conewago valley school district teacher evaluation tool training 2013-14 1. please sit at your...
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Conewago Valley School Conewago Valley School DistrictDistrict
Teacher Evaluation Tool TrainingTeacher Evaluation Tool Training2013-142013-14
1. Please sit at your “building” table.
2. Complete a nameplate – first name only.
3. Review materials in the folder.
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CVSDCVSD
Teacher Teacher Evaluation Evaluation
Tool TrainingTool Training
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Training GoalsTraining Goals
1) Gain an understanding of the NEW Teacher Evaluation system.
2) Review the content of the Danielson Framework and its role in teacher growth.
3) Develop an Understanding of the Clinical Observation Framework.
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Teacher EffectivenessTeacher EffectivenessProject GoalProject 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
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Multi-Measure Multi-Measure Teacher EffectivenessTeacher Effectiveness
Developed in collaboration with Charlotte Danielson
Phase 3 Implementation 2012-13
Tool to be used with all professional staff except “Specialists”; Guidance, School Psychologists, Nurses, etc.
District Requirements: 50% of staff must be trained in new model 10% of staff must use the tool
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Observation/Evidence Observation/Evidence (50%)(50%)
• Based on Danielson’s Domains• Planning & Preparation• Classroom Environment• Instruction• Professional Responsibilities
• PDE-Adapted Rubric
• Focus of Phase III Educator Effectiveness Implementation.
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Additional InformationAdditional Information
• State forms/process are encouraged but NOT mandated. District tools/process MUST focus on Danielson Framework and be approved by PDE
• Additional rubrics/process being developed for “specialists” and administrators (targeted for January 2013).
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A Framework for A Framework for Teaching: Teaching:
The Research:
•National Board for Professional Teaching Standards
•Praxis III Teaching Performance Assessments
•State Teaching Standards
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Planning & Preparation The Classroom Environment
Professional Responsibilities
Instruction
Complete the sentence
Educator Effectiveness is…
List 2-3 key wordsthat characterizethe domain
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Defensible definition of teaching
Wisdom of PracticeWisdom of Practice: :
Collecting our thinking about good teaching
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Wisdom of PracticeWisdom of Practice
What are the qualities of teaching most tightly tied
to student learning?
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The DomainsThe Domains
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePracticeDomain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: InstructionDomain 4: Professional Responsibilities
•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
Matching ScenariosMatching Scenarios
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Framework FocusFramework Focus
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Framework FeaturesFramework Features Generic: applies to all grade levels, content areas
Not a checklist
Not prescriptive: tells the “what” of teaching, not “how”
Comprehensive: not just what we can see
Inclusive: Novice to Master teacher
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Why Evaluate Professional Why Evaluate Professional Practice?Practice?
Quality Assurance
Professional Learning
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Benefits of a Benefits of a Supervision/Evaluation Supervision/Evaluation
FrameworkFramework 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
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Uses of a Framework Uses of a Framework
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Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and
Induction Professional
Growth Plans
5 “Rules” for 5 “Rules” for Educator Educator
Evaluation/SupervisionEvaluation/Supervision1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency
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Rule # 1Rule # 1
Start with a defensible definition of good teaching that is studied, and understood, by all
stakeholders.
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A Framework for Teaching:Components of Professional
Practice
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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
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
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ELEMENT
L E V E L O F P E R F O R M A N C E
FAILING NEEDS IMPROVEMENT PROFICIENT DISTINGUISHED
Teacher Interaction with Students
Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.
Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.
Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.
Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.
Student Interaction
Student interactions are characterized by conflict, sarcasm, or put-downs.
Students do not demonstrate negative behavior toward one another.
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another as individuals and as students.
DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements: Teacher interaction with students Student interaction
Figure 6.7
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Levels of PerformanceLevels of Performance
Failing: Potential for harm
Needs Improvement: Inconsistent, novice
Proficient: Consistent, competent
Distinguished: Unusually excellent, no one “lives” here permanently in all components
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5 “Rules” for 5 “Rules” for Educator Educator
Evaluation/SupervisionEvaluation/Supervision1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency
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Rule # 2Rule # 2
Differentiate the processes of evaluation for novices,
experienced teachers, and teachers at risk.
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Differentiated EvaluationDifferentiated EvaluationNovice/Untenured
Very close observation and assessment
Experienced/Tenured
Presumption of professionalism
At-Risk
Not punitive
Formal and informal observation of
teaching is key + teacher interviews +
artifacts
Structured process 1/3yr. Other years: informals + teacher
interviews+ professional goal-
setting
Intensive, extensive team-based support based on persistent
unsatisfactory performance in one or more components
2 – 4 formal times per year; multiple
informal observations
Professional Goal-Setting: Choose from
a list of rigorous, approved activities
Clear goals, outcomes, evidence and timelines anchor
No self-directed activities
Activities produce evidence which is then evaluated
Designed for the teacher who can, and wishes, to improve
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Overarching QuestionOverarching Question
Who does the thinking?
Therefore, who does the learning and growing?
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5 “Rules” for 5 “Rules” for Educator Educator
Evaluation/SupervisionEvaluation/Supervision
1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency
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Rule # 3Rule # 3
Let evidence, not opinion, anchor the process.
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Evidence or Opinion?Evidence or Opinion?
1. The teacher’s lesson plan was well done.
2. The teacher said that the South should have won the Civil War.
3. The table groups were arranged in 2 x 2 pods.
4. The materials and supplies were appropriate for the lesson.
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Evidence or Opinion?Evidence or Opinion?5. Wait time was insufficient for student thinking.
6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson.
7. Six students, questioned randomly, did not know the day’s learning goals.
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EvidenceEvidence
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.
