The document discusses effective teacher evaluation and feedback. It presents the Art and Science of Teaching framework, which includes 10 design questions teachers ask themselves when planning instruction. It also identifies 3 types of classroom instruction segments: routines, content-specific segments, and segments enacted on the spot. The framework provides a common language for supervisors to observe lessons and identify which type of segment is being observed. It also describes what supervisors should look for within each segment type. Overall, the framework aims to provide robust, comprehensive, and accurate feedback to teachers to support their development.

2. Effective Teachers
are made not born.are made not born.

3. Even small increments
in teacher effectiveness
can have a positive effect oncan have a positive effect on
Students achievement.

4. (Arguably) Walk – Throughs
Are the Most Common FormAre the Most Common Form
of Feedback to Teachers.

5. (Some) Basic Assumptions
Underlying Walk – Throughs
-Frequent feedback is beneficial to teachers-Frequent feedback is beneficial to teachers
- Identification of “high- yield” strategies
has made it possible to identify effective
teaching more easily.

6. (The Problem with) Basic Assumption
Underlying Walk-Throughs
-Frequent feedback is beneficial to teachers.
Yes, but Feedback mut accurately reflect
the complexity of the Teaching/learningthe complexity of the Teaching/learning
process.

7. (The Problem with) Basic Assumption
Underlying Walk-Throughs
-Frequent feedback is beneficial to teachers.
Yes, but Feedback mut accurately reflect the complexity
of the Teaching/learning process.
-Currently we are on the verge of misusing the
reaserchOn instructional strategies in the same
way we misused Hunter’s Fine work.

8. (Some) Basic Assumptions
Underlying Walk – Throughs
-Frequent feedback is beneficial to teachers.-Frequent feedback is beneficial to teachers.
- Identification of “high- yield” strategies has
made it possible to identify effective teaching
more easily.

9. -Frequent feedback is beneficial to teachers
- Identification of “high- yield” strategies has made it
possible to identify effective teaching more easily.
(The Problem with) Basic Assumption
Underlying Walk-Throughs
possible to identify effective teaching more easily.
There are no such things
strategies. There are only“high pas
“high yield” robability” strategies.

10. What is clearly needed is a robust model of
teaching as the basis of feedback
to teachers…
that does not simply assume all
research – based instructional strategiesresearch – based instructional strategies
Should be present in every leasson.

12. The Art and Science of Teaching
is designed as a Comprehensive
framework that puts togetherframework that puts together
Other works into a unified whole.

13. At the level of teacher planning,
The Art & Science of Teaching
Involves 10 “design questions”Involves 10 “design questions”
teachers ask of themselves
as they plan a unit
of instruction.

14. If you don’t like this one create
your own…
But it should be at leasteBut it should be at leaste
as complex.

15. Q1: What will I do to establish and communicate
learning goals, track student progress,
and celebrate success?and celebrate success?

16. Q1: What will I do to establish and communicate
learning goals, track student progress,
and celebrate success?and celebrate success?
Q2: What will I do to help students effectively
interact with new knowledge?

17. Q1: What will I do to establish and communicate
learning goals, track student progress,
and celebrate success?
Q2: What will I do to help students effectively
interact with new knowledge?interact with new knowledge?
Q3: What will I do to help students practice and
deepen their understanding of new
knowledge?

18. Q1: What will I do to establish and communicate
learning goals, track student progress,
and celebrate success?
Q2: What will I do to help students effectively
interact with new knowledge?
Q3: What will I do to help students practice and
deepen their understanding of newdeepen their understanding of new
knowledge?
Q4: What will I do to help students
generate and test hypotheses about new knowledge?

19. Q1: What will I do to establish and communicate
learning goals, track student progress,
and celebrate success?
Q2: What will I do to help students effectively
interact with new knowledge?
Q3: What will I do to help students practice and
deepen their understanding of new
knowledge?
Q4: What will I do to help students
generate and test hypotheses about new knowledge?
Q5: What will I do to engage students?

20. Q6: What will I do to establish or maintain
classroom rules and procedures?classroom rules and procedures?

21. Q6: What will I do to establish or maintain
classroom rules and procedures?
Q7: What will I do to recognize and aknowledge
adherence to and lack of adherence toadherence to and lack of adherence to
Classroom rules and procedures?

22. Q6: What will I do to establish or maintain
classroom rules and procedures?
Q7: What will I do to recognize and aknowledge
adherence to and lack of adherence to
Classroom rules and procedures?Classroom rules and procedures?
Q8: What will I do to establish and
maintain effective relationships with students?

23. Q6: What will I do to establish or maintain
classroom rules and procedures?
Q7: What will I do to recognize and aknowledge
adherence to and lack of adherence to
Classroom rules and procedures?
Q8: What will I do to establish and
maintain effective relationships with students?maintain effective relationships with students?
Q9: What will I do to
communicate high expectations
for all students?

