1. Student Achievement Through Teacher Evaluation
Presenters
Dr. Jane Coughenour
Dr. Karen Chapman
Mr. Michael Matta

2. EVALUATION COMMITTEE
Staff at McKeesport Area School district worked to create an evaluation process that culminates with a teacher showing evidence of student growth.
District motto “Move, Engage, Assess” drives components of the evaluation process.
Members of the evaluation committee included:
Assistant Superintendent
Director of Federal Programs
District Technology Integrator
2 Board Members
Principal
9 teachers

3. EVALUATION OBJECTIVES
Assign a Central Office Administrator to each building
Create a district wide informal observation form aligned to the Teacher Effectiveness Model
Create a district wide walkthrough and instructional round form
Creation of a teachers’ personal academic goal
Use of an online software package to collect and analyze data from teacher walkthroughs

4. MOVE, ENGAGE, ASSESS
Student engagement and discourse drives instruction through:
Cooperative learning
Formative assessment
Critical thinking activities
Performance activities
High level questioning
Teacher is a facilitator in the classroom, not a lecturer.

5. MOVE, ENGAGE, ASSESS Students drive instruction, not subject content.
Formative assessment is an essential component of instruction achieved through:
Individual whiteboards
Ticket out the door
Journaling
Technology
Questioning

6. TARGETED STRATEGIES
These targeted strategies are reflected the District’s Motto: “Move, Engage, Assess”.
Using Activators (bell ringers, etc.)
Setting the Purpose for Instruction
Modeling the Task
Chunking the Lesson
Scaffolding Tasks
Differentiating to Student Needs
Adding Rigor to Each Lesson
Use of Collaborative Groupings
Real-Life Connections

7. TARGETED STRATEGIES (continued)
Increasing Student Discourse Techniques
(i.e. Turn and Talks, Re-teaching, Group Tasks, Group members’ Report-Outs, etc.),
Formative and Random Assessment Techniques
(i.e. All-Student Response Systems, Individual White Boards, Thumbs-Up/Down, Random Reporter, Popsicle-Stick Drawing, etc.

8. TEACHER OBSERVATION TOOLS
Walk-through
Instructional Round
Formal Observation
Informal Observation
Teachers’ Personal Academic Goal

9. WALK-THROUGH
Walk-through is conducted 2 or 3 times each 9 weeks for each teacher.
Observation is only 5 minutes in length.
Observer looking for components of district motto “Move, Engage, Assess”.
Walk-through is not evaluative.
Walk-through encompasses 4 domains
Student engagement
Teacher interaction
Evidence of district-wide expectations
Positive climate and teacher efficacy

11. INSTRUCTIONAL ROUNDS
District motto drives what is observed during an Instructional Round.
Instructional rounds may consist of a principal, curriculum director, teacher(s), and/or central administrator.
Instructional rounds last 20 minutes.
There is a group discussion to discuss group members’ observations.

12. INSTRUCTIONAL ROUNDS
Teachers are encouraged to infuse specific targeted instructional strategies into their lesson design to increase:
Active teacher engagement
Active student engagement
Instructional rigor
Assessment for learning

13. THE ROLLOUT OF PIRs: Turn to Teacher Leaders
To begin the process of including peers, we turned to teacher leaders who had success and a comfort level with Instructional Rounds (IRs).
Teachers district wide agreed to allow their peers in to view, and reflect on, their showcase lessons.
Teachers were asked to conduct a model showcase lesson.
Teachers permitted video-taping of their lesson to be placed on Teacher Compass for view by other staff members.
Videos served as a means for professional development

14. THE ROLLOUT OF PIRs A Peer Invitation System was developed…
We used an distribution list specific to teachers’ period plans.
If the PIR lesson was period 4 at the high school, all teachers with plans in period 4 were invited. Building and district administrators were also invited.
Forms were prepared in advance:
PIR Post-Observation Meeting Agenda
PIR Signature Sheet (Act 48 purposes)
PIR Ground Rules for Reflection
PIR Form to Track Participation

15. INCENTIVES TO PARTICIPATE IN PIRs
For planning and performing a Peer Instructional Round (PIR)…
The teacher was awarded a Certificate of Recognition signed by superintendent.
The teacher was recognized on the district web- page.
For giving up a plan period to observe and reflect on a peer’s lesson, the teacher was awarded ½ hour Act 48 Credit under professional development.

16. ADVERTISE A PIR
s of Invitations
Invitations were sent 2 days prior to each PIR.
s included the date, period, time, room number and reminded invitees about the Act 48 incentive for viewing and reflecting on a PIR .
The also gave the purpose of the PIR (to build a Professional Learning Community around engaging and rigorous instructional strategies).
A last minute reminder was sent the morning of each PIR. These encouraged last minute drop-ins.

