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Welcome to . . .Welcome to . . .
Doing Teacher Evaluation Right: 5 Critical Elements
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Observation-based Observation-based Assessment:Assessment:Process Process and 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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Types of Observation Types of Observation EvidenceEvidence 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.
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2.2-A
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Building Evaluator Building Evaluator ReliabilityReliability
Reliability refers to similarity of conclusion/consistency
Consistency is a function of consensus-building activities
Evaluators must practice consensus building activities regularly
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Compare your evidence.Compare your evidence.
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Assess the LessonAssess the Lesson
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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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Observation-based Observation-based Assessment:Assessment:Process Process and 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 Purpose of the PostThe Purpose of the PostTo 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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Words NOT to Use in the PostWords NOT to Use in the Post
DefendProveArgueConvince
Avoid language that suggests opposition of that might bring about a defensive response
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Language for the PostLanguage for the PostSay more about. . . Comment on the evidence for. . .Let’s look at the rubric for. . . What is the best match for. . .What’s the backstory for. . .
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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 Teacher EvaluationTeacher Evaluation
1. Defensible definition of teaching2. Differentiation of evaluative
processes3. Evidence-driven process4. Teacher learning integral5. Transparency
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Rule # 4Rule # 4
Conduct evaluations in such a way that they produce
teacher learning.
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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 ProfessionalThe Nature of Professional Learning: Mental Work for Learning: Mental Work for TeachersTeachers
Reflection on practiceCollaborationSelf-assessmentSelf-directed inquiry (action
research)Feedback based upon
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““Narrative-Free” Narrative-Free” EvaluationEvaluationThe rubric contains the narrative
Select the language that matches the evidence
The teacher participates in language selection
The highlighter is the toolA summative domain statement is optional
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Supporting Teachers Supporting Teachers CorrectlyCorrectly
Directive Collaborative Non-Directive
From evaluator to teacher
Back and forth From teacher to evaluator
Immoral, illegal, dangerous, clueless
Both have ideas to contribute
The teacher deserves to take the lead
Drowning Swimming Championship Swimming
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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation
1. Defensible definition of teaching2. Differentiation of evaluative
processes3. Evidence-driven process4. Teacher learning integral5. Transparency
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Rule # 5: Rule # 5: TransparencyTransparency
Teachers must learn the rubrics and the process.
How might this happen in your setting?
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Involving All Involving All StakeholdersStakeholders
Many teacher evaluation systems fail due to resistance
that comes from the perception that the evaluation
system resulted from the secret efforts of an elite few.
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Notification is NOT Notification is NOT CommunicationCommunication
Communication is two-way, not one-way
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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation
1. Defensible definition of teaching2. Differentiation of evaluative
processes3. Evidence-driven process4. Teacher learning integral5. Transparency
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Today’s Goals: Participants Today’s Goals: Participants
will learn . .will learn . . Deeper meanings of the Framework for
Teaching
The nature of differentiated teacher evaluation
How to collect accurate evidence of teaching and use it, with rubrics, to assess performance
How to conduct teacher evaluation appropriately
How to make changes in teacher evaluation that reduce suspicion and distrust
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Dr. Paula M. BevanDr. Paula M. [email protected]@penn.com814/371-1118 814/371-1118
The Danielson Groupwww.danielsongroup.org
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