Transcript ASLI 2013 - EDUCATOR EFFECTIVENESS
RAPPS – Rural Alaska Principal Preparation and Support Program
What does high quality instruction look like?
May 29 – 31, 2013 Learning Groups 1, 2, and 3 Captain Cook Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
EVALUATING EDUCATOR EFFECTIVENESS
Part 1
•
What Does High Quality Instruction Look Like?
Part 2
•
What Should Leaders Look for in Classrooms?
Part 3
•
How Do Leaders Provide Feedback to Improve Practice?
Al Bertani, RAPPS Senior Design Consultant
Session Objectives
➜ Defining high quality instruction ➜ Examining research on high quality instruction ➜ Setting the bar for what is high quality ➜ Mapping the relationship between a vision of high quality instruction and evaluating educator effectiveness
DEFINING HIGH QUALITY INSTRUCTION
“Parents, practitioners, and policy makers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms.”
Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling Hammond for the Center for American Progress October 2010
Defining High Quality Instruction
Step 1 View Short Video Prompt Step 2 Step 3 Step 4 Work Individually -
Think
Work with a Partner –
Pair Share
Work with a Quartet –
Create Poster
Ferris Bueller’s Day Off
Think-Pair-Share
When you think about high quality instruction… What does it look like?
What does it sound like?
What does it feel like?
What does it produce?
Think-Pair-Share
Partner 1 Partner 2 Yellow Sheet Under Tab 1
Defining High Quality Instruction
Looks Like… Sounds Like… Feels Like… Produces…
ASLI 2013 – What Does High Quality Instruction Look Like?
Facilitated by Al Bertani, RAPPS Senior Design Consultant
EXAMINING RESEARCH ON HIGH QUALITY INSTRUCTION
WHAT WORKS IN SCHOOLS
Teacher-Level Factor - Instructional Strategies
“…effective teachers have more instructional strategies at their disposal.”
Drawn from What Works in Schools – Translating Research into Action; Marzano; ASCD; 2003
Best Practices Categories of Instructional Strategies That Affect Student Achievement Category Percentile Gain
Identifying similarities and differences 45 34 Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues, and advance organizers 29 28 27 27 23 23 22 Marzano, R., Pickering, D., Pollock, J.,
Classroom Instruction that Works,
2001
John Hattie’s Research – Visible Learning
Visible teaching: Visible learning Seeing learning through the eyes of the students.
Teachers
• • • • • •
Clear learning intentions Challenging success criteria Range of learning strategies Know when students are not progressing Providing feedback Visibly learns themselves
Students
• • • • • •
Understand learning intentions Are challenged by success criteria Develop a range of learning strategies Know when they are not progressing Seek feedback Visibly teach themselves
Hattie’s Visible Learning Effects
• Reducing disruptive behavior in the class .86
• Feedback .72
• Acceleration of gifted students .60
• Reading Recovery .50
• Integrated curriculum programs .40
• Homework .30
• Individualized instruction .20
• Ability grouping .10
• Open vs. traditional classes .00
• Retention (hold back a year) -.16
• Shifting schools -.34
SETTING THE BAR FOR WHAT IS HIGH QUALITY
High Quality Teacher Evaluation Systems
Possess these common characteristics…
➲ A consistent definition of good teaching ➲ A shared understanding of this definition ➲ Skilled evaluators Evaluations That Help Teachers Learn by Charlotte Danielson Educational Leadership – December 2010 ASCD
Person 1 Person 2 Person 3 Person 4 Person 5
WHAT IS HIGH QUALITY What Does Good Teaching Look Like at Ashford?
(School Staff)
What Does Good Teaching Look Like?
(Education Week Writer)
Eduflections Good Teaching Looks Like…
(Fifth Grade Teacher)
What Makes a Great Teacher?
