changing school culture 4.10

WIFI CODE

• 040114

PJ Caposey

Changing School Culture Through the

Danielson Framework for Teaching

PJ CaposeyAssistant Superintendent/Principal (@principalpc)

Author

One DisclaimerBefore We Begin

BIG IDEAS

• Analyze Culture• De-code the Framework• Create a system• Encourage Personal PD

Poll 1

How would you assess your level of confidence using the Danielson model tool?

Novice, Beginner, Moderate, Experienced

Poll 1

You’re FIRED!!

You’re Fired

Pages 3 and 4

Culture: CharacterCulture: Character

What do you believe are

traits of…

Pg 5

A. Healthy Cultures?

B. Toxic Cultures?

(Schools with toxic cultures) lack a clear sense of purpose, have norms that enforce inertia, blame students for lack of progress, discourage collaboration, and have hostile relations between staff. Such schools are not healthy places to be.

Peterson, 'Positive or negative?' Journal of Staff Development, 23(3).

TOXIC

Toxic

The vision is, first, that the school will be a community, a place full of adults and

youngsters who care about, look after, and root for one another and who work together for the good of the whole, in times of need

and times of celebration. Every member of a community holds some responsibility for the welfare of every other and for the welfare of

the community as a whole. Roland Barth

HEALTHY

POLL 2

ToxicUnhealthyNeutralPositiveHealthy

Assess the culture in your building.

MISSION & VISION

MISSION

VISION

MISSION VISION

Purpose Goal

Timeless Timely

Calling Branding

Questions?

Define Expectations

Meaningful Conversations

Actively Lead PD

Distribute Leadership

Relationship Perspective

Power of Evaluation

SUPPORTING PROFESSIONALS

Page6

Talk the Same Language

What conversation has someone had with you that has

influenced your professional

growth?

PACK LEADERSHIP

EVALUATIONMUST BE ABOUT

24/7

Questions?

MEET

60 Seconds – Turn and Talk

DID ANYONE SAY TO BE RATED EXCELLENT?

Teacher Evaluation Process Structured

Opportunity to Become Better at Your Job

OR

Assessment of Value to

the Organization

MISALIGNMENT = BAD

Aligned Purpose and Progress = Good

Evaluation must speak to answer

of question, “Why

Teach?”

How you choose to respond isPERSONAL

OVERARCHING GOAL

The evaluation process leads to professional growth (makes you a better teacher) which

then in turn leads to a higher evaluation rating for you in the future. The goal is to improve so that we can better serve kids – not to improve so that

we can achieve a higher rating.

CHANGE

1.Change is learning – loaded with uncertainty.2.Change is a journey, not a blue print.3.Problems are our friends.4.Change is resource hungry.5.Change requires the power to manage it.6.Change is systemic7.All large scale change is implemented locally.

(Fullan)

COMMON

Page 7

Subjectivity

Danielson is too subjective for an evaluation or to have

my job depend on it . . .

Not intended to be an Evaluation Tool

I heard that this was never intended to be an evaluation tool – it was a professional performance guide written by a teacher for teachers. Is that true?

Excellent/Distinguished

For a teacher to be excellent/distinguished it is dependent upon how the kids react to what teachers teach

Do you think that is fair? How would you explain it to your staff?

Equality per Position/Domain

It looks like Domains 2 and 3 are when kids are present.

Do you think those should be counted as more important?

RESPONSIBILITY

No single drop of water thinks it is responsible for the flood.

How can we as leaders facilitate

the transformation of this tool from an evaluation

instrument to a culture changing

instrument?

• Evaluation is stressful• evaluación es estresante• المجهدة هو التقييم• avaliação é estressante• Auswertung ist stressig

Evaluation becomes even more stressful when we do not

speak the same language – Danielson provides us this

opportunity

De-code the framework into…

tangible

actionable

strategies

for observation

and coaching

purposes

Element Rubrics

Clause by

Clause

Scripted ?s

Most Descriptive Still inexact

Work is alreadydone

No local ‘flavor’

ELEMENT RUBRICS

Element Rubrics

2013 Framework is available for free, but not the element rubrics

Is this clear?

Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.

