1 barnes' basic rules for audience participation
TRANSCRIPT
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Barnes' Basic Rules For Audience Participation
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Rule 1 Do not ask any questions, not even
an easy one!
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Rule 2 During the presentation, if I say
something that is unclear or confusing, just pretend to understand.
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Rule 3 If you find a mistake in spelling or
grammar, keep it to yourself.
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Rule 4 Smile, sit quietly, act interested,
and no one will get hurt.
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Rule 5 Remember, with just a little bad
luck, you could be standing here next year!
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Cincinnati Public Schools
Cincinnati Federation of Teachers
&
Presented byKathleen T. Ware, Associate Superintendent, and
Harry Barnes, Intervention Principal
November 29-30, 2001
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Status of Teacher Evaluation and Compensation SystemOctober 2001
Teacher Evaluation System
- second year of implementation
Teacher Compensation System - to go into effect August 2002
unless voted out in May 2002 by CFT or Board by 70%
majority
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What Cincinnati Had in Place
Peer Assistance & Evaluation Program
Career-in-Teaching Program School Incentive Award School Accountability Plan Salary Increments based on
Evaluations 6-year commitment for new system
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Inception:
December, 1998
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Structure of the Work
Committee of Whole met monthly CPRE Consultants helped facilitate
meetings Subcommittees worked in between
meetings on assignments
Committee of Whole
Evaluation Committee
5 teachers 5 administrators
Compensation Committee
12 teachers 3 administrators
Professional Development (LPDC) 5 teachers
5 administrators
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Task of the Committee:
How do we measure teachers against these standards.
How do we provide opportunities for teachers to improve practice against these standards.
How do we provide financial incentives for teachers to “match” the standards.
“What is Good Teaching”
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Duration:
Two Years, Eight Months
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Domain 1
Planning and Preparing for Student
LearningDomain 2
Creating an Environment for
LearningDomain 3
Teaching for Learning
Domain 4
Professionalism
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Domain 1Domain 13
Standards
Domain 3Domain 36
Standards
Domain 2Domain 24
Standards
Domain 4Domain 44
Standards
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• National Board for Professional Teaching Standards
• PRAXIS• INTASC
Standards are based on the common characteristics of good teaching in high-achieving classrooms as identified by current research -
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Four-point Rubric for each standard
4 = Distinguished
3 = Proficient
2 = Basic
1 = Unsatisfactory
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Two types of evaluation
Comprehensive Evaluation
Annual Assessment
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Comprehensive Evaluation
Occurs at least once every five years
Results in four scores, one per domain
Results in teacher’s placement on vertical axis of salary schedule
Correlated with student achievement gains
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Evidence to support rubric statements comes from
•Classroom observations
•Portfolio
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PORTFOLIO
Comprised of work that provides evidence of good teaching and professional growth
Organized by standards within a domain
Must be presented for Comprehensive Evaluation
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ANNUAL ASSESSMENT Occurs every year that a comprehensive
evaluation is not scheduled Focuses on professional development in
one set of standards each year Requires that at least one classroom
observation be recorded and that a Classroom Observation Summary Report be given to the teacher
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Who evaluates?For new teachers and teachers on intervention:
Consulting Teachers
For all other teachers on comprehensive evaluation:
Teacher Evaluators- 3 of 5 classroom observations- Responsible for scores on Domains 2 & 3
Principals:2 of 5 classroom observationsResponsible for scores on Domains 1 & 4Responsible for all annual assessments
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Trained Evaluators
Goal: For evaluators to make consistent judgments based on evidence
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Field Study
Conducted during the 1999-2000 school year
Ten of Seventy-six schools participated in the year long study.
Comprehensive evaluation involved six observations and a portfolio
Annual assessment consisted of one observation and evidence of work in one standard in domains one or four.
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Field StudySignificant findings
According to CPRE study, the median time estimate for each comprehensive evaluation was 18 hours per teacher (most of the time was spent gathering evidence, assigning rubrics, and writing summaries.)
The time estimate for conducting an annual assessment was 2 to 3 hours per teacher.
The surveys indicated that 100% of the evaluators believed they had a good understand of the standards rubrics, and the overall system.
On the May survey, 93% of the evaluators agreed that they would prefer to continue using the new system.
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Changes After the Field Study Principals were required to complete
only 2 observations.
Teach evaluators made 4 observations.
Individual pre-conferences were replaced with a group orientation session.
Individual post-observation conferences were discontinued.
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Highlights of TES at a GlanceA Principal’s Perspective
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Standard 1.2
Write clear instructional objectives
Aligned with Promotion Standards
Objective, activity, and evaluation
Within and across disciplines
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Lesson Presentation DesignStandards Standards for the lesson are established.
Anticipatory Students are told what is to be learned. Purpose for the learning is established.Transfer of new learning to old is made.
Pre-test
Informal questioning to determine level of student understanding.
TeachInput provided by the teacher.Teacher models and uses examples.
Guided PracticePractice is related to the learning.
Post-test
ClosureStudents provide closure statement.
