JEFF ARCHER, a former Education Week writer, is president of Knowledge Design Partners, a communications and knowledge management consulting business with a focus on school change issues.STEVE CANTRELL, a former teacher, is a senior program officer in the K–12 division at the Bill & Melinda Gates Foundation, where he codirected the Measures of Effective Teaching (MET) project. STEVEN L. HOLTZMAN is a senior research data analyst in the Data Analysis and Research Technologies group at ETS. JILLIAM N. JOE, a former research scientist at ETS, runs a research and assessment consulting business, Measure by Design. CYNTHIA M. TOCCI, a former teacher, spent more than 20 years at ETS, where she served as an executive director in research. She now runs a consulting business, Educational Observations. JESS WOOD is a senior policy advisor at EducationCounsel, where she works with states and districts to improve educator preparation, support, and evaluation. A former teacher, she led observer training at District of Columbia Public Schools.

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• Acknowledgments viiAbout the Authors ixIntroduction: Getting from Here to There 1I Making the Big Decisions 151 Building Support for Better Observer Training 172 Finding Enough Observers 253 Deciding on Training Delivery Methods 354 Setting Priorities for Observer Training 45II Pre-scoring Video 515 Understanding Pre-Scoring Video 536 Planning a Pre-Scoring Process 597 Getting the Right Video to Pre-Score 758 Recruiting and Training Master Coders 859 Ensuring the Quality of Pre-Scoring 101III Building the Knowledge and Skills for Observation 11310 Knowing the Rubric 11511 Collecting Evidence 12712 Understanding Bias 13913 Recognizing Evidence 14914 Using Criteria for Rating 16715 Coaching Teachers 18716 Organizing a Training Program 211IV Using Data to Improve Training and Support of Observers 22117 Collecting and Using Data from Training 22318 Assessing Observers to Ensure and Improve Quality 23319 Monitoring Your Observation System 267Concluding Thoughts: Getting It Right 285Appendix 287Observer Training Checklist 287Planning Worksheet 291Tools Referenced in This Book 304Tool 7-1: DCPS Video Quality Checklist 305Tool 8-1: RIFT Master Coding Worksheet 307Tool 8-2: DCPS Advice for Facilitating Reconciliation 308Tool 8-3: DCPS Guidelines for Score Rationales 311Tool 13-1: DCPS Evidence Collection Template 314Tool 14-1: Partnerships to Uplift Communities (PUC) Evidence Record Rubric 318Tool 14-2: Literacy Design Collaborative (LDC)/(TCRP) Top Ten Principles of True Scoring 320Tool 14-3: RIDE Calibration Session Protocol 322Tool 15-1: RIDE Feedback Quality Review Tool 327Tool 15-2: Hillsborough County Public Schools (HCPS) Post-Observation Assessment Checklist 328Tool 17-1: DCPS Feedback Rubric with Annotated Example 331Tool 18-1: Minneapolis Public Schools (MPS) Rubric for Rating Use of Evidence 337Tool 19-1: RIDE Teacher Survey Items on Observation 338Notes 341References 343Index 345

JEFF ARCHER, a former Education Week writer, is president of Knowledge Design Partners, a communications and knowledge management consulting business with a focus on school change issues.STEVE CANTRELL, a former teacher, is a senior program officer in the K–12 division at the Bill & Melinda Gates Foundation, where he codirected the Measures of Effective Teaching (MET) project. STEVEN L. HOLTZMAN is a senior research data analyst in the Data Analysis and Research Technologies group at ETS. JILLIAM N. JOE, a former research scientist at ETS, runs a research and assessment consulting business, Measure by Design. CYNTHIA M. TOCCI, a former teacher, spent more than 20 years at ETS, where she served as an executive director in research. She now runs a consulting business, Educational Observations. JESS WOOD is a senior policy advisor at EducationCounsel, where she works with states and districts to improve educator preparation, support, and evaluation. A former teacher, she led observer training at District of Columbia Public Schools.