17. POST-OBSERVATION REFLECTION, AND DISCUSSION
Each visiting teacher was given a copy of the Peer Instructional Round Form as they entered the showcase lesson. They were told they didn’t need to use it, but could use it for reference. They were told that the form would drive the post-conference reflection.

18. POST-OBSERVATION REFLECTION AND DISCUSSION
All visitors were reminded of the ground rules.
Positive Comments Only
Identify where and when in the lesson targeted strategies were observed
Share strategies that were successes in their own classroom

19. POST-OBSERVATION REFLECTION AND DISCUSSION
During the post PIR reflection, the targeted instructional strategies are read from the PIR form and teachers identify if and when the strategies were viewed in the lesson.
Teachers are encouraged to share strategies that have been effective for them in their lesson design and implementation.
This facilitates professional growth, not only through the viewing of the lesson, but also through these discussion and reflection.

20. TEMPORARY EMPLOYEES Teachers with 1 to 3 years of teaching experience
Teacher will have 2 observations using the 426 observation rubric and evaluation system
Each observation will last a minimum of 35 minutes
A post conference is held after each observation
Employee must attain an additional 24 credits at a University or AIU
Following attainment of 24 credits and 6 satisfactory ratings, professional employee may apply for level II certification through TIMS (

21. FORMAL OBSERVATIONS

22. FORMAL OBSERVATION
Level II employees in years 3 – 6 receive a formal observation
Professional employees MUST receive a formal observation every three years
Career level employees are observed using PDE’s Teacher Effectiveness Model for their formal observation.
Through a differentiated model, teachers may select an informal observation between years of their required formal observations

23. TEACHER EFFECTIVENESS MODEL
Principal/Supervisor conducts classroom observations, including evidence that demonstrates behaviors associated with improving student achievement

24. PARADIGM SHIFT
Who collects/provides evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you

25. BENEFITS OF 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

26. FEATURES OF A FRAMEWORK FOR TEACHING
Generic: applies to all grade levels, content areas
Not a checklist
Evidence based/reflective
Not prescriptive: tells the “what” of teaching, not “how”
Comprehensive: not just what we can see
Inclusive: Novice to Master teacher

27. TEACHER EVALUATION SYSTEM

28. PROJECT GOAL OF PDE
Pennsylvania has adopted Charlotte Danielson's Framework for Teaching as the overarching vision for effective instruction in the Commonwealth. The model focuses the complex activity of teaching by defining four domains of teaching responsibility:
Domains (Danielson’s Framework for Teaching)
Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities

29. TEACHER EVALUATION RUBRIC
4 Domains
22 components
4 possible ratings for each component
Unsatisfactory – Potential for harm
Progressing / Needs Improvement - Inconsistent, novice
Proficient - Competent
Distinguished - Unusually excellent, no one “lives” here permanently in all components

30. DOMAIN 1: PLANNING AND PREPARATION
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Setting instructional objectives
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessments

31. COMPONENET 1a: DEMONSTRATING KNOWLEDGE OF PEDAGOGY
Teacher wrote a scholarly article
Lesson plans/structure/content/relevance
Teacher explanation of probable students’ misconceptions
Teacher presented a workshop to faculty
Teacher explains the structure of discipline prior to lesson
Teacher tells observer how this lesson fits into the larger unit
Teacher states how this lesson connects to content standards

32. DOMAIN 2: THE CLASSROOM ENVIRONMENT
Creating an environment of respect and rapport
Establishing a culture of learning
Managing classroom procedures
Managing student behavior
Organizing physical space

33. RUBRIC EXAMPLE 2A

34. DOMAIN 3: INSTRUCTION Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness

35. ELEMENTS OF INSTRUCTION OBSERVED
Teacher’s answers student questions during class
Teacher adjusts the lesson midstream based on students’ misconceptions
Teacher poses different levels of content questions during the lesson
Use of formative assessment during instruction
Student led / cooperative instruction
Higher order questioning utilized by teacher (not all recall in nature)

36. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Showing professionalism

37. Concluding about the Lesson
Pre-Observation – Domain 1 and 4
2 days before: Teacher provides evidence using Lesson Plan Form
Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning
During the Observation – Domains 1, 2 and 3
Evaluator arrives early – Walks the Walls
Evidence Collected during the lesson: Avoid Opinions
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
Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4
Teacher and Evaluator discuss agreed upon items
Evaluator invites teacher to discuss areas of disagreement
Teacher develops self-assessment summary
Pre-Observation – Domain 1 and 4
2 days before: Teacher provides evidence using Lesson Plan Form
Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning
During the Observation – Domains 1, 2 and 3
Evaluator arrives early – Walks the Walls
Evidence Collected during the lesson: Avoid Opinions
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
Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4
Teacher and Evaluator discuss agreed upon items
Evaluator invites teacher to discuss areas of disagreement
Teacher develops self-assessment summary
Where did your group mark the lesson at or above proficient?
Where did your group mark below proficient?
WRAP UP and refer to two resources – Flowchart on p3 in Participant Resources , and the Teacher Observation Map of the process on p4 in Participant Resources.,
Make the key points about the lesson:
In general, planning for this lesson (or the evidence we have of it) is not especially strong. Assessment was not planned for; objectives were not particularly specific.
Overall, Domain 2 was a strength, with the exception of 2b.
2b, Culture for Learning, and 3c, Engaging Student in Learning are not strengths of this lesson, because:
-The lesson relied on volunteers almost solely
-If a person did not volunteer, s/he could have done nothing in the lesson except the three review division problems of the “Do Now”
-”Listening” is not learning
-The structure of the group activity allowed for one person to do all the learning
-Most of the activity was at the lower end of Bloom’s 37 37