(Great Schools Organization)
Good Teaching
(Past President of the Carnegie Foundation)
See Stapled Reading Packet Under Tab 1
EXAMPLE Ashford School
WHAT IS HIGH QUALITY
NOTES Education Week Eduflections Great Schools Carnegie See Green Summary Sheet
Evaluations That Help Teachers Learn
A good system of teacher evaluation must answer four basic questions:
Good enough at what?
How good is good enough?
How do we know?
Who should decide?
How well does your local teacher evaluation system answer these questions?
Evaluations That Help Teachers Learn by Charlotte Danielson Educational Leadership – December 2010 ASCD
EVALUATING EDUCATOR EFFECTIVNESS WITH A VISION FOR HIGH QUALITY INSTRUCTION
Evaluating Teachers – Three Ways
➤ ➤ ➤ Inputs are what a teacher brings to his or her position, generally measured as teacher background, beliefs, expectations, experience, pedagogical and content knowledge, certification and licensure, and educational attainment. Processes refers to the interaction that occurs in a classroom between teachers and students. It also may include a teacher’s professional activities within the larger school and community.
Outputs represent the results of classroom processes, such as impact on student achievement, graduation rates, student behavior, engagement, attitudes, and social-emotional well-being. Approaches to Evaluating Teacher Effectiveness – June 2008 Goe, Bell, and Little National Comprehensive Center on Teacher Quality
Evaluating Educator Effectiveness
Step 1 Return to Your Original Quartet Step 2 Step 3 Step 4 Revisit Your High Quality Poster Consider Changes You Might Make Discuss What Evidence You Need to Evaluate Educator Effectiveness
Gates Foundation – How Teachers Make Classrooms Learning Environments
RAPPS – Rural Alaska Principal Preparation and Support Program
What should Leaders look for in classrooms?
May 29 – 31, 2013 Learning Groups 1, 2, and 3 Captain Cook Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
The Truth Behind Some Appraisal and Evaluation Processes
Session Objectives
➜ Exploring instruments for looking in classrooms ➜ Using technology resources to collect observation data ➜ Developing a discipline for looking in classrooms ➜ Documenting classroom observations (Resource)
EXPLORING INSTRUMENTS FOR LOOKING IN CLASSROOMS
Evaluating Teachers – Three Ways
➤ ➤ ➤ Inputs are what a teacher brings to his or her position, generally measured as teacher background, beliefs, expectations, experience, pedagogical and content knowledge, certification and licensure, and educational attainment. Processes refers to the interaction that occurs in a classroom between teachers and students. It also may include a teacher’s professional activities within the larger school and community.
Outputs represent the results of classroom processes, such as impact on student achievement, graduation rates, student behavior, engagement, attitudes, and social-emotional well-being. Approaches to Evaluating Teacher Effectiveness – June 2008 Goe, Bell, and Little National Comprehensive Center on Teacher Quality
Danielson’s Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students •Selecting Instructional Goals •Demonstrating Knowledge of Resources •Designing Coherent Instruction •Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect and Rapport •Establishing a Culture for Learning •Managing Classroom Procedures •Managing Student Behavior •Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately •Using Questioning and Discussion Techniques •Engaging Students in Learning •Providing Feedback to Students •Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Contributing to the School and District •Growing and Developing Professionally •Showing Professionalism The Framework for Teaching Charlotte Danielson
Four Domains for a Common Language of Teaching Domain 1 Classroom strategies and behaviors Domain 2 Planning and preparing Domain 3 Reflecting on teaching Domain 4 Collegiality and professionalism
The Art and Science of Teaching; Marzano; ASCD; 2007
• • •
KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Planning Objectives CURRICULUM Assessment Learning Experiences Personal Relationship Building Class Climate Expectations/Effort Based Ability Clarity Principles of Learning Models of Teaching MOTIVATION INSTRUCTIONAL STRATEGIES Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS Research for Better Teaching, Inc.
