Transcript Teacher Evaluation & Classroom Walkthroughs:

Teacher Evaluation &
Classroom Walkthroughs:
Establishing a Common
Instructional Language &
Supporting
Teacher Development
Dr. Jim Lloyd, Assistant Superintendent
Olmsted Falls City Schools
In public education, there are several waves
of change approaching for the purpose of:
Ensuring high school graduates have the
necessary skills to qualify for and succeed in
college level courses and postsecondary job
training
we will have choices to make
•Victim of Change
Or
•Acceptor of Change
Or
•Leader of Change
2014-15
Simultaneous Change
Curriculum,
Instruction &
Assessment
Educator
Credentialing
Master Teacher
Program
ODE
Assessments
in Sci and SS
PARCC
Assessments
for Common
Core
By 2014-15 School Year
Improved Outcomes for Students
Fundamental Question 1?
You are all school leaders so…
…what do you want for middle/high
school learners?
Turn and talk to someone near you to
quickly brainstorm what you want from
your middle school/high school learners.
What do you want? Group Thoughts
What do you want? My Thoughts
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•
•
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•
Post secondary readiness
Readers
Engaged learners
Critical thinkers
Problem-solvers
Productive citizens
Difference makers
…AND…
• High levels of student achievement
• High levels of student growth
Fundamental Question #2?
How can secondary school administrators help
achieve these aims?
…how do you help teachers make this possible?
Turn and talk to someone near you to
quickly brainstorm how you can help.
How do you help? Group Thoughts
How do you help? My Thoughts
• Focus on the right things
▫ Things that can be more universally applied
(macro strategies v. micro strategies)
• Focus on only a few things
▫ i.e. The Hedgehog concept (see Jim Collins)
• Seek evidence of implementation and be
relentless in your pursuit
Our Purpose Today—
Discussing How to Bring It to Scale
• What do we want?
▫ —Prepared Students
• How can secondary school administrators help?
▫ –Focus
▫ —Implement
▫ —Support
• What is THE method whereby we can get what
we want and help make it happen?
Supervision/Evaluation
What is the purpose of
supervision/evaluation?
• Too Narrow
▫ To renew a teacher contract
▫ To follow a negotiated agreement
What is the purpose of
supervision/evaluation?
• To determine building (and ultimately district)
implementation of our agreed upon nonnegotiables.
• To validate our common instructional language
• To ensure effective instructional practices
• To direct resources to support the development of
teachers
Anything else that you can think of?
The Supervisory Behavior Continuum
Listening
Clarifying
Encouraging
Reflecting
Presenting
Problem-Solving
Negotiating
Directing
Standardizing
Reinforcing
T
t
What factors influence whether you are an
“s” or an “S”?
s
T=Maximum teacher responsibility
S=Maximum supervisor responsibility
t=Minimum teacher responsibility
s=Minimum supervisor responsibility
Nondirective
Collaborative
Directive
Informational
Directive Control
S
What will be required of us?
The Ohio Teacher Evaluation System
Will Be:
• Grounded in teacher performance standards (50%)
▫ Effective instructional planning
 Focus for learning
 Prior content; sequence and connections
 Knowledge of Students
▫ Effective instruction and assessment
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Lesson delivery
Differentiation
Effective use of teaching resources
Classroom Environment
▫ Professionalism
 Communicating with students and families
Marzano, Waters & McNulty, 2005
1. Communication—classroom walkthroughs
(CWTs) help to establish strong
communication lines between teacher and
student
2. Intellectual Stimulation—CWTs help ensure
faculty is aware of most current instructional
research and practice
3. Monitoring/evaluating—CWTs help monitor
effective practice.
4. Situational Awareness—CWTs help identify
details and undercurrents of situations.
5. Visibility—CWTs help admins be visible
Things we know from more research
• Cotton (2003). Principals and Student Achievement:
What the Research Says
▫ Visibility and accessibility; collaboration; instructional
leadership; observation and feedback to teachers
• Strong, Richard, & Catano (2008). Qualities of
Effective Principals
▫ Building and sustaining school vision; shared
leadership; leading a learning community; using data
to make instructional decisions; monitoring CIA
CWTs: To Improve Teaching
and Learning
Kachur, Stout & Edwards (2010)
• CWTs are not teacher evaluations
• CWT identify opportunities for improvement
and support sharing
• CWTs should be used to evaluate instructional
and curricular practices; not people
This is where it gets weird…
CWTs/Informal Observations from
OTES
Bringing It To Scale
• Get administrators on the same page
▫ Collaboratively define HQ instructional elements
• Establish an agreed upon pedagogy that has
demonstrated high effectiveness (e.g. AfL)
• Utilize leadership structures (DLT, BLTs and TBTs)
to define what the short-term and long-term focus
will be
• Honestly determine what support is needed (Prof
Dev) to help staff get there
Bringing It To Scale
• Use the OTES/OPES as an opportunity to build
a common instructional language
• Gather real time instructional exemplars
http://www.youtube.com/watch?v=RX5iwws52AI
QUESTIONS?