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Teacher Effectiveness October 10 & 11, 2013 Facilitators: Betsy A. Baker, Ed.D. Susan J. Bickford, Ph.D. 1.

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Presentation on theme: "Teacher Effectiveness October 10 & 11, 2013 Facilitators: Betsy A. Baker, Ed.D. Susan J. Bickford, Ph.D. 1."— Presentation transcript:

1 Teacher Effectiveness October 10 & 11, 2013 Facilitators: Betsy A. Baker, Ed.D. Susan J. Bickford, Ph.D. 1

2 Our Agenda Overview of Educator Effectiveness Making Connections to the Observation & Practice Aspect of Teacher Effectiveness A Closer Look at The Framework for Teaching ◦ The Four Domains ◦ Five Rules for Supervision & Evaluation ◦ The Steps in the Formal Observation Process Understanding of the Relationship Between Observation and Evaluation Suggestions for Further Growth, Practice, & Support

3 3 Overview of Educator Effectiveness

4 Project Development - Goal  To develop a teacher effectiveness model that:  reforms the way we evaluate teachers  identifies critical components of teacher training and professional growth 4

5 Project Development - Background $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings PDE is closely following the work of the Pittsburgh Public Schools – PPS recipients of $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes 5

6 6 2010-2011 Pilot I Sites Allentown School District Cornell School District Mohawk School District IU5 – Northwest Tri-County 2011-2012 Phase II Sites 102 Pilot II LEA Sites Moshannon Valley Area School District West Branch Area School District State College Area School District Bellefonte Area School District 2012-2013 Phase III Sites Bald Eagle Curwensville Area Glendale Harmony Area Moshannon Valley Penns Valley Area Central Intermediate Unit # 10 Keystone Central School District Philipsburg-Osceola School District

7 Observation/ Evidence Domains 1.Strategic/Cultural Leadership 2.Systems Leadership 3.Leadership for Learning 4.Professional and Community Leadership Building Level Data Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Subgroups Academic Growth PVAAS Other Academic Indicators Credit for Advanced Achievement Correlation Data Based on Teacher Level Measures PVAAS Elective Data/SLOs District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Principal Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY 7

8 Teachers Without Eligible PVAAS Score 8

9 Teachers with Eligible PVAAS Score 9

10 Observation/Evidence Danielson Framework Domains 1.Planning and Preparation 2.Educational Environment 3.Delivery of Service 4.Professional Development Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY 10

11 Educational Specialists CSPG #75-81 Dental Hygienist Elementary School Counselor Home and School Visitor Instructional Technology Specialist Secondary School Counselor School Nurse School Psychologist 11

12 Licensed Professionals? Not Under the Authority of PDE Use of Non-Teaching Instrument Will Be a Local Decision for the Following: ◦ Occupational Therapist ◦ Physical Therapist ◦ Social Workers ◦ Behavior Specialists 12

13 Teachers with Unique Roles & Functions Gifted Teachers Special Education Teachers ESL Teachers Reading Specialists Early Childhood & Early Intervention Teachers Career Technology Education Teachers Speech Language Pathologists School Librarians 13

14 Teaching vs. Non-Teaching Professionals To be considered a teaching professional, you must be able to answer yes to the following two questions: ◦ Are you working under your instructional certification? ◦ Do you provide direct instruction to students in a particular subject area or grade level? 14

15 Danielson Rubric 2007, 2011, 2013 Applies to all teachers, including teachers with unique roles and functions SAS site provides EXAMPLES, not unique rubrics for teacher with unique roles and function 15

16 EXAMPLES for Teachers with Unique Roles and Functions http://www.pdesas.org/Instruction/Frameworks 16

17 17 PDE 82-1 ClassroomTeacherRatingTool2013-14

18 18 Rating Teacher Effectiveness Teacher Observation and Practice = 50% ◦ Domain 1 ◦ Domain 2 ◦ Domain 3 ◦ Domain 4 Multiple Measures of Student Performance = 50% ◦ Building Level Score (SPP) = 15% ◦ Teacher Specific Rating (ex. PVAAS) = 0-15% ◦ Elective Rating (SLOs) = 35-20% For 2013-14 ◦ 85% Observation & 15% SPP

