teacher evaluation pilot ii allegheny intermediate unit november 30 and december 1, 2011
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Teacher Evaluation Pilot II Allegheny Intermediate Unit November 30 and December 1, 2011. Rosanne Javorsky and Dr. Patricia DiRienzo [email protected] [email protected]. Silence electronic devices Minimize the use of those devices during presentations and activities - PowerPoint PPT PresentationTRANSCRIPT
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Teacher Evaluation Pilot IITeacher Evaluation Pilot IIAllegheny Intermediate UnitAllegheny Intermediate Unit
November 30 and December 1, 2011November 30 and December 1, 2011
Rosanne Javorsky and Dr. Patricia DiRienzo [email protected] [email protected]
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Collaborative Code
Silence electronic devicesMinimize the use of those
devices during presentations and activities
Observe the time frames and signals
Limit sidebar conversationsKeep materials organized
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Project Development - GoalProject Development - Goal
To develop a teacher effectiveness model that:
• will reform the way we evaluate teachers• and identify critical components of teacher
training and professional growth
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Project Development - BackgroundProject Development - Background$800,000 Gates Foundation grant to facilitate the
development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings
PDE is closely following the work of the Pittsburgh Public Schools – PPS recipients of $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes
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2010-2011 Pilot I Sites2010-2011 Pilot I Sites
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The following were the pilot sites:
Allentown School DistrictCornell School DistrictMohawk School DistrictNorthwest Tri-County Intermediate
Unit (IU 5)
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Next Steps – Value-Added Models – (15%)Next Steps – Value-Added Models – (15%)Mathematica Policy Research Proposal
◦ Develop value-added models (VAMs) for estimating the contribution of individual teachers and principals to growth in student achievement.
◦ Provide estimates based on VAMs for teacher and principal evaluation.
◦ Assess the strength of relationships between VAM-based and observation-based measures of performance, to inform decisions about which observation-based measures should be included and how to evaluate teachers in non-tested grades and subjects.
◦ Develop and calculate summary performance indicators across value-added measures and between value-added and other measures.
◦ Synthesize the findings in annual reports that document the model’s continual development over time.
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Next Steps – Teacher Reports and Student-Next Steps – Teacher Reports and Student-Teacher Linkages (15%)Teacher Linkages (15%) Teacher value-added reports for individual teachers by
grade/subject/year using a robust statistical report. Teacher diagnostic reports for insight on effectiveness with
students by achievement level and subgroup. Administrator summary reports for authorized users in a
particular school or district. Drill down capacity to individual student-level projections
based on classroom rosters. Teacher-level value-added reports require student-teacher
linkages, which capture the instructor(s) responsible for a student’s learning in the tested grade/subject. It is critical that this linkage system provide accurate information that is validated by individual teachers.
Web-based teacher reporting for PSSA grades 4-8 Web-based teacher reporting for PSSA grades 4-8 and
Keystone Exams
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Multiple Measures of Teacher Evaluation - Multiple Measures of Teacher Evaluation - Anticipated Evidence (50%)Anticipated Evidence (50%)Principal/Supervisor classroom observations,
including evidence that demonstrates behaviors associated with improving student achievement:
Domains
◦ Planning and preparation◦ Classroom environment◦ Instruction◦ Professional responsibilities
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Teacher Evaluation RubricTeacher Evaluation Rubric
4 Domains◦22 Components
4 possible ratings for each component◦Unsatisfactory◦Progressing/Needs Improvement◦Proficient◦Distinguished
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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice
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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Next Steps – Pilot SchoolsNext Steps – Pilot SchoolsBeginning in January
◦One Formal Observation and One walk-through observation per participating teacher Can you reduce pilot size? YES
Reporting out the Evidence◦After school is out◦Evidence collected to be shared with
Mathematica – not PDE How? Still working out the details
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Questions or Questions or Comments?Comments?