Select Guide Rating

• Acknowledgments viiAbout the Authors ixIntroduction: Getting from Here to There 1I Making the Big Decisions 151 Building Support for Better Observer Training 172 Finding Enough Observers 253 Deciding on Training Delivery Methods 354 Setting Priorities for Observer Training 45II Pre-scoring Video 515 Understanding Pre-Scoring Video 536 Planning a Pre-Scoring Process 597 Getting the Right Video to Pre-Score 758 Recruiting and Training Master Coders 859 Ensuring the Quality of Pre-Scoring 101III Building the Knowledge and Skills for Observation 11310 Knowing the Rubric 11511 Collecting Evidence 12712 Understanding Bias 13913 Recognizing Evidence 14914 Using Criteria for Rating 16715 Coaching Teachers 18716 Organizing a Training Program 211IV Using Data to Improve Training and Support of Observers 22117 Collecting and Using Data from Training 22318 Assessing Observers to Ensure and Improve Quality 23319 Monitoring Your Observation System 267Concluding Thoughts: Getting It Right 285Appendix 287Observer Training Checklist 287Planning Worksheet 291Tools Referenced in This Book 304Tool 7-1: DCPS Video Quality Checklist 305Tool 8-1: RIFT Master Coding Worksheet 307Tool 8-2: DCPS Advice for Facilitating Reconciliation 308Tool 8-3: DCPS Guidelines for Score Rationales 311Tool 13-1: DCPS Evidence Collection Template 314Tool 14-1: Partnerships to Uplift Communities (PUC) Evidence Record Rubric 318Tool 14-2: Literacy Design Collaborative (LDC)/(TCRP) Top Ten Principles of True Scoring 320Tool 14-3: RIDE Calibration Session Protocol 322Tool 15-1: RIDE Feedback Quality Review Tool 327Tool 15-2: Hillsborough County Public Schools (HCPS) Post-Observation Assessment Checklist 328Tool 17-1: DCPS Feedback Rubric with Annotated Example 331Tool 18-1: Minneapolis Public Schools (MPS) Rubric for Rating Use of Evidence 337Tool 19-1: RIDE Teacher Survey Items on Observation 338Notes 341References 343Index 345

JEFF ARCHER, a former Education Week writer, is president of Knowledge Design Partners, a communications and knowledge management consulting business with a focus on school change issues.STEVE CANTRELL, a former teacher, is a senior program officer in the K–12 division at the Bill & Melinda Gates Foundation, where he codirected the Measures of Effective Teaching (MET) project. STEVEN L. HOLTZMAN is a senior research data analyst in the Data Analysis and Research Technologies group at ETS. JILLIAM N. JOE, a former research scientist at ETS, runs a research and assessment consulting business, Measure by Design. CYNTHIA M. TOCCI, a former teacher, spent more than 20 years at ETS, where she served as an executive director in research. She now runs a consulting business, Educational Observations. JESS WOOD is a senior policy advisor at EducationCounsel, where she works with states and districts to improve educator preparation, support, and evaluation. A former teacher, she led observer training at District of Columbia Public Schools.

Select Guide Rating

• Acknowledgments viiAbout the Authors ixIntroduction: Getting from Here to There 1I Making the Big Decisions 151 Building Support for Better Observer Training 172 Finding Enough Observers 253 Deciding on Training Delivery Methods 354 Setting Priorities for Observer Training 45II Pre-scoring Video 515 Understanding Pre-Scoring Video 536 Planning a Pre-Scoring Process 597 Getting the Right Video to Pre-Score 758 Recruiting and Training Master Coders 859 Ensuring the Quality of Pre-Scoring 101III Building the Knowledge and Skills for Observation 11310 Knowing the Rubric 11511 Collecting Evidence 12712 Understanding Bias 13913 Recognizing Evidence 14914 Using Criteria for Rating 16715 Coaching Teachers 18716 Organizing a Training Program 211IV Using Data to Improve Training and Support of Observers 22117 Collecting and Using Data from Training 22318 Assessing Observers to Ensure and Improve Quality 23319 Monitoring Your Observation System 267Concluding Thoughts: Getting It Right 285Appendix 287Observer Training Checklist 287Planning Worksheet 291Tools Referenced in This Book 304Tool 7-1: DCPS Video Quality Checklist 305Tool 8-1: RIFT Master Coding Worksheet 307Tool 8-2: DCPS Advice for Facilitating Reconciliation 308Tool 8-3: DCPS Guidelines for Score Rationales 311Tool 13-1: DCPS Evidence Collection Template 314Tool 14-1: Partnerships to Uplift Communities (PUC) Evidence Record Rubric 318Tool 14-2: Literacy Design Collaborative (LDC)/(TCRP) Top Ten Principles of True Scoring 320Tool 14-3: RIDE Calibration Session Protocol 322Tool 15-1: RIDE Feedback Quality Review Tool 327Tool 15-2: Hillsborough County Public Schools (HCPS) Post-Observation Assessment Checklist 328Tool 17-1: DCPS Feedback Rubric with Annotated Example 331Tool 18-1: Minneapolis Public Schools (MPS) Rubric for Rating Use of Evidence 337Tool 19-1: RIDE Teacher Survey Items on Observation 338Notes 341References 343Index 345