1. Multi Measure Educator Effectiveness
4/21/2017
Multi Measure Educator Effectiveness
Cheryl Giles-Rudawski
(717) X8639
Region 5

2. Teacher Evaluation Project Goal
To develop a teacher effectiveness model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth
4/21/2017

3. Multi-Measure Teacher Evaluation
Subsidized by Gates Foundation Grant
Portion developed in collaboration with Charlotte Danielson
Phase 2 Pilot began
100+ buildings in Phase 2 Pilot
Implementation 2013
Phase 3 began summer 2012!
4/21/2017

7. Student Learning Objectives (as demonstrated through:)
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Individual Teacher Developed Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements

8. Who are Educational Specialists?
Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs).
Currently CSPG 75 through 81 list the following specialist certifications:
Dental Hygienist
Elementary School Counselor
Home and School Visitor
Instructional Technology Specialist
Secondary School Counselor
School Nurse
School Psychologist
PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified specialist groups

9. Observation/Evidence (50%)
Based on Danielson’s Domains
Planning & Preparation
Classroom Environment
Instruction
Professional Responsibilities
PDE-Adapted Rubric*
Focus of Pilot Groups
What we are doing today 

10. Multiple Measures of Student Achievement (50%)
15% - Building Level Data
15% - Teacher Specific Data
20% - Elective Data
What we are not doing today 

11. Current Evaluation System
Discuss with a partner what could be done differently to make an evaluation of your performance more effective…
Based on evidence…
Not subjective…
Rubrics…
Fair…
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12. Where do you stand?
In your corner, discuss your experience with the Framework.
What is something you know (or think) about the Danielson Framework?
What is a benefit of the framework?
What is one question you hope to have answered by the end of this training?
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13. A Framework for Teaching: Components of Professional Practice
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
Remind participants that we experienced the four domains yesterday, and we learned that two of the four domains are “off-stage” and that, to learn more about these in a teacher’s practice, we can talk with the teacher, pose questions, examine artifacts, and so on.
1.3-B
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15. Review of the Forms… STEP #2: FORM #2A, EVIDENCE FOR DOMAINS 2, 3
_____ Formative _____ Summative
STEP #3:This column completed with teacher through rubric comparison
STEP #1:LESSON PLAN
(To be completed by the teacher in advance of announced observation and sent to evaluator 2 days in advance)
STEP #4: POST-TEACHING
(Evidence not required for each D4 component for 1 lesson)
DOMAIN 1
DOMAIN 4: U NI P D
1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What prerequisite learning is required?
4a. Reflecting on Teaching: What reflections caused you to design the lesson as you did? After the lesson, state whether the objectives have been met, specifically by whom, and how you know.
1b. Demonstrating Knowledge of Students: Characterize the class. How will you modify this lesson for groups or individual students?
4b. Maintaining Accurate Records: How do you track student learning as it relates to this lesson?
1c. Selecting Instructional Outcomes: What do you want students to learn during this lesson?
4c. Communicating with Families: What specifically have you learn by communicating with families that impacted your planning of this lesson/
1d. Demonstrating Knowledge of Resources: What resources were considered for this lesson and rejected? Why? What resources will be used? Why?
4d. Participating in a Professional Community: In what ways is today’s lesson related to collaboration with colleagues?
1e.Designing Coherent Instruction: List very briefly the steps of the lesson
4e. Growing and Developing Professionally: What aspects of this lesson are the result of some recent professional learning?
1f: Designing Student Assessments: How will you measure the goals articulated in 1c? What does success look like?
4f: Showing Professionalism: In what ways have you been an advocate for students that relate directly to this lesson?
STEP #3:This column completed with teacher through rubric comparison
STEP #2: FORM #2A, EVIDENCE FOR DOMAINS 2, 3
_____Announced ____Unannounced
____ Formative ___ Summative
STEP #3: This column completed with teacher through rubric comparison U NI P D
2a. Creating a Climate of Respect and Rapport
Teacher Interaction with Students
Student Interactions with One Another
3a. Communicating with Students
Expectations for Learning
Directions and Procedures
Explanations of Content
Use of Oral and Written Language
2b. Creating a Culture for Learning
Importance of the Content
Expectations for Learning and Achievement
Student Pride in Work
3b. Using Questioning and Discussion Techniques
Quality of Questions
Discussion Techniques
Student Participation
2c. Managing Classroom Procedures
Management of Instructional Groups
Management of Transitions
Management of Materials And Supplies
Performance of Non-Instructional Duties
Supervision of Volunteers And Paraprofessionals
3c. Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
2d. Managing Student Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
3d. Assessing Student Learning
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of Progress
2e. Organizing the Physical Space
Safety and Accessibility
Arrangement of Furniture and Use of Physical Resources.
