1. B ALTIMORE C ITY P UBLIC S CHOOLS 1 Supporting Quality Teaching: Overview of the Instructional Framework and Rubric Fall 2011

2. B ALTIMORE C ITY P UBLIC S CHOOLS Why an Instructional Framework and Rubric? City Schools’ Instructional Framework and Rubric: Create a common language about what constitutes excellent teaching and how it looks Provide guidance in designing and implementing quality instruction for each student Ensure an alignment of school resources, priorities and teacher supports Elevate the work of the Common Core State Standards and the City Schools’ academic priorities of Rigor, Engagement and Intervention 2

3. B ALTIMORE C ITY P UBLIC S CHOOLS Goals of the Instructional Framework and Rubric 3 Goals for SY 11-12 The Instructional Framework and Rubric will be used to provide meaningful feedback, support, and development to teachers around the seven focus Key Actions Long-Term Goals Alignment of professional learning and evaluation systems to the Instructional Framework and Rubric Increased inter-rater reliability in observing and evaluating teacher instruction

4. B ALTIMORE C ITY P UBLIC S CHOOLS Development Timeline Stakeholder Meetings Jan 19 Initial external stakeholder meeting to discuss district Effectiveness work Focus Groups (includes teachers, school leaders, and select district office staff) Jan 24-25 Initial Framework focus groups 374 Teachers Feb 16 Framework Focus Groups for public 62 Teachers 42 schools represented April 12-14 Rubric Focus Groups for public 91 Teachers Teacher Advisory Group (TAG)* (24 Teachers from various contents and grade levels; provided recommendations to the Effectiveness Team March 23 TAG Meeting: Rubric analysis of level 3 performance indicators April 13 TAG Meeting: Rubric analysis of all performance indicators May 18 TAG Meeting: Rubric analysis and feedback Field Testing May 2-12 Framework and Rubric Field Testing 22 Central Office and BTU staff members Rubric tested in 40 classrooms through-out district 4 *Additional TAG workgroup meetings held on March 30, April 27, and June 1

5. B ALTIMORE C ITY P UBLIC S CHOOLS MSDE Teacher Evaluation Pilot A low-stakes teacher evaluation pilot will take place in select schools in partnership with MSDE during SY 11-12 Pilot involves the combination of classroom observations, student growth measures, and other non academic measures such as professional responsibility to evaluate teacher performance Participating schools will also be required to conduct all aspects of PBES as their formal evaluation system 5

6. B ALTIMORE C ITY P UBLIC S CHOOLS City Schools’ Instructional Framework 6

7. B ALTIMORE C ITY P UBLIC S CHOOLS 7 7 City Schools’ Instructional Rubric

8. B ALTIMORE C ITY P UBLIC S CHOOLS Connecting Instructional Bodies of Work Academic Priorities Rigor, Engagement and Intervention Common Core State Standards Mathematics, English Language Arts and Content Literacy Teacher Effectiveness Instructional Framework and Rubric 8 TASKS QUESTIONS FEEDBACK WHAT HOW

9. B ALTIMORE C ITY P UBLIC S CHOOLS Implementation Expectations for SY 2011-12 Teachers Use the Instructional Framework and Rubric to: plan, teach, reflect on and adjust your practice drive professional development conversations with your colleagues and school leaders School Leaders Use the Instructional Framework and Rubric to: observe practices of planning, teaching, reflecting and adjusting at your school provide meaningful feedback 9

10. B ALTIMORE C ITY P UBLIC S CHOOLS Implementation Supports for SY 2011-12 10

11. B ALTIMORE C ITY P UBLIC S CHOOLS Where Can I Learn More? Click on Teacher Effectiveness under the Teacher tab of City Schools Inside to view the Instructional Framework, Rubric and additional teacher supports http://www.baltimorecityschools.org/cityschoolsinside 11

12. B ALTIMORE C ITY P UBLIC S CHOOLS Performance Based Evaluation System Review of timelines, procedures, and connections to the Instructional framework 12

13. B ALTIMORE C ITY P UBLIC S CHOOLS PBES Timelines and Documentation The timelines, due dates, and documentation associated with the formal evaluation process, as outlined in the Performance Based Evaluation System (PBES) Handbook, remain unchanged including: the staff review of the evaluation process Individual Development Plan 1 st and 2 nd observation cycles mid-year progress reporting end-of-year final evaluation rating (Proficient, Satisfactory, Unsatisfactory) the Performance Improvement Plan (PIP) processes 13

