VIDEO OBSERVATION PRACTICE GUIDE
VIDEO 2: MS. SHREVEMaterials:
Observation Workbook, Compass Teacher Rubric, video file (“MsShreve”, entire clip)
STEP ONE: Viewing the video, making observations, recording evidence, and determining a rating. (30 minutes)
Before viewing the video, remember:
This goal of this practice is to build evaluator skills though exercise in observing, taking notes, and briefly discussing your determination of the rating with a practice partner. You will record evidence, map it to indicators, and determine a performance level rating based on the evidence you record. You and your practice partner may have differing opinions about this teacher’s performance level.
Discussing these opinions using the evidence you collect and the Compass rubric is the heart of this activity. This conversation will help build understanding of and comfort with the rubric and the rating process.
The clip is an 8-minute excerpt of a recorded classroom lesson across two days. While we might imagine other aspects of the lesson or extrapolate from what we see, our purpose for this practice is to record evidence and base our rating on strictly based on the evidence within the video. (NOTE: In a live classroom observation, you would have access to much more evidence – this video practice is not an exact mirror of a classroom evaluation.)
The focus of this observation practice is to assign ratings on all 5 components. As you record evidence, be sure pay close attention to teacher or student actions and indicate where teacher or student actions might serve as evidence of particular components.
Debrief:
1. After viewing the video, review your notes, examine the rubric, and determine the overall score (1, 2, 3, 4) for Ms. Shreve by averaging your ratings for the five components. (10 minutes)
2. Discuss your rating determinations for all five components with your practice partner. (20 minutes) Focus your debrief discussion on the two components that you and your practice partner
have the most disagreement about and discuss the evidence you each used in determining your respective ratings. If you and your partner agree on ratings for all five components, spend your debrief time discussing how an evaluator might help Ms. Shreve move her practice forward.
STEP TWO: Examining an expert evidence-based rating determination. (30 minutes)
Rubric Rating:
Effective: Proficient (3) on Component 1c: Setting Instructional Outcomes
Highly Effective (4) on Component 2c: Managing Classroom Procedures
Effective: Proficient (3) on Component 3b: Using Questioning and Discussion Techniques
Effective: Proficient (3) on Component 3c: Engaging Students in Learning
Effective: Proficient (3) on Component 3d: Using Assessment in Instruction
Overall Observation Score: 3.20
Rubric Indicators and Rationale Used to Determine Ratings:
Component 1c: Setting Instructional Outcomes – EFFECTIVE: PROFICIENT
NOTE: This component is by far the most challenging to rate in the context of an 8-minute video. An evaluator would likely need additional evidence from the lesson plan or conversations with the teacher to make a determination. This is true in real life, too. The rating given here is based ONLY on evidence in the video.
Teacher connects outcomes to previous and future learnings. (HE)
In the first section of the lesson (individual practice) the teacher draws clear connections to what students have been learning and what they are doing in another class.
The goal of the second section is drawn from students’ needs and concerns raised in a prior lesson. The teacher draws these connections.
Outcomes reflect important learning in the discipline. (EP)
The importance of these topics in Algebra is discussed several times and the teacher makes an effort to explain how their work connects. However, there is little attention to the “big ideas” or why intercepts and quadratics are significant.
Component 2c: Managing Classroom Procedures – HIGHLY EFFECTIVE
Students are productively engaged during small group work and take initiative with their classmates to ensure that time is used productively (HE)
Students during small group work are on task and engaged with one another. Students translate for one another.
The teacher reminds students of the things they have done previously to answer one another’s questions, problem-solve together and ensure that classmates understand.
Transitions between activities are smooth (HE) & Classroom routines function smoothly (HE)
Minor interruptions (such as a student coming in with a note) do not detract from learning. The teacher moves on without pause and students follow.
Movement between activities (from individual practice, to having a student problem solve at the front of the room, to teacher directions, to small group activities) happens quickly and smoothly.
Students in small groups keep each other on task and remain efficient. Students at all points in the lesson know what to do and follow through.
Component 3b: Using Questioning and Discussion Techniques – EFFECTIVE: PROFICIENT
Discussions enable students to talk to one another without ongoing mediation by the teacher (EP) Students invite comments from their classmates during discussion (HE)
There are high levels of student engagement in discussion. Most importantly, students converse with one another, ask each other questions, and support one another’s work.
Students are clearly used to asking and answering questions and engaging with one another – evidenced during small group work and while one student solves a problem on the overhead.
The teacher uses open-ended questions, inviting students to think and/or have multiple possible answers (E:P) While circulating the room, the teacher asks probing questions of students and follows up with
appropriate questions on next steps. Follow up questions also dig deeper, such as when the teacher asks a student why it is positive or negative even though he had gotten the step correct.