Creates local definition

Context can be missing

Separates elements Communication is key

Clause by Clause

Prerequisite relationships

between important concepts

The teacher's plans and

practice reflect solid knowledge of the content

And the instructional

practices specific to that discipline

Generally, each clause reflects an element

Clarity plus context What questions to ask

Easy to documentcommunication Elements can

be missed

SCRIPTED QUESTIONS

The teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices

specific to that discipline

• Ask Component Specific Questions First– Focus on modifiers - “Solid knowledge”– Turn Danielson-speak in to real language

• Ask Domain Specific Questions Last • (DOMAIN 1 and 4 questions different than 2 and 3)

– What does tangible evidence look like?– What does evidence over multiple observations

look like?

Do all 3

My Suggestion

Step 1: Determine if Clause is Clear Enough Without

Element Rubric• Domain 1, Component C

– Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination.

IF yes, move on to questions. IF no, move on to element rubrics.

Domain 1, Component C – Clause 1

• Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards

– Component specific• What does stated as goals mean?• Where are they stated as goals?• What is high-level learning?• What curriculum standards?• Do all goals have to meet standard?

– Domain specific• How do I provide evidence of this?• Can this be seen in my classroom over time with multiple visits? If so, how?

Will all components have same amount of

questions or clauses?

Critical Attributes

• List of bullet-pointed items outlining Proficient and/or Distinguished Behavior– Specific– Common – Collaboratively-formed

• Translation from Danielson to something locally created and locally important

ARTIFACTS11

What do you think the Domain specific questions

for 2 and 3 should be?

Questions?

Plan for assessment provides multiple opportunities for

success

Plan for assessment uses clear

criteria

Creating a Common Definition for Domain 1, Component F

Teacher’s Plan for Student Assessment is Aligned with

Instructional Goals

Assessment results impact plan for future

instruction Plan for assessment appropriate for age

and skill level

CCSS

Modeling

POLL 3

Less than 25%Between 26-50%Between 51-75%76% or higher

What percentage of staff would decode the framework in the same manner without training?

‘Chunk-able’Co

mm

on L

angu

age

A B C D

9

Many opportunities

STEP 1?

Given the description of proficient practice, what is the first step you would work through with your staff?

11

Success Is:1) Repeatable for

multiple components and for multiple ratings

2) Allows for self-assessment

3) Allows for personalization of PD

Questions?

Goal: Develop Observation

Process and Plan to Support

Teacher Growth

What are yourgoals for the

evaluation process?

Something

out of whack?

Goals Vs. Process

Pages 15 + 16

FORMAL/INFORMAL

Should observations be

scheduled or impromptu?

Why?

Building Protocolor

District Protocol?

PARTNER?

GOALS

REALITY

What are the elements thatneed to be included in the plan?

Questions?

Facilitate Creation of Personal PD Plan For

Every Teacher

As a group, can we name all five elements of a high quality plan?

20

More than One Responsible Party

Teacher AND Student

21

Building

Department

Course

Student

MISSION AND VISION

Poll 4 – SMART Goals

1.) Student attendance will improve in comparison to the average of the last two years for the 2013-14 school year.

21

TrueFalse…If False, Why?

Poll 5 – SMART Goals

2.) I will rate higher on the Danielson Framework in 2014 than I did in 2013.

21

TrueFalse…If False, Why?

Poll 6 – SMART Goals

3.) 80 percent of students will pass each assessment of the 2013-14 school year with a 71 percent or higher.

21

TrueFalse…If False, Why?

Poll 7 – SMART Goals

4.)100 percent of high school Juniors will earn a 24 or above on the ACT test given the Spring of the 11th grade year in 2014.

21

TrueFalse…If False, Why?

Poll 8 – SMART Goals

5.) In 2019, Happy High School will have 17 Advanced Placement Courses available for students to take.

TrueFalse…If False, Why?21

WE MUST CHANGE!!

Establish the Appropriate Environment

BE ON

THE SAMEPAGE

You must now help others have better understanding – this must be paid forward

Questions?

Re-Cap

Analyze CultureDe-code the Framework

Create a systemEncourage

Personal PD

one person with a

beliefis equal to aforce of ninety-nine

who have only

interest.

Everything was made up by people that were no smarter than you

PJ CaposeyAssistant Superintendent/Principalpcaposey@mail.meridian223.org

Author