Independent practice
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Standards Of Teaching
Teach to an objective
Teach to the correct level of difficulty
Monitor and adjust
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Standard 2.3
Safe orderly, maximizes instructional time
Established routines
Transition from large to small group
activities
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Standard 3.1
Demonstrates content knowledge, corrects misconceptions
Mastery of the subject area
Going in to detail
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Standard 3.4
Standards based instruction, conceptual understanding, monitor, and adjust
Is the lesson challenging
Use of demonstrations and
examples
Mastery of content
Check for understanding
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Bloom’s Taxonomy Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Standard 3.5
Timely constructive feedback, using a variety of methods
Verbal feedback
Monitor written responses
Wipe off boards
Self and peer assessment
Individual conferences
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Standard 3.6
Reflect on lesson, plan for instruction
Make adjustments to instructions and
activities
Is evidence of reflection sheet an
accurate reflection of your work
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Standard 4.3
Professional relationships, instructional teams, and involvement
Instructional Team Member
ILT, LSDMC, PTO
Sponsor after school clubs
Tutoring
Levy campaign
Grant Writing Committee
One Plan
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Pre-observation Self Assessment
Harry Barnes, PrincipalKirby Road School
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Identify the learning objective (Promotion Standards).
How did you determine the correct level of difficulty?
Is this lesson part of a unit?
What materials will you need?
How will you clearly communicate the learning objective, directions, procedures, etc.?
What will be the evidence of student achievement?
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Barnes’ Theory
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ENJOY TEACHING
ORGANIZED
LIFE LONG LEARNER
CONTENT MASTER
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TES StrengthsA Principal’s Perspective
Promotes growths as an instructional leader A structured approach to evaluating
teachers. Creates a common language. Evaluations are supported by evidence. Compare findings with another trained
evaluators. Training for administrator and evaluators. Training for teachers.
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Placement on vertical axis of
salary schedule based on results
of comprehensive evaluation.
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Cincinnati Teacher Evaluation and Compensation System
Career Levels
Apprentice
Novice
Career
Advanced
Accomplished
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Apprentice Teacher
Beginning teachers
Must exit level in two years
Must earn 2’s in each domain to exit level
Will be nonrenewed at end of year 1 if scores in Domain 3 and one other domain are 1’s
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Novice Teacher
Teacher “learning” the profession
Must exit level in 5 years, although the expectation is in 3rd year
Must get 3’s in all domains
First two years are focused on professional development
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Career Teacher
Good, solid performer
Can remain at this level for the rest of career
Will get across-the-board increases only after Career 3 has been reached
Expectation that teachers will get training to move up to higher levels
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Advanced Teacher
Teacher must have a 4 in “teaching” domain and a 4 in one other domain
Expectation that this is level of most veteran teachers
Eligible for lead teacher credentials
During phase-in period, may have a 3 in Domain 3 if 4 has been achieved in the other domains
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Accomplished Teacher
Teacher is at highest levels of practice
Must have 4’s in all domains
Eligible for lead teacher credentials
Compensation is higher than currently available
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2 30,885 Apprentice 30,900
3 32,747 Novice 32,960
4 34,136 34,248
5 35,549 35,535
6 37,778 36,823
7 39,454 Career (40%) 39,913
8 41,130 43518
9 42,724 47,123
10 45,463 50,728
11 47,862 Advanced (25%) 54,075
12 50,640 55,363
56,650
17 54,032 57,938
Accomplished (15%) 61,800
22 56,244 63,088
64,375
27 57,917
Money – effective January 1, 2001
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Horizontal Movement on Salary Schedule
Master’s degree in content areaincludes a Master’s in elementary education for elementary teachers
National Board certification as long as teacher holds National Board credentials
Doctorate in education or content area Dual certifications in any two of the following:
English, mathematics, social studies, foreign language,physical science, biological science, special education, or elementary education
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Horizontal Movement on Salary Schedule
One-time Payment
Skill BlocksFor example:- Technology- Comprehensive Reform Model training- Team skills- Leadership skills- Specific curriculum training
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Pay GainBased on results of one evaluation
Pay LossBased on results of two evaluations
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Consequences of a Poor Evaluation
If loss of pay would result - another comprehensive evaluation the following year to verify the result. Then loss of pay occurs.
If 2’s on any domain - teacher placed on intervention and assigned mentor
If 1’s on any domain - teacher could be nonrenewed
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Why Do This?
Focuses on teaching and learning
Is standards-based
Replaces an indefensible system
Is more professional
Changes accountability discussion
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Issues We Faced – Implementation in Year 1
Teacher Evaluator Caseloads
Teacher Anxiety
Training of Evaluators
System Errors
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Results
TES pie chart 8.24.01394 total
19%
16%
1%
33%
8%
3%
11%
4%
2%
2%
1%
Accomplished
Advanced
Apprentice
Career
Career obs
Intervention
Novice
NTR
Old sys
Retire,resign, sick lv
No data
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Mean Residuals for Students
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Changes in Evaluation SystemSeptember 2001
1. Provided teachers fifth year and above with four years of professional development before having a comprehensive evaluation
2. Exempted teachers at step 16 or above from going on new compensation system
3. Provided appeals process for Domains 2 & 3
4. Requires a certification process for evaluation
5. Provides a comprehensive professional development system.
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“A ship in the harbor is safe,
but that is not what ships are
made for.”
William Shedd