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There is no formula for the perfect balance between quantitative and qualitative data. At ReVision Learning, we focus on using data to evaluate classroom practice to fairly and accurately rate the lesson, but also to explicitly support growth, so the rubric and the evolution of the lesson will dictate what evidence needs to be collected. This involves so much more than scripting. Question tallies, room maps, time stamps, percentages of students, descriptions of and conversations with students around classroom artifacts, are all strategies (among others) that should be explored and practiced. 

In this lesson you will:
Analyze and evaluate a feedback report for the types of evidence used based on ReVision Supervisory Continuum Indicator B:

Qualitative and quantitative evidence cited in feedback is aligned, appropriate and facilitates targeted growth and improvement.

journalWarm-Up

Reflect upon your own practice as a classroom observer. Consider the different kinds of evidence you have collected and your strategies during a classroom observation. What are some things you do now that perhaps you did not do last year or say, 3 years ago? 

  1. Is there perhaps one type of evidence upon which you think you are/were too dependent?
  2. Is there evidence you have to consciously remember to collect that is challenging or forgotten?
  3. What is some critical quantitative data you often collect and why?
  4. What is the difference between simply listing evidence for a teacher and citing it/using it in feedback to promote growth? 

RVL 1.B is the most challenging and most critical element of providing high quality feedback. As a facilitator, you will spend the most time coaching around evidence collection, so it is important to be conscious of your own practices and always improving as the “expert” in this area.

You will also have to become discerning to determine if the evaluator is missing the evidence during the observation or is simply not including it in the feedback (and it actually exists in his/her notes). 

Setting the Context

Follow the think aloud for Indicator B.

 

Learning Task

Read the rest of this evaluator’s feedback for CCT 3b and also indicator 3a.

Do you notice the same areas of strength and areas of challenge from the first sample?

Select a performance rating for this evaluator’s report for Indicator B of the RVL Continuum and list 2-3 pieces of evidence to support the rating. Click on “View the Lesson Quiz” to enter your answers.

 

 

Back to: Providing Feedback to Evaluators