Evidence for Success

Beth Poquette Drews - bpoquette@dallasisd.org

Devlin DeCutler - ddecutler@dallasisd.org

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Revised June 2023

You ain’t nothin’ but a hound dog, cryin’ all the time. You ain’t nothin’ but a

hound dog, cryin’ all the time. Well, you ain’t

never caught a rabbit and you ain’t no friend of mine

Does this look familiar?

What did you notice?

• Data
• Evaluation
• Cognitive Demand
• Confrontational Demeanor

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Evidence for Success

Beth Poquette Drews

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Devlin DeCutler

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Evidence for Success Binder

• Binders house a snapshot of your body of work throughout the school year
• Binders can help with evaluation discussions with your principal about domains in which they may need more information
• Binders give you an opportunity to self assess your strengths and weaknesses

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Types of Evidence Binders

• Physical Binder - Put your evidence in an actual 3 ring binder
• Virtual Binder - Use google Drive or other cloud storage program
• Hybrid Binder - A physical binder with QR codes to virtual examples
• https://www.qr-code-generator.com
• Scrapbook/journal Style. - Basically a decorated form of the physical binder with journaling (think cutesy journal on pinterest)

Organize Your Binder

• Create a Tab or Virtual Folder for each TEI subsection.
• Put a copy of the rubric for each TEI subsection at the beginning of each Tab
• Feel free to add Tabs as needed
• Recommend at least a 2” binder if doing a physical binder

Add to Your Binder

• Try to add something to each category about once a month where applicable. Show either consistency or growth throughout the entire year.
• If you have multiple preps, try to select samples from across your preps.
• To help you remember, set a specific time each month to review and add to your binder. (The 15th of each month because it aligns with pay day, the last day of the month because I can add what I did all month. Friday each week I will add at least one thing to my binder)

Documenting Your Evidence

You ain’t nothin’ but a hound dog, cryin’ all the time. You ain’t nothin’ but a

hound dog, cryin’ all the time. Well, you ain’t

never caught a rabbit and you ain’t no friend of mine

Activity: Hound Dog

• Active Monitoring
• Think Pair Share
• Accountable Talk

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Evaluation and Assessment

• Teacher Evaluation of Students
• Written Assessments
• Active Monitoring During Class with Documentation
• Individual Video/Audio Recordings
• Student Self-Evaluation
• Rubrics (simple, single-qualifier)
• Evaluation Questions (5 step process, structure for evaluation)
• Accountable Talk (sentence starters)

Data

• Proficiencies and checkpoints - Mastery of Content
• Specific skills in each unit, skill chart
• Instructional calendar
• Collect and document data quickly
• Checklists, rubrics
• Video
• Baseline and Summative Assessments (Pre-Test, Post-Test)
• Beginning/end of unit, semester, year
• Demonstrates Instructional Effectiveness

Hound Dog Revisited

New volunteers needed!

Nem vagy más, csak egy vadászkutya Nem vagy más, csak egy

vadászkutya Nos, te soha nem

fogtál nyulat És te nem vagy a barátom

“Easy” Version

Cognitive Demand Activity

• Visual
• Aural
• Oral
• Kinesthetic

Cognitive Demand

• Clear Goals
• Aligned with learning standards, not just “having fun”
• Multiple Modalities
• Visual, Aural, Kinesthetic, often simultaneously
• Consistently Self-Monitoring/Assessing
• Reflecting on master/progress toward goals
• Problem Solving
• Identifying, selecting, implementing solutions in real time
• Reflection and Evaluation
• Accountable talk, Think Pair Share, 5-step evaluation, etc.

Cognitive Demand

Administration: “I don’t see any cognitive demand in what you’re doing.”

Teacher: “We’re creating and performing while simultaneously evaluating ourselves and others according to a set standard. That is cognitive demand.”

Talking with Administration

Build Rapport

Understand that much of your administrator’s job is dealing with problems.

Seek to be a problem-solver instead of a problem-creator.

• Solve classroom problems in your classroom.
• Be proactive when reaching out to students/parents.
• Give your administrators ample notice of problems.
• When you speak with your administrators about an issue, try to develop ideas for a solution ahead of time. This keeps the discussion from becoming complaining.

