Transcript Enhancing Professional Practice

Welcome to. . .
Introduction to Enhancing Professional Practice
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Collaborative Code
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Silence electronics
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Observe timeframes and signals

Limit sidebars
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Keep materials organized

Parking Lot for Policy Questions
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Learning Intentions:
Participants will learn. . .
Requirements for pilot schools
 How their thinking about good teaching
compares to the research about good
teaching
 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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Pilot Requirements
1.
2.
3.
Teacher completes documentation of
evidence related to Domain 1
Teacher and evaluator collaborate in a
pre-evaluation conference
Evaluator(s) observe the lesson and
gather the evidence
Pilot Requirements
4.
5.
6.
Evidence is shared with teacher and
teacher adds to the evidence
Teacher uses all evidence to self-assess
using the Pennsylvania rubric
Teacher and evaluator collaborate in
post-observation conference and
establish focus for walk-through
Pilot Requirements
7.
8.
9.
Conduct a walk-through and gather
evidence around area of focus
Evidence shared with teacher and
teacher adds to the evidence
All documents submitted to mathimaica
Activity #1
Wisdom of Practice: Collecting
our thinking about good teaching
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Directions for Activity 1
Independently, on the left side of
your paper, please respond to the
following question:
 What are the qualities of
teaching most tightly tied to
student learning?
 At the cue, Pair-Share your list with
an elbow partner
 Debrief

The Domains
1.
Planning and Preparation
2.
The Classroom Environment
3.
Instruction
4.
Professional Responsibilities
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Return to Activity 1
Match the “Qualities of Good
Teaching” from your list with the
appropriate Domain.
 Place the number of the domain in
the column on the right.
 Debrief

Elements of the Framework
Look at the Framework
 The overarching ideas are four
Domains
 The Components further clarify the
Domains
 The Elements further specify the
Components

Interacting with the Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
a. Demonstrating Knowledge of Content
and Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
Domain 4: Professional
Responsibilities
Domain 3: Instruction
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
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Domain 2: The Classroom Environment
a. Creating an Environment of Respect
and Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
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a. Communicating with Students
b. Using Questioning and Discussion
Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and
Responsiveness
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Defining Domains and Components
Directions for Activity 2
Read each statement
 Review the Domains and
Components to determine alignment
 Place the number of the Domain and
letter of the Component before each
statement
 Debrief

Categorizing and Matching Domains,
Components and Elements
Directions for Activity 3
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Each table will be assigned one Domain
Review the Domains and Components
Read each strip containing the Elements
Discuss and Identify to which
Component the Element belongs
Discuss the key features within the
Domain you were assifned
At the cue create a poster that reflects
key ideas of your domain
At the cue, assign someone from your
group to report your key ideas
Activity 4
Scenario #1…
Ms. C. has organized the new unit of
study on the water cycle around the
science content standards and the
scope and sequence outlined in the
pacing guide.
Scenario #1…

Domain 1: Planning and Preparation
1e: Designing Coherent Instruction
Element: Lesson and Unit Structure
Scenario #2…
Following a series of lessons on the Bill of
Rights, Mr. L. distributes a quiz to his grade
8 social studies class.The worksheet
contains 25 multiple choice questions
about the topic. The students are given 10
minutes to complete the quiz and then
correct their own papers. In groups,
students discuss the reasons for correct
answers; Mr. L. circulates to offer
assistance.
Scenario #2…

Domain 3: Instruction
3d: Using Assessment in Instruction
Element: Student Self-Assessment and
Monitoring of Instruction
Scenario #3…
After his first hour geography class,
Mr. M. concluded that the lesson was
successful because everyone received
an “A” on the quiz.
Scenario #3…

Domain 4: Professional Responsibilities
4a: Reflecting on Teaching
Element: Accuracy
Scenario #4…
The desks in Mr.T.’s second grade
classroom are arranged in groups of
four. A couch and beanbag chair are
provided for students in the reading
corner.
Scenario #4…

Domain 2: Classroom Environment
2e: Organizing Physical Space
Element: Arrangement of Furniture and Use of
Physical Space
Best Practice…
 Teachers
and administrators
rely on evidence, not opinion, to
anchor the process.
Evidence…

is a factual reporting of events

may include teacher and student actions and
behaviors
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may also include artifacts prepared by the
teacher, students or others
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is selected using professional judgment by the
observer and/or the teacher
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is NOT clouded with personal opinion or biases
Types of Evidence Gathered
During Observation
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Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
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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.
Activity 5
Evidence or Opinion?
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 2digit numbers in preparation for today’s lesson.
7. 6 students, questioned randomly, did not know the day’s
learning goals.
1.
Activity 6: Statements of Evaluation to
Statements of Evidence
Overarching
Question

When conducting evaluation conferences
with teachers, who does the majority of
the thinking?