24. Q6: What will I do to establish or maintain
classroom rules and procedures?
Q7: What will I do to recognize and aknowledge
adherence to and lack of adherence to
Classroom rules and procedures?Classroom rules and procedures?
Q8: What will I do to establish and
maintain effective relationships with students?
Q9: What will I do to
communicate high expectations
for all students?
Q10: What will I do to develop effective
lessons organized into a cohesive unit?

25. At the level of teacher observation,
The Art & Science of Teaching
sheds light on Three fundamentalsheds light on Three fundamental
segments of classroom instruction.

26. Supervising the Art and Science of Teaching
1. Learning Goals and Feedback
2. Interacting with New Knowledge
3. Practicing and Deepening
4. Generating and Testing Hypotheses
5. Student Engagement
6. Establishing Rules and Procedures6. Establishing Rules and Procedures
7. Adherence to Rules and Procedures
8. Teacher-student Relationships
9. High Expectations

27. -Segments that are routine components
of every lesson.
-Content specific lesson segments .
Fundamental Segments of a
Classroom Instruction
-Content specific lesson segments .
-Segments that must be enacted on the spot.

28. Supervising
The Art and Science of Teaching
SEGMENTS ENACTED ON THE SPOT
ROUTINE SEGMENTS
CONTENT SPECIFIC SEGMENTS

29. Supervising
ENACTED ON THE SPOT
INVOLVES ROUTINES
Learning Goals and
Student Engagement
Adherence
Relationships
The Art and Science of Teaching
Learning Goals and
Feedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Interacting
With New
Knowledge
Practicing and
Deepening
Generating/
Testing
Hypotheses
AdherencetoRulesandProcedures
High Expectations
Teacher/StudentRelationship

30. Observing a lesson looks
very different from
the perspective ofthe perspective of
The Art and Science of Teaching.

31. The Fundamental Question any Supervisor/
Observer must ask:
-Segment that is a routine component
of every lesson?
What am I looking at right now?
of every lesson?
-Content specific lesson segment?
-Segment that must be enacted on the spot?

32. Fundamental Segments of
Classroom Instruction
-Segments that are routine components of-Segments that are routine components of
every lesson
-Content specific lesson segments
-Segments that must be enacted on the spot.

33. Supervising
The Art and Science of Teaching
INVOLVES ROUTINES
Learning Goals and
FeedbackFeedback
Rules and Procedures

34. - Rules and Procedures (Q6)
- Communications learning goals (Q1)
- Tracking student progress (Q1)- Tracking student progress (Q1)
- Celebrating success (Q1)

35. What do you look for as
routine components of every lesson?routine components of every lesson?

36. What do you look for as routine components
of every lesson?
- Reviewing important rules and procedures- Reviewing important rules and procedures
- Reviewing learning goals
- Reviewing student progress
- Celebrating success

37. Fundamental Segments of Classroom Instruction
- Segments that are routine components
of every lessonof every lesson
- Content specific lesson segments
- Segments that must be enacted on the spot

38. Supervising
The Art and Science of Teaching
INVOLVES ROUTINES
Learning Goals and
Feedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYSADDRESSES CONTENT IN SPECIFIC WAYS
Interacting
With New
Knowledge
Practicing and
Deepening
Generating/
Testing
Hypotheses

39. - Interacting with new knowledge
(Critical input experiences) (Q2)
- Knowledge practice and deepening
activities (Q3)activities (Q3)
- Hypotheses generation and testing
tasks (Q4)

40. What type of content segment am I observing?
- Does this segment involve new knowledge (Q2)?
- Does this segment involve knowledge practice and- Does this segment involve knowledge practice and
- Deepening activities (Q3)?
- Does this segment involve hypothesis generation
and testing tasks (Q4)?

41. Supervising
The Art and Science of Teaching
INVOLVES ROUTINES
Learning Goals and
FeedbackFeedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Interacting
With New
Knowledge

42. If the segment involves new knowledge,
what do you expect to see?

43. - Previewing activities
- Info presented in small chunks
- Students processing each chunk in small groups
If the segment involves new knowledge,
what do you expect to see?
- Students processing each chunk in small groups
- Students summarizing and taking notes after content
has been introduced
- Students reflecting on their learning

44. INVOLVES ROUTINES
Learning Goals and
Feedback
Supervising
The Art and Science of Teaching
Feedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Interacting
With New
Knowledge
Practicing and
Deepening

45. If the segment involves knowledge,
practice, and deepeningpractice, and deepening
activities what do you expect to see?

46. - Brief review of content
- Activities involving similarities and differences
- Activities involving identifying errors in thinking
If the segment involves knowledge, practice, and
deepening activities, what do you expect to see?
- Activities involving identifying errors in thinking
- Activities involving massed and distributed practice
-Homework possibly used as an extension
of these activities.