3e. Demonstrating Flexibility and Responsiveness
Lesson adjustment
Le Response to Students
Persistence
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16. Domain 1: Planning and Preparation
THE COMPONENTS OF PROFESSIONAL PRACTICE
Domain 1: Planning and Preparation
Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the core/managed curriculum and their students, including students’ prior experience with this content and their possible misconceptions. Instructional outcomes are clearly related to the major concepts of the content area and are consistent with the curriculum design. These outcomes are clear to students and classroom visitors (including parents). Learning activities require all students to think, problem-solve, inquire, defend conjectures and opinions and be accountable to the learning community. Effective teachers work to engage all students in lessons and use formative assessment to scaffold and provide differentiated instruction. Measures of student learning align with the curriculum and core concepts in the discipline, and students can demonstrate their understanding in more than one way.
Component
Unsatisfactory
Needs Improvement or
Progressing
Proficient
Distinguished
1a: Demonstrating knowledge of content and pedagogy
Teacher’s plans and practice demonstrate evidence of little to no knowledge of the important concepts in the discipline, prerequisite relationships between them, or of the instructional practices specific to that discipline and alignment to PA Academic Standards.
Teacher’s plans and practice demonstrate evidence of knowledge of the important concepts in the discipline, prerequisite relations between them and of the instructional practices specific to that discipline and their alignment to PA Academic Standards.
Teacher’s plans and practice demonstrate evidence of the application of the important concepts in the discipline, prerequisite relationships between them and of the instructional practices specific to that discipline and their alignment to PA Academic Standards.
Teacher’s plans and practice demonstrate evidence of extensive knowledge and application of the important concepts and structure of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when designing instruction and designs strategies for causes of student misunderstanding. Teacher shows strong evidence of building alignment with PA Academic Standards and differentiates for student progress in planning.
1b: Demonstrating knowledge of students
Teacher ‘s plans contain little to no evidence of knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and has done nothing to seek such understanding.
Teacher shows awareness of the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and has added to that knowledge for the class as a whole.
Evidence that the teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and seeks to incorporate that knowledge into the planning for specific groups of students.
Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and uses this knowledge regularly in planning for the benefit of individual students.
1c: Setting instructional outcomes
Instructional outcomes are unsuitable for students, represent trivial or low-level learning, do not relate to PA Academic Standards or are stated only as activities. They do not permit viable methods of assessment.
Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of unrelated activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but teacher makes no attempt at coordination or integration.
Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, are appropriate for different types of learning, and are capable of assessment. The outcomes reflect opportunities for coordination.
Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and PA Academic Standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students and different styles of learning.
1d: Demonstrating knowledge of resources
Teacher demonstrates little to no familiarity with resources to enhance personal knowledge, to use in teaching, or for students who need them. Teacher does not seek such knowledge.
Teacher shows evidence of some familiarity with resources available through the school or district to enhance personal knowledge, to use in teaching, or for students who need them. Teacher does not actively seek to extend such knowledge.
Teacher is fully aware of resources available through the school or district to enhance own knowledge and develops and maintains a database or list of resources, and uses them in teaching, or to meet individual student needs.
Teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, and uses them in teaching, and to meet individual student needs.
1e: Designing coherent instruction
The series of learning experiences are poorly aligned with the instructional outcomes and do not represent a coherent structure. They are suitable for only some students.
The series of learning experiences shows evidence of partial alignment with instructional outcomes, some of which may engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources.
Teacher coordinates and aligns knowledge of content, of students and of resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning.
Teacher coordinates and aligns knowledge of content, of students and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and includes different pathways according to student needs.
1f: Designing student assessment
Teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. There is no evidence that assessment results influence planning.
Teacher’s plan for student assessment is partially aligned with the standards and instructional outcomes, contains no clear criteria, and is inappropriate for at least some students. Teacher shows some evidence of intent to use assessment results to plan for future instruction for the class as a whole.
