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In traditional educational practice, classroom observation has been the primary tool to document teacher performance (Weade & Evertson, 1991). However,

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Presentation on theme: "In traditional educational practice, classroom observation has been the primary tool to document teacher performance (Weade & Evertson, 1991). However,"— Presentation transcript:


2 In traditional educational practice, classroom observation has been the primary tool to document teacher performance (Weade & Evertson, 1991). However, while classroom visits remain important and viable ways to observe and inform teaching practices, multiple sources of evidence provide a far more accurate, multi-dimensional portrait of teacher performance (Darling-Hammond, 2006). Sources of evidence used in combination to provide holistic evidence for teacher evaluation include, but are not limited to: Evidence Collection Why is this so Important? It’s just extra work for me! Sources from Research ModelsUse by Center Grove classroom visits6 (5 min) 2 (20 min) 1 (45 min) = 9 events artifacts of the teacher’s workEvidence Report submitted by teachers student surveys measures of student progressIncorporated into the Goal Action Plan process

3 Artifacts Attinello and Waters (2006) define artifacts as “evidence that teachers use to document or support how they meet the teaching standards.” Portfolios and documentation logs are the most common forms of teacher artifacts. Teacher artifacts can be used to compliment evidence from classroom observations or provide documentation of teacher performance standards not observed in classroom visits (e.g., planning, assessment, professionalism). When coupled with teacher reflection, they serve as an excellent tool to increase professional growth. Here are examples of artifacts that may be used as evidence of meeting teacher performance standards. Teacher Performance StandardArtifacts Professional Knowledge transcripts of coursework professional development certificates Instructional Planning differentiation in lesson planning and practice analysis of classroom assessment Instructional Delivery annotated photographs of class activities handouts or sample work Assessment of Learning samples of baseline and periodic assessments given samples of both formative and summative assessment Learning Environment student survey summary information list of classroom rules with brief explanation of the procedures used to develop and reinforce them Professionalism record of professional development taken or given examples of collaborative work with peers Student Progress pre- and post-test results student learning objectives

4 Center Grove School Corporation Guidelines for Evidence Collection Process Teachers should complete the CGCSC Evidence Report (via the Microsoft Word document or through the Epsilen portal) to record effective and highly effective practices. This report will help inform the evaluating administrator on many factors that may not be observed during the multiple observation visits. Teachers may provide a completed evidence report to their administrator seven or more days prior to the teacher evaluation conference. Even though the Evidence Report formats will be the only two ways to submit your evidence to your administrator, teachers are welcome to collect evidence in many formats such as:  hanging folders marked by domain and competency  binders with dividers by domain and competency  placing all documents in folders on a flash drive  or simply by placing documents for evidence into a file folder until they can be uploaded into the two official formats.


6 Two Ways to Access the Information:

7 1. Staff Resources Page…Staff Information Page… Staff Evaluation Webpage 2. Staff Resources Page…Center Grove PD…Evidence Collection link

8 Tips and Things to Consider…  If using Epsilen… Use (#) if adding more than one artifact per evidence square - OR- Enter each artifact as a separate piece of evidence All administrators evaluating in your building should be added as assessors so they are able to help each other out with CWT’s and share info Administrators will always have access to your Evidence report Can upload documents and pictures Have a reflection box where you can write any extra information in regards to an attachment

9 Tips and Things to Consider…  If using Word… Can NOT upload pictures and documents

10 Tips and Things to Consider…  If using either Epsilen or Word… Once completed, report will only need to be tweaked in subsequent years. Epsilen will not be wiped out. If complete your report to submit to an administrator for early submission and then continue to add new artifacts… please highlight or change the color of ink on new items Consider using strategies mentioned in GAP for artifacts May want to consider creating a folder on your desktop with sub-folders to store documents until ready to enter into the Evidence Report Consider providing 2-3 artifacts for any indicator NOT observed on a CWT or regarding any indicator or item on the CWT that you would want your administrator to see If an item is checked multiple times on a CWT, there is no need to list it as an artifact

11 Formatting Expectations are the Same for Both… Bullet form Quantified and dated when possible May repeat artifact for multiple indicators Pattern…2-3 documented artifacts over a period of time

12 Let’s Get This Process Started… Find a work space where you can spread out. Make your P:drive accessible. Print out copies of your CWT reports. Have an iPad or camera handy.

13 Start with the indicator in Effective… Do I see this checked on several CWT’s? If yes on several CWT’s, move on to next indicator in the HE column or on to the next Effective competency. If no on most CWT or can’t be seen on a CWT, then do your best to provide 2-3 artifacts that show a pattern. Place these in a binder or folder. Make a bulleted statement in the Evidence column of the report. Move on to the next indicator in the HE column or on to the next competency.














27 Conclusion  Teacher effectiveness has proven time after time to be the greatest school-related influence on student achievement (Stronge, 2010).  Teacher evaluation is an important school function to ensure teacher effectiveness, since the purpose of evaluation is to “recognize, cultivate, and develop good teaching” (Danielson, 2001).  The documentation and evaluation of teacher performance are vital for the improvement of the instructional program, professional development activities and opportunities for teachers and, ultimately, student achievement (Shinkfield, 1994). Evaluation is the process, not the outcome—it serves as a systematic tool that enables data-driven improvement decisions. The individual data sources mentioned today are not stand-alone; instead, they are complementary to each other and should all be integrated in the process of evaluation. The flaws of one data source are often the strengths of another, and by combining multiple methods, evaluators can make more accurate judgments regarding teacher performance and make decisions that are supported by multiple types of data.

28 Help is still available…  Kathy Sagorsky  Your administrator  Sally  This power point will be posted on the Evidence Collection page of the Center Grove PD website Thank you for attending the training and for your interest in the Evidence Collection Process! Be sure to get your PGP certificate before you leave. Speak up if you need help!

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