1. KPBSD - Phase II Effective Instructional Model Fall 2010

2. KPBSD History: Phase I – Completed in 2010. Phase II – Initial implementation 2010-2011 Phase III – Full implementation 2011 A committee of KPBSD administrators and teachers chose Danielson’s Framework for Teaching because the Framework for Teaching provides a defensible definition of good teaching that can be understood by all the stakeholders.

3. The reasons the committee chose to use Danielson’s Framework for Teaching Clearly defines and recognizes the complexity of teaching with a common language of practice. Provides a “road map” for novice teachers and guidance for veteran teachers. Organizes the practice of teaching in four domains. Provides levels of performance and rubrics that define what teaching looks like at different levels. Structures and focuses school-wide and district efforts. A common framework is used systemically within each school in the district. Outcome from years of educational research.

4. Features of A Framework for Teaching Generic Comprehensive Not prescriptive Dependent on context Public Independent of a particular teaching methodology

5. Common Themes Equity Cultural Competence High Expectations Developmental Appropriateness Attention to individual students including those with special needs Appropriate use of technology Student assumption of responsibility

6. The Wisdom of Practice… Consider how you, as an experienced practitioner, recognize excellent teaching. If you were to observe an excellent teacher, either in the classroom or in another professional setting, what might you see and/or hear?

7. Directions for Wisdom of Practice 1)If you were to observe an excellent teacher, either in the classroom or in another professional setting, what might you see and/or hear? 2)Given 5 minutes of quiet reflection time, consider the question above and write one observation per sticky- note… 3)When time is up, compare notes with others seated near you. Identify items both similar and different. Consolidate your list at your table. 4)Keep your sticky notes – you will need them later in the training!

8. The 4 Domains 1 Planning and Preparation 2 Classroom Environment 3 Instruction 4 Professional Responsibilities

9. The Basic Facts: The Framework for Teaching The framework consists of 22 components, clustered in four domains. Within each component are 5-6 elements, each defining a distinct aspects of that domain. The framework clearly describes the aspects of a teacher’s responsibilities in the form of rubrics. Each rubric describes the level of performance for each component.

10. A Framework for Teaching: Components of Professional Practice Domain 1: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy 1b. Demonstrating Knowledge of Students 1c. Selecting Instructional Goals 1d. Demonstrating Knowledge of Resources 1e.Designing Coherent Instruction 1f. Assessing Student Learning Domain 2: The Classroom Environment 2a. Creating an Environment of Respect and Rapport 2b. Establishing a Culture for Learning 2c. Managing Classroom Procedures 2d. Managing Student Behavior 2e. Organizing Physical Space Domain 4: Professional Responsibilities 4a. Reflecting on Teaching 4b. Maintaining Accurate Records 4c. Communicating with Families 4d. Contributing to the School and District 4e. Growing and Developing Professionally 4f. Showing Professionalism Domain 3: Instruction 3a. Communicating Clearly and Accurately 3b. Using Questioning and Discussion Techniques 3c. Engaging Students in Learning 3d. Providing Feedback to Students 3e. Demonstrating Flexibility and Responsiveness

11. Using your sticky notes from the Wisdom of Practice Exercise Create a Domain chart on a piece of paper at your table. Label the Domains as shown. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 4 Professional Responsibilities Domain 3 Instruction

12. Directions Continued… Consider your sticky notes of good teaching and “place” your notes in the four domains on your chart. When finished, reflect with your table group on the following questions? Be ready to share with the whole group.

13. Reflection Questions: Is one domain more important than the other? If so, explain your thinking? Is there a domain that is more important to novice teachers? Veteran teachers?

14. BREAK… Before you come back to your seat, please pick up the Domain review worksheet – your TICKET IN THE DOOR. You might use your Framework Card as a reference.

15. Identifying the Domains – Worksheet … More Domain Practice Directions:  Each participant should receive a Domain worksheet.  Silently, read each statement and indicate the domain to which the statement primarily applies. Example: As the students enter the classroom, they are greeted at the door by Mr. L. He smiles and converses with each student briefly. DOMAIN 2 – Classroom Environment

16. Domain Review After individuals have finished the worksheet, check answers with a partner. Review answers in a whole group.

17. KPBSD Effective Instructional Model Professional Development Schedule: The key to rigorous, evidence-based teacher evaluation is adequate training of evaluators and teachers. Several training opportunities will be available to administrators throughout each phase of development.

18. Using the Framework for Teaching will increase building evaluator reliability Reliability refers to the similarity of conclusions or decisions made about the performance of teaching Consistency is a function of consensus building activities Evaluators must practice/calibrate regularly Conduct evaluations in such a way that they produce professional learning for teachers and administrators!

19. Evidence Evidence is the factual reporting of instructional practices over time. Let evidence, not opinion, anchor the evaluation process. It is not clouded with personal opinion or bias.

20. Rubrics The rubrics associated with the Framework for Teaching describe the levels of performance for each component and element in the Framework for Teaching. The rubrics provide a roadmap for improvement of teaching.