Teacher’s plan for student assessment is aligned with the standards and instructional outcomes, uses clear criteria, and is appropriate to the needs of students. Teacher shows specific evidence of intent to use assessment results to plan for future instruction for groups of students.
Teacher’s plan for student assessment is fully aligned with the standards and instructional outcomes, uses clear criteria that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher shows clear evidence of intent to use assessment results to plan future instruction for individual students.
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17. Explain that one of the paradigm shifts expressed by the Framework is the nature of the distinguished level of performance. Invite participants to read the distinguished level ONLY of all 22 levels of performance and be prepared to discuss the qualities they notice.
Allow 5 – 7 minutes for the reading.
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18. The process…
Pre-Observation Conference (Teacher submits evidence prior…)
Observation (Evaluator leaves notes…)
Post-Observation Conference
Walkthrough (5 touches…)
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19. Review of Observation-based Assessment: Process and Evidence
Process and Domains
Resources
1) Pre-Observation:
The teacher completes the standard Lesson Plan containing components of Domain 1
2) Observation:
The evaluator collects evidence related to Domains 2 & 3 on the standard evidence collection document
The evaluator gives copy of all evidence to the teacher
3) Post-Teaching:
The teacher adds and/or corrects the evidence
Teacher completes a self-assessment using the rubric
4) Collaborative Assessment:
The teacher gives a copy of the highlighted rubric to the evaluator
The evaluator highlights ONLY areas of agreement
The teacher and the evaluator engage in a collaborative discussion
Teacher leads
Just for review 19

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21. 5 “Rules” for Teacher Evaluation
Defensible definition of teaching
Differentiation of evaluative processes
Evidence-driven process
The role of teacher learning
Transparency
Invite participants to notice the five best practices/rules for doing teacher evaluation right.
Explain that we will we working on each of these practices for the next two days.
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22. Collecting our thinking about
Worksheet #1
Wisdom of Practice:
Collecting our thinking about
good teaching…
What are the qualities of teaching most tightly tied to student learning?
What is great teaching?
Direct Participants to Worksheet #1 (pg. 2, Day 1 Materials).
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23. Wisdom of Practice
Take a quick look at the list of an elbow partner, comparing for similarities and differences.
How many have identical lists. (Same words, same order, etc.)
Was your list highly similar to your elbow partner?
minutes, total)
The goal of this activity is to elicit what the audience knows about good teaching. In the subsequent activity, we will connect this schema to the research.
Give Directions: Tell participants to work alone and list on the left-hand side of the sheet the qualities of teaching that they know impact student learning.
Make sure participants work on the left-hand side of the paper.
Allow 3 minutes: no talking or collaborating during this time
Stop: After 3 minutes, ask participants to end their writing and to take a quick look at the list of an elbow partner, comparing for similarities and differences.
Ask: After minutes, ask how many people had identical lists. (Same words, same order, etc.)When no one raises their hand, explain that this is why a common definition of practice is beneficial.
Next, ask the audience to raise their hand if their list was highly similar to their partner’s. Many participants will raise their hand, so point out that this wisdom of practice if reflected in the Framework for Teaching.
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24. The Domains Planning and Preparation The Classroom Environment
First pg in handout
Planning and Preparation
The Classroom Environment
Instruction
Professional Responsibilities
(5 minutes total)
The goal of this activity is to connect participants’ qualities of good teaching to the domains of the Framework.
Give Directions: Show the slide “The Domains” and explain that these are the four domains of the Framework. Tell participants to put a #1 beside any item on their list that is related most to Domain 1, a #2 beside any items that most relate to domain 2 and so on for all four domains of the Framework
Remind: Only one number per item on the list; decide on ‘best fit’.
Allow @ 3 minutes.
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25. Multiple Measures of Teacher Effectiveness – Observation/Evidence and the Danielson Framework
Classroom observations by Principal/supervisor, including evidence that demonstrates behaviors associated with improving student achievement:
Planning and preparation, including selecting standards- based lesson goals and designing effective instruction and assessment;
Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time;
Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs; and
Professional responsibilities, including using systems for managing student data and communicating with student families

26. A Framework for Teaching: Components of Professional Practice
Page 2
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
The goal of this activity is to expand participants’ knowledge of the Framework domains to include the 22 components they contain.
Show: Slide, “The Framework for Teaching” and invite participants to adjust the numbers on their list if they need to, based on this additional information.