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Introduction to the DomainsIntroduction to the Domains
OBJECTIVES: Participants will learn…
How their thinking about good teaching compares to the framework we will use
That the Framework represents good common sense, and much that we already know, about teaching
The form and content of Domains 1, 2, 3, and 4
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Having an ImpactHaving an ImpactIf we want to impact student
achievement and growth …
◦Then we must impact teaching and learning,
◦And, we have to agree on what good teaching is…
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Worksheet #1- Pg.3Worksheet #1- Pg.3Participant MaterialsParticipant Materials
Let’s begin by 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 PracticePractice
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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Worksheet #2 – Pg. 4Worksheet #2 – Pg. 4Participant MaterialsParticipant Materials
Identifying the Domains: Extending our Learning of
the Domains
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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice
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Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyf. Showing Professionalism
Domain 3: Instructiona. Communicating with Studentsb. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instructione. Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments
Domain 2: The Classroom Environmenta. Creating an Environment of Respect
and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space
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Features of Features of A Framework for TeachingA Framework for Teaching
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Generic: applies to all grade levels, content areas
Not a checklist◦ Evidence based/reflective
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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ELEMENT
L E V E L O F P E R F O R M A N C E
UNSATISFACTORY NEEDS IMPROVEMENT OR
PROGRESSING 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 on 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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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents 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
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Domain 3 Components
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment During Instruction
3e Demonstrating Flexibility and Responsiveness
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Worksheet #3a – Pg. 5 Worksheet #3a – Pg. 5 Participant MaterialsParticipant Materials
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Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!”
Do not restate the rubric: Ms. T is rude to a student.
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Worksheet #3b – Pg. 6Worksheet #3b – Pg. 6Participant MaterialsParticipant Materials
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What do all the examples of unsatisfactory have in common?
What do all the needs improvement/progressing examples have in common?
Proficient?
Distinguished?
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Conclusions: Levels of Conclusions: Levels of PerformancePerformance
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Unsatisfactory: Potential for harm
Progressing/Needs Improvement: Inconsistent, novice
Proficient: Consistent, competent
Distinguished: Unusually excellent, no one “lives”here permanently in all components
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Components of Domain 3: Components of Domain 3: EngagementEngagement
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3a: Communicating with Student
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
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Let’s Take a Break – 15 Let’s Take a Break – 15 minutesminutes
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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice
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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
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Domain Domain 11: Planning and Preparation: Planning and Preparation
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1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
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Component Component 11a: Demonstrating a: Demonstrating Knowledge of Content/PedagogyKnowledge of Content/Pedagogy
1. Teacher wrote a scholarly article
2. Lesson plans/structure/content/relevance
3. Teacher explanation of probable Students’ misconceptions
4. Teacher’s answers to student questions during class
5. Teacher presented a workshop to faculty
6. Teacher explains the structure of discipline prior to lesson
7. Teacher tells observer how this lesson fits into the larger unit
8. Teacher adjusts the lesson midstream based on students’ misconceptions
9. Teacher poses different levels of content questions during the lesson
10. Teacher states how this lesson connects to content standards
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Component Component 11a: Demonstrating a: Demonstrating Knowledge of Content/PedagogyKnowledge of Content/Pedagogy
1. Teacher wrote a scholarly article
2. Lesson plans/structure/content/relevance
3. Teacher explanation of probable Students’ misconceptions
4. Teacher’s answers to student questions during class
5. Teacher presented a workshop to faculty
6. Teacher explains the structure of discipline prior to lesson
7. Teacher tells observer how this lesson fits into the larger unit
8. Teacher adjusts the lesson midstream based on students’ misconceptions
9. Teacher poses different levels of content questions during the lesson
10. Teacher states how this lesson connects to content standards
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Worksheet #4 – Pg. 7Worksheet #4 – Pg. 7Participant MaterialsParticipant Materials
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Read the Domain 1 questions.
Why are they important?
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Worksheet #4 – Pg. 7Worksheet #4 – Pg. 7Participant MaterialsParticipant Materials
Lesson Plan Data Collection Tool
Practice evidence collection
Write what is said, not what you think about it.
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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice
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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
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Domain 2: The Classroom EnvironmentDomain 2: The Classroom Environment
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing the Physical Space
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Worksheet #5 – Pg. 8Worksheet #5 – Pg. 8Participant MaterialsParticipant Materials
Browse Domain 2 of your Rubric
Reflect and answer questions on Worksheet #5◦ Independently
Table Share
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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice
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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
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Domain 4: Professional Domain 4: Professional Responsibilities Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
4f: Showing Professionalism
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Worksheet #4 – Pg. 7Worksheet #4 – Pg. 7Participant MaterialsParticipant Materials
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Skim the rubrics in Domain 4.Have a table conversation about HOW
these components might impact student learning.
Self-select an “expert” group.Develop a Distinguished response for
your component.
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Uses of A Framework for Uses of A Framework for TeachingTeaching
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Self-Assessment
Reflection
Peer Coaching
Teacher Evaluation
Mentoring and Induction
Professional Growth Plans
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Benefits of Using a Framework Benefits of Using a Framework for Teachingfor Teaching
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Common language
Similar vision for good teaching and how it can be improved
Greater validity and reliability in the teacher evaluation process
Changes in novice thinking
Opportunities for collaboration
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Doing Teacher Evaluation Doing Teacher Evaluation Right Right
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5 Rules
Evidence
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Why Evaluate Why Evaluate Teaching?Teaching?
