weac
DESCRIPTION
TRANSCRIPT
1
WI Educator Eff ecti veness System: Danie lson Framework and PPGs
Katie Rainey
DPI Director of Educator Effectiveness
3
National Context
DPI and Wisconsin educators are creating and implementing teacher and principal evaluation
systems intended to identify specific strengths and areas of growth, to empower educators to improve
their practice and, ultimately, improve student outcomes.
-USDE
4
Score Summary
Educ
ator
Pra
ctice
: 3.2
Student Outcomes: 2.6
5
System Balance
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.0
Educator Practice
Educator Practice
Teachers Principals0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
3.6
1.8
0.2 0.20.2 0.2
1.8
Student Outcomes
SLOs Value Added District Choice Graduation Rates or SW Reading
OR
6
• Research base• Use in Wisconsin• Alignment to
Common Core
2013 Edition of the FFT Evaluation Instrument
7
“Teachers previously identified
as more effective caused students to learn more. Groups of teachers who had
been identified as less effective caused
students to learn less.”
8
Danielson Framework for Teaching
Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content &
Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments
Domain 2: Classroom Environment2a Creating an Environment of Respect & Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space
Domain 3: Instruction3a Communicating with Students3b Using Questioning & Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in Professional Community4e Growing and Developing Professionally4f Showing Professionalism
9
Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content &
Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments
Domain 2: Classroom Environment2a Creating an Environment of Respect & Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space
Domain 3: Instruction3a Communicating with Students3b Using Questioning & Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in Professional Community4e Growing and Developing Professionally4f Showing Professionalism
CONNECTION
10
What does it look like in my practice?
11
Letter to WI Educators
“A teacher evaluation system must do more than satisfy HR accountability demands. A teacher evaluation system must serve
teachers as they strive to strengthen their practice in the extraordinarily complex work of teaching. What this means is that process matters: for teachers to derive the greatest benefit from
an evaluation process, they need to be engaged in self--‐assessment, reflection, and professional conversation.
12
Determine Professional Growth Needs
• Self-assess practice using Teacher Self-Rating Form
• Reflection helps to focus educators on necessary strategies and supports
• Guides and informs Professional Practice Goals (PPG)
14
15
16
Self-Assessment
1. Review the descriptions of practice within each Level of Performance for each Component within Domain 3 using the Framework for Teaching Rubric.
2. Complete the Self-Assessment for Domain 3.3. What is your area of strength?4. Where can you grow?
17
Pilot Findings
• Teachers in the pilot consistently rated themselves lowest and were rated lowest on components associated with data and assessment literacy, such as 3D.
• Beyond the purposes of today, think about how you can strengthen these practices.
19
Beginning of the Year:EEP
• Integrates Student Outcomes and Practice
• Two SMART Goals• Student Learning Objectives
(SLO)• Professional Practice Goals (PPG)
• Find natural connections between outcomes and practice in terms of strategies and supports
20
Determine Student Needs
Review and Analyze Student Data
• Uncover student strengths and identify areas where academic growth is needed
• Identify populations of students where need is greatest
21
Set Student/School Learning Objectives
…students will...
22
Set Professional Practice Goals
I will…so that students will...
23
Professional Practice Goals (PPG)
Professional Practice Goals (PPG) are informed by previous evaluator feedback, on-going self-
reflection, and the Self-Rating Form to annually focus on a specific area of professional growth.
Ultimately, these goals will help teachers continually improve their instructional practice and positively
impact student learning.
24
Professional Practice Goals (PPG)
•Minimum of ONE PPG annually
•Can create TWOOptions:•Two PPGs which each align to an SLO
•One PPG that aligns to both SLOs
•One PPG that aligns to one/both SLOs and one PPG that does not
•One PPG that does not align to either SLOs
25
26
Practice:Setting PPGs
1. Review Sample SLO2. Review self-assessment of Domain 33. Consider prior feedback from evaluators or peers4. Develop SMART goal (PPG) which will support
professional growth, as well as ability to meet SLO.
Specific, Measurable, Attainable, Results-based, Time-bound
27
Formative Feedback:Today and Beyond (Non-Rating Years)
• SpecificGoal is focused on specific and key
areas of need• Measurable
An appropriate evidence source is identified
• AttainableThe goal is within the teacher’s control
• Results-basedProgress toward the goal can be
monitored • Time-bound
There is a clear deadline for the goal
29
Beginning of the Year Review and Approval Conference
• Evaluators must review and approve EEP goals prior to conference• Evaluators and educators agree on EEP
goals• Evaluators and educators schedule
observations and other next steps
30
Pilot Findings
• What would you anticipate were the key findings regarding the SLO/PPG process within the pilot?
• What did pilot participants indicate was required within the process?
31
“We do not learn from experience …we learn from reflecting on
experience.”
John Dewey
32
Comprehensive Overview
Required Training Module Live
1. ee.dpi.wi.gov2. Click “Resources” on left navigation bar3. Click “Training Resources”4. Click “Step 2: Overview Module”