Allow 3 minutes
Say: How many had number four as the least frequently occurring item on the list? Why do you think this is so? (because most of us think of the items in Domain 4 as just things we “have to do” and not components that are connected to student learning.
Explain that the items on the right-hand side of the chart are the on-stage components of the Framework, those that we see when we observe in a classroom. On the other hand, Domains 1 and 4, on the left, are the off-stage domains of the Framework. They occur outside the act of teaching.
Tell participants that, just like any other content, the Framework has its own vocabulary. There are four domains, and 22 components. Ask them to try to use the correct terms when referring to these concepts going forward.
Note: if the Framework for Teaching is to be used for teacher evaluation, point out that the off-stage domains are important, and because they are “behind the scenes”, we have to make sure to collect information about them before and after the observed lesson.
 Adjust List…Domain 4?
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27. Wisdom of Practice
Worksheet #1
Looking at the qualities of teaching you identified ~ distinguish which domain/component is related to each quality…
minutes, total)
The goal of this activity is to elicit what the audience knows about good teaching. In the subsequent activity, we will connect this schema to the research.
Give Directions: Tell participants to work alone and list on the left-hand side of the sheet the qualities of teaching that they know impact student learning.
Make sure participants work on the left-hand side of the paper.
Allow 3 minutes: no talking or collaborating during this time
Stop: After 3 minutes, ask participants to end their writing and to take a quick look at the list of an elbow partner, comparing for similarities and differences.
Ask: After minutes, ask how many people had identical lists. (Same words, same order, etc.)When no one raises their hand, explain that this is why a common definition of practice is beneficial.
Next, ask the audience to raise their hand if their list was highly similar to their partner’s. Many participants will raise their hand, so point out that this wisdom of practice if reflected in the Framework for Teaching.
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28. Worksheet #2
(10 minutes) – (Pg. 3, Day 1 Participant Materials)
The goal of this activity is to conclude the initial learning about the Framework by having participants match scenarios to the correct Domain of the Framework.
Now, invite participants to extend their learning about the Domains of the Framework, and direct them to Worksheet #2.
Instruct them to work as a table group and to place the number of the Domain in the space beside each statement, indicating which Domain is most closely related to that statement.
Only one domain number per items is permissible.
minutes, then process chorally: facilitator says letter of the item and the class calls out the letter. If there is dissonance, stop and discuss.
Answers to WORKSHEET #2:
A. 2
B. 3
C. 1
D. 4
E. 1
F. 2
G. 4
H. 1
I. 3
J. 4
K. 2
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29. 2 3 1 4
How did you do?
(10 minutes) – (Pg. 3, Day 1 Participant Materials)
The goal of this activity is to conclude the initial learning about the Framework by having participants match scenarios to the correct Domain of the Framework.
Now, invite participants to extend their learning about the Domains of the Framework, and direct them to Worksheet #2.
Instruct them to work as a table group and to place the number of the Domain in the space beside each statement, indicating which Domain is most closely related to that statement.
Only one domain number per items is permissible.
minutes, then process chorally: facilitator says letter of the item and the class calls out the letter. If there is dissonance, stop and discuss.
Answers to WORKSHEET #2:
A. 2
B. 3
C. 1
D. 4
E. 1
F. 2
G. 4
H. 1
I. 3
J. 4
K. 2
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30. Features of A Framework for Teaching
Generic: applies to all grade levels, content areas
Not a checklist
Comprehensive: not just what we can see (Off Stage/On Stage)
Inclusive: Novice to Master teacher
Show: The slide containing the features of the Framework and explain them as follows: (2 – 3 minutes)
Generic: It’s useful to a district to have ONE definition that applies to all teaching situations, all grade levels and all content areas.
Not a checklist: Teaching is to complex to be captured in a checklist. We’ll see in a moment that the Framework has rubrics to describe it.
Not prescriptive: Doesn’t tell teachers how to do their work; rather, it tells WHAT qualities of teaching are most likely to produce student learning
Comprehensive: As we just saw, it contains both “off-stage” and “on-stage” aspects of teaching
Inclusive: Applies to all teachers, from the newest to the most experienced.
Ask: Participants to turn and talk to an elbow partner for 2 minutes about why these qualities of the Framework are important and useful.
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31. Teaching is a performance. Performances are measured using rubrics.
Invite participants to locate their rubrics in their materials and to note again that there are four domains and twenty-two components, and that each of these is described in four levels of performance.