Quality Assurance
Professional Learning
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Doing Teacher Evaluation Doing Teacher Evaluation RightRight
OBJECTIVES: Participants will learn…
The role of the Framework in teacher assessment
Best practices in teacher evaluation
How to conduct teacher evaluation to accommodate quality assurance and professional learning, too
How to differentiate for novices, experienced teachers, and at-risk teachers
How to create buy-in for all stakeholders.
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“The Widget Effect”
1. Count off by “a, b, c, d”
2. Read the following sections: a – p9 and pp 10-14 b – p9 and pp 15-18 c – p9 and pp 19-23 d – p9 and pp 26-30
3. Then identify the 3 most important facts from your section
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“The Widget Effect” – Share and Learn
At your table, have each person share the three most important ideas culled from the reading.
Mark your own copy accordingly.
Discuss your thinking.
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5 “Rules” for Teacher 5 “Rules” for Teacher EvaluationEvaluation
1. Defensible definition of teaching2. Differentiation of evaluative
processes3. Evidence-driven process4. The role of teacher learning5. Transparency
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Overarching QuestionsOverarching Questions
Who does the thinking?
Who does the learning and growing?
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Rule # 1: Rule # 1: Defensible Definition of Defensible Definition of TeachingTeaching
Start with a defensible definition
of good teaching that is studied,
and understood, by all stakeholders.
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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism
Domain 3: Instruction•Communicating Clearly and
Accurately•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•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning
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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Card Sort – p10Card Sort – p10Participant MaterialsParticipant Materials
Read your cardUsing a Post-It note, identify:
• Domain• Component• Element
Share with table mates as instructed; get consensus
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RewriteRewrite
Select one scenario at your table
Determine tentative Level of Performance
Rewrite at higher and lower levels using rubric characteristics
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5 “Rules” for Teacher 5 “Rules” for Teacher EvaluationEvaluation
1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. Teacher learning integral
5. Transparency
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Rule # 2:Rule # 2:Differentiation of Evaluative Differentiation of Evaluative ProcessProcess
Differentiate the processes of evaluation for:
◦ novices◦ experienced teachers◦ teachers at risk
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Differentiated EvaluationDifferentiated Evaluation
Novice/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 QuestionsOverarching Questions
Who does the thinking?
Who does the learning and growing?
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5 “Rules5 “Rules” ” for Teacher for Teacher EvaluationEvaluation
1. Defensible definition of teaching2. Differentiation of evaluative
processes3. Evidence-driven process4. Teacher learning integral5. Transparency
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Rule # 3:Rule # 3:Evidence Driven ProcessEvidence Driven Process
Let evidence-not opinion-
anchor the process
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Evidence or Opinion?Evidence or Opinion?1. The teacher has a warm relationship with the
students.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 organized
well.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. 6 students, questioned randomly, did not know the day’s learning goals.
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EvidenceEvidence or or OpinionOpinion??1. The teacher has a warm relationship with the
students.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 organized
well.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. 6 students, questioned randomly, did not know the day’s learning goals.
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Worksheet #6 – Pg. 11Worksheet #6 – Pg. 11Participant MaterialsParticipant Materials
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EVIDENCE• is a factual reporting of events, • may include teacher/student actions and
behaviors,• may include artifacts prepared by the
teacher, students or others,• avoids personal opinion or biases,• and is selected using professional
judgment by the observer and/or the teacher.
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Observation-based Observation-based Assessment: Process and Assessment: Process and
EvidenceEvidence
Process Evidence
Pre-ObservationDomains 1 and 4
Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher
Observation:Domains 1, 2 and 3
Standard Evidence Collection Document – Shared with Teachers
Post-TeachingDomains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered
Collaborative AssessmentDomains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self-Assessment Rubric
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Worksheet #7 – Pg. 13Worksheet #7 – Pg. 13Participant MaterialsParticipant Materials
Watch the pre-observation conference
Collect evidence on your Lesson Plan form
Write evidence only
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Daily Lesson PlansDaily Lesson Plans
1c: What will students learn?
1e: How will I teach it to them?
1f: How will I measure which students learned it?