• One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
Alaska Educator Evaluation Overview
Dr. Susan McCauley, Director Teaching & Learning Support Sondra Meredith, Administrator Teacher Education & Certification
Educator Evaluation System Requirements Results & Actions Information Sources Evaluation Components Plan of Improvement
Observations (district may select a nationally recognized framework approved by the department)
Information from parents, students, etc.
Other information (as determined by the district) *Two to four valid, reliable measures of student growth including statewide assessments Understanding Student Needs Differentiation Content Knowledge & Instruction Assessment Learning Environment Family & Community Professional Practice Student Learning Standard Performance Rating
on each of the eight (
8)
standards.
Unsatisfactory
Basic
Proficient
Exemplary Unsatisfactory on 1 or more standard Basic on 2 or more standards Proficient or higher on 7 standards and basic or higher on 1 standard.
______________ Exceeds the districts performance standards (as determined by the district) District Support OR Plan of Professional Growth (optional) Professional Learning Focus for district & teacher.
_______________
Annual Evaluation Alternative for the following school year (as determined by the district)
Information Sources
Qualitative
Observations (district may select a nationally recognized framework approved by the department)
Information from parents, students, etc.
Other information (as determined by the district) Districts:
•
may
select a nationally recognized observational framework approved by the department or continue to use the observation tools they have previously adopted.
•
must
have a procedure and a form to collect information concerning an educator’s performance from students, parents, and other stakeholders. •
may
use other information like surveys, self-assessments, portfolios, etc. to gather information concerning an educator’s performance.
Information Sources
Quantitative
*Two to four valid, reliable measures of student growth including statewide assessments Districts must:
• Select appropriate measures of student growth with the input of the educators being evaluated.
• Establish standards and performance levels for student learning data.
• Develop procedures based on objective & measurable criteria to ensure that data used accurately reflects student growth based on the educator performance. • Use statewide assessment data for teachers who provide instruction in the content areas assessed.
Aligning Information Sources to Evaluation Components
Information Sources Educator Evaluation Components
Observations (district may select a nationally recognized framework approved by the department)
Information from parents, students, etc.
Other information (as determined by the district) * Two to four valid, reliable measures of student growth including statewide assessments Understanding Student Needs Differentiation Content Knowledge & Instruction Assessment Learning Environment Family & Community Professional Practice Student Learning Standard Performance Rating
on each of the eight (
8
) standards.
Unsatisfactor y
Basic
Proficient
Exemplary
Moving From and To…
TODAY
Observation Protocols
FUTURE SCENARIO
Information from Parents and Students Student Growth Measures Other See Blue Activity Sheet – Tab 1 Alaska School Leadership Institute – May 2013 Session Facilitated by Al Bertani, Senior Design Consultant - RAPPS
Goals of the Gates Foundation MET Study A new approach to development and evaluation that teachers endorse and that helps all teachers improve.
Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010
Strategies of the Gates Foundation MET Study
If we want to change the curve of improvement, we must… Identify great teachers Find out what makes them so effective Transfer those skills to others Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010
Data Collected-Gates Foundation MET Study
Measure 1 Measure 2 Measure 3 Student achievement gains on different assessments.
Classroom observations and teacher reflections. Teacher pedagogical content knowledge.
Measure 4 Measure 5 Student perceptions of the classroom instructional environment.
Teacher perceptions of working conditions and instructional support at their school.
Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010
Observation Protocols Used in MET Study
1.
2.
Classroom Assessment Scoring System (CLASS)
Pianta and Hamre – University of Virginia
Framework for Teaching
Danielson
3.
4.
Mathematical Quality of Instruction (MQI)
Hill and Lowenberg Ball – University of Michigan
Protocol for Language Arts Teaching (PLATO)
Grossman – Stanford University
5.
Quality Science Teaching (QST)
Pecheone – Stanford University
Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010
Gates MET Study Findings – Phase 1
1.
2.
3.
In every grade and subject studied, a teacher’s past successes in raising student achievement on state tests is one of the strongest predictors of his/her ability to do it again.