(Be sure to use the correct vocabulary: Domains, components, elements
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32. Distinguished... Proficient... Needs Improvement… Failing... Region 5
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Distinguished...
Proficient...
If needed, summarize each level of performance as follows:
Unsatisfactory – is dangerous. Harm to students/staff can be done at this level; physical, social, emotional or cognitive harm are possible at this level of performance. (Drowning)
Needs Improvement or Progressing (Basic) – is the novice level. It’s hallmark is inconsistency; sometimes the principal gets it right, and sometimes not. Even the experienced principals can have basic characteristics in their practice for a time if their building assignment or responsibilities change significantly. (Doggy Paddling)
Proficient – is the level at which we expect most of our experienced principals to function. This is good, solid, consistent building leadership. (Backstroke)
Distinguished – is the exceptional level of practice. No one “lives” at this level, nor has every characteristic of this level in all components, because that would mean perfection, and no principal is perfect. Distinguished is not just good, or even excellent building leadership. It is leadership that sets itself apart as unusual in its outstanding level of excellence. (Synchronized Swimming)
SAY: The rubric is useful in making the framework more complete, and it enables us to acquire a common vision of principal effectiveness at its higher (and lower) levels. It is useful for many purposes to have these levels of performance for the purposes of self-assessment, use with new principals or assistant principals, evaluation, etc. It makes the process of assessing principal performance less subjective.
We can all grow and improve, so while we have excellence in our practices, distinguished is not a place we live all the time in all components.
This concludes our focus on best practice #1 “Common definition of principal effectiveness,” The rubric provides us with this common definition and common language of best practice.
Region 5
Needs Improvement…
Failing...
Region 5

33. Explain that one of the paradigm shifts expressed by the Framework is the nature of the distinguished level of performance. Invite participants to read the distinguished level ONLY of all 22 levels of performance and be prepared to discuss the qualities they notice.
Allow 5 – 7 minutes for the reading.
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34. Look at PA Rubric Levels Power Components Common Vision
After worksheet # 2
Direct: Participants to their copies of the PA rubric, found in the PA Forms section of their binders.
Show: Slide containing the rubric for component 2a.
Invite: Participants, with an elbow partner, to examine their rubrics for the components of the Framework and to discuss what they notice. (4 – 5 minutes), then,
Point out: That the rubrics contain four Levels of Performance:
Unsatisfactory-- Drowning
Basic—Doggy Paddling
Proficient--Crawling
Distinguished—Synchronized Swimming
(Remind participants that this is another vocabulary word: Levels of Performance.)
Also point out that some of the components are shaded. These are the power components, which means that they are especially useful to us in growing our practices. While all components are important, it is sometimes useful to streamline our thinking about them, since 22 seems like a lot. We can’t really separate the power components from the others realistically, but if we want to give any components “special attention”, then these ones would be good choices.
Say: That the rubrics are useful in making the Framework more complete, and enable us all to acquire a common vision of teaching at its higher (and lower) levels. It is useful for many purposes to have these levels of performance: self-assessment, use with new teachers, evaluation, etc. It makes the process of observing teaching less subjective.
Tell participants that we’ll now do an activity that gives us an additional experience with the Framework.
Look at PA Rubric
Levels
Power Components
Common Vision
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35. Needs Improvement or Progressing Proficient Distinguished
Unsatisfactory
Failing
Needs Improvement or Progressing
Proficient
Distinguished
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36. Distinguished Performance
Extensive
Intensive
Anticipatory/preventive
Individualized
Integrated
Student-led
Accurate
Persistent
Point out the nature of this level of performance, and some of the characteristics that participants probably noticed.
Explain that this is why this level is a place we visit, not a place we live. Expand on this notion as appropriate, and what this will mean for teacher evaluation results.
Then, point out that for the next activity we will focus on the “student-led” aspect of the distinguished level of performance.
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37. Exploring the Distinguished Level
List the components that articulate students’ roles as leaders of learning
Point out the nature of this level of performance, and some of the characteristics that participants probably noticed.
Explain that this is why this level is a place we visit, not a place we live. Expand on this notion as appropriate, and what this will mean for teacher evaluation results.
Then, point out that for the next activity we will focus on the “student-led” aspect of the distinguished level of performance.
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38. Role of Students… 1f 2a, 2b, 2c, 2d, 2e 3b, 3c, 3d 4b, 4c 4/21/2017
Point out the nature of this level of performance, and some of the characteristics that participants probably noticed.
