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Examining the Nebraska Teacher Evaluation Model ESU 8 Prinicipal Cadre Septemeber 17, 2013.

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Presentation on theme: "Examining the Nebraska Teacher Evaluation Model ESU 8 Prinicipal Cadre Septemeber 17, 2013."— Presentation transcript:

1 Examining the Nebraska Teacher Evaluation Model ESU 8 Prinicipal Cadre Septemeber 17, 2013

2 Principal Cadre Introductions Activity

3 Marzano Training Partnership 3 year commitment Marzano model o Common language o Instructional model Nebraska Teacher/Principal Evaluation model

4 Principal Cadre Partners Norfolk o James Lake -- High School principal o Bruce Strong -- Junior High assistant principal o Jennifer Robinson -- Middle School principal o Tim Kwapnioski -- Bel Air Elementary principal o Angie Hausmann -- Jefferson Elementary principal o Beth Nelson -- Director of Teaching and Learning West Boyd o Cindy Johnson – Principal

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6 Educator Effectiveness Reforms In recent years, national, state, and local educational leaders have come to realize that improving teacher and principal effectiveness is the key to increasing student achievement and developing better school systems. Put another way... “...more can be done to improve education by improving the effectiveness of teachers than by any other single factor.” - Wright, Sanders, and Horn

7 “Effective teachers matter a great deal and ineffective teachers may matter even more.” - National Council on Teacher Quality, State of the States Report, October 2011

8 Current Teacher Evaluation Model Using the current model for your school/district determine: ●One strength ●One weakness

9 Current Evaluation Requirements  Sec requires probationary certificated employees to be evaluated each semester based on a full period observation. No requirement for tenured employees.  NDE’s Rule 10 requires school districts to develop a Board policy for evaluating certificated staff on instructional performance, classroom organization and management, and personal and professional conduct. Rule also includes some procedural requirements.  Nebraska Teacher and Principal Performance Framework provides effective practices as voluntary guidelines for districts.

10 Follow-up report, “Teacher Evaluation 2.0” (2010) noted: Infrequent—Annual evaluations often not required. Unfocused—Student achievement often not included. Undifferentiated—Evaluations don’t distinguish great teachers from mediocre ones. Unhelpful—Useful feedback is not provided. Inconsequential—Not used for important decisions. Problems with current evaluation practices

11 Frequent evaluations of tenured staff. Clear, rigorous expectations for teachers. Multiple measures of teacher performance. Differentiation in performance ratings. Regular feedback other than to probationary staff. Use of evaluation data in employment decisions other than dismissal. What Nebraska does not require

12 The “Wow” Facto r Think of when you observed an excellent teacher in the classroom or a professional context. What would you see or hear that made you think this teacher was excellent at their profession? What would make you think I want my child in this teacher’s class or this is what I like to see in my school? Using the Padlet link, post two traits to the boardPadlet

13 NDE Timeline for Evaluation Model  Pilot Phase ( and school years)—Implement models in pilot districts and make necessary adjustments. Districts select either Marzano or Danielson model.  Implementation Phase ( school year and beyond)—Make models available for voluntary adoption by districts and assist with implementation.

14 Nebraska Teacher Evaluation Model

15 Measures of Teacher Practice: Classroom observation based on Danielson or Marzano instructional frameworks. Summative evaluation of teacher practice based on 7 Effective Practices in Nebraska Framework. Measures of Student Achievement: Impact on learning measured through assessments. Measures of Professional Development: Annual Individual Professional Development Plan for all teachers. Other Components: Evaluation of local factors (optional) Nebraska Teacher Evaluation Model

16 Purposes of Evaluation Marzan0 ● Measurement Measure teaching competence ● Growth Improve teaching skills Danielson ●Ensure teacher quality ●Professional development

17 Marzano Model Student Achievement Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism

18 Danielson Model

19 NE Teacher Evaluation Model

20 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 1 - Foundational Knowledge The teacher demonstrates comprehensive knowledge of content, pedagogy, students, and standards needed to provide all students with effective opportunities for learning, development, and achievement. Marzano Domain 2: Planning and Preparing Danielson Domain 1: Planning and Preparation Padlet

21 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 2 - Planning and Preparation The teacher integrates knowledge of content, pedagogy, students, and standards with established curriculum to develop rigorous and meaningful instruction for all students that supports the growth of student learning, development, and achievement. Marzano Domain 2: Planning and Preparation Danielson Domain 1: Planning and Preparation Padlet

22 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 3 - The Learning Environment The teacher develops and maintains a learning environment that promotes active student engagement in learning, development, and achievement. Marzano Domain 1: Classroom Strategies and Behaviors Danielson Domain 2: The Classroom Environment Padlet

23 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 4 - Instructional Strategies The teacher intentionally uses a variety of effective instructional strategies to ensure growth in student achievement. Marzano Domain 1: Classroom Strategies and Behaviors Danielson Domain 3: Instruction Padlet