19 Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4 Teacher and Evaluator discuss agreed upon itemsEvaluator invites teacher to discuss areas of disagreementTeacher develops self-assessment summary Preparing for Post-Observation – Domains 1, 2, 3 and 4 Evaluator provides Teacher with Evidence Collected during the Observation Teacher self-assesses using highlighter and rubric –and gives to evaluator Evaluator assesses and marks all agreed upon – leaves areas of concern blank to discuss (No need to discuss the areas of agreement; plan to talk about the areas of concern only) During the Observation – Domains 1, 2 and 3 Evaluator arrives early – Walks the Walls Evidence Collected during the lesson: Avoid Opinions Evaluator provides Teacher with Evidence Collected during the Observation Pre-Observation – Domain 1 and 4 2 days before: Teacher provides evidence using Lesson Plan Form The goal is for the teacher to be Distinguished in Domain I, Planning and Prep. Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning 19 50% Teacher Observation and Practice 2013-14 = 85%

20 15% Building Level Data (SPP) Effective 2013-14 20

21 0-15% Teacher Specific Data Effective 2015-16 Teacher value-added reports for individual teachers by grade/subject/year using a robust statistical report. Teacher diagnostic reports for insight on effectiveness with students by achievement level and subgroup. Administrator summary reports for authorized users in a particular school or district. Drill down capacity to individual student-level projections based on classroom rosters. Teacher-level value-added reports require student-teacher linkages, which capture the instructor(s) responsible for a student’s learning in the tested grade/subject. It is critical that this linkage system provide accurate information that is validated by individual teachers. Web-based teacher reporting for PSSA grades 4-8 and Keystone Exams 21

22 22 20-35% Teacher Elective Data Student Learning Objective (SLO) Effective 2014-15 SLO is a process to document a measure of Educator Effectiveness based on student achievement of content standards. SLOs are a part of PA’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82. COMPONENTS: 1.Classroom Context 2.SLO Goal 3.Performance Indicators (PI) 4.Performance Measures (PM) 5.Teacher Expectations

23 23 Making Connections to the Observation and Practice Aspect of the Teacher Effectiveness System

24 Observation and Practice Danielson’s Framework for Teacher Effectiveness Model -or- Differentiated Supervision 24

25 Formative Assessment How much do we really know about the Danielson Model? Agree or Disagree 25

26 Having an Impact If we want to impact student achievement and growth… Then we must impact teaching and learning And of course, we know what good teaching is…or do we? 26

27 Wisdom of Practice Participant Materials Worksheet #1, Page 2 What are the qualities of teaching most tightly tied to student learning? 27

28 Danielson Framework Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 28

29 A Framework for Teaching: 22 Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space 29

30 30 Identifying the Domains Participant Materials Worksheet #2, Page 3 Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

31 Teacher Effectiveness Rubric 4 Domains ◦ 22 Components 4 Possible Ratings for Each Component ◦ Failing ◦ Needs Improvement ◦ Proficient ◦ Distinguished 31

32 32 Features of A Framework for Teaching Generic ◦ Applies to all grade levels, content areas Not a checklist ◦ Is evidence based/reflective Not prescriptive ◦ Tells the “what” of teaching, not “how” Comprehensive ◦ Includes not just what we can see Inclusive ◦ Addresses Novice to Master teacher

33 33 A Closer Look at The Framework for Teaching

34 34 A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

35 Domain 3: Instruction 3a:Communicating with Students 3b:Using Questioning and Discussion Techniques 3c:Engaging Students in Learning 3d: Using Assessment During Instruction 3e: Demonstrating Flexibility and Responsiveness 35

36 36 Exploring Domain 3 Participant Materials Worksheet #3, Page 4 Create a specific example of your assigned component For example, in Component 3a: Ms. T says to Joey, “You dummy!” Do not restate the rubric

37 37 Generalizing about Levels of Performance Participant Materials Worksheet #4, Page 5 What do all the examples of Failing have in common? What do all the Needs Improvement examples have in common? Proficient? Distinguished?

38 38 Conclusions: Levels of Performance Failing: Potential for harm Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components

39 39 Components of Domain 3: Instruction 3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness

40 40 A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

41 41 Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments

42 Component 1a: Demonstrating Knowledge of Content and Pedagogy 1. Teacher wrote a scholarly article 2. Lesson plans/structure/content/relevance 3. Teacher explanation of probable Students’ misconceptions 4. Teacher’s answers to student questions during class 5. Teacher presented a workshop to faculty 6. Teacher explains the structure of discipline prior to lesson 7. Teacher tells observer how this lesson fits into the larger unit 8. Teacher adjusts the lesson midstream based on Students’ misconceptions 9. Teacher poses different levels of content questions during the lesson 10. Teacher states how this lesson connects to content standards 42

43 Component 1a: Demonstrating Knowledge of Content and Pedagogy 1. Teacher wrote a scholarly article 2. Lesson plans/structure/content/relevance 3. Teacher explanation of probable Students’ misconceptions 4. Teacher’s answers to student questions during class 5. Teacher presented a workshop to faculty 6. Teacher explains the structure of discipline prior to lesson 7. Teacher tells observer how this lesson fits into the larger unit 8. Teacher adjusts the lesson midstream based on Students’ misconceptions 9. Teacher poses different levels of content questions during the lesson 10. Teacher states how this lesson connects to content standards 43

44 44 Lesson Plan See Observation Process Tab Tools for Teacher Evaluation Packet, Page 2 Read the Domain 1 questions. Why are they important?

