Section 3:
Elementary Video

As a reminder, direct observation is mandatory for one of the evidence sources for each Standard and Indicator on the educator's evaluation (plus one confirmatory evidence source). Direct observation of teacher practice occurs when the evaluator is in the classroom or venue where the teacher is present and teaching. Evidence does not include possibilities, inferences, suppositions, suggestions, guesses, likelihoods, or predictions. Not all Standards and Indicators may be observed during shorter observations, even in scheduled observations longer than 20 minutes, so it is usually necessary to observe a teacher multiple times to evaluate educator performance.

The video provided in this section demonstrates the use of various instructional standards and indicators in an elementary classroom. The grade level and/or subject area should not be a factor in viewing the video. The intent is to gain an understanding of the evidence of each Standard/Indicator and effective instructional practices used in all classroom settings.

To complete this section:

1. Download the NEPF IRR Tool*.

2. Watch the video (liked below) demonstrating the use of high-leverage instructional practices.

3. Identify the standards and indicators demonstrated in the video (observation notes) using the provided NEPF IRR Tool.

4. Compare your observation notes on the NEPF IRR Tool with the Master Notes provided for the video: ES Video Master Notes. (The Master Notes may include a score rating based on the evidence found in the video for training purposes; however, a teacher should NOT receive a score during an actual classroom observation. A performance score should only be assigned on a summative evaluation after multiple observations.)

5. Complete the assessment (requires course participants to upload their observation notes - completed IRR tool).

*Note: The NEPF IRR Tool is designed to allow for course participants to work individually and/or to collaborate with a partner/group to ensure consistency and build consensus among evaluators on observed instructional practices.