Mary Weck, Ed. D Danielson Group Member Using the Framework for teaching to support Effective Teacher Evaluation Mary Weck, Ed. D Danielson Group Member

Domain Focus Domain 1 – Planning and Preparation What a teacher knows and does in preparation for teaching. Domain 2 – The Classroom Environment All aspects of teaching that lead to a culture for learning in the classroom. Domain 4 – Professional Responsibilities Professional responsibilities and behavior in and out of the classroom. Domain 3 – Instruction What a teacher does to engage students in learning. Mention that the framework is laid out in this fashion to represent the cyclical nature of teacher’s work. D34_Tenured Pilot 2010 2

Framework Vocabulary - p. 3 4 Domains 22 Components 76 Elements Guts of the framework starts on page 44 Refer back to pp 3 and 4 for outline The book breaks down the domains to the element level within each component. That makes 76 individual rubrics. For most districts there is a framework with a component level set of rubrics that makes the use of the framework more manageable 22 pieces rather than 76. This version is not included in the book, but is available through us for district use. Page 41 for breakdown at the Domain level D34_Tenured Pilot 2010 3

Priorities of the FfT Cognitive Engagement “Proficient” = students must be engaged cognitively. “Distinguished” = cognition, meta-cognition, and student ownership of their learning. Constructivist Learning Proficient practice must have evidence of learning experiences designed to facilitate students construction of knowledge. Provide an example of a continuum of practice from basic to distinguished in writing / essay assignment. Basic: feedback is grade only, praise, lacks specifics, is not useful to “move learning forward” Proficient: Feedback causes students to engage cognitively with the work… provides specific directions for improvement; e.g. a teacher uses editing marks in the margin and requires students to peer correct / find - fix – revise errors using the margin edits as a guide. A teacher places numbers at the top of the essay indicating which elements of a school-wide rubric are not yet proficient, and then requires the student to find those errors, revised them, and make the appropriate corrections (elements of self-assessment present) Distinguished – the teacher incorporates all strategies at the proficient level, and has student editors in the class. After the revisions are made, students review their revisions with the class editors, and the paper is ONLY submitted to the teacher after the edits as signed-off by the peer editors (writing workshop model)

Initial Teaching Certification National Board Certification A Framework for a career… Novice Initial Teaching Certification Master Teacher National Board Certification Look at Roman numeral vii FFT comes from 2 bodies of research and is intended to describe teacher development throughout a career It is a good reference tool helps you identify specific aspects as well as big picture issues D34_Tenured Pilot 2010 5

Levels of Performance Ask participants to look down the Unsatisfactory column of several rubrics and identify some words that they see in the language. Share the definition of unsatisfactory after they have called out a few words. Do the same with each level. The definitions will appear one at a time. 6 D34_Tenured Pilot 2010 6

Levels of Performance Unsatisfactory – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention

Levels of Performance Unsatisfactory – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic – Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance due to lack of experience

Levels of Performance Proficient - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.

Levels of Performance Proficient - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Distinguished – Classroom functions as a community of learners with student assumption of responsibility for learning. (Based on research for NBPTS)

Evaluation as an intervention to improve student achievement ESEA views teacher evaluation as an intervention to improve student achievement “Addressing gaps in access to teacher quality is the most critical element of a successful education reform agenda….students whose initial achievement levels are comparable have vastly different academic outcomes as a result of the sequence of teachers to which they are assigned… ” (Peske, Haycock, 2006)

RESEARCH FINDINGS: Cincinnati’s Use of the Framework for Teaching Teachers have substantial effect on student achievement Correlation between evaluation using the FFT and student achievement Evaluation using the FFT found: Unsatisfactory and basic: students had lower gains than expected (based on test scores from previous years) Proficient: students made expected gains Distinguished: students made positive gains IDENTIFYING EFFECTIVE CLASSROOM PRACTICES USING STUDENT ACHIEVEMENT DATA , National Bureau of Economic Research, 2010

Therefore… …. Quality teaching = improved student learning ESEA / RTTT emphasizes teacher evaluation models that emphasize feedback to improve learning and growth, and the use of research based criteria to assess teacher effectiveness

Evaluation Process Basis for evaluation Quality of work – Standards of Practice Student progress Professionalism Plan for gathering data Processes and procedures for gathering information about quality of work Procedures for gathering information about student progress Information about professionalism End result Rating Direction for professional growth Determination of Employment Money Other

Evaluators Role Basis for evaluation – Knowledge of the Standards Evaluators must understand the Framework Evaluators must have a focus on constructing meaning through cognitive engagement Evaluators must be able to identify appropriate data (evidence) to paint an accurate picture of educators work Plan for gathering data – Fidelity to Process Evaluator must understand the process including it’s intent or purpose. Evaluator must follow process with fidelity, engaging the educator in discussion along the way Evaluator must maintain consistency and fairness from educator to educator End result – Quality of the Product Evaluator must align evidence to appropriate component Evaluator must level evidence accurately Evaluator must have sufficient evidence to support rating Evaluator must have skill in engaging educator in conversation around level and direction for future

Considerations Differentiation for career stages Novice Experienced Needing assistance Role of collaboration in teacher growth Examination of the culture for learning in the district and the schools Importance of a focus on cognitive engagement from “top” down Being clear about expectations