45 45 A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

46 Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space 46

47 47 Concept Map Participant Materials Worksheet #5, Page 6

48 48 Component: 3C Engaging Students in Learning UDL Component: 3C Engaging Students in Learning UDL Component: 4C Communicating with Families Culturally appropriate info Component: 4C Communicating with Families Culturally appropriate info Component: 1B Demonstrating Knowledge of Students Student background Component: 1B Demonstrating Knowledge of Students Student background Domain 2: Establishing a Culture for Learning Big Idea: Classroom Environment Domain 2: Establishing a Culture for Learning Big Idea: Classroom Environment Concept Map

49 49 Focus Questions for Domain 2 Focus Questions for Domain 2 Participant Materials Worksheet #6, Page 7 Browse Domain 2 of your Rubric Reflect and independently answer questions on Worksheet #6 Table Share

50 50 A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

51 Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism 51

52 52 Lesson Plan Participant Materials Worksheet #7, Page 8 Skim the rubrics in Domain 4 Have a table conversation about HOW these components might impact student learning Self Select an “expert” Group Develop a Distinguished response for your Component.

53 53 Uses of A Framework for Teaching Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans

54 54 Benefits of Using A Framework for Teaching Common Language Similar vision for good teaching and how it can be improved Greater validity and reliability in the teacher evaluation process Changes in novice thinking Opportunities for collaboration

55 5 “Rules” for Teacher Supervision and Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. The role of teacher learning 5. Transparency 55

56 Overarching Question Who does the thinking? Therefore, who does the learning and growing? 56

57 Rule # 1: Defensible Definition of Teaching Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. 57

58 A Framework for Teaching: Components of Professional Practice 58 Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

59 The Card Sort 1) Working independently, use a sticky note to label each card with the Domain & Component to which it is most closely aligned 2) Share with a table partner to establish consensus (See Answer Key) 3) Work with your group to determine the Level of Performance for each scenario 59

60 Rule # 2: Differentiation of Evaluative Process Differentiate the processes of evaluation for novices, experienced teachers, and teachers at risk. 60

61 Differentiated Supervision Novice/Untenured Very close observation and assessment Experienced/Tenured Presumption of professionalism At-Risk Not punitive Formal and informal observation of teaching is key + teacher interviews + artifacts Structured process 1/3yr. Other years: informals + teacher interviews+ professional goal- setting Intensive, extensive team-based support based on persistent unsatisfactory performance in one or more components 2 – 4 formal times per year; multiple informal observations Professional Goal- Setting: Choose from a list of rigorous, approved activities Clear goals, outcomes, evidence and timelines anchor No self-directed activities Activities produce evidence which is then evaluated Designed for the teacher who can, and wishes, to improve 61

62 Differentiated Supervision What would the process look like to include differentiated supervision in our supervision model?  Review of PDE Guidelines  Collaboration with stakeholders (central administration, teacher association, and school board)  Development of differentiated supervision modes How does a principal provide a summative evaluation of a teacher in differentiated supervision?  Act 82 states that all professional employees must be evaluated every year and temporary professional employees must be evaluated at least twice a year.  The summative evaluation will be completed using the PDE Ratings Form. 62

63 Differentiated Supervision (continued) How do I obtain ratings for the four Danielson domains since the teacher did not participate in clinical supervision for that year?  Data is reviewed on a yearly basis; therefore, much of that data can be used in the four evaluative domains.  If there is no data for a specific domain, then the score for that domain would revert to the previous year’s evaluation. Remember, the teachers in differentiated supervision have been rated proficient (satisfactory) in the previous two years. Are teachers within differentiated supervision still required to develop Elective Data / SLOs?  YES  Differentiated supervision is the observation side of the pie chart and the Elective Data / SLOs are part of the multiple measures side of the pie. 63

64 Rule # 3: Evidence Driven Process Let evidence -not opinion- anchor the process. 64

65 Evidence Evidence is a factual reporting of events. It may include descriptions of teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher. 65