14. B ALTIMORE C ITY P UBLIC S CHOOLS PBES Timeline EVALUATION MILESTONEBY WHEN Staff Review of Evaluation ProcessBy September 30 th Initial Planning Conference (including IDP development) By October 15 th 1 st Formal ObservationBy December 1 st Performance ReviewBy January 15 th 2 nd Formal ObservationBy April 1 st Annual Evaluation By one week before teacher’s last day of work (Unsatisfactory evaluations received by May 1 st ) 14 *From page 10 of the PBES handbook

15. B ALTIMORE C ITY P UBLIC S CHOOLS PBES Annual Evaluation Performance Ratings* Proficient: The overall performance exceeds many of the performance expectations identified in the four domains. The performance is either satisfactory or proficient in each of the domains. A combined score of 86 to 100 is proficient. Satisfactory: The overall performance meets most of the performance expectations identified in the four domains. The performance may have domains in which areas for growth or improvement are identified. A combined score of 70- 85 is satisfactory. Any domain identified as unsatisfactory requires the development of a Performance Improvement Plan Unsatisfactory: The overall performance does not meet a sufficient number of the performance expectations identified in the four domains. The combined points for the four domains total 69 or below. Assistance and improvement are required in order to justify continued employment. A Performance Improvement Plan is required *From page 8 of the PBES handbook 15

16. B ALTIMORE C ITY P UBLIC S CHOOLS City Schools’ Instructional Framework 16

17. B ALTIMORE C ITY P UBLIC S CHOOLS Connecting the Instructional Framework to PBES 17 P1: Know your students R A 2: Modify instruction in response to data P4: Design daily lessons to meet learners’ unique needs DOMAIN ONE: Planning and Preparation DOMAIN TWO: The Learning Environment DOMAIN THREE: Instruction DOMAIN FOUR: Professional Responsibilities The domain, Planning and Preparation, includes indicators that provide for the evaluation of the teacher in planning procedures for improving student performance that reflect knowledge of content and pedagogy. The domain, The Learning Environment, includes indicators that provide for the evaluation of the teacher in the establishment and maintenance of orderly and effective learning cultures that promote student achievement. The domain, Instruction, includes indicators that provide for the evaluation of the teacher in the development of effective learning activities and quality teacher- student interactions in the classroom that result in increased student achievement. The domain, Professional Responsibilities, includes indicators that provide for the evaluation of the teacher’s participation in meaningful school improvement and professional growth that promote increased student achievement. Domain One: Planning & Preparation Domain One: Planning & Preparation Domain Four: Professional Responsibilities Domain Four: Professional Responsibilities Domain Three: Instruction Domain Three: Instruction Domain Two: Learning Environment Domain Two: Learning Environment PBES DOMAINS FOCUS KEY ACTIONS SY 11/12 T3: Use strategies and tasks that engage all students in rigorous work T5: Check for understanding and respond to misunderstanding T4: Use questioning to bring students to higher order thinking T6: Facilitate student-to-student interaction and academic talk

18. B ALTIMORE C ITY P UBLIC S CHOOLS SAMPLE REFLECTION PROTOCOLS KEY QUESTIONS FOR OBSERVATION/FEEDBACK CONNECTING BODIES OF WORK: MAKING THE CONNECTION QUESTION MATRIX APPENDIX 18

19. B ALTIMORE C ITY P UBLIC S CHOOLS Sample Protocols for Reflection Questions Turn and talk Gallery/Graffiti walk 3,2,1 share-out : 3 thoughts, 2 questions, 1 implication Jigsaw For additional ideas on educational protocols visit: http://www.nsrfharmony.org/protocol/a_z.html 19