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Observation-based Assessment:Observation-based Assessment:ProcessProcess and EvidenceEvidence
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
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The Card SortThe Card Sort
Use a sticky note
Identify:◦ DomainDomain◦ ComponentComponent◦ ElementElement
Share with table mates as instructed; reach consensus
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RewriteRewrite
Select one scenario at your table
Determine tentative Level of Proficiency
Rewrite at higher & lower levels using rubric characteristics
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Levels of PerformanceLevels of PerformanceConclusionsConclusions
Failing: Potential for harm
Needs Improvement: Inconsistent, novice
Proficient: Consistent, competent
Distinguished: Unusually excellent, no one “lives” here permanently in all components
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Teacher Effectiveness Teacher Effectiveness StepsSteps
Pre-Observation Conference
Observation
Post-Observation Conference
------------------------------------------
Walkthrough
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Step # 1: Pre-ObservationStep # 1: Pre-Observation(Focused on Domains 1 & 4)(Focused on Domains 1 & 4)
Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference
Evidence is added to the lesson plan document that emerges from the pre-observation conference.
T and E meet to discuss the upcoming lesson framed around the following:
Question Stems: 1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for
groups or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What
resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like?
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Before
Step # 2: ObservationStep # 2: Observation(Focused on Domains 1,2, & 3)(Focused on Domains 1,2, & 3)
E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)
Types of Observation Evidence: Scripting of Educator or Student comments Descriptions of Educator and Student behaviors Numeric information Environment
Remember: Collect evidence from Students – “What are you learning?; Is what you’re doing hard
in a good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative
numeric data (tally marks) Evaluator does NOT retype observation
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During
RubricsRubrics
Educating is a performance.
Performances are measured using rubrics.
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Failing...
Needs Improvement ...
Proficient...
Distinguished...
Performance Levels: Performance Levels: Key WordsKey Words1. Review the components from the Framework for
Teaching for the assigned Domain. Scan the language used to describe each Level of Performance (LoP).
2. What key words would you use to characterize or describe each level?
3. Synthesize your thinking as a group and choose two key words that represent each level. Write the two key words on the designated chartpaper.
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Performance Levels: Performance Levels: Key WordsKey Words
Failing Needs Improvement
Proficient Distinguished
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Performance Levels: Performance Levels: Key WordsKey Words
Failing Needs Improvement
Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
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Performance Levels: Performance Levels: Key WordsKey Words
Failing Needs Improvement
Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Levels of cognition and constructivist learning increase
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Performance Levels: Key Words
Failing Needs Improvement
Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Levels of cognition and constructivist learning increase
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Performance Levels: Performance Levels: Key WordsKey Words
Failing Needs Improvement
Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Levels of cognition and constructivist learning increase
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Using the Levels of PerformanceUsing the Levels of Performance
What are some ways teachers can use the levels of performance
to promote their learning and growth?
Lesson planning
Self assessment
Developing professional learning goals
Reflecting on teaching and learning
Talking about teaching
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Step # 3: Step # 3: Preparing for the Post-Preparing for the Post-
ConferenceConference(Focused on Domains 1,2, 3, & 4)(Focused on Domains 1,2, 3, & 4)
Educator and Evaluator do not need to meet during Step #3.
With prerequisite training, the Educator can engage in Step #3 independently or with the support of a coach.
Evaluator provides Educator with completed observation form from Step #2.
Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator
Teacher returns the observation form to Evaluator with their additions
Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference
Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees
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After
A Collaborative ProcessA Collaborative Process
Who Collects/Provides Evidence?Both teacher and evaluator
Evaluation is not done TO you; it is done WITH you and FOR you.
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Remember…Remember…• Teachers get a copy of the evidence immediately following the
lesson.
• Teachers may add to the evidence.
• Teachers use the evidence to complete a self-assessment.
• Teachers assess the lesson by highlighting the appropriate rubric phrases.
• Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE.
• The observer reviews the teacher’s evidence prior to the post.
• The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post.
• The observer LEAVES BLANK the components of difference prior to the post.
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Step # 4: Step # 4: Post-Teaching Collaborative AssessmentPost-Teaching Collaborative Assessment
(Focused on Domains 1,2, 3, & 4)(Focused on Domains 1,2, 3, & 4)
Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson
Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.
Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.
Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the evidence for that in
this lesson
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After
The Purpose of the The Purpose of the PostPost
To discuss the components of difference (not yet marked by observer)
To elicit any evidence that still remains to be added about the lesson
To arrive at an assessment on the rubric for components of difference.
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5 “Rules” for 5 “Rules” for Educator Educator
Supervision/EvaluationSupervision/Evaluation
1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency
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Rule # 4Rule # 4
Conduct evaluations in such a way that they produce
teacher learning.
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Overarching QuestionOverarching Question
Who does the thinking?
Therefore, who does the learning and growing?
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Professional LearningProfessional Learning
“Learning is done by the learner; it is mental WORK.”
- Charlotte Danielson
Who does the mental work in your evaluation process?
(Overarching Question)
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The Nature of Professional The Nature of Professional Learning: Mental Work for Learning: Mental Work for
TeachersTeachers
Reflection on practice
Collaboration
Self-assessment
Self-directed inquiry (action research)
Feedback based upon evidence
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““Narrative-FreeNarrative-Free”” Evaluation EvaluationThe 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
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5 5 ““RulesRules”” for for Educator Educator
Supervision/EvaluationSupervision/Evaluation1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency
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Rule # 5: Rule # 5: TransparencyTransparency
Teachers must learn the rubrics
and the process.
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Communication is two-way, not one way.
Notification is NOT Communication.
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