Teacher Evaluation Training and Update

Glenn Maleyko, Executive Director, Ph.D

Elementary Forum September 23, 2014

A portion of this information is based on Training from Dar Axtell from the Danielson

Group in addition to referenced material from Learner Focused Conversations by Lipton and

Wellman (2013)

Training

CalibrationAugust Training and Learner

Focussed ConversationsDiscussion on Goals.

Learning Focused Conversations

CalibratingConsultingCollaboratingCoaching

Calibrating

Guiding Question: What are the gaps/growth areas indicated for this teacher based on the present performance levels and the standards

Calibrating Function

Articulating StandardsUsing data to identify gaps

between expected standards and present results

Defining problemsPrescribing results

Calibrating Role in Planning

Determining Teacher actions/goalsNaming success criteriaEstablishing timelines

Calibration Cues

Credible VoiceUsing neutral language as in“These data”“This example”

Calibrating Cautions

Take care not to let personal preferences become prescriptions. Judgments must be supported by clear, external criteria.

Use literal observation notes, classroom artifacts and assessment data to avoid subjectivity or bias

Consulting Guiding Question

What information, ideas and technical resources will be most useful to this teacher at this time?

Consulting Function

Clarifying StandardsUsing data to analyze gaps between

expected standards and present results

Offering information and ideasProviding problem analysis and

perspectivesNaming principles of practice

Consulting Role in Planning for Action

Proposing teacher action/goalsDefining Success criteriaConfirming timelines

Consulting Cues

Credible VoiceUsing neutral language or personal

pronouns as in “I think that”“It is important to”“Here is one way to thank about

that”

Consulting Cautions

Monitor and manage the impulse to help or rescue. Stay learning-focused and don’t let personal passion overcome patience with the developmental process

Be aware that overuse of the consulting stance may build dependency on the supervisor for problem solving

Collaborating Guiding Question

What are some ways to balance my contributions with this teacher’s experiences and expertise?

Collaborating Function

Jointly Clarifying standardsUsing data to co-analyze gaps

between expected standards and present results

Co-generating information and ideasCo-analyzing problemsExpanding perspectives

Collaborating Role in Planning

Co-constructing teacher action/goals

Co-developing success criteriaAgreeing on timelines

Collaborating Cues

Approachable voiceCollective pronouns as in“lets think about“how might we”

Collaborating Cautions

Resist the impulse to dominate the conversation and provide the bulk of the analysis and thinking

Monitor for balance in idea production. Don’t allow personal enthusiasm or preferences to override the intention to co-create ideas and options.

Coaching Guiding Question

What mental and emotional resources might be most useful for this teacher at this time?

Coaching Functions

Referencing standards as a focal pointUsing data to explore gaps between

expected standards and present resultsFacilitating teacher idea productionMediating teacher problem-framing and

analysisEnhancing teacher capacities for

planning, reflecting, problem-solving, and decision making.

Coaching Role in Planning for Action

Exploring Teacher actions/goalsEliciting success criteriaClarifying timelines

Coaching Cues

Approachable VoiceSecond person pronouns as in“What are some of your?”How might you?”

Coaching Cautions

Reduce potential frustration by posing developmentally appropriate questions.

Questions should stretch not strain thinking.

Be sure that questions allow for multiple responses and do not signal that there is a preferred answer.

Numbered Head Activity

Students sit in groups and each group member is given a number. The teacher poses a problem, prompt or question and all four students discuss. The teacher then calls a number and the student with that number stands up in each group. Then the teacher calls on an individual student with that number to respond.

5 Words 3 Words

Ask participants to individually write down five words that come to mind when they think of the topic to be studied. They then share their words with the rest of the group of 3-4 students and as a team come to a consensus on the three words upon which all of the group can agree.

Questions

1. Describe the assigned Learning Focused Strategy Using the 5 word 3 strategy.

2. What type of situation would this strategy be useful to implement?

3. Can you give examples when you or someone in your group used the strategy?

Multiple Measures for Teacher Effectiveness

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Professional Responsibilities

Professional Practice

Student Growth

5 Standards

Winston Churchill

True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

A Quote from Maya Angelou

“People will forget what you said. People will forget what you did.

But they will never forget how you made them feel”

Commencement Address, 2002

Maria Montessori

One test of the correctness of educational procedure is the happiness of the child.

2013-14 Teacher Evaluation Weights to Comply with State Legislation

75% will be based on Observation Protocol and the 5 Standards for Effective Teaching.

• This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards.

• Professional Responsibilities are included as one of the standards.

2013-14 Teacher Evaluation Weights to Comply with State Legislation

Student Growth Data (25%)

The administrator and teacher will meet to determine growth measures that follow the weighted formula listed below.

Growth Data Formula Measures• 5% District growth based on state

accountability measures

• 10% Building Growth based on state or building or district common assessments

• 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments

Building Measures Examples

• Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments.

• Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore.

• High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.

Classroom Measures Examples

Performance or product measures or other formative assessments, pre and post tests are required

Dearborn Teacher Evaluation Weights

“Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )

Developing Student Growth GoalsStudent growth” refers to the change in students’ knowledge and skills over time

1.Determine needs from District/building/classroom assessment

2.Create specific learning goals based on pre-assessment

3.Implement teaching and learning strategies (discuss with principal)

4.Monitor student progress through ongoing formative assessment

5.Determine whether students achieved the goals

Developing Student Growth GoalsMonitor services and progress:•How are your students progressing toward the goal you set? How do you know? •Which students are struggling/exceeding expectations? What are you doing to support them? •What additional resources do you need to support you as you work to achieve your goal for your students? •Are there any student attendance issues substantial enough to affect your student growth objectives? •Are ELL, Title I, SE, RTI students receiving the services they are entitled to?

Non Observable Domain…...

A domain that we do not typically see from observation directly. They can be best demonstrated through:

•Record keeping (Such as data for RTI meetings, PTC, etc)

•Behavior/ Phone/communication log

•Letter to parents /Involvement in school programs and initiatives

•Documents from professional development

•Suggested to gather evidence through interview, artifacts, and teacher’s self

reflection

Professional Growth GoalsUsing the Gap area(s) identified through self Assessment, write a professional growth goal that answers:

1.How has my self reflection and assessment informed this goal?2.What professional development will help me accomplish my Professional Growth Goal? 3.What do I want to change about my instruction that will effectively impact student learning4.What are the measures of success I can use?5.How will achieving my professional growth goal improve student learning and engagement?6.How might I team with colleagues and seek support staff assistance to achieve my goal?

Professional Growth Goal is based on Self Assessment; However it must directly correlate with:

•Classroom Environment & Instruction

•Relevance to the school’s specific area of focus

•Should involve relevant colleagues

Discuss in Groups

1. How are teachers/other staff doing with developing goals?

2. What are some examples of good goals?

3. What recommendations or questions do you still have?

Teachscape

We have over 70 Administrators that have passed the assessment. We are now starting the third cohort

In order to pass it requires between 20-40 hours of training.

Proposed Legislation in Lansing

Bill has passed the House and the Senate. Separate items. Coming out of committee for a resolution.

State kicked the can down the road. Dearborn Evaluation Committee will

meet on September 25, 2014 Looking at Danielson Model

Student Growth

0%10%20%30%40%50%60%70%80%90%

100%

13-14 14-15 15-16 16-17 17-18

ObservationGrowth Data