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Copyright © Tulsa Public Schools 2011 © 2012, Tulsa Public Schools The Tulsa Model TLE Observation and Evaluation System / Process EVALUATOR TRAINING –

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Presentation on theme: "Copyright © Tulsa Public Schools 2011 © 2012, Tulsa Public Schools The Tulsa Model TLE Observation and Evaluation System / Process EVALUATOR TRAINING –"— Presentation transcript:

1 Copyright © Tulsa Public Schools 2011 © 2012, Tulsa Public Schools The Tulsa Model TLE Observation and Evaluation System / Process EVALUATOR TRAINING – 2012 – Segment 2 The Rubric

2 Copyright © Tulsa Public Schools 2011 © 2012, Tulsa Public Schools

3 A Test… This is a mental exercise, don't write down your answers and don't share them. This test be being proctored. 1. Pick a number from 2 to 9. It can be 2, or it can be 9, or any number in between Take that number and multiply it by 9.

4 A Test… 4 3. That should give you a two-digit number. Take those two digits and add them together. 4. Take the resulting number and subtract 5.

5 A Test… 5 5. Take that number and correspond it to the alphabet, numbering the letters: A=1, B=2, etc. 6. Take your letter and think of a COUNTRY that begins with that letter.

6 A Test… 6 7. Take the last letter in the name of that country and think of an ANIMAL. 8. Now, take the last letter in the name of that animal and think of a COLOR.

7 A Test… But remember... There are no ORANGE KANGAROOS in DENMARK. 7

8 Importance of Each and Every Slide… 8 Each slide represents an EQUALLY important component of the Tulsa Model system and process. One missing component can derail the process.

9 Not a Test, but a Reality! TLE is not a quick fix elixir or an off-the-shelf remedy. TLE is “roll up your sleeves” hard work that takes commitment, expenditure of energy and superb time management. TLE requires instructional leadership at efficacy levels. 9

10 Tulsa Model Evaluation System and Process Observations Evaluations Conferences Feedback / Support 10

11 Tulsa Model Evaluation System Description Rubric Provides the narrative definitions of professional proficiency (effectiveness) for all 5 rankings. A matrix structure provides clarity and specificity for the 20 Indicators that impact student performance IneffectiveNeeds Improvement EffectiveHighly EffectiveSuperior NOT in Evidence >>> Efficacy in Effectiveness Achieved 11

12 Tulsa Model Evaluation System Description Observation+ Process The Observation scores reflect the Evaluator's intentional study of the teacher’s classroom performance plus an assessment of other factors specified in the Rubric up to a given point in time. Observations and the Observation Form serve as the precursors (foundations) to the Evaluation. Is guided by the rubric. A minimum of two (2) observations are required before every evaluation. 12

13 Tulsa Model Evaluation System Description (cont.) Evaluation Form Web-based or paper-based. Your choice. Conferences Follow every observation and evaluation. Customized Feedback and Support Focusing the most intensive supports for 1 (“Ineffective”) and 2 (“Needs Improvement”). 13

14 Tulsa Model System - Structure Teachers Classroom Management Instructional Effectiveness Professional Growth & Continuous Improvement Interpersonal Skills Leadership 14

15 Tulsa Model Evaluation System - Indicators Teachers (20) Classroom Management (6) Instructional Effectiveness (10) Professional Growth & Continuous Improvement (2) Interpersonal Skills (1) Leadership (1) 15

16 Tulsa Model System - Weight Teachers Classroom Management (30%) Instructional Effectiveness (50%) Professional Growth & Continuous Improvement (10%) Interpersonal Skills (5%) Leadership (5%) 16

17 More indicators?…It’s a fine balance. “Each additional [indicator] included in an instrument adds costs….training time and scoring time for observers.” “Adding an indicator risks lowering the quality of data on all other indicators if observers have already reached their ability to keep track.” “When observers are overtaxed by…tracking many different competencies at once, their powers of discernment decline.” “…it may be useful to economize by combining or dropping competencies that commonly occur together, that prove to be too difficult to measure reliably, or that are unrelated to other outcomes.” MET Policy and Practice Brief January 2012 Page 28 17

18 The RUBRIC… hands-on 18 Establishing a Common Language… “Domains” are the Performance Measures taken from SB “Dimensions” are the TITLES of the specific components that establish the parameters of the Domain, e.g., the branches off the main truck of a tree. “Indicators” are those observable and measurable characteristics and practices that are correlated to student performance success.