Teacher pushes the whole group with her question about why we start with the y as 0. Multiple students respond during the course of the discussion and the teacher draws out a response by engaging multiple students and asking follow up questions.
There is a clear focus on explanation and understanding of process over simply following steps. Students initiate higher-order questions (HE)
Students ask probing questions themselves and the teacher uses these questions to drive instruction. Teacher invites students to respond, but few do (EE)
Teacher calls on many students, but only a small number actually participate in the discussion (EE)
The teacher does make an effort to solicit response from many students. However, during the whole group time only four students participate. One or two students tend to be the ones answering questions, asking questions, and providing support to fellow students.
One student, Kayla, is clearly highly engaged. While she does not dominate the discussion, it is clear that she participates more than others and is often called on by the teacher when the question is difficult.
Why not Highly Effective?
Component 3c: Engaging Students in Learning – EFFECTIVE: PROFICIENT
There is a mix of different types of groupings, suitable to the lesson objectives. (EP)
Students are grouped in fours. Over the course of the lesson, they work individually, in pairs, as a table group, and whole class. Groupings change and are suited to the objectives.
Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking (E:P) Both activities (practice problems and “Who started correctly?”) have multiple approaches.
The three student examples that the students examine are an appropriate tool for the lesson, and the entire problem was introduced based on students’ own previous conversations. This activity demands higher-order thinking and analysis of different approaches to solving a quadratic equation.
The pacing of the lesson provides students the time needed to be intellectually engaged. (E:P)
The two portions of the lesson viewed involved multiple configurations and transitions, all of which occurred smoothly.
She begins each portion by connecting to previous work and smoothly moves into that lesson. She spends a significant amount of time in the video going over what the groups had previously talked about. This is time well spent as it not only reinforces norms for group work but also shows to students how the lesson is connected to their own previous inquiry.
Why not Highly Effective?
There is little to no evidence of student ownership in this lesson. Ms. Shreve has designed a lesson around her students’ needs, but the students themselves to not take initiative during this lesson to modify tasks, groups or materials. They also do not have choice in which task to complete.
Component 3d: Using Assessment in Instruction – EFFECTIVE: PROFICIENT
The teacher elicits evidence of student understanding during the lesson. Students are invited to assess their own work and make improvements. (EP)
The teacher spends time with three students during individual practice. She asks both procedural and probing questions.
Teacher asks questions in whole group to probe thinking and extend learning. Students support each other in making improvements.
The teacher attempts to engage students in self- or peer-assessment. (EP)
During individual work time, the teacher asks students to assess their own response and provide a rationale.
During whole group time, the teacher encourages students to challenge one another. She asks them to respond to and argue with other students’ responses and assess their choice of which way was the right way to start.
Feedback to students is specific and timely, and is provided from many sources, including other students. (HE)
Why not Highly Effective?
Expert Evidence-Based Notes
NOTE: This is not an exhaustive set of evidence-based notes that could be taken from Ms. Shreve’s video. However, there is evidence here for the various components of the rubric. Evidence that maps to specific components is indicated in parenthesis.
TEACHER ACTIONS STUDENT ACTIONS
NOTES FROM DAY 1 PORTION (0:00-6:00)
T: In your notebooks can you get today’s date? Title it practice with intercepts. (2c) T: Happy day before spring break. Nice to see you guys. Thanks for being on time.
T: You’ve been working on quadratics 3 weeks in algebra b.
T: I don’t want you to lose any of what you’ve learned. We are going to work today to make sure that you feel confident. (1c)
T displays 2 practice problems on the overhead.
T: I see a fast start with Adam and I see a fast start with Guadalupe. (2c)
T circulates room while all students work on practice problems.
To S 1: You’re off to a good start. To S 2: Yes! Very good. How do you keep going?
Well you go this part right so now you’ve gotta rewrite the rest of the equation.
T: Give me one second ok?
T to S1: Yep. And how do you keep going (1 sec pause) can you simplify? (3b) T squats next to student.
T: What are you going to do? What’s 5 X 0?
T to S1: See if you can get the x’s by themselves.
S2: Don’t know.
S1 asks a question about the problem.
Other students are working quietly as T works with 2 students.
T: Why negative?
T: Why positive? Hm mm. (3b)
T: A positive times a negative gives you a negative. You were right. Just cause I ask. I’m making sure you’re not just guessing. T: Is that one gonna be positive or negative?
T: Yes.
T: Yes. You got it! Don’t forget to write your answer outside the rectangle. T moves to S3.