38. THE PRE-CONFERENCE PROCESS
Teacher selects the day and time of the conference
Teacher receives the worksheet encompassing domain 1 and 2 prior to the pre-conference
During the pre-conference, teacher will speak about the lesson to be observed, noting standards, instructional strategies to be used, etc.
Administrator will work through domain 1 at this time (planning and preparation), taking notes during the meeting.
Some elements of domain 4 (professionalism) may be answered at this time.

39. FORMAL OBSERVATION Observation is to last a minimum of 35 minutes
Administrator will take notes on what is “OBSERVED” in domains 2 (classroom environment) and domain 3 (instruction)
Administrator’s notes are to relate what is observed and cannot be subjective
All elements in domain 2 and 3 will receive a rating of unsatisfactory, needs improvement, proficient, or distinguished

40. 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. 40 40

41. FOLLOWING THE OBSERVTION
Teacher will receive the teacher effectiveness rubric to “self-assess” their lesson observed.
Teacher will have no more than one week to complete the rubric and return it to the administrator that observed him / her.
Administrator will schedule a post-conference upon completion of the teacher self-assessment

42. 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.
To select and agree upon two areas of instruction that will be highlighted and looked for during the walkthrough
Observation will be placed in Teacher Compass
Teacher and administrator will sign the signature form for meeting attendance 42 42

43. FORMAL WALK-THROUGH
A walk-through utilizing the appropriate PDE form will be conducted by the administrator
The walk-through is unannounced
Only the two areas identified during the post- conference will be noted during the walk-through
The walk-through will last 15 minutes
The administrator will take notes and the walk- through will be placed in Teacher Compass

44. MASD INFORMAL OBSERVATION

45. INFORMAL OBSERVATION Informal observation is unannounced
Observation is 15 minutes in length
Informal observations may be conducted on Level II professional employees after 6 years of service
Danielson’s rubric are utilized in the informal observation
A summary is written of components seen during the observation
Observer looking for components of the district motto.

46. INFORMAL RUBRICS Planning and Preparation Classroom Environment
8 elements
Classroom Environment
10 elements
Instruction
14 elements
Professionalism
7 elements

47. INFORMAL OBSERVATION Teachers are evaluated in all 39 elements
Teachers receive a:
Yes - was observed
No - was not observed
NA - not applicable
Not applicable was included for those education professionals who may not teach in a classroom
Observation notes are included after each domain
Notes are to show what saw “seen” and not perceptions or opinions of the administrator

50. DISCOURSE What is a personal academic goal? What am I to assess?
What happens if my students don’t show growth?
How much growth do students need to show?
Will I receive an unsatisfactory rating?

51. TEACHERS’ ACADEMIC GOAL
Goal must address a standard within the teachers’ grade level and/or academic area.
Goal is to be attainable and not all encompassing.
Goal is to be submitted to building administrator for approval.
Every student who takes / has that particular class with the teacher are to be assessed
Example: All students who take gym
Example: All 8th grade students that take World Language (rotated through 4 nine week grading periods)

52. TEACHERS’ ACADEMIC GOAL
Teacher is to collect data by testing students on the academic goal chosen.
Elementary teachers test class
Secondary teachers test every student of that course / class
First test given at the start of the school year.
Same data collection tool used after May 15.
Teacher to submit data to building principal as evidence of student growth / regression

56. TEACHER EVALUATION SYSTEM

57. TEACHER EVALUATION SYSTEM
50% - Teacher Observation
15% - PSSA / Keystone Data
15% - Teacher Specific Data
Personal Academic Goal
Students receive pre- post test on a standard selected by the teacher
20% - Elective Data
Attendance data
Common Assessments
Plato Testing, Dibbles, etc.

58. TEACHER COMPASS

59. TEACHER COMPASS
Teacher Compass is an on-line program that houses all district observations / evaluations.
Reports can be generated for individual teachers and the building.
Videos for professional development are available to attach to teacher observations.

60. TEACHER COMPASS Components of Teacher Compass: Teacher listing Rubrics
Videos for professional development
Individual teacher reports
Building report for Walk-throughs
Data analysis for building / teacher strengths and concerns