47. Supervising
The Art and Science of Teaching
INVOLVES ROUTINES
Learning Goals and
Feedback
Rules and ProceduresRules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Interacting
With New
Knowledge
Practicing and
Deepening
Generating/
Testing
Hypotheses

48. If the segment involves hypothesis,
generating and testing tasks,
what do you expect to see?what do you expect to see?

49. - Brief review of content
-Students working individually or in groups on long
If the segment involves hypothesis, generating
and testing tasks, what do you expect to see?
-Students working individually or in groups on long
term tasks
-Teacher acting as facilitator and resource provider.

50. Different Lessons/ Different Expected Behaviors
- New Knowledge - Hypothesis Generate/Test

51. New Knowledge
-Preview
- small chunks
- students process chunks
Hypothesis Generate/Test
Different Lessons/ Different Expected Behaviors
- students process chunks
- summarize/take notes students reflect

52. New Knowledge
-Preview
- small chunks
- students process chunks
Hypothesis Generate/Test
- Brief Review
- Students work individually
groups applying content
Different Lessons/ Different Expected Behaviors
- students process chunks
- summarize/take notes
students reflect
groups applying content
- Teacher as facilitador/
resource provider

53. Fundamental Segments of
Classroom Instruction
- Segments that are routine components of
every lesson
- Content specific lesson segments- Content specific lesson segments
- Segments that must be enacted on the spot

54. Supervising
ENACTED ON THE SPOT
INVOLVES ROUTINES
Learning Goals and
Feedback
Student Engagement
Adherence
Relationships
Feedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Interacting
With New
Knowledge
Practicing and
Deepening
Generating/
Testing
Hypotheses
AdherencetoRulesandProcedures
High Expectations
Teacher/StudentRelationship

55. - Engagement activities (Q5)
- Consequences regarding rules and
procedures (Q7)procedures (Q7)
- Relationships (Q8)
- Expectations (Q9)

56. What do you look for regarding
segments that must be enactedsegments that must be enacted
on the spot?

57. - Engagement activities when student lose focus
- Acknowledge of rules and procedures being
followed or not being followeed
- Behaviors that forge positive relationships with
What do you look for regarding segments that
must be enacted on the spot?
- Behaviors that forge positive relationships with
students
- Attention to behaviors that communicate high
expectations for all students

58. Phases of Supporting Effective Teaching
in Every Classroom
- Phase I: The school/district develops a common
“language of Instruction” or uses/adpats someone
else´selse´s
- Phase II: Data is collected from teachers, students,
peers, and supervisors regarding classroom activities.
Teachers enegage in professional discussions regarding
instruction in their classrooms
- Phase III: data is used by teachers to set personal goals
for enhancing their instructional expertise and the
engagement and achievement of their students

59. Phases of Supporting Effective Teaching in
Every Classroom
- Phase I: The school/district develops
a common “language of Instruction”
or uses/adpats someone else´sor uses/adpats someone else´s
- Phase II: Data is collected from teachers, students,
peers, and supervisors regarding classroom activities.
Teachers enegage in professional discussions regarding
instruction in their classrooms
- Phase III: data is used by teachers to set personal goals
for enhancing their instructional expertise and the
engagement and achievement of their students

60. Whatever model you use, adapt, or
create, make sure you keep the three
types of segments in mind:
- Routines
- Segments that adress content in
specific ways
- Segments that must be enacted on
the spot

61. Phases of Supporting Effective Teaching in
Every Classroom
- Phase I: The school/district develops a common
“language of Instruction” or uses/adpats someone
else´s
- Phase II: Data is collected from teachers,
students, peers, and supervisors
regarding classroom activities. Teachersregarding classroom activities. Teachers
enegage in professional discussions
regarding instruction in their classrooms
- Phase III: data is used by teachers to set personal
goals for enhancing their instructional expertise and
the engagement and achievement of their students

62. A Hierachy of Data Types
- Teacher self-perception data
- Teacher self-observation data
- Observation data from peers, instructional- Observation data from peers, instructional
coaches, supervisors

63. A Hierachy of Data Types
- Teacher self-perception data
- Teacher self-observation data
- Observation data from peers, instructional
coaches, supervisors

64. Focus Area:
I´m going to work on the part of question 2 that
deals with elaborating on what students have
learned using comparison and contrast
Reaction:Reaction:
(Nov. 5) This took more time than I thought to get
through the comparison activity. It also seemed
harder than it should be.
(Nov. 7) I´m surprised that the kids remembered
what we did 2 days ago about palymomials.
This might have worked better than I thought

65. Protocol for Monthly Reflective
Practice Meeting
- Describe what you were trying
- Describe how well it worked and the evidence for
your conclusion
- Identify aeas of strength- Identify aeas of strength
- Identify areas of weakness/questions
- Someone summarizes the data at the end of each
meeting. Data is aggregated at the school level and
reported at monthly faculty meetings

