BUCKET EVALUATION TRAINING

Empowering Effective Teachers

Hillsborough County Public Schools

Objectives and Purpose

Participants will evaluate teacher buckets for

Balance
Consistency
Accuracy & Fairness

Participants will

Discuss and organize information and evidence from a

teachers bucket to establish trends and increase the
accuracy of final evaluation ratings.

Participants will

Demonstrate understanding of norms, protocols &

evaluation practices through a journal/reflection page
to evaluate the efficacy of the training module.

Agenda

Overview of Training & Materials

Discussion on Evaluating Buckets

Activity - Evaluate Bucket 1 (Grade 1)
Activity Evaluate Bucket 2 (MS Social
Studies)
Activity Evaluate Bucket 3 (HS Science)

Journal and Last Minute Reminders

Training Packet

Interactive copy of PowerPoint presentation

Activity Buckets
Activity 1 Grade 1 Review Bucket Rate Bucket
Activity 2 Middle School Social Studies
Activity 3 High School Science
Evidence Collection Tool (optional)
Rating Worksheet (required)
Journal Page
Survey form (to be completed at the conclusion
of training) Survey

Facts and Myths of Teacher Evaluation

Myths

Individual component ratings

are averaged.
Ratings are disregarded if the
observer is suspected to be a
high/low rater.
Evaluators only look at their
own observation data.
One data source is weighed
heavier than another.
An equal number of
Accomplished and Developing
ratings automatically constitute
an overall Developing rating.
Journal items are not taken into
consideration during the final
evaluation.

Facts
Evaluators examine the entire
bucket looking for trends when
assigning final evaluation
ratings.
Evidence can be taken from
summary reports and preappraisal forms to further
establish trends. Evaluators
may examine scripting notes to
look for trends and must read
journal entries for clarification.
Teachers are not evaluated
based on any observed growth
(this is not a growth model).
Certain components may follow
the growth model (i.e. 2a, 2d).

The Devil in the Details

(Part 1)
Examine the ratings below and assign a final
evaluation score.
Component

Rating

Type

Date

(3b) Using Questioning and Discussion

Techniques

Formal
(Principal)

10/12/2011

(3b) Using Questioning and Discussion

Techniques

Informal
(Principal)

1/27/2012

(3b) Using Questioning and Discussion

Techniques

Formal (Peer)

12/13/2011

(3b) Using Questioning and Discussion

Techniques

Informal
(Principal)

1/6/2012

(3b) Using Questioning

andthe
Discussion
Click on
link below
Techniques

Informal (Peer)
toA enter your

rating:

https://
www.surveymonkey.com/s/Session1DD
1

3/24/2012

Summary of Participant
Responses

Responses will be collected and

summarized in a chart which
will be displayed below.
Ratings
Item
Item
Item
Item

RESULTS

1
2
3
4

The Devil in the Details

(Part 2)
Component

Ratin
g

Type

Date

(3b) Using Questioning and Discussion

Techniques

Formal
(Principal)

10/12/2011

(3b) Using Questioning and Discussion

Techniques

Informal
(Principal)

1/27/2012

Teachers questions were low level questions asked in rapid succession. The teacher
attempted to call different students but very few students were responding to the
teachers questions. Teacher called Susie and Jose quite a few times because they were
starting to get off task.
(3b) Using Questioning and Discussion
Techniques

Formal (Peer)

12/13/2011

(3b) Using Questioning and Discussion

Techniques

Informal
(Principal)

1/6/2012

Students did not get any chance to discuss with one another. All conversations were
between the teacher and a student. Teacher used a system for calling names
inconsistently. The level of student participation was low. Most of the teachers
questions were low level recall questions. Towards the end of the lesson John was the
only one responding to the teachers questions.
(3b) Using Questioning and Discussion
Techniques

Informal (Peer)

3/24/2012

The teacher asked a combination of high and low level questions. The teacher framed a

Devil in the Details (Part 2)

Peer Summary

3b. Using Questioning

and Discussion
Techniques - Discussions
enable students to talk
to one another, without
ongoing mediation by
the teacher. The teacher
reminds students what is
Click on the link below to enter
necessary
your
rating: to work the
calculations and worked
https://
several equations on the
www.surveymonkey.com/s/Session1DD2
board.

Principal Summary

Teacher's questions are mostly

directed to individuals working
in small groups. Teacher assists
students and clears up
misunderstandings. Most
questions are low-level, but
designed to seek thinking in
Math and to create
opportunities for expanded
discussion and understanding.
The lesson is largely based on
questions and answers and
subsequent discussions. The
teacher randomly calls on
students. All students
participate and are actively
engaged in the question and
answer session.

Summary of Participant
Responses

Participant responses will be

collected and summarized in a
chart which will be displayed
below.
Ratings

Item
Item
Item
Item
RESULT
S

1
2
3
4

Pre-Evaluation Documents

Compile all documents:

Formal scripting notes
Teacher-provided or peer-collected artifacts
from formal observation cycle (tests,
worksheets, seating charts, student work)
Summary Forms
Informal scripting & comments
Collected extenuating circumstances (email)
Bucket PDF or printout
Teachers Journal Entries
Note: Prior to assigning ratings, check for lastminute observer or journal entries.

