teacher lead evaluator training module 3 presenters: dr. regina cohn dr. robert greenberg january...
TRANSCRIPT
Teacher Lead Evaluator TrainingModule 3
Presenters:
Dr. Regina Cohn
Dr. Robert Greenberg
January 2013
WelcomeWhere have we been?Where have you been? Where are we going?
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3
[The] essential message is not, “You are
broken and I am here to fix you.” Rather [the] message is, “You are so
valuable and worthy, our mission is so vital, and the future lives of our students are so precious, that we have a joint responsibility to one another...”
Doug Reeves,
from Leading Change in Your Schools 4
Module 3 - AgendaAnalogy/Metaphor
◦ Shift keeps happeningSocial and Human CapitalCreate the environment for success
◦ Improve teacher development through observations
◦ Allow for PD decisions to be data-driven and differentiated
Video observations:◦ Use of rubrics to calibrate◦ Observable behaviors
Feedback and evaluation
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“The only one who
truly likes change is
a wet baby.”
--Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004
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Elephant & Rider
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Current EnvironmentNCLB (Challenge or Support)RTTT (Challenge or Support)APPR (Challenge or Support)
Our OptionsParadigm ShiftParadigm Perfection
Table ExerciseOrganize the white and green
cards according to what you believe to be the most appropriate relationships.
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Teacher Evaluation:Incorporating Human and Social
Capital
Human Capital: analysis of individual teacher behavior
Social Capital: analysis of group actions and behaviors
Human Capital Supervision
Evaluation
Observation Protocols
Framework for Instruction
Induction Program
Continuous Cycle of Improvement
Teacher Rubrics
Competencies
Teaching Philosophy
Continuous Cycle of Improvement
Plan
Do
Study
Act
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Human Capital (Resources)What is human capital?
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Social CapitalFeedback
Change
Reflection
Risk-taking
Collegial Conversation
Growth
Support
Data Driven PD
Social Capital Human Capital
Social Capital Human Capital
Teacher Performance
Student Outcomes
Social Capital Human Capital
Teacher Performance
Student Outcomes
“7 Keys to Effective Feedback”by Grant Wiggins
Educational LeadershipSeptember 2012
ReadWork with your table partnersChart:
Examples from the article that relate to teacher evaluation
are….
AlignmentUsing your district mission
statement and/or board goals, align the elements/indicators of your rubric with mission statement/goals◦Explain how the indicators will help
you achieve the goals
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How to ruin a perfectly good employee…Start with a program review
◦ Fail to trust them. ◦ Be unclear in your expectations.◦ Constantly change rules and procedures.◦ Never praise, but always punish.
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Examine and enhance your tools for implementing a system for teacher
development based on:
Calibration of scoring using rubrics
Use of observable behavior/data for feedback and evaluation
Inter-rater reliabilityUse of best practice for giving
effective feedback
Video - Mr. Moodie 7th Grade Language Arts/ELD NYS Teaching Standards
NYSUT Rubric3 Instructional Practice4 Learning Environment
A Framework for Teaching - DanielsonDomain 2 Classroom EnvironmentDomain 3 Instruction
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How can you both support and challenge (compliment and critique) Mr. Moodie in order to improve his performance and thereby produce positive student outcomes?
When is Feedback Most Effective?When it. . .
Helps inform a professional dialogue
Is based on evidence gathered from observations and other data
Prompts self-evaluationDeepens the teacher’s learning
and professional development
From: A-Z Coaching. National Union of Teachers 31
Celebrate successWhat:Student FocusedThe students ______ because you
_______Why:3:1 ratio is critical to promoting
positive and responsive school culture
Increases the likelihood that teachers will sustain effective practices
Builds rapportIncreases likelihood teacher will
hear and respond to “polisher”32
Recommend strategies for improvementWhat:Student Focused It’s important that students __________; in
order to do that, try ________Why:Limits focus for growth to manageable
number of tasksProvides clear teacher practice to improve
instructionProvides rationale for implementing
recommendationLinks rationale to student outcomes (keeps
focus on students) 33