66. Or Teachers score themselves
on a rubric or scale for the
various components of the modelvarious components of the model

68. Graph of Progress on Growth Continuum

69. A Hierachy of data Types
- A Teacher self-perception data
- Teacher self observation data- Teacher self observation data
- Observation data from peer, instrucional
coaches, supervisor

70. Teachers score a video-tape
of their own lessonof their own lesson

71. Graph of Progress on Growth Continuum

72. A Hierachy of data Types
- A Teacher self-perception data
- Teacher self observation data- Teacher self observation data
- Observation data from peer,
instrucional coaches, supervisor

73. Observation data from peers,
instructional coaches, supervisors
- Walk-Throughs (Mini-Observations)
- Observations
- Instructional Rounds- Instructional Rounds
- Cueing Teaching

74. Observation data from peers,
instructional coaches, supervisors
- Walk-Throughs (Mini-Observations)
- Observations
- Instructional Rounds- Instructional Rounds
- Cueing Teaching

75. Walk-Throughs (Mini-Observations)
- 3-5 minute tour through classroom
- Good for 30,000 foot view of teachers as a
wholewhole
- Must include the context in which mini-
observation took place
a. Routines
b. Content lesson
c. On the spot

76. Observation data from peers,
instructional coaches, supervisors
- Walk-Throughs (Mini-Observations)
- Observations- Observations
- Instructional Rounds
- Cueing Teaching

77. Observations
- Set up with a preconference
- Focus on specific elements of effective
teaching
- Last the entire period or majority of it- Last the entire period or majority of it
- Good for feedback regarding deliberate
practice

78. Observation data from peers,
instructional coaches, supervisors
- Walk-Throughs (Mini-Observations)
- Observations
- Instructional Rounds- Instructional Rounds
- Cueing Teaching

79. Instructional Rounds
- Teams of teachers led by lead teacher
- Can be short or long in duration
- Primary focus is for observers to compare- Primary focus is for observers to compare
and contrast their practice with observed
practice
- May or may not be used to provide
feedback to observed

80. Observation data from peers,
instructional coaches, supervisors
- Walk-Throughs (Mini-Observations)
- Observations- Observations
- Instructional Rounds
- Cueing Teaching

81. Cueing Teaching
- Focus on struggling teachers
- Specific areas of needed improvement
- Preconference-Cueing-Postconference- Preconference-Cueing-Postconference

82. Phases of Supporting Effective
Teaching in Every Classroom
- Phase I: The school/district develops a common “language
of Instruction” or uses/adpats someone else´s
- Phase II: Data is collected from teachers, students, peers,
and supervisors regarding classroom activities. Teachers
enegage in professional discussions regarding instruction
in their classroomsin their classrooms
- Phase III: data is used by teachers to set
personal goals for enhancing their
instructional expertise and the
engagement and achievement of their
students

84. Graph of Progress on Growth Continuum

85. Printable Student Achievement Profile

86. Teacher Feedback profile as Dashboard

87. Some reasonable Expectations for
Beginning Teachers
- Once a year teachers score their own video
tapes
- Teachers are the subject of instructional
rounds ans/or make their video tapes
available to others
- Teachers conference with other teachers to
share insigths regarding effective pedagogy

88. Some Reasonable Expectations for Veteran
Teachers Who Demonstrate Expertise in the
Classroom
- Once a year teachers score their own video
tapestapes
- Teachers are the subject of institucional rounds
and/or make their video tapes available to
others
- Teachers conference with other teachers to
share insights regarding effective pedagogy

89. Some Reasonable Expectations for
“Targeted”Teachers
- Specific areas of improvement are identified
- Multiple observations (as needed) per
semester
- Once a semester engage in instructional- Once a semester engage in instructional
rounds
- Once a semester score their own video taped
- If needed implement cueing teaching

90. What is the role of student
feedback regarding effective
instruction?instruction?

91. Defining Characteristics of an Effective System
- A common language of intruction
- Feedback to teachers as to their personal
profiles
- Focus on individual strenghts and weaknesses
- Opportunities to observe and interact about
effective teaching

92. Leadership for incremental Change
- Emphasize relationships
- Establish strong lines of communication
- Be an advocate for the school- Be an advocate for the school
- Provide resources
- Maintain visibility
- Protect teachers from distractions
- Create culture of collaboration
- Look for and celebrate successes

94. Leadership for Second Order Change
- Shake up the status quo
- Expect some things to seem worse
- Prpose new ideas
- Operate from strong beliefs
- Tolerate ambiguity and dissent- Tolerate ambiguity and dissent
- Talk research and theory
- Create explicit goals for change
- Define success in terms of goals