Interpreting Outliers

Outliers

An outlier is an observation that lies an abnormal distance

from other values in a random sample from a population.

A single outlier (Exemplary or Requires Action) does not

necessarily mean that either peer/administrator is rating
high/low and therefore will bear less weight towards the
overall evaluation rating. Individual outliers still deserve
the same level of analysis as the rest of the ratings.
Requires Action ratings will most likely include
comments or would be highlighted as an area of
strength/focus in the observation summary report. Use
them to determine trends in teacher practice based on
specific evidence.

Example of an Outlier
Component

Rating

Type

Date

(3a) Communicating
with Students

Formal (Peer)

9/12/2011

(3a) Communicating
with Students

Informal (Peer)

1/27/2012

(3a) Communicating
with Students

Formal (Principal)

12/13/2011

(3a) Communicating
with Students

Informal (Peer)

1/6/2012

(3a) Communicating
with Students

Informal (Principal)

3/24/2012

Where do you go?

Component

Rating

Type

Date

(3c) Engaging Students in Learning

Formal (Peer)

9/12/2011

(3c) Engaging Students in Learning

Informal (Peer)

1/27/2012

(3c) Engaging Students in Learning

Formal (Principal)

12/13/2011

(3c) Engaging Students in Learning

Informal (Peer)

1/6/2012

(3c) Engaging Students in Learning

Informal (Principal)

3/24/2012

1. The strength of an evidence depends upon the degree of impact

towards overall student learning
2. Frequency teachers may request as many observations as
needed but the power relies upon the evidence. A few Es, As,
Ds, RAs a few days apart does not necessarily show the
teachers overall performance throughout the year.
3. Dates and interval between observations be mindful of
observations done early in the year and the start of a semester
(high school).
4. Formal versus Informal or Peer versus Principal evidence is
evidence (reliability of evidence is strengthened by comments

Evaluation Protocols
RA ratings require comments.
If the bucket does not contain the required
number of completed observations,
communicate this concern to Jessica
Doherty.
Ratings on all observations are final. No
changes will be made to previous
observation ratings unless a genuine error
was made, and the teacher was rated lower.
Send a request to Jessica Doherty so that
the teachers appraisal may be reactivated.
A 3-week window will be opened to teachers
for requests to review specific components
in their bucket using a specified form.
Peers will have until the start of the next
school year to respond. Teachers will be
notified whether or not there has been any
changes in their bucket.
New peers evaluate first few buckets with
buddy peer until they feel comfortable.

Activity 1 1st Grade

1.

2.

3.

4.

Individually evaluate the 1ST

Grade Bucket.
Highlight discussion points for
whole group discussion. You
may use your worksheets to
take notes and keep track of
your ratings. You may click on
the rubric and critical attributes
icons above for reference.
Once finished, click on the link
below to enter final ratings.
Rate Bucket
With time to spare, discuss your
ratings (including supporting
trends/evidence) with your
buddy peer.

RESULTS

Activity 2 MS Soc. Studies

1.

2.

3.

4.

Individually evaluate the

Middle School Social Studies Buc
ket
.
Highlight discussion points for
whole group discussion. You
may use your worksheets to
take notes and keep track of
your ratings. You may click on
the rubric and critical attributes
icons above for reference.
Once finished, click on the link
below to enter final ratings.
Rate Bucket
With time to spare, discuss your
ratings (including supporting
trends/evidence) with your
buddy peer.

Activity 3 HS Science
1.

2.

3.

4.

Individually evaluate the

High School Science Bucket.
Highlight discussion points for
whole group discussion. You
may use your worksheets to
take notes and keep track of
your ratings. You may click on
the rubric and critical attributes
icons above for reference.
Once finished, click on the link
below to enter final ratings.
Rate Bucket
With time to spare, discuss your
ratings (including supporting
trends/evidence) with your
buddy peer.

Journal
Reflect on the contents of this training and
review your materials.
What are some important ideas, best
practices and critical protocols that you
found most helpful in this training?
What are you taking out of this training?
How are you going to apply the
knowledge and skill you learned towards
improving your practice/role in teacher
evaluation?

Final Thoughts and Survey

Please click on the link: Training Evaluation

Q&A
Important Dates
May 24, 2012 Final Run for Peer Buckets and Journals
- (ongoing) Teachers review buckets for any missing observations
- (ongoing) Teachers acknowledge completed observations
May 24, 2013 All observations must be completed
June 10, 2013 All peers hit SUBMIT to send evaluation results
June 11-28, 2013 Bucket Review Period

Evaluation Video by Dr. David Steele.

THANK YOU FOR YOUR

ACTIVE PARTICIPATION!
Bucket Training Team 2013