1. Welcome to... Doing Teacher Evaluation Right: 5 Critical Elements 9/9/2015PBevan, D.ED

2. Why Evaluate Teaching Quality Assurance Professional Learning 9/9/2015PBevan, D.ED

3. Today’s Goals: Participants will learn.. The five best practices of teacher evaluation The nature of the distinguished level of performance and how to work toward it How to conduct a walk-through How to conduct coaching conversations in the post-teaching conference 9/9/2015PBevan, D.ED

4. 5 “Rules” for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. The role of teacher learning 5. Transparency 9/9/2015PBevan, D.ED

5. Overarching Question Who does the thinking? Therefore, who does the learning and growing? 9/9/2015PBevan, D.ED

6. Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. 9/9/2015PBevan, D.ED

7. The Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 9/9/2015PBevan, D.ED

8. A Framework for Teaching: Components of Professional Practice 9/9/2015PBevan, D.ED 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 1.3-B

9. Defensible Definition “Best” definitions of good teaching include more than that which we can see, making observation important but insufficient in teacher evaluation. “Best” definitions must be research- based, inclusive and exclusive 9/9/2015PBevan, D.ED

10. Rubrics Teaching is a performance. Performances are measured using rubrics. 9/9/2015PBevan, D.ED

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12. Distinguished Performance Extensive Intensive Anticipatory/preventive Individualized Integrated Student-led Accurate Persistent 9/9/2015PBevan, D.ED

13. Exploring the Distinguished Level List the components that articulate students’ roles as leaders of learning 9/9/2015PBevan, D.ED

14. The Role of Students 1f 2a, 2b, 2c, 2d, 2e 3b, 3c, 3d 4b, 4c 9/9/2015PBevan, D.ED

15. What do students need to learn to be able to behave in these ways? Be specific in your language about the necessary learnings for students. 9/9/2015PBevan, D.ED

16. “formulate high-level questions” Teach levels of questions: Bloom’s Invite students to locate such questions in their work Invite students to pose questions across the taxonomy, about their work Invite students to pose questions of you Invite students to pose questions of each other. Provide feedback Track performance 9/9/2015PBevan, D.ED

17. “and insure that all voices are heard” Techniques for tracking Ss participation for you Share these with Ss Ask them to use these on specific occasions Provide feedback 9/9/2015PBevan, D.ED

18. “insuring all voices are heard” Invitational language Questions posed to unheard voices Provide feedback General other stems 9/9/2015PBevan, D.ED

19. Where Can I Teach It? What are some “entry points” in the existing curriculum for teaching these learnings over time? 9/9/2015PBevan, D.ED

20. 5 “Rules” for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. Teacher learning integral 5. Transparency 9/9/2015PBevan, D.ED

21. Overarching Question Who does the thinking? Therefore, who does the learning and growing? 9/9/2015PBevan, D.ED

22. 5 “Rules” for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. Teacher learning integral 5. Transparency 9/9/2015PBevan, D.ED

23. Rule # 3 Let evidence, not opinion, anchor the process. 9/9/2015PBevan, D.ED

24. Observation-based Assessment: Process and Evidence 1. Pre-Observation: D1, D4 2. Observation: D1, D2, D3 3.Post-Teaching: D1, D2, D3, D4 4.Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self- Assessment Rubric: Teacher leads 9/9/2015PBevan, D.ED

25. The Walk-Through Unannounced “Quick-take” 5 – 15 minutes Can be of off-stage domains 9/9/2015PBevan, D.ED

26. Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher. 9/9/2015PBevan, D.ED 1.5-A

27. 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. 9/9/2015PBevan, D.ED 2.2-A

28. Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you 9/9/2015PBevan, D.ED

29. Overarching Question Who does the thinking? Therefore, who does the learning and growing? 9/9/2015PBevan, D.ED

30. 5 “Rules” for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. Teacher learning integral 5. Transparency 9/9/2015PBevan, D.ED

31. “Narrative-Free” Evaluation The rubric contains the narrative Select the language that matches the evidence The teacher participates in language selection The highlighter is the tool A summative domain statement is optional 9/9/2015PBevan, D.ED

32. Rule # 4 Conduct evaluations in such a way that they produce teacher learning. 9/9/2015PBevan, D.ED

33. Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson Who does the mental work in your evaluation process? (Overarching Question) 9/9/2015PBevan, D.ED

34. Supporting Teachers Correctly DirectiveCollaborativeNon-Directive From evaluator to teacher Back and forthFrom teacher to evaluator Immoral, illegal, dangerous, no ideas to contribute Both have ideas to contribute The teacher deserves to take the lead DrowningSwimmingChampionship Swimming 9/9/2015PBevan, D.ED

35. The Post Teaching Conference Evaluator is positioned as a learner Directive behavior only when called for Evidence and the rubric are the focus ◦ “Say more about...” ◦ “What is the evidence saying... ?” ◦ “Provide an analysis of the evidence...” ◦ “What other facts... ?” 9/9/2015PBevan, D.ED

36. Framing Suggestions as Questions Telling is less effective than asking. Asking produces teacher thinking. 9/9/2015PBevan, D.ED

37. 5 “Rules” for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. Teacher learning integral 5. Transparency 9/9/2015PBevan, D.ED

38. Today’s Goals: Participants will learn.. The five best practices of teacher evaluation The nature of the distinguished level of performance and how to work toward it How to conduct a walk-through How to conduct coaching conversations in the post-teaching conference 9/9/2015PBevan, D.ED

39. Dr. Paula M. Bevan pbevan@penn.com 814/371-1118 The Danielson Group www.danielsongroup.org 9/9/2015PBevan, D.ED