Steps for Assigning Observational Scores
To use this protocol most effectively and efficiently, the following steps are recommended:
Start with the score 3.0 criteria which involves observing students and talking to students.
If the majority of students are exhibiting the desired behaviors and understandings, then the teacher should receive an observational score of at least a 3.0, and go to step B.
If the majority of students are not exhibiting the desired behaviors and understanding, then go to step C.
Ask the teacher to submit verbal, written or video evidence that he or she has identified those students who typically do not exhibit the desired behaviors and understandings and has made special accommodations to ensure that they do attain those behaviors and understandings.
If this evidence is adequate, then the teacher’s observational score is a 4.0. If the evidence is not adequate, the teacher’s observational is a 3.0.
Look for teacher evidence regarding the categories of behaviors outlined in the indicator rubric. Also, the observer asks teachers to provide verbal, written or video evidence by responding to prompts.
If the teacher exhibits at least some observational, verbal, written, or video evidence for all categories of behaviors, then the teacher’s score is a 2.0.
If the teacher does not exhibit some observational, verbal, written or video evidence for all three categories of behaviors, then go to step D:
Examine the teacher observational, verbal, written, and video evidence to determine if it
addresses any of the three categories of behavior. If so, then the teacher’s score is a 1.0.
If the evidence does not address any of the three categories of behavior, then the teacher’s score is a 0.0.
General Suggestions for Making a Single Observation
Assign a tentative score right after an observation that is based on observational evidence and verbal interactions with the teacher.
Examine any written or video evidence provided by the teacher after the observation and update the teacher’s score based on this new evidence.
General Suggestions for Making Observations Over Time
At the beginning of the year make observations with the intent of generating scores for all 10 areas of the instructional model. This will require multiple observations. If the first observation produces data for four of the ten categories, then the next observation would focus on the six categories not addressed in the first observation. If this second observation produces scores for three of the remaining six categories, then the third observation would focus on the remaining three categories and so on. It is important to note that just because an observation is focusing on specific categories doesn’t mean that observational data should not be gathered for any other category for which data is available.