Evidence-Based Observation Techniques

For this weeks post, I chose the two rubrics that I am most familiar with and that we have used
in Buffalo Public Schools. The first is the NYSUT rubric which is currently used by our
administrators and has been most recently updated.
I just recently had a workshop with other administrators regarding evaluating teachers and how
to use data from observations to rate teachers. We discussed making non-judgmental statements
and leaving bias out. This gave me an opportunity to understand and appreciate how difficult it
is not to make any assumptions and just go by the data that has been collected during an
observation.
I first looked at the NYSUT rubric. The rubric clearly defines the expectations for each
element's performance indicators to provide for objective evaluations and fair and consistent
ratings of effectiveness. However in my opinion, there are many areas that are not objective and
this rubric still needs to be reviewed going forward. For this method, the Buffalo administrators
are trained to use the scripting method, while utilizing tally marks. The administrator will sit in
the back of the room and script the entire lesson.
The Pros:
There are many indicators and standards which allows teachers to be challenged and think about
preparing 21st century learners. Teachers are also able to read the different indicators which
constitutes as Ineffective versus highly effective.
Cons:
There are so many indicators that the administrators need to evaluate this makes it difficult and
lengthy evaluation. The verbiage on the rubric leaves a lot of room for subjectivity. For
example, the words most, occasionally are used. How do you determine what these look like
during an observation? In addition, this has been updated three times since its inception. The
creators in New York State are realizing that it needs to continually monitored and reviewed. In
addition, the scripting strategy can be very overwhelming especially when you are observing a
teacher that moves very quickly. Also, administrators need training on how to do this. The
administrator may also miss some of the lesson due to focusing on trying to script the entire
lesson.
The other rubric I researched was the Danielson rubric. This was utilized in our district before
the NYSUT rubric. When discussing this rubric with fellow administrators in the district, some
of them miss this rubric since they had a very good handle on this and they were used to it in a
sense. The strategy of At Task is used with the Danielson rubric while looking at classroom
climate.
Pros: The later revised editions had examples of each domain and what to look for in the
classroom. This gave the administrators and teachers a clearer idea of what was expected.
Cons: Interestingly enough, Charlotte Danielson is the supposed creator of this rubric but also
claims that it was developed in collaboration with other highly qualified individuals. I would ask

the question, how is one person qualified to decide on how to evaluate teachers. This rubric does
have her name stamped on it. Administrators dont always get a sense of classroom climate with
one observation.
Danielson Group - The Framework. (n.d.). Retrieved September 11, 2016,
from https://www.danielsongroup.org/framework/
The NYSUT Teacher Practice Rubric (2014 Edition). Retrieved September 11, 2016,
from http://www.nysut.org/resources/all-listing/2012/september/nysut-teacher-practicerubric#2014.
Acheson, K., & Gall, M. (1992). Techniques in the clinical supervision of teachers (2nd
ed.). retrieved September 11, 2016, from
http://assist.educ.msu.edu/ASSIST/school/mentor/workwith/toolobservation.htm