66 Bias or Preference? Teaching you do not like is not necessarily bad teaching. Teaching can be highly successful in an approach or style you would not have personally chosen. Watch the input of our bias or opinion in good teaching. 66

67 Types of Observation Evidence Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken. 67

68 Evidence or Opinion? 1. The teacher has a warm relationship with the students. 2. The teacher said that the South should have won the Civil War. 3. The table groups were arranged in 2 x 2 pods. 4. The materials and supplies were organized well. 5. Wait time was insufficient for student thinking. 6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7. 6 students, questioned randomly, did not know the day’s learning goals. 68

69 Evidence or Opinion? 1. The teacher has a warm relationship with the students. 2. The teacher said that the South should have won the Civil War. 3. The table groups were arranged in 2 x 2 pods. 4. The materials and supplies were organized well. 5. Wait time was insufficient for student thinking. 6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7. 6 students, questioned randomly, did not know the day’s learning goals. 69

70 Evidence vs. Opinion Activity Participant Materials Worksheet #8, Pages 9-10 70

71 Evidence…Observation-based Assessment: Process and Evidence 71 ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher Observation: Domains 1, 2 and 3 Standard Evidence Collection Document – Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4 Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4 Evaluator Rubric and Teacher Self- Assessment Rubric

72 Step 1 72 Pre-Observation – Domain 1 and 4 Pre-Observation – Domains 1 & 4 2 days before: Teacher provides evidence using Lesson Plan Form The goal is for the teacher to be Distinguished in Domain I: Planning and Preparation Teacher and evaluator discuss evidence provided Evaluator collects additional evidence through questioning

73 Practice Practice Participant Materials Worksheet 9, Page 11 Watch the pre-observation conference 6 th grade middle school math Add to the evidence on the Lesson Plan form for Domains 1 and 4 Write evidence only. 73

74 Step 2 74 Pre-Observation – Domain 1 and 4 The Observation: Domains 1, 2, & 3 Evaluator arrives early – Walks the Walls Evidence is collected during the lesson (Avoid opinions) Evaluator provides teacher with evidence collected during the observation

75 Collecting Observation Evidence (Domain 2 & 3) Collecting Observation Evidence (Domain 2 & 3) Participant Materials Worksheet 10, Page 12 Watch the lesson, 6 th Grade Math. Collect evidence of what you see and hear. If you aren’t sure where to write the evidence, just write it. This is practice; relax. 75

76 Points about Evidence All questions are not about 3b Engagement is about the nature of the work and who does it Formative assessments should assess whether EACH student met the objectives. 76

77 Step 3 77 Pre-Observation – Domain 1 and 4 Preparing for Post-Observation – Domains 1, 2, 3, & 4 Teacher self-assesses and gives to evaluator Evaluator assesses; identifies areas of disagreement for discussion (No need to discuss areas of agreement)

78 Middle School Math Observation Middle School Math Observation Participant Materials Worksheet 11, Pages 13-17 Self-Assessment done by Middle School Math teacher Read carefully, at your table groups, react to the teacher’s analysis of the evidence. Where do you agree? Where do you disagree? Do not include your own opinions. Use only evidence to support the ranking on the rubric. 78

79 Mark Components of Agreement DO mark the components of agreement on the single copy of the rubric. Do NOT mark components with which you are not in agreement. Keep these in mind when talking with the teacher. Always let evidence, or the lack there of, determine the level in the rubric. 79

80 Step 4 80 Pre-Observation – Domain 1 and 4 Teacher and evaluator discuss agreed upon items (if needed) Evaluator invites teacher to discuss areas of disagreement Teacher develops a self-assessment summary Post-Teaching Collaborative Assessment Domains: 1, 2, 3, & 4

81 Post Observation Process Greenberg video of post Compare your assessment to that of Greenberg and his observers 81

82 The Purpose of the Post-Observation Conference To discuss the components of difference (not yet marked by observer) To elicit any evidence that still remains to be added about the lesson To arrive at an assessment on the rubric for components of difference. 82

83 Words NOT to Use in the Post-Observation Conference Defend Prove Argue Convince Avoid language that suggests opposition or that might bring about a defensive response 83

84 Language for the Post-Observation Conference Say more about... Comment on the evidence for... Let’s look at the rubric for... What is the best match for... What’s the backstory for... 84

85 Framing Suggestions as Questions Framing Suggestions as Questions Participant Materials Worksheet #13 page 20 Change the comment to a question that will elicit the correct response from the teacher. Who is to do the thinking? Who is to do the growing? 85

86 Rule # 4: Teacher Learning Integral Conduct evaluations in such a way that they produce teacher learning. 86

87 Paradigm Shift Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you 87

88 Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson Who does the mental work in your evaluation process? (Overarching Question) 88

