“Evaluating people is quite

difficult. In order to properly

evaluate a man, we should
have a chance to observe his
behavior when he has nothing,
and when he has everything.”
― Eraldo Banovac

If you don't do it, who will?

eVALUation
value the people and the process

"Say what you

mean and mean
what you say but
don't say it mean."
~Chet Elder
 Look Fors: Walk Throughs
5-10 minutes in length
-Teaching and learning
standards If you evaluate: hold
-Classroom management something
If you don't evaluate: empty
-Student engagement handed
-Assessment
-Focus on evidence

value the people and the process

throughs
Tips
Reflective · Learning Target should be
clear to students.
Questions · A framework or clearly defined
How will you assess the expectations should be
students learning? communicated to staff.
What was your learning
· Seek to understand how a

walk
target for this lesson? teacher is differentiating
How do you know if students
instruction.
met the learning target? · Assessment category should
be on the walk through form to
What might you do as a
follow-up for students who see if the learning target is aligned
didn't demonstrate mastery? & if students are meeting it. It
Did this activity help you lean may not be seen in every walk
more about your students through.
learning? Why?
· Talk to students
Reflective Questions tend to be
open-ended but they do not have
to be.
 Questions for Better Feedback
by: Justin Baeder
"Education is the key to
~I noticed that ( )..could you talk to me about success in life, and
teachers make a lasting
how that fits within this lesson/unit?
impact in the lives of their
~At one point in the lesson, it seemed like ( ),
students."
what was your take? Solomon Ortiz
~Tell me about when you ( ), what was your
take?
~I noticed that students ( ), how did that

feedback questions
compare with what you had expected to happen

value the people and the process

when you planned the lesson?
~I saw that ( ), what did you think of that, and
what do you plan to do tomorrow?
~What effect did you think it had when you ( )?
 Plan
Specific Concerns (Methods/Strategies)
~Directly related to teaching Is the plan going to improve the
standards teachers concern areas to meet the
~Evidence (walk throughs, formal standards?
eval, etc.) of on-going concerns Have a draft prior to meeting- not
~Can you back up your finalized until both parties sign
concerns? Things to consider:
~Feedback should be clear, ~Conferences

value the people and the process

accurate, direct ~Mentor Teacher
~Co-Teaching

improvement
~Frequent Walk Throughs
Proposed ~Frequent Meetings
~Formal Feedback
Timeline
~Surveys
Cannot be more ~TLC Coaches
than 90 days before ~Coursework
being reviewed. ~Extra Training
(180 days total) ~Other

Resources/Support
Indicators of Progress
Needed:
~Ask other admins for
Is the plan measurable?
ideas
(meet or not?)
~Are you (evaluator)
able to fulfill your end
Does the teacher (and/or of the plan?
union) agree with the
indicators? Next Meeting Date:
A reasonable timeline to reevaluate
Will the progress the teacher's performance.
demonstrate that the
teacher meets or doesn't
meet the standards? APRIL 30th deadline
 Objective Questions Reflective Questions
What?
What about "The What?"
What do you remember most vividly about . . . ?
What were the key points you noted about . . . ? How do you feel “it” went?
What did the . . . actually do during . . . ? What was the most/least successful thing you
What did you/they accomplish? noted?
What did you observe during the . . . ? What seemed to really work (or not work)?
Which individuals did . . . ? What concerns you? Confuses you? Annoys you?
What were the behaviors you observed? As you look at these artifacts, what
Where does this action/activity fit in the Iowa concerns/pleases you?
Standards for School Leaders? As you reflect on the evidence on standards and
Which actions or activities were addressed? criteria, what pleases/concerns you?
What body language did you notice in the

value the people and the process

What one thing that you did made you feel most
participants? effective?
How many different resources did you use in . . What was exciting, surprising, or frustrating about
.?
...?
What are some innovation/trends that you
What part of the . . . was/will be hardest/easiest?

reflection
noted? Are there artifacts that I should
How did you feel as you were . . . ?
examine?
Where or when do you feel . . . had difficulty/will
What facts do we know about this situation?
be difficult?
Which activities/actions do you think fostered high
involvement?

Interpretive Questions Decisional Questions

So What? Now What?
What things will you do differently?
What did you learn about yourself through this
What things will you do the same in future .
experience?
..?
What things could you have done/could you
Which of your skills will you further
do to increase . . .?
What things could you have done/could you develop? And what will you do to develop
do to extinguish the undesirable . . . .? them?
What are some examples of techniques or What things will you do to increase . . . ?
strategies that worked/could work for you in What things will you do to ensure future
this . . . ? success and/or prevent future failure?
What are things that you might have done/ What things will you do during . . . to
could do in the beginning (or middle, or end) sustain or extinguish . . . ?
of this . . . that would have enhanced/could What are your next steps?
enhance the outcome? What actions/ideas has this triggered for
What do these results mean to you in terms of you?
future planning? What supports will you need to continue to
What other ways could you assess . . . ? work on those areas of concern to you?
What insights have you gained about how you What goals have you set for yourself that
. . .? are related to our conversation?
 Pre Conference
Complete 1-3 days prior to observation

Communicate what is expected

Note what teacher would like you to look

for/observe/notice

Sample Questions:

What will the lesson be about? Observation

What will I see during the lesson?
Purpose
What would you like me to watch for
~Measurable learning target

value the people and the process

during the lesson?
~Clear learning targets at grade level

evals
Student Engagement
~engagement and ownership of learning

Curriculum & Pedagogy

~rigor and relevant
Post Conference

formal
~equitable
~scaffolds provided for all
Make sure learning target is clear
Go to the teacher (classroom, common
space) Assessment for
Be intentional about narrowing the focus Student Learning
on improvement ~formative assessments
Have questions prepared but don't feel ~match learning target(s)
like you have to use them all
Make a plan to follow-up with the teacher Classroom Environment
High skill/high will teachers-consider and Culture
ICDP, building and district goals, pilots, ~class norms/routines
PD opportunities to lead to support ~norms encourage high levels
continued growth of learning and risk-taking
ORID Framework
~physical arrangement
of the room maximizes safety