August 18, 2015 Rochester, New York Independent and Peer Evaluation: Making the Work Matter

Today’s Plan Getting Started Peer Evaluation The NYS Teaching and Leadership Standards Inter-rater Reliability Conversation with the Commissioner

Getting Started Need to rememberMust share with others Want to learn more What else? Yesterday

Questions for the Commissioner What questions, related to APPR, would you like to ask the Commissioner later today?

It’s all about attitude…

Peer Evaluation Susan Villani, Senior Program Associate WestEd Author, consultant, facilitator Past Experience 21 years as a principal Adjunct faculty at Lesley University Degrees from Northeastern, Tufts, and SUNY Binghamton

WestEd.org Peer and Outside Evaluator Training Workshop August 18, 2015 Rochester, New York Professional Learning Through Peer Observations and Conversations Presented by Susan Villani

WestEd.org Learning Objective: Learn about and apply tools and protocols for collaborative conversations that promote teacher learning and intentional classroom practice within a peer evaluation process.

WestEd.org AGENDA  “Where do good ideas come from?”  Peer observation vs. Peer assistance and review  Benefits and components of peer observation  Norms of collaboration: An essential skill set for observers and evaluators  Collaborative conversations: The centerpiece of effective peer evaluation

WestEd.org Where do good ideas come from?

WestEd.org Where do good ideas come from? What are your “take aways” from watching this video? What are some implications for teacher learning and evaluation?

WestEd.org Guiding Principle #1 Student learning is at the center of everything that we do in schools.

WestEd.org Guiding Principle #2 There is an inextricable link between the learning of adults and children in schools.

WestEd.org Guiding Principle #3 Collaborative conversations between peers that are focused on instruction promote learning, thinking and intentional practice.

WestEd.org Important Distinctions Peer Observers as Part of an Evaluation System  Supports novice and experienced teachers at all levels of expertise  Trained peers observe teacher classroom practice at least one time during the evaluation cycle  Evidence can be used as part of a summative rating but administrators determine final evaluation and rating

WestEd.org Important Distinctions Peer Assistance and Review (PAR) Program  Supports novice and struggling teachers  Trained “consulting teachers” provide coaching and mentoring throughout the school year  Consulting teacher presents mid-year and end-of- year recommendations to PAR panel (comprised of both union and district leadership) who decide whether to retain or dismiss teacher

WestEd.org Benefits of Peer Observation  Reduce burden on school administrators  Increase number of teacher observations per year  Increase evaluator credibility  Provide quality feedback

WestEd.org Challenges of Peer Observation  Financial cost  Defining and communicating roles  Objectivity and inter-rater reliability

WestEd.org Components of Effective Peer Observation  Role clarification and communication with staff  Requirements of peer observation  Selection and training  Assignment of peer observers --grade level and content area matters!!

WestEd.org Norms of Collaboration A Modified Jigsaw Process All read pages 31 through mid 32 Reading 1: Pausing and paraphrasing Reading 2: Putting inquiry at the center Reading 3:Probing for specificity Reading 4:Placing ideas on the table, paying attention to self and others & presuming positive intentions

WestEd.org Pausing Paraphrasing Presuming positive intentions Probing Putting ideas on and off table Paying attention to self and others Promoting a spirit of inquiry Norms of Collaboration Source: Center for Adaptive Schools Source: Garmston, Robert. and Wellman, Bruce. (2009). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Norwood, MA: Christopher-Gordon Publishing.

WestEd.org Don’t KnowKnow Can’t Do Can Do Mysterious Unknown Theoretical Unable to demonstrate Magical Unexplained Intentional Deliberate practice Ability to explain own teaching practice Ability to teach Source: Dunne, Kathy and Villani, Susan. (2007). Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning. San Francisco: WestEd. A Window into Teaching Thinking

Impact of Professional Learning Components Source: Joyce, Bruce and Showers, Beverly. (2002). Student Achievement Through Staff Development Alexandria, VA: Association of Supervision and Curriculum Development

WestEd.org Key elements of coaching  Learner-focused  Adaptive to match the ever-changing needs of the learner  Conversations are grounded in common language around instruction

WestEd.org What makes a question a good question?  Open-ended  Agenda free  Promotes reflection  Expands thinking and possibilities

WestEd.org Collaborative Conversations “in action” Overall, what did you notice? What, specifically, did the peer coach do or say? What was the impact on the teacher being coached?

WestEd.org A Continuum of Coaching Behaviors Coaching Approach Coaching Behaviors Non-directive  Listen fully and affirm  Listen fully and feed back the desired result  Ask your partner to generate a few new possibilities  Ask your partner to generate many possibilities Collaborative  Add to your partner’s list of possibilities and, together, create new options  Present 10 possibilities (some contradictory) and follow up with inquiry Direct Informational  Teach a new technique  Offer an option Directive (Supervisory and Evaluative Not a coaching stance)  Give advice  Give advice by sharing or questioning  Give the answer Source: Dunne, Kathy and Villani, Susan. (2007). Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning. San Francisco: WestEd.

WestEd.org Resources and References Peer Observation and Assessment of Teaching n%20Resource%20Book%20for%20UAlbany.pdf A User’s Guide to Peer Assistance and Review "Peer Observation: Supporting Professional Learning in Six Successful, High-Poverty, Urban Schools." by Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. (May 2015). Project on the Next Generation of Teachers Working Paper.

WestEd.org Thank you for your participation!

New York State Standards Jigsaw Activity Groups of 4 #1 Read Knowledge of Content and Instructional Planning #2 Read Instructional Practice and Learning Environment #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth #4 Read Standards for Building and District Leaders

Surprised mePleased me Concerned me Needs to be amplified NYS Standards

Inter-rater Reliability

Perspective Matters

Inter-rater Reliability Requires: ▫ Consistent definition of good teaching ▫ A shared understanding of the definition ▫ Skilled evaluators (Danielson)

Inter-rater Reliability Discuss and reach consensus: ▫ What constitutes great student engagement? ▫ What does quality assessment look like in a lesson? ▫ What makes for strong questioning and discussion prompts?

Inter-rater Reliability Process: ▫ Work on the consistent definition as a school/district, using the rubric ▫ Observe and rate classroom videos together ▫ Use “instructional rounds”, identifying two or three areas only ▫ Conduct joint observations and compare findings

Inter-rater Reliability Practice:

A Conversation with the Commissioner MaryEllen Elia Commissioner of Education and President of the University of New York Past Experience Superintendent, Hillsborough County, FL General Director of Secondary Education and Chief Facilities Officer Former social studies and reading teacher