20. 20 KEY QUESTIONS FOR OBSERVATION/FEEDBACK Domain 1: Planning and Preparation DOMAIN ONE: Planning and Preparation The domain, Planning and Preparation, includes indicators that provide for the evaluation of the teacher in planning procedures for improving student performance that reflect knowledge of content and pedagogy. PBES Indicators 1. Planning reflects teacher understanding of student knowledge, skills, and readiness levels, including Individualized Education Programs (IEP), individual student needs, interests and learning styles. 7. Teacher uses data to diagnose student strengths and weaknesses and to develop prescriptive strategies. 1. Planning reflects teacher understanding of student knowledge, skills, and readiness levels, including Individualized Education Programs (IEP), individual student needs, interests and learning styles. 3. Planning reflects knowledge of content and pedagogy, logical organization of tasks, and appropriate pacing of planned activities. 4. Teacher selects a variety of technology materials and uses materials appropriate to the lesson's objectives and the students' abilities. 6. *Teacher selects or develops a variety of assessments and formats related to specific learning objectives. 1. Planning reflects teacher understanding of student knowledge, skills, and readiness levels, including Individualized Education Programs (IEP), individual student needs, interests and learning styles. 7. uses data to diagnose student strengths and weaknesses and to develop prescriptive strategies. Focus Key Actions Key Questions What do I know about my students? How do I know it? What strategies do I use to get to know my students? How does that information impact teaching and learning in my classroom? How does my current planning process incorporate student interests? How can I modify my curriculum to incorporate more of my students’ interests? How does feedback from families, service providers, etc. influence my planning? How will my lessons meet the needs of all learners? How will I engage students in the lesson objectives so they understand what they will learn? How will my lesson be broken into smaller pieces to support students? What is the most effective way to assess daily objectives? How does my daily lesson fit into the sequence of my unit? In what ways can I ensure that students understand key ideas before I move on? Will the formative and summative assessments I have planned provide me enough information to know if I need to modify instruction? Was this lesson successful? How do I know? Do I have structures built into the daily schedule that allow me to re-teach groups of students? How can our staff support each other in improving our practice? P1: Know your students R A 2: Modify instruction in response to data P4: Design daily lessons to meet learners’ unique needs

21. KEY QUESTIONS FOR OBSERVATION/FEEDBACK Domain 2: The Learning Environment DOMAIN TWO: The Learning Environment The domain, The Learning Environment, includes indicators that provide for the evaluation of the teacher in the establishment and maintenance of orderly and effective learning cultures that promote student achievement PBES Indicators 1.Teacher establishes and requires students to adhere to appropriate classroom rules and standards, establishes appropriate consequences for student misbehavior, and effectively implements management procedures. 2.Teacher creates and maintains an organized, productive, safe, and orderly classroom environment. 3.Teacher establishes and maintains an atmosphere of mutual respect. 4.Teacher expresses and reinforces high expectations for all students with regard to attendance, achievement, and behavior. 5.Teacher maintains a classroom culture that maximizes academic learning time. 6.Teacher organizes classroom space to best promote student learning. Key Questions How does my physical environment promote learning that maximizes instructional time? What routines are in place to maximize instructional time? How will I involve my students in being responsible for maximizing their learning time? How do I use students’ voice to adjust my classroom environment so it demonstrates a culture of mutual respect and high expectations that fosters a safe orderly learning environment conducive to student learning? How do my interactions with all student groups build a positive and respectful learning environment? What strategies do I use to seek and include student opinions, interests, and ownership of daily learning? How have I communicated behavioral expectations to students? How have I helped students internalize behavioral expectations so they can manage themselves?

22. 22 KEY QUESTIONS FOR OBSERVATION/FEEDBACK Domain 3: Instruction DOMAIN THREE: Instruction The domain, Instruction, includes indicators that provide for the evaluation of the teacher in the development of effective learning activities and quality teacher-student interactions in the classroom that result in increased student achievement. PBES Indicators 2. Teacher uses a variety of questioning and discussion techniques. 6. *Teacher uses appropriate instructional techniques and modifications to meet the needs of students with disabilities, as outlined in student Individualized Education Programs. 8. *Teacher uses learner-centered techniques that provide for acquisition of basic skills and knowledge and promotes critical thinking and problem solving. 2. Teacher uses a variety of questioning and discussion techniques. 8. *Teacher uses learner-centered techniques that provide for acquisition of basic skills and knowledge and promotes critical thinking and problem solving. 5. Teacher clarifies and/or corrects inaccurate information given by students. 6. *Teacher uses appropriate instructional techniques and modifications to meet the needs of students with disabilities, as outlined in student Individualized Education Programs. 7.*Teacher monitors and assesses academic progress of students and provides constructive feedback. 10. *Teacher assesses before, during and after instruction and adapts a variety of teaching strategies and assessments within and between topics. 1. Teacher's oral and written communications are clear and precise and utilize the conventions of standard English. 2.Teacher uses a variety of questioning and discussion techniques. 8. *Teacher uses learner-centered techniques that provide for acquisition of basic skills and knowledge and promotes critical thinking and problem solving. Focus Key Actions Key Questions How do I ensure my instructional decisions are purposeful and intentional? Which instructional strategies will engage my students? How do I ensure that my instructional strategies and lesson objectives aligned? What is the best way to differentiate instructional tasks to meet the needs of all learners? How do I develop effective questions that promote discovery and critical thinking? How can I use questioning to build comprehension and scaffold learning? What am I doing to providing students with the appropriate wait time? What strategies can I use to establish equitable opportunities for all students to ask and answer questions? What is the best way to respond to students who do no answer questions correctly? What are the key ideas that I will emphasize during the lesson? What are the appropriate times for me to check for understandings? What strategies can I use to have a variety of ways to check for understanding? What do I do when students do not understand the content or skills I taught? How do my instructional tasks allow students to demonstrate an understanding of content or skills? What the appropriate norms for my students to follow during student- to-student interaction time? At what point in my lesson is it most effective for students to interact? How do I model academic talk for the students? How am I reinforcing vocabulary and correct grammatical structures throughout my teaching? How do I provide intentional opportunities for students to engage in academic talk with one another? T3: Use strategies and tasks that engage all students in rigorous work T5: Check for understanding and respond to misunderstanding T4: Use questioning to bring students to higher order thinking T6: Facilitate student-to- student interaction and academic talk