Make a Plan

• Build consistent systems and routines in your classroom.
• Design your lessons to keep students engaged.
• Administrators will notice this even if they don’t know your content.
• Ask administrators what they want to see in a music classroom.
• Find out what they think is most important (personal preferences, campus initiatives, etc.).
• Discuss with them what you think that would look like in your program.
• Read and follow up about their spot observation questions–you can learn a lot from them after a single observation.

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Make a Plan

• Invite your administrators/evaluators to your classroom
• Choose times/classes when you are excited about the lesson (and the students).
• Keep inviting them until they come.
• Brag on your students.
• Document student achievements/accomplishments/growth.
• Follow up on previous observations so administrators know what happened next in your classroom.

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Discussing Scores

• Read every observation report carefully.
• Be objective to understand what your administrator saw.
• Remember that they’re only seeing a small part of a single lesson.
• Spot observation scores provide information, but don’t directly affect your overall evaluation score.
• Keep an ongoing dialogue with your administrator.
• If you want a different score, you have to present evidence. Otherwise, it’s just a matter of opinion.

Be an Exemplary Teacher

• Come to school ready to work.
• If you’re absent, arrange for a substitute and make sure there’s a plan in place.
• Make your lesson plans in advance and share them with your administration.
• Attend training/meetings, submit forms/documents on time.
• Find joy in what you do and share it with others.

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If you want to be considered an exemplary teacher, you must go above and beyond the minimum requirements.

Conversation with Administration,

Take 2:

What does this look like for you?

What does this look like for you?

Administration: “I don’t see any cognitive demand in what you’re doing.”

Teacher: “We’re creating and performing while simultaneously evaluating ourselves and others according to a set standard. That is cognitive demand.”

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What does this look like for you?

Administration: “I don’t see any data.”

Teacher: “I’ve collected data in many ways. One example is through active monitoring during our classroom practice. I record both individual and group progress toward mastery.”

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What does this look like for you?

• Study your evaluation rubric/metric
• Plan purposefully throughout the year
• Create a binder format (aligned with evaluation rubric) and regularly collect samples
• Show growth of yourself and students
• Reflect on the outcome and make changes accordingly

See Appendix for specific examples for each domain.

Appendix:

Domains and Evidence

Danielson Framework 1a, TEI 1.1 -

Content Expertise - Demonstrates Knowledge of content, concepts, and skills

• Resume (Degrees, certifications, conference presentations, published works, awards, etc)
• Degree and Certifications
• Orff, Koday, or Gordon Method Certifications
• Courses and workshops taught
• Courses and workshops recently participated in
• How do you anticipate and address student misconceptions (include on lesson plan)
• How you use content specific language (word walls, lesson plans with a vocabulary section)
• Books and articles read and how you implemented the new content and practices in your classroom.

T-Tess Dimension 1.2, Danielson Framework 1b, TEI 1.2

Student Focused: Uses formal and informal Student data to align instructional practices

• Collecting student data (speed racer - guitar chord changing, recorder karate, scale mastery charts, Music Memory Assessments)
• Lesson Scaffolding (plans)
• Lesson adjustments based on data so students can reach mastery (annotate your lesson plan if needed)
• Notation of accommodations and modifications for students with IEPS and 504
• Student Profile sheets
• Aggressive Monitoring Sheets
• Inventories, surveys, and communications that are used to gather information at the beginning of the year

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Example of Data Charts

• Easy to produce with Google quizzes or All in Learning
• Easy for Principals to follow
• Does give a clearer picture on objectives you may need to reteach
• Supports TEI 1.2
• Add Samples throughout the year

Danielson Framework 1c and 1f, TEI 1.3

Assessment Design: Plans and Selects varied, aligned formative and summative assessments

• Examples of teacher created assessments (formative and summative)
• Rubrics for student assessment
• Examples of multiple types of assessments
• Copy of SLO
• Copy of Teacher Made ACP
• Annotate why assessment was formed based on student data

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Danielson Framework 1d, TEI 1.4

Lesson Resources: Selects and plans for use of appropriate resources to support instructional outcomes

• Websites
• Lesson Resources such as TeachRock.org or Words and Music
• Guest speakers including virtual speakers
• Field Trips - Virtual and Physical
• Interactive Technology (Promethean boards, near pods, edpuzzles, other online platforms)
• Applying for and use of Grant money

Example of 1.4 Guest Speaker Documentation

• Date
• Who, Title
• What did they talk about
• Any Student Activity
• TEKS
• Pictures

T-Tess Dimension 1.1, Danielson Framework 1e, TEI: 1.5

Lesson Structure - Designs appropriate standards based lessons that address prerequisites and advance relationships among concepts and skills.