Teachers with the highest value-added scores on state tests also tend to help students develop a deeper conceptual understanding as well.
The average student knows effective teaching when he/she experiences it. 4.
Valid feedback need not be limited to test scores alone.
Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010
Major Research Findings Phase 2 1.
Effective teaching can be measured.
Teachers previously identified as more effective caused students to learn more. Groups of teachers identified as less effective caused students to learn less.
2.
Balanced weights indicate multiple aspects of effective teaching.
Teaching is too complex for any single measure of performance to capture it accurately. Trade off’s to using different models.
3.
Adding a second observer increases reliability significantly more than having the same observer score an additional lesson.
Adding outside observers can provide an on-going check against in school bias.
MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013
Gates MET Study
Lesson 1 What We Know Now Student perception surveys and classroom observations can provide meaningful feedback to teachers.
Lesson 2 Lesson 3 Lesson 4 Implementing specific procedures in evaluation systems can increase trust in the data and the results.
Each measure adds something of value.
A balanced approach is most sensible when assigning weights to form a composite measure.
Lesson 5 There is great potential in using video for teacher feedback and for the training and assessment of observers.
MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013
Framing What We Know Now…
Meaningful Feedback Potential of Video Procedures = Trust Balance Weighting Measures Add Value
MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013
USING TECHNOLOGY RESOURCES TO COLLECT OBSERVATION DATA
Digital Classroom Observation Resources
Resource 1 Resource 2 Resource 3 Resource 4 eCOVE Observer www.ecove.net
eWalk (Media-X) www.media-x.com
iObservation (Learning Sciences International) www.iObservation.com
Observation 360 (School Improvement Network) www.schoolimprovement.com/products/observations-360 Resource 5 Resource 6 Observe4success www.observe4success.com
Teacher Compass (Pearson) www.pearsonschool.com/index.cfm?locator=PS1sBo Resource 7 Teachscape Reflect www.teachscape.com/products/reflect eSchool News See Stapled Reading Packet – Comparing Leading Classroom Observation Tools December 13, 2012 www.eschoolnews.com
Digital Classroom Observation Resources
DIGITAL RESOURCE NOTES
eCove Observer eWalk iObservation Observation 360 Observe4success Teacher Compass Teachscape Reflect eSchool News December 13, 2012 www.eschoolnews.com
See Pink Summary Sheet
DEVELOPING A DISCIPLINE FOR LOOKING IN CLASSROOMS
JUST DO IT!
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was looking for – I had to be a mind reader! So I just played it safe, taught a familiar lesson, one I knew would go well – but did the process improve my teaching? Not at all! In my old school, the principal just came in with a checklist, but we never really talked. But this time, we had a great conversation about how to help my students want to write. It really made me think. As a result, I’ve got a new approach: I’m going to engage some students around the things they’re passionate about and have them try to convince their classmates about the value of such interests.” Evaluations That Help Teachers Learn by Charlotte Danielson Educational Leadership – December 2010 ASCD
Selecting And Training Evaluators
Who will be eligible to conduct evaluations?
Will there be examples and explicit guidance in determining levels of proficiency and approval?
To what extent will training provide opportunities for guided practice paired with specific feedback to improve reliability?
Will evaluators be monitored regularly for reliability checks?
How will implementation fidelity be ensured?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012
Considerations
1.
Who do you want to serve as evaluators?
1.
How will you guarantee they will be prepared and supported?
2.