89 The Nature of Professional Learning: Mental Work for Teachers Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence 89

90 “Narrative-Free”Evaluation The rubric contains the narrative Select the language that matches the evidence The teacher participates in language selection The highlighter is the tool A summative domain statement is optional 90

91 Supporting Teachers Correctly DirectiveCollaborativeNon-Directive From evaluator to teacher Back and forthFrom teacher to evaluator Immoral, illegal, dangerous, clueless Both have ideas to contribute The teacher deserves to take the lead DrowningSwimmingChampionship Swimming 91

92 Rule # 5: Transparency Teachers must learn the rubrics and the process. How might this happen in your setting? 92

93 Involving All Stakeholders Many teacher evaluation systems fail due to resistance that comes from the perception that the evaluation system resulted from the secret efforts of an elite few. 93

94 Notification is NOT Communication Communication is two-way-- not one-way 94

95 Post Teaching Conference Observation Summary Post Teaching Conference Observation Summary See Observation Process Tab Tools for Teacher Evaluation Packet, Page 4 What are the teacher’s strengths? (2 max.) What are the teacher’s MOST IMPORTANT areas for growth? (2 max.) What are the steps to be taken to heighten performance? 95

96 Walk-throughs See Observation Process Tab Tools for Teacher Evaluation Packet, Page 5 Observational (Domains 2, 3) Conversational (Domains 1, 4) 96

97 Evidence…Observation-based Assessment: Process and Evidence Evidence…Observation-based Assessment: Process and Evidence See Observation Process Tab Tools for Teacher Evaluation Packet, Page 8 97 ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher Observation: Domains 1, 2 and 3 Standard Evidence Collection Document – Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4 Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4 Evaluator Rubric and Teacher Self- Assessment Rubric

98 Reminder: Steps in the Process Teachers get a copy of the evidence immediately following the lesson Teachers may add to the evidence Teachers use the evidence to complete a self-assessment Teachers assess the lesson by highlighting the appropriate rubric phrases Teachers provide this assessment to the observer in advance of the post teaching conference The observer review the teacher’s evidence prior to the post. The observer highlights in a different color, on his/her rubric, the components of agreement only prior to the post. The observer leaves blank the components of difference prior to the post conference (the evaluator highlights the component numbers for easy reference). 98

99 99 Understanding the Relationship Between Observation and Evaluation

100 Revisit Your Agree or Disagree Assessment Do you wish to change any answers? Report out results 100

101 Observation is Not Evaluation Evaluation of teaching is the sum of a number of observations, artifacts and conversations that, together, provide a clear picture of the teaching practice. 101

102 The Purpose of Teacher Supervision and Evaluation Professional Learning Quality Assurance (Widget Effect) 102

103 Suggested Observation Cycle Level II Teachers Walk-through (Sept.) Announced Observation (Oct. – Dec.) Walk-through (Dec. – Jan.) Unannounced Observation (Feb. – April) Walk-through (April – June) 103

104 Suggested Observation Cycle Level 1 Teachers Cycle 1 Walk-through (Sept.) Announced Observation (Oct.) Walk-through (Nov.) Walk-through (Dec.) Cycle 2 Walk-through (Jan.) Unannounced Observation (Feb.) Walk-through (Mar.) Walk-through (Apr.) Walk-through (May - optional) 104

105 105

106 106 Rating Teacher Effectiveness Teacher Observation and Practice = 50% ◦ Domain 1 ◦ Domain 2 ◦ Domain 3 ◦ Domain 4 Multiple Measures of Student Performance = 50% ◦ Building Level Score (SPP) = 15% ◦ Teacher Specific Rating (ex. PVAAS) = 0-15% ◦ Elective Rating (SLOs) = 35-20% For 2013-14 ◦ 85% Observation & 15% SPP

107 Electronic Rating Tool http://www.portal.state.pa.us/portal/se rver.pt/community/educator_effective ness_project/20903 107

108 108 Suggestions for Further Growth, Practice, & Support

109 PowerPoint & Resources CIU10 posts current resources and information under the Leadership link on our website: http://www.ciu10.com 109

110 Building Evaluator Reliability Reliability refers to similarity of conclusion/consistency Consistency is a function of consensus- building activities Evaluators must practice consensus building activities regularly 110

111 Professional Development http://www.pdesas.org/ 111

112 Questions? bbaker@ciu10.org sbickford@ciu10.org bbaker@ciu10.org sbickford@ciu10.org bbaker@ciu10.org sbickford@ciu10.org 112


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