19 Rubric Structure and Design Dimensions and Indicators are defined into five (5) Levels of Performance: IneffectiveNeeds Improvement EffectiveHighly EffectiveSuperior NOT in Evidence >>> Efficacy in Effectiveness Achieved Ranking language taken from SB “N/A” – Not Applicable or “N/O” – Not Observed can be used at the determination of the Evaluator. 19

20 The Rubric, Observations and the Evaluation Form The Rubric is the foundational base for ranking determinations following Observations (within the all inclusive context of the school year) and ranking decisions that are transferred to the Evaluation Form. 20

21 Teacher Rubric 21

22 Roll up your sleeves… 22 1

23 A Teacher Rubric in Detail Like a dictionary, the rubric’s descriptions provide definitional clarity as to each level of effectiveness. Plan for instructional strategies that encourage the development of performance skills. Ensures materials and equipment are ready at the start of the lesson / activity. 23

24 Rubric Drill-down: Classroom Management Domain/Relative WeightDimension Classroom Management 30% 1.Preparation 2.Discipline 3.Building-Wide Climate Responsibility 4.Lesson Plans 5.Assessment Practices 6.Student Relations 24

25 Rubric Drill-down: Classroom Management

26 Rubric Drill-down: Classroom Management - 2 Domain: Classroom Management Dimension: Discipline Indicator: Teacher clearly defines expected behavior. 3 - Effective Establishes and posts standards of conduct and implements with consistency. Ensures that students are engaged and clear as to the expectations of the classroom with few reminders given. Monitors the behavior of students during whole-class, small group and seat work activities and during transitions between instructional activities. Stops inappropriate behavior promptly and consistently with an appropriate voice level / word choice. 26

27 Rubric Drill-down: Instructional Effectiveness Domain/Relative WeightDimension Instructional Effectiveness 50% 7.Literacy 8.Common Core Standards 9.Involves All Learners 10.Explains Content 11.Explains Directions 12.Models 13.Monitors 14.Adjusts Based upon Monitoring 15.Establishes Closure 16.Student Achievement 27

28 Rubric Drill-down: Instructional Effectiveness - 9 Domain: Instructional Effectiveness Dimension: Involves All Learners Indicator: Teacher uses active learning, questioning techniques and/or guided practices to involve all students. 3 - Effective Engages most students in active learning experiences 80 percent of the class time. Uses questioning strategies throughout the lesson, scaffolding to at least the mid level of Bloom's taxonomy. Provides wait time for some student response and does random checking to ensure the involvement of all learners. Engages students by incorporating their general skills and interests into the lesson. 28

29 The RUBRIC… hands-on 29 In your review of the assigned Indicators (within Dimension titles that reside under Domains) what did you learn: about the structure of the Rubric? the focus of the Dimensions? the details of the Indicators? Be prepared to SHARE one, specific Indicator: talk about the increase in “expectations” from Ineffective to Superior, e.g., progressive, abrupt, ability to achieve the highest rankings. talk about the narrative components that reside within a specific ranking, e.g., the EFFECTIVE ranking, e.g., how do the parts equal the whole? talk about what you would expect to see in teacher behavior (or evidence) and student behavior (or evidence).

30 What We Have Learned… 1.Every slide provides an important piece to the TLE mosaic. 2.The Rubric provides definitional clarity of effectiveness within a structure of Domains, Dimensions and Indicators. 3.The Rubric is the “foundation” for all that follows. 4.There are 5 numeric rankings, plus N/O and N/A. 30

31 Questions and Next Segment… The 3rd Segment of Evaluator Information File: PP3 Observation+ and Evaluaton Topic: Observation+ and Evaluation 31

32 For more information: Office of Teacher and Leader Effectiveness Tulsa Framework: left column: Teacher and Leader Effectiveness; Scroll to Frameworks; Tulsa Frameworkhttp://sde.state.ok.us Talia Shaull – Jana Burk – Katy Ackley – Gene S. Kleindienst - 32


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