1. Teacher Lead Evaluator Training Module 3 Presenters: Dr. Carl Bonuso Fred Cohen Dr. Valerie D’Aguanno Dr. Robert Greenberg

2. Welcome Where have we been? Where have you been? Where are we going? 2

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4. [The] essential message is not, “You are broken and I am here to fix you.” Rather [the] message is “You are so valuable and worthy, our mission is so vital, and the future lives of our students are so precious, that we have a joint responsibility to one another...” Doug Reeves, from Leading Change in Your Schools Doug Reeves – you are not broken quote 4

5. Module 3 - Agenda Analogy/Metaphor ◦ Shift keeps happening Social and Human Capital Create the environment for success ◦ Improve teacher development through observations ◦ Allow for PD decisions to be data-driven and differentiated Video observations: ◦ Use of rubrics to calibrate ◦ Observable behaviors Feedback and evaluation 5

6. “The only one who truly likes change is a wet baby.” --Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004 6

7. Elephant & Rider 7

9. Current Environment NCLB (Challenge or Support) RTTT (Challenge or Support) APPR (Challenge or Support)

10. Our Options Paradigm Shift Paradigm Perfection

11. Models (Paradigms) of Teaching Excellence from the Past Socrates (via Platonic Dialogues) Recent Literature—“Prime of Ms. Brodie,” “Stand and Deliver” (Jaime Escalante), “Goodbye Mr. Chips” (Mr. Chipping), “Dead Poet’s Society” (John Keating), “To Sir with Love” Mark Thackeray Recent Expertise from the Field—Hunter, Glickman, Marzano, Danielson

12. Models of Teaching Excellence Still Current Today All of the Above Every Administrator, Supervisor, and Teacher in this Room

13. Table Exercise Organize the white and green cards according to what you believe to be the most appropriate relationships. 13

14. Human Capital Supervision Evaluation Observation Protocols Framework for Instruction Induction Program Continuous Cycle of Improvement Teacher Rubrics Competencies Teaching Philosophy

15. Continuous Cycle of Improvement Plan Do Study Act 15

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17. 17 http://www2.smumn.edu/deptpages/~instructte ch/lol/laurillard/ Framework for Instruction

18. Human Capital (Resources) What is human capital? 18

19. Social Capital Feedback Change Reflection Risk-taking Collegial Conversation Growth Support Data Driven PD

20. Social Capital ◦ What is social capital? 20

21. Social Capital Human Capital

22. Teacher Performance Student Outcomes

23. Social Capital Human Capital Teacher Performance Student Outcomes

24. Alignment Using your district mission statement and/or board goals, align the Elements/indicators of your rubric with mission statement/goals ◦ Explain how the indicators will help you achieve the goals 24

25. How to ruin a perfectly good employee… Start with a program review ◦ Fail to trust them. ◦ Be unclear in your expectations. ◦ Constantly change rules and procedures. ◦ Never praise, but always punish. 25

26. PRINCIPAL 26

27. Three High School Observations Scenario – As a new principal, in the building you have inherited this teacher. Review the three observations that took place last year in October, January and March. -- What post-observation conferences could take place with the teacher after each observation? -- Discuss the observations (write-ups). 27

28. Video 1- 7 th Gr. ELA Mr. Moodie ◦ Instructions How can you apply this when you go back to your district? 28

29. How can you both support and challenge (compliment and critique) Mr. Moodie in order to improve his performance and thereby produce positive student outcomes?

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31. When is Feedback Most Effective? When it… Helps inform a professional dialogue Is based on evidence gathered from observations and other data Prompts self-evaluation Deepens the teacher’s learning and professional development From: A-Z Coaching. National Union of Teachers 31

32. General Format for Feedback A brief thank you and then Student focused statement of support The students ______ because you _______ Student focused statement of challenge It’s important that students__________; in order to do that, try______ 32

33. Keepers (3) What: Student Focused The students ______ because you _______ Why: 3:1 ratio is critical to promoting positive and responsive school culture Increases the likelihood that teachers will sustain effective practices Builds rapport Increases likelihood teacher will hear and respond to “polisher” 33

34. Polishers (1) What: Student Focused It’s important that students __________; in order to do that, try ________ Why: Limits focus for growth to manageable number of tasks Provides clear teacher practice to improve instruction Provides rationale for implementing recommendation Links rationale to student outcomes (keeps focus on students) 34

35. Video 2 - Math Ms. Bushaw Table discussion to follow 35

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37. Organizing Teacher Data

38. Video 3 What does a highly effective teacher do? 38

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40. Review & Moving Forward 40