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Teacher Evaluation & Classroom Walkthroughs: Establishing a Common Instructional Language & Supporting Teacher Development Dr. Jim Lloyd, Assistant Superintendent.

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Presentation on theme: "Teacher Evaluation & Classroom Walkthroughs: Establishing a Common Instructional Language & Supporting Teacher Development Dr. Jim Lloyd, Assistant Superintendent."— Presentation transcript:

1 Teacher Evaluation & Classroom Walkthroughs: Establishing a Common Instructional Language & Supporting Teacher Development Dr. Jim Lloyd, Assistant Superintendent Olmsted Falls City Schools

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3 In public education, there are several waves of change approaching for the purpose of: Ensuring high school graduates have the necessary skills to qualify for and succeed in college level courses and postsecondary job training

4 we will have choices to make Victim of Change Or Acceptor of Change Or Leader of Change

5 Common Core Standards in ELA & Math ( ) New Standards in Science and Soc. Studies ( ) New Evaluation Process for Teachers & Principals ( ) New Achievement Tests ( ) Becoming a Master Teacher &Licensure Changes

6 Common Core Standards in ELA & Math ( ) New Evaluation Process for Teachers & Principals ( ) New Standards in Science and Soc. Studies ( ) New Achievement Tests ( ) Becoming a Master Teacher &Licensure Changes

7 Simultaneous Change Curriculum, Instruction & Assessment Educator Credentialing By School Year Improved Outcomes for Students Master Teacher Program Tiered Licensure New Ohio Teacher & Principal Evaluation Common Core New Learning Standards in Other Areas Critical thinking Problem-Solving PARCC Assessments for Common Core ODE Assessments in Sci and SS

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9 Fundamental Question 1? You are all school leaders so… …what do you want for middle/high school learners? Turn and talk to someone near you to quickly brainstorm what you want from your middle school/high school learners.

10 What do you want? Group Thoughts

11 What do you want? My Thoughts Post secondary readiness Readers Engaged learners Critical thinkers Problem-solvers Productive citizens Difference makers …AND… High levels of student achievement High levels of student growth

12 Fundamental Question #2? How can secondary school administrators help achieve these aims? …how do you help teachers make this possible? Turn and talk to someone near you to quickly brainstorm how you can help.

13 How do you help? Group Thoughts

14 How do you help? My Thoughts Focus on the right things ▫Things that can be more universally applied (macro strategies v. micro strategies) Focus on only a few things ▫i.e. The Hedgehog concept (see Jim Collins) Seek evidence of implementation and be relentless in your pursuit

15 Our Purpose Today— Discussing How to Bring It to Scale What do we want? ▫—Prepared Students How can secondary school administrators help? ▫–Focus ▫—Implement ▫—Support What is THE method whereby we can get what we want and help make it happen? Supervision/Evaluation

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17 What is the purpose of supervision/evaluation? Too Narrow ▫To renew a teacher contract ▫To follow a negotiated agreement

18 What is the purpose of supervision/evaluation? To determine building (and ultimately district) implementation of our agreed upon non- negotiables. To validate our common instructional language To ensure effective instructional practices To direct resources to support the development of teachers Anything else that you can think of?

19 The Supervisory Behavior Continuum Listening Clarifying Encouraging Reflecting Presenting Problem-Solving Negotiating Directing Standardizing Reinforcing T s t S T=Maximum teacher responsibility t=Minimum teacher responsibility S=Maximum supervisor responsibility s=Minimum supervisor responsibility NondirectiveCollaborativeDirective Informational Directive Control What factors influence whether you are an “s” or an “S”?

20 What will be required of us?

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22 The Ohio Teacher Evaluation System Will Be: Grounded in teacher performance standards (50%) ▫Effective instructional planning  Focus for learning  Prior content; sequence and connections  Knowledge of Students ▫Effective instruction and assessment  Lesson delivery  Differentiation  Effective use of teaching resources  Classroom Environment ▫Professionalism  Communicating with students and families

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27 Marzano, Waters & McNulty, Communication—classroom walkthroughs (CWTs) help to establish strong communication lines between teacher and student 2.Intellectual Stimulation—CWTs help ensure faculty is aware of most current instructional research and practice 3.Monitoring/evaluating—CWTs help monitor effective practice. 4.Situational Awareness—CWTs help identify details and undercurrents of situations. 5.Visibility—CWTs help admins be visible

28 Things we know from more research Cotton (2003). Principals and Student Achievement: What the Research Says ▫Visibility and accessibility; collaboration; instructional leadership; observation and feedback to teachers Strong, Richard, & Catano (2008). Qualities of Effective Principals ▫Building and sustaining school vision; shared leadership; leading a learning community; using data to make instructional decisions; monitoring CIA

29 CWTs: To Improve Teaching and Learning Kachur, Stout & Edwards (2010) CWTs are not teacher evaluations CWT identify opportunities for improvement and support sharing CWTs should be used to evaluate instructional and curricular practices; not people

30 This is where it gets weird…

31 CWTs/Informal Observations from OTES

32 Bringing It To Scale Get administrators on the same page ▫Collaboratively define HQ instructional elements Establish an agreed upon pedagogy that has demonstrated high effectiveness (e.g. AfL) Utilize leadership structures (DLT, BLTs and TBTs) to define what the short-term and long-term focus will be Honestly determine what support is needed (Prof Dev) to help staff get there

33 Bringing It To Scale Use the OTES/OPES as an opportunity to build a common instructional language Gather real time instructional exemplars

34 QUESTIONS?


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