Therefore, who does the learning and
growing?
Off-Stage Behavior
Domains 1 & 4 reflect off-stage behavior
 Video

Domain 1: Planning and Preparation
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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Activity 7A
Introduction to the PA Forms
1.
2.
3.
4.
5.
6.
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Review the Pennsylvania Form for Domain 1
The teacher will be asked to complete this form
before the pre-observation conference
What evidence will the teacher be providing for
the pre-observation conference?
Reflect on what clarifying and probing questions
you might ask as the principal
As the teacher, think about what information you
will be providing in preparation for the preconference
At the cue, principal and teachers discuss the
types of information hat will be documented on
Domain 1 during a pre-conference and what type
of questions to expect
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Domain 4: Professional
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
Activity 7B
Introduction to the PA Forms
1.
2.
3.
4.
5.
6.
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Review the Pennsylvania Form for Domain 4
The teacher will be asked to complete this form before the
pre-observation conference
What evidence will the teacher be providing for the preobservation conference?
Reflect on what clarifying and probing questions you might
ask as the principal
As the teacher, think about what information you will be
providing in preparation for the pre-conference
At the cue, principal and teachers discuss the types of
information hat will be documented on Domain 4 during a
pre-conference and what type of questions to expect
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Activity 7C
Off Stage Behavior
Gathering Evidence for Domains 1 & 4
View pre-observation conference keeping in mind
the Pennsylvania Form
 As you watch the conference, write on the form
the evidence related to Domains 1 & 4
 At the cue, independently continue to document
evidence of what you saw and heard related to
Domains 1 & 4
 On the form, write probing and clarifying
questions that you would have asked this teacher
 At the cue, share evidence and questions with a
partner
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On-Stage Behavior

Domains 2 & 3 reflect on-stage behavior
Domain 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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Activity 8A
Introduction to the PA Forms
1.
2.
3.
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Review the Pennsylvania Form
for Domain 2
What evidence will you be
collecting during the
observation?
At the cue, Pair-Share
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Components of Domain 3:
Engagement
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3a: Communicating with Student
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3b: Using Questioning and Discussion Techniques
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3c: Engaging Students in Learning
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3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness
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Activity 8B
Introduction to the PA Forms
1.
2.
3.
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Review the Pennsylvania Form
for Domain 2 & 3
What evidence will you be
collecting during the
observation?
At the cue, Pair-Share
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Activity 8C
Gathering Evidence
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View Grade 9 Social Studies Lesson
Write on the form the evidence related
to Domains 2 & 3
At the cue, continue to independently
document what you saw and heard
On the form, write clarifying or probing
questions that you would like to ask the
teacher
At the cue, share evidence and questions
with a partner
Debrief
After the observation, what are the
next steps?
1.
2.
3.
4.
The evaluator makes a copy of the evidence and gives
it to the teacher along with the blank rubric
The teacher reviews the evidence and adds to or
corrects the evidence
The teacher reflects on the evidence
The teacher self-assesses
1.
He/she highlights the level of performance at which he/she
has performed on all 4 of the domains based on the
evidence
Introduction to the Rubric

Do NOT mark components with which
you are not in agreement

DO mark the components of agreement
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That is, where you disagree, do nothing
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Activity 9
What questions might you pose
during the “post observation”
conference with the teacher?
 What did you highlight? What
evidence did you use?
 Teachers and principal decide on
priority areas for discussion and
discuss reasons.
 Share priority areas for discussion
and your reasons.

The Purpose of the Post –Observation Conference
To elicit any evidence that still remains to be
added about the lesson
 To use probing and clarifying questions in order
to establish inter-rater reliability between
teacher and the evaluator
 To collaboratively identify areas of focus for
professional growth
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◦ This will set the agenda for the walk-through
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Words NOT to Use in the Post-Observation Conference
Defend
 Prove
 Argue
 Convince
 Avoid language that suggests opposition
 Avoid language that might bring about a defensive
response

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Language for the Post-Observation Conference
Say more about. . .
 Tell me about the evidence for. . .
 Let’s look at the rubric for. . .
 What is the best match for. . .
 Could you share background about…
 Could you share any professional development that
contributed to…
 In what ways have you reflected on…
 In your reflection, could you share what you might

change about…
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Communication is two-way, not oneway
Notification is NOT Communication
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Activity 10: Preparing for the WalkThrough
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Requirements for Pilot 2 Districts
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The walk through must be based on an agreed upon area
of focus
◦ The area of focus can be on any agreed upon
Domain or Component
◦ The intent is to gather evidence on the effectiveness
of the plan that he or she is implementing
It is intended to be 5 – 15 minutes
Requirements for Pilot 2 Districts

Remember,
◦ both teacher and evaluator collect evidence
◦ the teacher can provide additional evidence
◦ evaluation is not done TO you; it is done WITH you
and FOR you