23. KEY QUESTIONS FOR OBSERVATION/FEEDBACK Domain 4: Professional Responsibilities DOMAIN FOUR: Professional Responsibilities The domain, Professional Responsibilities, includes indicators that provide for the evaluation of the teacher’s participation in meaningful school improvement and professional growth that promote increased student achievement. PBES Indicators 1.Teacher interacts professionally, ethically, legally, and respectfully with parents, students, colleagues, and supervisors. 2.Teacher works collaboratively to contribute to a safe, orderly, and productive school environment. 3.Teacher assumes responsibility for the care of materials, equipment, and the classroom. 4.Teacher completes all reports, documents, and student forms, and complies in a timely manner with all federal, state, and local requirements. 5.Teacher sets an appropriate example for colleagues, students, and community in appearance, demeanor, and work habits. 6.Teacher makes self available for conferences and consultations. 7.Teacher complies with attendance and punctuality policies and procedures. 8.Teacher participates in professional activities that are set forth in the Individual Development Plan and/or required by the teacher's Performance Improvement Plan. 9.Teacher maintains an organized, accurate system for monitoring and reporting individual student achievement, skill progress, and attendance and meets grade reporting deadlines and requirements. 10.Teacher discusses student attendance, performance, lessons, concepts, and/ or units taught in conferences with qualified observers and / or parents. Key Questions How do I most effectively communicate data points to various stakeholders? What strategies do I implement that demonstrates my flexibility to address the needs of all stakeholders? How do I work collaboratively with all stakeholders (students, parents, peers/teachers, administration)? How well am I meeting school based reporting deadlines that will enable me to develop instruction and enrich strategies to meet the needs of all my students? How does my attendance/punctuality pattern affect my students’ performance, my availability to parents, and the schools ability to maintain a safe, orderly, and productive environment? How do I consistently demonstrate that I value “parents” as equal partners in all interactions? Is my feedback to all stakeholders constructive so it includes strategies that will improve systems to increase student achievement? Does my “voice” to all stakeholders consistently align to the mission/vision core values of the school?

24. Connecting Bodies of Work: Making the Connection ARTIFACTS SUPPORTING COMMON CORE TasksQuestionsFeedback ACADEMIC PRIORITIES Rigor Is the work complex and grounded in substantive content? Do questions challenge students to pursue higher order thinking? Does feedback challenge students to engage with the complexity of the work? Engagement Are students active participants? Do students engage with each other in academic work? Do students have the opportunity to engage each other in academic talk? Does feedback provide students with an opportunity to revise their responses? Intervention Do students receive differentiated tasks? Do questions help support student understanding and extend student learning? Does feedback translate into student learning?

25. Connecting Bodies of Work: Making the Connection ARTIFACTS SUPPORTING COMMON CORE TasksQuestionsFeedback ACADEMIC PRIORITIES Rigor Is the work complex and grounded in substantive content? Do questions challenge students to pursue higher order thinking? Does feedback challenge students to engage with the complexity of the work? Engagement Are students active participants? Do students engage with each other in academic work? Do students have the opportunity to engage each other in academic talk? Does feedback provide students with an opportunity to revise their responses? Intervention Do students receive differentiated tasks? Do questions help support student understanding and extend student learning? Does feedback translate into student learning? Teach 3Teach 6 Plan 4 Teach 4 Teach 3 Teach 5 Teach 3 Plan 1 Plan 4 Teach 5 Teach 6 Reflect and Adjust 2