How will you ensure reliability?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012
DOCUMENTING CLASSROOM OBSERVATIONS
The Domains from Danielson’s Framework for Teaching
Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities The Framework for Teaching Charlotte Danielson
Danielson’s Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students •Selecting Instructional Goals •Demonstrating Knowledge of Resources •Designing Coherent Instruction •Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect and Rapport •Establishing a Culture for Learning •Managing Classroom Procedures •Managing Student Behavior •Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately •Using Questioning and Discussion Techniques •Engaging Students in Learning •Providing Feedback to Students •Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Contributing to the School and District •Growing and Developing Professionally •Showing Professionalism The Framework for Teaching Charlotte Danielson
The Classroom Environment
Figure 6.7 D OMAIN 2: THE CLASSROOM ENVIRONMENT C OMPONENT 2 A : C REATING AN E NVIRONMENT OF R ESPECT AND R APPORT
Elements: Student interaction E LEMENT Teacher Interaction with Students U NSATISFACTORY Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher. Student Interaction Student interactions are characterized by conflict, sarcasm, or put-downs. L E V E L O F P B ASIC Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher. Students do not demonstrate negative behavior toward one another. E R F O R M A N C E P ROFICIENT Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher. Student interactions are generally polite and respectful. D ISTINGUISHED Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role. Students demonstrate genuine caring for one another as individuals and as students. The Framework for Teaching Charlotte Danielson
Supervising The Art and Science of Teaching Marzano; ASCD; 2007 1. Learning Goals and Feedback 2. Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses 5. Student Engagement 6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-Student Relationships 9. High Expectations
Four Domains for a Common Language of Teaching Domain 1 Classroom strategies and behaviors Domain 2 Planning and preparing Domain 3 Reflecting on teaching Domain 4 Collegiality and professionalism
The Art and Science of Teaching; Marzano; ASCD; 2007
THE ART AND SCIENCE OF TEACHING Marzano Overview 5.
6.
7.
1.
2.
3.
4.
8.
9.
10.
What will I do to establish and communicate learning goals, track student progress, and celebrate success?
What will I do to help students effectively interact with new knowledge?
What will I do to help students practice and deepen their understanding of new knowledge?
What will I do to help students generate and test hypotheses about new knowledge?
What will I do to engage students?
What will I do to establish or maintain classroom rules and procedures?
What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
What will I do to establish and maintain effective relationships with students?
What will I do to communicate high expectations for all students?
What will I do to develop effective lessons organized into a cohesive plan?
Drawn from The Art and Science of Teaching; Marzano; 2007
THE ART AND SCIENCE OF TEACHING Marzano; ASCD; 2007 ENACTED ON THE SPOT
Student Engagement
INVOLVES ROUTINES
Learning Goals and Feedback Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Interacting with New Knowledge Practicing and Deepening High Expectations Generating/ Testing Hypotheses
Knowledge and Skills for Professional Teaching
VI.Family & Community Involvement I. Teaching All Children V.Professional Culture Student Learning Student Achievement II. Academic Disciplines IV. Generic Pedagogical Knowledge and Skills III. Content Specific Pedagogies
Math English/ Language Arts Science Social Studies Arts Health/ Physical Education World Languages
Research for Better Teaching, Inc.
• One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
Propositions about Teaching
Proposition 1: Teachers are preeminently important
.
Proposition 2: Teaching is complicated and sophisticated work, and incredibly perceptually demanding.
Research for Better Teaching, Inc.
• One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
Propositions about Teaching
Proposition 3: There is a real knowledge base about teaching… and it’s different.
Proposition 4: “Teaching Skill” is anything a person does that influences the probability of intended learning. Research for Better Teaching, Inc.
• One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
• • •
KEY CONCEPTS Areas of Performance Repertoire Matching Overarching Objectives Curriculum Design Planning Objectives CURRICULUM Assessment Learning Experiences Personal Relationship Building Class Climate Expectations/Effort Based Ability Clarity Principles of Learning Models of Teaching MOTIVATION INSTRUCTIONAL STRATEGIES Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS Research for Better Teaching, Inc.
• One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
ON CHART PAPER...
Create a Venn Diagram of the Teacher Evaluation Frameworks
Jigsaw Preparation Instructions
Review your assignment in your learning trio:
Person 1 Danielson – Blue Sheet Person 2 Marzano – Pink Sheet Person 3 Saphier – Yellow Sheet
Be prepared to talk about your assignment with members of your trio.