24 Innovating 4 Applying 3 Developing 2 Beginning 1 Not using 0 The teacher integrates several strategies to create a macrostrategy or adapts strategies for unique student needs and situations The teacher uses strategies or behaviors associated with an element and monitors their effects on student outcomes. The teacher uses strategies or behaviors associated with an element, but in a mechanistic way. The teacher uses strategies or behaviors associated with an element incorrectly or with parts missing. The teacher is unaware of strategies or behaviors associated with an element Marzano Rubric for Instructional Strategies

25 Danielson Rubric Rubric for each element of a domain with levels of performance o Unsatisfactory o Basic o Proficient o Distinguished  Enhancing Professional Practice, A Framework for Teaching, Charlotte Danielson

26 Danielson Rubric

27 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 5 - Assessment The teacher systematically uses multiple methods of assessment to measure student progress and to inform ongoing planning, instruction, and reporting. Marzano Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Danielson Domain 1: Planning and Preparing Domain 3: Instruction Padlet

28 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 6 - Professionalism The teacher acts as an ethical and responsible member of the professional community. Marzano Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism Danielson Domain 4: Professional Responsibilities Padlet

29 Nebraska Teacher Evaluation Model Effective Practices Rating Standard 7 - Vision and Collaboration The teacher contributes to and promotes the vision of the school and collaborates with students, families, colleagues, and the larger community to share responsibility for the growth of student learning, development, and achievement. Marzano Domain 4: Collegiality and Professionalism Danielson Domain 4: Professional Responsibilities Padlet

30 Other Components of the Nebraska Model include: ●Student Achievement Rating ●Professional Development Rating ●Local Factors Rating (optional) Nebraska Teacher Evaluation Model

31 NE Teacher Evaluation Model

32 Student Achievement

33 The key task is finding accurate and fair ways to evaluate teachers’ effectiveness in increasing student achievement. What measures of achievement are valid and appropriate? What measures of achievement fairly assess the teacher’s contribution to student achievement? Nebraska Teacher Evaluation Model Measuring Student Achievement

34 Nebraska Teacher Evaluation Model ●It is important to include student achievement outcomes in the evaluation process both as a means to determine whether teachers are effective and as a means to improve student achievement further. ●It’s not enough just to identify effective or ineffective teachers based on student achievement. How do we help teachers get better?

35 Nebraska Teacher Evaluation Model Measuring Student Achievement ● Student Learning Objectives ● NeSA ● MAPS ● DIBELS ● C4L ● Pre/Post-Testing ● More? PROS? CONS?

36 NE Teacher Evaluation Model

37 Professional Development Rating Professional development efforts evaluated using an annual Individual Professional Development Plan Develop or revise after summative evaluation Nebraska Teacher Evaluation Model

38 Professional Development is an important component in the Marzano and Danielson Frameworks ● The key to professional learning is feedback and conversation. ● What are some guidelines and tools to help? Nebraska Teacher Evaluation Model

39 Marzano Framework Marzano approach to Professional Development ● Domain 3: Reflecting on Teaching ○ Evaluating Personal Performance ○ Developing and Implementing a Professional Growth and Development Plan ● Self-Reflection ● Coaching ● Instructional Rounds

40 Danielson Framework Danielson approach to Professional Development ●Domain 4: Professional Responsibilities ○ Reflecting on Teaching ○ Participates in a Professional Community (PLCs) ○ Growing and Developing Professionally

41 Common Components of Professional Learning ●An environment of trust and a culture of professional inquiry ●Self-assessment ●Reflection on practice ●Professional conversation ●Infusion of expertise ●School/district structures support professional learning

42 NE Teacher Evaluation Model

43 Local Factors (optional) Student surveys Additional duties Parent/community surveys Others?

44 Evaluation Ratings NDE Pilot program rubric: o Exemplary o Proficient o Basic o Unsatisfactory

45 Evaluation Ratings Discussion - Pros and Cons to: Satisfactory vs Unsatisfactory model Multi-tiered level of performance or rubrics similar to Marzano and Danielson models

46 Change is Good, You Go First! is-good/ Nebraska Teacher Evaluation/Marzano Models

47 Self Reflection of Today Do you have a common language? Have you adopted an instructional model? Current evaluation model effective? What changes would you like to incorporate? Do you need more information? Will you use the Danielson model? Will you use the Marzano model? Will you use a blended or other model? How can we help?

48 Resources Principal Cadre wiki o Coaching Classroom Instruction o Art and Science of Teaching o Effective Supervision o Enhancing Professional Practice o Wenatchee School District, WA  Top right under Evaluation Pilot

49 Nebraska Teacher Evaluation/Marzano Models

50 Next time: Supervision & Coaching Classroom Instruction January 14, 2014 Nebraska Teacher Evaluation/Marzano Models


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