T: Did you come up with any that you tried or you’re not sure what goes into 28. (3b)
T kneels next to student.
T: Any time it is an even number, a 2 is going to go into it.
T: What’s half of 28? T: Will that work?
T to S3: When it’s time for the group work part I’ll get you a group. T: Someone want to share how they started the intercepts problem? Want to try it Kateep?
T: Alright, come on up!
T: Can you make sure that you’re not just showing us what to do but you’re talking and giving us reasons. (3b)
T: So that’s the x value, right? How would you write it to show that it’s the whole x intercept?
S continues explaining
S: Negative 3x.
Continues explaining.
S3: -4…I did +4 and -7. But I can’t think of anything else that goes into 28.
S uses calculator. 14. S proceeds with problem.
K: Sure.
K explains problem while sitting at overhead and working it out.
K: I put 0 in for Y. So 5 X 0….
K: Then 5 x 0 = 0, so I rewrite the problem. K: I have to get my numbers on one side and my x’s on another.
K: It comes out to be x = 8.1
T: Ok. You started this problem by putting in 0 for y, right? So we can use those two numbers together to write it as a point. Do you know what I’m talking about?
T: Kayla, you want to help him out?
T: And you put it in parenthesis so it’ll be a point.
T: I wanna open this question to K or anybody. If we are finding an x intercept, why do we start by putting y in as 0? Anybody have an idea?
T: Yes, but how do we know that y is 0 and not something else? Why don’t we put 10 in?
T: I got 3 good answers and they were all super quiet. (3b)
T: You want just x = at the end, right? T: Terrence, what did you say?
T explains in more detail…. Then we are only moving left and right, we are not moving up and down on the graph if you can picture that in your head.
NOTES FROM DAY 2 PORTION (9:23-17:11)
T: I’m so proud of you guys for doing this. I’m excited about what we’ve accomplished this year as a group and excited to see what we still do. T: You’re going to need a clear, clear space. You’re going to need to work together with the person next to you. T: Are we ready?
T: On Wednesday, we were working together and looking together at
problems about quadratics. You guys had some amazing conversations in your
K shakes head no.
Kayla explains how it is 8.1 and 0 (3b) K: Excuse me?
Kayla: When you put it as a coordinate, y is 0, so you write 8.1 comma 0.
S: Then you’d be solving for X, right?
K: Because 0 is always the easiest thing, I guess. S: no, because you want to cancel it out, right? You want to cancel them out.
Terrence: Because 0 is where the lines cross.
problems.
T displays notes she took from group work. (2c)
T: Saw you sticking together. People asking questions and looking back in notebook. Table 2 had step by step discussions. People calling me over for questions only when everyone was stuck in the same place and after you’d thought about it before you went for extra help. Saw you reaching across the table. Putting ideas in the middle of the table. So some of those things you were working on Wednesday we’re gonna look at really carefully. (3c)
T: First we’re gonna look at when you get all these directions about quadratic equations. Where do you start? (3c) T: Get to where you and the person next to you can see the paper. (2c)
T: I notice Geometry students have trouble remembering where to start. They had this problem like yours – solve for X.
T: Three of them started that in different ways. I’m gonna give you 2 min as a table to decide who is correct. (2c)
T: Whose first step makes sense? (3c)
T: I already see table 6 leaning in to talk. (2c)
T: Talk together. In 2 min I’m going to ask you to decide as a table who is correct.
T: So, Table 1 caught a little mistake. What do we think? Who’s right? T: Only 2? Ok, 2 tables are raising their hands?
T: I should have at least 6 hands in the air. 3.
T: Waits 5 secs for hands.
T: If your table agreed that this one was
Ss begin discussing immediately.
Ss engage with problems and analyze the work of the other students.
correct, raise your hands.
T: What do the rest of you guys think? Kayla, what did you think? (3b) T: Tell me more. I’m not sure I understand.
T: Do you guys agree with Kayla?
T: Thought I heard a no. Did you say no, Jocelyn?
T: How does it change when we add that 0 on the end?
T waits 5 secs.
Restates question. Waits 4 secs. Does that question make sense?
T: Thank you, Lupita, I appreciate that. When we add that 0 it changes
something about the problem – it changes what we are looking for, right? When we add the 0, we can find the X that is going to make that equation true. T: I have one more question for you guys. Anyone like Stephan’s way of starting?
T: You’ve already said what you think for yourselves, now I need you to start arguing with each other a little bit. T: Anybody ready to argue a little bit with Jocelyn or Kayla?
Kayla explains.
Ss: Yes.
S: What was the question again?