Venn Jigsaw Instructions
Step 1 Review your assignment.
Step 2 Teach your colleagues about your assignment. Step 3 Discuss commonalities across the jigsaw pieces.
Step 4 Construct a venn diagram to compare and contrast key ideas.
Step 5 Compare your venn diagram to the diagrams from other groups.
Comparing the Frameworks
Danielson Marzano Saphier
Venn Jigsaw Instructions
When you consider the results of your venn diagram regarding the Danielson, Marzano, and Saphier frameworks, reflect on the framework used by your school and district.
Consider the following:
How does your local framework resonate with the research-based frameworks?
What gaps might exist in your local framework when you compare it with these research-based frameworks?
How could you improve your local teacher evaluation framework?
RAPPS – Rural Alaska Principal Preparation and Support Program
HOW DO LEADERS PROVIDE FEEDBACK TO IMPROVE PRACTICE?
May 29 – 31, 2013 Learning Groups 1, 2, and 3 Captain Cook Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
Session Objectives
➜ Providing productive feedback ➜ Planning for growth and development ➜ Using feedback to catalyze improvement ➜ Linking documentation and feedback (Resource)
Framing What We Know Now… Meaningful Feedback Potential of Video Procedures = Trust Balance Weighting Measures Add Value
MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013
Four Domains for a Common Language of Teaching Domain 1 Classroom strategies and behaviors Domain 2 Planning and preparing Domain 3 Reflecting on teaching Domain 4 Collegiality and professionalism
The Art and Science of Teaching; Marzano; ASCD; 2007
PROVIDING PRODUCTIVE FEEDBACK
Step 1
Feedback Simulation
Form a trio for the Feedback Simulation Step 2 Number Off in your trio – 1, 2, 3 (1=Teacher, 2=Leader, 3=Observer) Step 3 Step 4 Step 5 Watch the simulation video as a group Engage in a round of feedback.
Debrief the simulation with your observer
Danielson’s Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students •Selecting Instructional Goals •Demonstrating Knowledge of Resources •Designing Coherent Instruction •Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect and Rapport •Establishing a Culture for Learning •Managing Classroom Procedures •Managing Student Behavior •Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately •Using Questioning and Discussion Techniques •Engaging Students in Learning •Providing Feedback to Students •Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Contributing to the School and District •Growing and Developing Professionally •Showing Professionalism The Framework for Teaching Charlotte Danielson
Feedback Simulation
Teaching Channel Resource https://www.teachingchannel.org/ The Pros and Cons of Teenage Driving 8 th Grade Class
Guidelines for Giving Feedback
CONCEPT
Be Timely Make It Regular Prepare Comments Be Specific Criticize in Private Use “I” Statements Limit Your Focus Talk Positives Too Provide Specific Suggestions Follow-Up
COUNSEL
Closer to the observation the better.
Feedback is not once a year or a month.
Be clear about what you want focus on.
Communicate what needs to be improved.
Talk in a safe place – no interruptions.
Give the feedback from your perspective.
Limit your feedback to no more than 2 issues.
Consider bookending your feedback.
Offer clear and direct suggestions for growth.
Document your conversation – follow-up.
Guidelines for Giving Feedback – LMA Adapted by Al Bertani, RAPPS Senior Design Consultant
Ensuring Accuracy of Observers
TRAIN • Observers learn to identify each competency at each performance level CERTIFY • Observers rate pre scored videos and must achieve adequate match with correct scores.
MET Study – Bill and Melinda Gates Foundation Gathering Feedback for Teaching; 2012 OBSERVE • Observers are approved to rate teacher practice.
Major Research Findings
1.
Effective teaching can be measured.
Teachers previously identified as more effective caused students to learn more. Groups of teachers identified as less effective caused students to learn less.
2.
Balanced weights indicate multiple aspects of effective teaching.
Teaching is too complex for any single measure of performance to capture it accurately. Trade off’s to using different models.
3.