• Units you have designed
• Examples of student choice
• Example of Higher Order Thinking Skills
• IPC - Instructional Planning Calendars
• Problem or Project based learning
• Lesson Plan Examples
• Teacher lesson reflection
• Examples of measurable outcomes

Example of Instructional Planning Calendar

• Shows Sequencing and Pacing
• Content Standards are Labeled
• (TEKS)
• Supports Lesson Planning

2.1 Alignment: Structures well-organized, objective-driven, lessons and content appropriate to standards for subject, grade, and level

• Examples of Learning Objectives or Learning Goals
• Student quick writes on “What are they learning? Why is is important? How does the objective fit into the unit they are learning?”
• Teacher Annotated Learning Objective or Learning Goal ( Cognitive demand for grade, course, time in the school year, and IEP/504 needs)
• How does the lesson objective connect to “the real world”

Danielson Framework 3d, TEI 2.2

Mastery: Ensures student mastery of learning objective appropriate to standards, subject, and grade.

• Student work samples:
• Exit Tickets
• Videos of class performances
• Samples of student self assessments
• Completed Rubrics
• Other student work
• Examples of teacher feedback to students.
• Aggressive Monitoring charts
• Measuring growth with accomplishment charts (i.e. you get a star on the chart when you master specific skills , like scales)

Example of Aggressive Monitoring for Mastery

• Shows degree of mastery
• Shows student engagement
• In this example Lap 1 and Lap 2 are measuring the mastery of the same objective and shows student growth

Danielson Framework 3a, TEI 2.3

Delivery: Facilitates clear, cohesive, and purposeful learning experiences

• Sampling of assignments that clearly show that what you expected from the students is clearly evident, communication is clear and effective
• Sample of written directions for students or video of oral directions
• Anchor Charts especially those you have made to support a lesson
• Powerpoint slides and other digital visual aids
• Examples of cross-curricular learning (can be notated on a lesson plan)
• Synopsis of strategies and questioning techniques
• Annotated lesson plan (including how the lesson links to prior learning)

Example of Anchor Chart (Rhythm Counting)

• Logical and coherent
• Academic Language
• Material is organized and Clear.

Danielson Framework 3b, TEI 2.4

Cognitive Demand: Engages students in rigorous content that elicits a productive struggle.

• Instructional Materials that are used to effectively promote effective questioning/ discussion
• Higher order question prompts
• Content Specific accountable talk sentence starters
• Classroom observations by colleagues/administrators
• Adaptation of content in regards to Performance levels, Interests, Learning Styles, and Cultures
• Engaging and challenging activities for “fast finishers”

Example of Accountable Talk Sentence Starters for Music

• Encourages student responses to teacher questioning techniques
• Helps keep the pace of class moving
• This chart clarifies teacher’s expectations for student responses

Danielson Framework 3c, TEI 2.5

Practice/Application: Embeds collaborative and independent tasks that allow for focused practice.

• Rules to classroom games
• Self Directive Checklists/Assignments
• Products students have created such as original songs or album covers
• Activities that give students choice
• Student Self Reflection
• Photos of students engaged in learning
• Evidence of cross curricular activities (Notate on lessons plans)

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Example of Self Directed Assignment with Student Choice

• Assignment is step by step to allow students to be self paced
• Students of choice (in this example what kind of product, chords, melody)
• Supports cross curricular content with ELAR
• Supports a college going culture by exploring career in advertising (jingle writing)

Danielson Framework 2c and 2e, TEI 3.1 Procedures and Systems: Organizes classroom procedures, physical space, and resources to allow for optimal instruction.

• Classroom rules and procedures
• Photos of classroom organization/storage
• Outlines of classroom systems (how to pass in papers, how to get out your instrument, how to sanitize your area)

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Example of Posted Routines

• Include copy of posted classroom routines
• If your routines are not posted, take a moment and write out the routines to include in the binder
• Once you have taken the time to write out a routine, go ahead and post it or distribute to the students

Danielson Framework 2d, TEI 3.2

Behavioral Expectations: Establishes, communicates, and reinforces clear expectations for student behavior

• Phone logs
• Behavior Charts
• Respect agreements
• Classroom rules and consequences
• Classroom procedures
• Self reflections sheets

Example: Excerpt of Respect Agreement

• Shows behavior expectations set by students (student buy-in)
• Recommended to include entire agreement and not just excerpt

T-TESS Dimension 1.3 Danielson Framework 2a and 2b, TEI 3.3 Climate & Culture: Establishes a culture of academic accountability steeped in mutual respect and rapport.

