  • Did the teacher use the lesson objective to gather formative data? If so, when and how?
  • When did the teacher gather formative data?
  • Was there evidence that data from the activity/activities used to inform or guide instruction during this lesson?
  • Did the teacher collect any products or work samples from all students that will be used to determine student progress toward the learning goal?

Teacher Four Standard Four

Name: Click or tap here to enter text.

Common Look-Fors:Click or tap here to enter text.

Different Look-Fors:Click or tap here to enter text.

Discuss

  • What did you see?
  • What did I see?
  • Which Look-Fors were the same?
  • Which Look-Fors were different?
  • Based on the Look-Fors noted, what are the positives/areas of strength, areas that need improvement and areas that are a work in progress?

Focus on Assessment of and for Learning (Standard 4):

  • If questioning was used, were the questioning strategies effective? (Did teacher pose question(s) and allow wait time before calling on students? Were responses choral or all volunteer responses? How many students were involved in asking or responding to questions? Did the teacher provide feedback?)
  • Did the teacher gather/record data while observing students at work or while listening to student interactions with peers?
  • Did the teacher use the lesson objective to gather formative data? If so, when and how?
  • When did the teacher gather formative data?
  • Was there evidence that data from the activity/activities used to inform or guide instruction during this lesson?
  • Did the teacher collect any products or work samples from all students that will be used to determine student progress toward the learning goal?

Session 4: AARPE Inter-Rater Reliability Feedback Support Documents

Standard 4:

The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

Conferencing questions to consider Teacher One:

Evidence of formative assessment:

Click or tap here to enter text.

Evidence-based question(s) for conference with teacher:

Click or tap here to enter text.

Conferencing questions to consider Teacher Two:

Evidence of formative assessment:

Click or tap here to enter text.

Evidence-based question(s) for conference with teacher:

Click or tap here to enter text.

Conferencing questions to consider Teacher Three:

Evidence of formative assessment:

Click or tap here to enter text.

Evidence-based question(s) for conference with teacher:

Click or tap here to enter text.

Conferencing questions to consider Teacher Four:

Evidence of formative assessment:

Click or tap here to enter text.

Evidence-based question(s) for conference with teacher:

Click or tap here to enter text.

Feedback Support Documents

Teacher Performance Standards / Conferencing Questions to Consider
Teacher 1
Performance Standard 1- Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 1
Performance Standard 3 -Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 2
Performance Standard 1- Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 2
Performance Standard 3 -Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 3
Performance Standard 1- Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 3
Performance Standard 3 -Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 4
Performance Standard 1- Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Teacher Performance Standards / Conferencing Questions to Consider
Teacher 4
Performance Standard 3 -Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.