Explain that this is why this level is a place we visit, not a place we live. Expand on this notion as appropriate, and what this will mean for teacher evaluation results.
Then, point out that for the next activity we will focus on the “student-led” aspect of the distinguished level of performance.
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39. Conclusions about the Levels of Performance (reminder)
Unsatisfactory/Failing: Potential for harm
Needs Improvement/Progressing: Inconsistent, novice
Proficient: Consistent, competent
Distinguished: Unusually excellent, no one “lives” here permanently in all components
(Optional)
Conclude: by summarizing each level of performance as follows:
Unsatisfactory is dangerous. Harm to students can be done at this level: physical, social, emotional or cognitive harm are possible at this level of teaching performance.
Basic is the novice level. Its hallmark is inconsistency: sometimes the teacher gets it right, and sometimes not. Even experienced teachers can have basic characteristics in their practice for a time if their teaching assignment changes significantly.
Proficient is the level at which we expect most of our experienced teachers to function. This is good, solid, consistent teaching.
Distinguished is the exceptional level of practice. No one “lives” at this level, nor has every characteristic of this level in all components, because that would mean perfection in teaching, and no teacher is perfect. Distinguished is not just good, or even excellent, teaching. It is teaching that sets itself apart as unusual in its outstanding level of excellence
We can all grow and improve, so while we have excellence in our practices sometimes, it is not a place we live all the time in all components.
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pbevan
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40. Why Evaluate Teaching? Quality Assurance Professional Learning
Tell participants that we will be exploring, in the next two days, how to use best practices for teacher evaluation, using the PA Teacher evaluation process.
Remind them that there are two purposes for teacher evaluation as state on the slide, but that mostly we focus only on the first one: getting a “grade”
Best practices research focuses on the second one, professional learning, because most teachers’ practices are good. Still we all need to grow, since all students can always learn more, so the practices we will experiences are not focused on “gotcha”, but on how we acknowledge strengths and continue to grow.
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41. Benefits of Using a Framework for Teaching
Common Language
Similarity of vision for teaching that improves teaching: the qualities of the distinguished level
Greater validity and reliability potential for teacher evaluation
Changes in novice thinking
Opportunities for collaboration
Invite participants to consider the slide for 30 seconds or so without discussion. Then invite volunteers to share any observations they have about the benefits of using the Framework within teaching and school practice.
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43. 3b. Using Questioning and Discussion. Techniques. Quality of Questions
3b Using Questioning and Discussion Techniques Quality of Questions Student Participation
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45. 4b Maintaining Accurate Records (Systems for Managing Students’ Data) Student Completion of Assignment Student Progress in Learning
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47. 3b. Using Questioning and Discussion. Techniques
3b Using Questioning and Discussion Techniques Quality of Questions 3c Student Engagement in Learning Grouping of Students
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49. 4a. Reflecting on Teaching. Accuracy 1f. Designing Student Assessment
4a Reflecting on Teaching Accuracy 1f Designing Student Assessment Congruence with Instructional Outcomes ???
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51. 3d. Using Assessment in Instruction. Student Self Assessment and
3d Using Assessment in Instruction Student Self Assessment and Monitoring of Progress
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52. 4/21/2017
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53. 3d Using Assessment in Instruction Feedback to Students
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54. The Card Sort Write Domain Component 4/21/2017
NOTE: Prior to this activity, you will need to distribute the colored Card Sort cards, so that there is one card for each person and that each table group has cards of all four colors.
The purpose of this activity is for participants to revisit the Framework for Teaching and to connect an individual scenario to one domain/component/element and level of performance.
Direct participants to place a sticky note on their card, and to locate the rubrics of the Framework, found in their Day 1 materials, pp. 4 – 9.
Ask them to work alone for a couple minutes to read their scenario and to assign it to a domain/component/element of the Framework, and to write this on their post-it note and affix it to their card..
While there may be more than one possible connection, they are to select the best one. Do not let them confer at this time, but rather, work alone. 3 – 5 minutes.
At the end of this time, Tell participants that the color of the cards is significant:
Yellow=Domain 1,
Blue=Domain 2,
Pink=Domain 3,
Green=Domain 4.
Invite correction on their post-its at this time.
Next, ask participants to share their scenario with their table group, and develop consensus about the best answer.
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