• Classroom displays of student work
• Classroom visual aids that enhance the learning process
• Example of Certificates for meeting high expectations
• Incorporates cultural, linguistic, and developmental diversity into the classroom culture (displays, awards, student responses)
• Narrative of how you reward students (ie fist bumps, high fives, stickers, greetings, complements (be specific)

Danielson Framework 4f, TEI 4.1

Attendance: Models a commitment to attendance that ensures fidelity of continuous rigorous instruction.

• Printout of your attendance from oracle
• Examples of sub plans
• Reference to supplemental Sub Binder
• Proof of deadlines met (emails, time stamps)

T-TESS Dimension 4.1 Danielson Framework 4b and 4f, TEi 4.2

Compliance: Follows policies and procedures and maintains accurate student records.

• Photos of you in professional dress
• Media release forms (include a blank in your binder and then refer to a binder of completed student forms that the administrator can view if they wish)
• Instrument Check out (include a blank in your binder and then refer to a binder of completed student forms that the administrator can view if they wish)
• Inventories
• Activity Fund Documentation

(Records regarding gradebook, IEP, ARD, and 504, are all included under 4.2)

Example: Compliance Paperwork Binders

• Take a picture or include a statement that you have proper classroom paperwork organized and accessible
• Be sure that these Binders are easily accessible if requested by your administrator

T-Tess Dimension 4.3, Danielson Framework 4a and 4e, TEI 4.3

Professional Learning: Exhibits a commitment to professional growth by pursuing, implementing, and sharing new learning.

• Feedback (observations from peers, mentors, administrators)
• Self Reflection on lessons, method, strategies
• PD transcripts and examples how it was implemented in class (lesson plans, student work, photos, videos)
• Example of new techniques or lessons you have implemented as a result of professional development.

Danielson Framework 4d, TEI 4.4

Professional Partnerships: Engages in collaborative, productive relationships with colleagues to improve the individual and team practices. (when possible emphasis campus level)

• Examples of collaboration with colleagues (planned units, shared techniques, observation/feedback)
• List of Committees you served on, your role on the committee, and committee accomplishments, Optional; Meeting notes
• List of extracurricular activities you supervised or coached. (include pictures if possible)
• List of Volunteer opportunities you fulfilled both campus and district.
• Presentations made at the local, state, and national levels.
• Participation in professional organization supporting academic inquiry (TMEA, TODA, TBA, Kodaly Educators of Texas, American Orff Schulwerk Association, Music Will

Example: Calendar of After School Club and Collaboration with Colleagues.

• Colleague names are included
• Working to meet student needs
• Rotates leadership responsibilities showing trust, respect, and flexibility

Danielson Framework 4c TEI 4.5

Communication: Establishes culturally appropriate relationships with families and communities through meaningful ongoing communication

• Notes home to parents (translated into second language if needed)
• Progress reports (to achieve exemplary, one for every student)
• Student Certificates
• Concert Programs / Video of Concert announcement from the stage)
• Emails
• Communication Logs

*the difference between Proficient and Exemplary is that exemplary is Personalized and Continuous.

Example: Progress Reports Specific to your Class.

• Individualized and Personalized
• Shows that it happened throughout the year
• Gives explanation why this form of communication was sent home

Other Optional Sections

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• Special Event or unit that covers many domains

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• Highlights / Summary

Digital Evidence “Binders”

Your evidence binder can take many different forms.

Many of us have digital resources or multimedia files (videos, audio clips, etc.) that would be great to share with evaluators.

Hard copy binders work well with QR codes, but if your evidence is already a digital file, the easiest way to share other documents/information is with hyperlinks.

Example: Digital (pdf) Binder

https://drive.google.com/file/d/13gmBmyGFVa4MZ-BO5hMZRYFiKqeAkt0v/view?usp=sharing

Questions

Beth Poquette Drews - bpoquette@dallasisd.org

Devlin DeCutler - ddecutler@dallasisd.org

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Revised June 2023

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