Adding a second observer increases reliability significantly more than having the same observer score an additional lesson.
Adding outside observers can provide an on-going check against in school bias.
MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013
FEEDBACK CONVERSATIONS
PLANNING FOR GROWTH AND DEVELOPMENT
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was looking for – I had to be a mind reader! So I just played it safe, taught a familiar lesson, one I knew would go well – but did the process improve my teaching? Not at all! In my old school, the principal just came in with a checklist, but we never really talked. But this time, we had a great conversation about how to help my students want to write. It really made me think. As a result, I’ve got a new approach: I’m going to engage some students around the things they’re passionate about and have them try to convince their classmates about the value of such interests.” Evaluations That Help Teachers Learn by Charlotte Danielson Educational Leadership – December 2010 ASCD
YOU’VE BEEN EVALUATED – NOW WHAT?
Step 1 Count Off as Guided – 1 through 4 Step 2 Step 3 Step 4 Read Your Assigned Section Discuss Your Assigned Section with Your Expert Group – Prepare to Teach Teach Your Section to Others 1 through 4 You’ve Been Evaluated – Now What? Use Results to Pump Up Professional Learning’s Potential Stephanie Hirsh; Journal of Staff Development April 2013; Vol. 34, No. 2
YOU’VE BEEN EVALUATED – NOW WHAT?
Reading/Teaching Assignments…
Everybody Beginning - Pages 38 - 39 Person 1 Reflect… - Page 39 Person 2 Person 3 Person 4 Collaborate… Page 40 Engage… Page 40 - 41 Use continuous… Page 41 Everybody Powerful Results Page 41 See Green Stapled Reading Packet You’ve Been Evaluated – Now What? Use Results to Pump Up Professional Learning’s Potential Stephanie Hirsh; Journal of Staff Development April 2013; Vol. 34, No. 2
YOU’VE BEEN EVALUATED – NOW WHAT?
ASSIGNMENT Person 1 NOTES Person 2 Person 3 Person 4 See Green Activity Sheet You’ve Been Evaluated – Now What? Use Results to Pump Up Professional Learning’s Potential Stephanie Hirsh; Journal of Staff Development April 2013; Vol. 34, No. 2
USING FEEDBACK TO CATALYZE IMPROVEMENT
Using Teacher Evaluation Results
❋ Have trigger points been established for using evaluation results?
❋ Is professional development an integral components of the evaluation cycle?
❋ Will teacher evaluation results be used to target professional development activities?
❋ Are professional learning activities provided in a manner that is supported by research?
❋ Have systems been established to evaluate professional learning efforts?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012
Considerations
1.
Will evaluation results be related to other human resource efforts?
1.
How can you strengthen the links between evaluation results and professional learning?
2.
How will you evaluate the professional learning?
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
LINKING DOCUMENTATION AND FEEDBACK (Resource)
THE POWER OF OBSERVATION
Learning Forward Reading Resource…
The Power of Observation
5 Ways to Ensure Teacher Evaluations Lead to Teacher Growth
Tool – Pre-Observation Map Tool – Questions to Help Evaluate the Quality of Student Learning The Learning Principal; Winter 2013; Vol. 8, No. 2 Learning Forward; Oxford, Ohio
THE POWER OF OBSERVATION
1. Identify two partners in the room – people beyond your usual district or home group.
2. Find a location in the room to sit down.
3. Use the Think It Through strategy to read the article over the next 20 minutes.
Decide how far you will read as a group Read to the chosen stopping point Fill-in your Think It Through chart Share-discuss your chart Continue reading until you finish The Learning Principal; Winter 2013; Vol. 8, No. 2
See Yellow Reading Packe
t Learning Forward; Oxford, Ohio
THE POWER OF OBSERVATION – THINK IT THROUGH What I Got… What I Question… Something to Think About…
The Learning Principal; Winter 2013; Vol. 8, No. 2
See Yellow Activity Sheet
Learning Forward; Oxford, Ohio