21. RUBRICS Teaching is a performance. Performances are measured using rubrics. What advantages do rubrics offer in an evaluation system?

22. Professional Learning “Learning is done by the learner; it is MENTAL WORK.” - Charlotte Danielson

23. KPBSD Phase II Options for Tenured teachers Use the current system – the “old” clinical model. Volunteer to participate in the “new” standard model Effective Instructional Practices Model. Those tenured teachers who participated in the Teacher Enrichment Pathway (TEP) have the option to continue the TEP for the 2010-2011 school year.

24. KPBSD Phase II Non-Tenured Teachers All non-tenured teachers will participate in the “new” standard model of Effective Instructional Practices.

25. Effective Instructional Standard Model Process Introductory Training to Effective Instruction Model Pre-Conference – Teacher brings completed Effective Instructional Practices self-reflection Unscheduled observations followed by feedback Formal Scheduled Observation Post-Conference Teacher completes Evidence of Instructional Practices (self reflection) Evaluation Conference Completed forms due to HR Form 1 – Tenured Form II – Evidence of Effective Instructional Practices For non-tenured teachers, this process will be completed twice.

26. Teacher Enrichment Pathway (TEP) Process 9/1 – Initial proposal submitted to administrator via email, must support KPBSD District goals. 9/15 Submit formal Pathway proposal conferencing with principal 10/1 Final approval from principal 12/1 Submit mid-year progress to principal 12/15 – Principal submits updated TEP list to District Office. 5/1 Teacher(s) submit final report to principal 5/15 Final conference with principal 6/1 Principal submits TEP paperwork to District Office

27. Clinical Model – The “OLD” Process Introductory Training Unscheduled observations followed by feedback Pre-Conference Formal Scheduled Observation Post-Conference Evaluation Conference Completed forms due to HR Form 1 – Clinical Evaluation Tool Form 02SE: Self Evaluation

28. KPBSD Phase II Areas of Focus for 2010-2011 During Phase II, Certified teachers will concentrate on the following Components: ◦ 1d – Demonstrating knowledge of students ◦ 1e – Designing coherent instruction ◦ 2c – Managing classroom procedures ◦ 2d – Managing student behavior ◦ 3b – Using questioning and discussion techniques ◦ 3c – Engaging students in learning ◦ 4d – Participating in a professional community ◦ 4f. - Showing professionalism

29. A Memorable Teacher Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative. What makes this so memorable?

30. With a show of hands, chart the whole group’s data. What conclusions or findings do you have about the groups data about their memorable moment? PositiveNegative Domain 1 Domain 2 Domain 3 Domain 4

31. Jigsaw – Becoming and Expert 1)Divide into groups of 4 – Have participants count off by four and move into their groups. Remind participants they will need their Enhancing Professional Practices book and their worksheet. 2)Assign each group a Domain number – 1,2,3,4. 3)Each person in the Domain group will be responsible for reading one or two of the components from their Domain. The components are the following: 1d, 1e; 2c, 2d; 3b, 3c, and 4d, 4f. -Note, these are the components KPBSD will be focusing on this school year! -If the Domain group is large, split the group into two and have one group read one component, for example, 1d and the other half read 1e.

32. Silent Reading: 1d – pages 53 – 55 1e – pages 55 - 59 2c – pages 68 -71 and 72 2d – pages 71, 73 and 74 3b – pages 79, 81 – 82 3c – pages 82 - 85 4d – pages 99, 101-102 and 103 4f – pages106 - 108

33. After reading… Find the participants who read the same component(s). Using the Jigsaw worksheet A, with your component group, provide one or two examples of each level of performance. Refer to your reading, the rubrics and draw on your own experiences of teaching and observing your colleagues. Participants should think of a specific context for their Level of Performance examples – such as a fourth grade math class. Be sure each participant writes the answers on their worksheet – they will need this information for the next part of the activity.

34. Next… When groups are finished with worksheet A, groups will be reassigned. Each new group should have a representative of each of the 8 components (1d, 1e, 2c, 2d, 3b,3c, 4d, and 4f). Using worksheet B, each member of the new group will share the examples of the levels of performance created from worksheet A. Members can take their notes. Take no more than 3 minutes for each component.

35. As a whole group… Consider the differences between the Levels of Performance… What words describe the levels of performance? Use your rubrics for help! UnsatisfactoryBasicProficientDistinguished example - unsafeexample - moderate example - clearexample - rigor

36. Take a moment… Review the rubrics for components 1d, 1e, 2c, 2d, 3b,3c, 4d, and 4f. ◦ Which component do you feel you or most successful? What evidence could you share with a colleague or administrator to support this? ◦ Which component might you wish to explore more deeply? What types of evidence would you collect to show your growth over time in this area of the Framework for teaching?

37. Personal Reflection for the day… List three things you learned today about the KPBSD Effective Practices Instructional Model. What are two ways the this instructional model can help you improve your instructional practices. Provide one resource you will need to successfully participate in Phase III of the Effective Instructional Evaluation Model by the 2011 – 2012 school year.