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Evidence…Observation-based Evidence…Observation-based Assessment: Process and Assessment: Process and EvidenceEvidence
Process Evidence
Pre-ObservationDomains 1 and 4
Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher
Observation:Domains 1, 2 and 3
Standard Evidence Collection Document – Shared with Teachers
Post-TeachingDomains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered
Collaborative AssessmentDomains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self-Assessment Rubric
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Types of Observation EvidenceTypes of Observation Evidence
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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Worksheet #8 – Pg.14Worksheet #8 – Pg.14Participant MaterialsParticipant Materials
Watch the lesson Collect evidence of what you see
and hear If you aren’t sure where to write
the evidence, just write it This is practice; relax
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Points about EvidencePoints about EvidenceAll questions are not about 3b
Engagement is about the nature of the work and who does it
Formative assessments should assess whether EACH student met the objectives.
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Evidence…Observation-based Evidence…Observation-based Assessment: Process and Assessment: Process and EvidenceEvidence
Process Evidence
Pre-ObservationDomains 1 and 4
Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher
Observation:Domains 1, 2 and 3
Standard Evidence Collection Document – Shared with Teachers
Post-TeachingDomains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered
Collaborative AssessmentDomains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self-Assessment Rubric
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Mark Components of Mark Components of AgreementAgreement
DO mark the components of agreement
Do NOT mark components with which you are not in agreement
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Conclusions about the Observation
Where did your group mark the lesson at or above proficient?
Where did your group mark the lesson below proficient?
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Concluding about the Concluding about the LessonLesson
Where did your group mark the lesson at or above proficient?
Where did your group mark below proficient?
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Evidence…Observation-based Evidence…Observation-based Assessment: Process and Assessment: Process and EvidenceEvidence
Process Evidence
Pre-ObservationDomains 1 and 4
Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher
Observation:Domains 1, 2 and 3
Standard Evidence Collection Document – Shared with Teachers
Post-TeachingDomains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered
Collaborative AssessmentDomains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self-Assessment Rubric
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Types of Observation EvidenceTypes of Observation Evidence
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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Building Evaluator ReliabilityBuilding Evaluator Reliability
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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Worksheet #10 – Pgs. 23-24Participant Materials
Take your observation notes from the elementary lesson (Worksheet #8) and compare to the list contained in Worksheet #10
Check off the evidence noted there that you recorded on your form
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Assessing the LessonAssessing the Lesson
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On a clean copy of the rubric, highlight the phrases that match the evidence you collected while observing the elementary lesson.
Remember – you can highlight phrases in multiple levels of the same component.
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Paradigm ShiftParadigm Shift
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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Evidence…Observation-based Evidence…Observation-based Assessment: Process and Assessment: Process and EvidenceEvidence
Process Evidence
Pre-ObservationDomains 1 and 4
Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher
Observation:Domains 1, 2 and 3
Standard Evidence Collection Document – Shared with Teachers
Post-TeachingDomains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered
Collaborative AssessmentDomains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self-Assessment Rubric
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The Purpose of the The Purpose of the Post-Observation ConferencePost-Observation Conference
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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Words NOT to Use in the Words NOT to Use in the Post-Observation ConferencePost-Observation Conference
“Defend…” “Prove…” “Argue…” “Convince…”
Avoid language that suggests opposition
that might bring about a defensive response.
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Language for the Language for the Post-Observation Post-Observation
ConferenceConference
“Say 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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5 “Rules” for Teacher 5 “Rules” for Teacher EvaluationEvaluation
1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. Teacher learning integral
5. Transparency
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Rule # 4:Rule # 4:Teacher Learning IntegralTeacher Learning Integral
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?
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The Nature of ProfessionalThe Nature of Professional Learning: Learning:
Mental Work for TeachersMental Work for Teachers
Reflection on practice
Collaboration
Self-assessment
Self-directed inquiry (action research)
Feedback based upon evidence
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““Narrative-Narrative-FreeFree””EvaluationEvaluationThe rubric contains the narrative.
Select the language that matches the evidence.
The teacher participates in language selection.
The highlighter is the tool to use!
A summative domain statement is optional.
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Supporting Teachers Supporting Teachers CorrectlyCorrectly
Directive CollaborativeNon-
DirectiveFrom evaluator to teacher
Back and forthFrom teacher to evaluator
Immoral, illegal, dangerous, clueless
Both have ideas to contribute
The teacher deserves to take the lead
Drowning SwimmingChampionship Swimming
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5 “Rules” for Teacher 5 “Rules” for Teacher EvaluationEvaluation
1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. Teacher learning integral
5. 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
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Communication is two-waynot one-way
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9696
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In Conclusion…
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 evaluations appropriately
How to make changes in teacher evaluation that reduce suspicion and distrust