Presentation slides - Harvard Graduate School of Education

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What we learned about sampling of lessons • 10 states provided information about how the number of observations was determined • None indicated that there was a formal study to determine the optimal number of observations • Four states mentioned using research from other studies (MET was mentioned three times) to determine the number • Five states indicated that the number was arrived at through a negotiation process with teachers' unions • Five of the states indicated that the number was chosen, at least in part for practical and logistical reasons • Two states said that raters are encouraged to conduct more observations if needed
States by Number of Observations Required 10 9 8 7 6 5 4 3 2 1 0 0 (OK) 1 (FL, DE) 2 (AZ, CO, GA, IL, IN, LA, MD, NY, OH) 3 (CT, MA, NC, RI) 4 (TN)
Page 1 and 2: State and Local Efforts to Investig
Page 3 and 4: Purpose • We examine states’ ef
Page 5 and 6: Methods • Document collection and
Page 8 and 9: What do we mean by reliable and val
Page 10 and 11: What efforts are underway to ensure
Page 12 and 13: What would you like to see in order
Page 14 and 15: Questions about the evaluators •
Page 16 and 17: Evaluators Who is required to condu
Page 18 and 19: Evaluators Who is responsible for t
Page 20 and 21: What we learned about instruments
Page 22 and 23: What we learned about instruments
Page 26 and 27: Are there plans to report the relia
Page 28 and 29: What purposes will the overall teac
Page 30 and 31: Are there efforts to ensure those d
Page 32 and 33: What kinds of PD are teachers recei
Page 34 and 35: Do you think the evaluation system
Page 36: If you have questions or would like

Presentation slides - Harvard Graduate School of Education

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