1. 2011 Curriculum Institute Conference Presented By: Dr. Robert J. Fisicaro Saturday June 25 th, 2011 Toward Win-Win Evaluations

2. The Problem A disconnect exists between what current research states about teacher evaluation and what is practiced in schools nationwide. A disconnect exists between what current research states about teacher evaluation and what is practiced in schools nationwide. Our mission is to close the gap between what is viewed as best practice and what actually occurs in our schools. Our mission is to close the gap between what is viewed as best practice and what actually occurs in our schools...\Videos\Principal_WalkThroughs.wmv

3. Traditional Evaluation-A Previous Era Emphasized management and accountability (not growth and improvement) Emphasized management and accountability (not growth and improvement) Checklist Evaluation Checklist Evaluation

4. Clinical Supervision Beginning of a Modern Era Goldhammer (1969) and Glickman (1984) Goldhammer (1969) and Glickman (1984) A Nation at Risk (1983) A Nation at Risk (1983) Emphasized the idea of Clinical Supervision Emphasized the idea of Clinical Supervision Pre-Conference Pre-Conference Classroom Observation Classroom Observation Post Conference Post Conference A Goal of Growth A Goal of Growth

5. “The Conflict” Clinical supervision was viewed by many as in direct contrast to traditional views of evaluation. Clinical supervision was viewed by many as in direct contrast to traditional views of evaluation. A “Dysfunctional Marriage” between the coach (growth) and the judge (accountability) Popham (1988). A “Dysfunctional Marriage” between the coach (growth) and the judge (accountability) Popham (1988). Educational leaders were confused and teachers were just plain uncomfortable. Educational leaders were confused and teachers were just plain uncomfortable.

6. Part 1 No Child Left Behind (2002) Calls for evaluators to perform as instructional and educational leaders as a primary purpose. Calls for evaluators to perform as instructional and educational leaders as a primary purpose. Many are adapting to the role change but are continuing to utilize evaluation instruments that are left over from a previous era. Many are adapting to the role change but are continuing to utilize evaluation instruments that are left over from a previous era.

7. Modern Research Clearly focuses in integrating four key components as part a comprehensive teacher evaluation system: Clearly focuses in integrating four key components as part a comprehensive teacher evaluation system: 1. Formed in a Partnership 2. Part of an Ongoing Cycle 3. Considerate of Student Learning 4. Differentiated Based on Years of Experience and Need (Glickman, Schmoker, Marshall, (Glickman, Schmoker, Marshall, Marzano, Sanders, Danielson, and others) Marzano, Sanders, Danielson, and others)

8. Summary of Literature Research declares that if teacher evaluation is completed in a manner that is consistent with modern educational theory, tremendous potential exists for elevating current performance levels among teachers and maintaining accountability.

9. What Does the Chancellor Say? Michelle Rhee Washington D.C...\Videos\2 minutes.wmv

10. The Brain and Change Two Sides: Rational and Emotional Two Sides: Rational and Emotional

11. Reference Switch: How to Change Things When Change is Hard, Chip and Dan Heath.

12. The Elephant IS NOT ALL BAD IS NOT ALL BAD Emotion is the Elephant’s Turf. Emotion is the Elephant’s Turf. The Elephant Gets Things Done. The Elephant Gets Things Done. As a committee seeking change, we attempted to appeal to both the elephant’s (emotional) and the rider’s (rational and logical) needs for change to teacher evaluation. As a committee seeking change, we attempted to appeal to both the elephant’s (emotional) and the rider’s (rational and logical) needs for change to teacher evaluation. ANALYZE-THINK-CHANGE SEE-FEEL-CHANGE

13. How? A Partnership Between Teachers and Administrators is Key A Partnership Between Teachers and Administrators is Key Establish and Share the Same Values Establish and Share the Same Values Agree on Goals Agree on Goals System Where Everyone Benefits System Where Everyone Benefits -The Partnership will Multiply the Productivity of Both Parties.

14. Modern Research Clearly focuses on integrating four key components as part a comprehensive teacher evaluation system: Clearly focuses on integrating four key components as part a comprehensive teacher evaluation system: 1. Formed in a Partnership 2. Part of an Ongoing Cycle 3. Considerate of Student Learning 4. Differentiated Based on Years of Experience and Need (Glickman, Schmoker, Marshall, (Glickman, Schmoker, Marshall, Marzano, Sanders, Danielson, and others) Marzano, Sanders, Danielson, and others) “Body of Work”-March Madness

15. What Will it Look Like in Action?

16. 5 Documents and Three Tiers To answer the questions…. What gets evaluated? What gets evaluated? How does it get evaluated? How does it get evaluated? What is the criteria? What is the criteria? How do ratings and judgments correspond? How do ratings and judgments correspond? Ongoing feedback and support Ongoing feedback and support Clear Rubrics and Expectations Clear Rubrics and Expectations No gotcha No gotcha

17. Document 1- Clear/ Universal Expectations for ALL..\Teacher Evaluation\Clear Expectations.docx

18. Document 2-The Big Cheese Tier 1 Observation..\Teacher Evaluation\Tier 1 Observation.doc

19. BY January 15 th, all tenured teachers receive two tier I observations. BY January 15 th, all tenured teachers receive two tier I observations. -If the first two go well, a collaborative decision is made… A Third Tier I A Third Tier I Teacher observes another (feedback non evaluative) Teacher observes another (feedback non evaluative) Teacher gets observed by a colleague (feedback non evaluative) Teacher gets observed by a colleague (feedback non evaluative) PLC Leadership Smart Goal Leadership/Project PLC Leadership Smart Goal Leadership/Project Other Action Research or Project for School Improvement Other Action Research or Project for School Improvement

20. Document 3 – Chunk It Tier II Observation If things don’t go so well…...\Teacher Evaluation\Tier 2 Observation.doc

21. Document 4- NEAT Tier III Performance Evaluation Notice Notice Expectations Expectations Assistance Assistance Time Time..\Teacher Evaluation\Tier 3 Performance Eval.doc..\Teacher Evaluation\Tier 3 Performance Eval.doc

22. Document 5- Cycle of Continuous Improvement C:\Users\fisb\Desktop\Logan APR Sept 20101

23. Wrapping It Up Track I- Tenured Teachers- At Least Two Tier I Observations, with a Third Choice from a Menu of Options. Track I- Tenured Teachers- At Least Two Tier I Observations, with a Third Choice from a Menu of Options. Track II- Non Tenured- Two Tier I, 3 Tier Two, 1 PEER (non evaluative) Track II- Non Tenured- Two Tier I, 3 Tier Two, 1 PEER (non evaluative) Track III-Tenured or Non Tenured in Need of Support. (Following a tier I or II, NEAT) Track III-Tenured or Non Tenured in Need of Support. (Following a tier I or II, NEAT) APR and PIP for All Staff APR and PIP for All Staff..\Teacher Evaluation\New System overview sept 2010.doc..\Videos\Meet_The_Press_Part_II.wmv

24. A Laser-Like Focus On Student Achievement On Student Achievement Confronting the Status Quo Confronting the Status Quo Understanding and Applying Research Understanding and Applying Research Utilizing evaluation as a Tool for Growth and Accountability Utilizing evaluation as a Tool for Growth and Accountability See and Live Beyond Mediocrity and the Majority See and Live Beyond Mediocrity and the Majority Must Talk the Talk, and Must Talk the Talk, and Walk the Walk Walk the Walk..\Videos\40 Inspirational Speeches in 2 Minutes_1.wmv