Transcript Compass : Module 2 - Caddo Parish School Board | Home

Compass: Module 2
Compass Requirements:
Teachers’ Overall Evaluation Rating
Professional Practice
Student Growth
• Student Learning
Targets (SLTs)
50%
•Value-added Score
(VAM) where available
1.00 – 4.00
• Measured by the
Compass Teacher
Rubric
• Minimum of TWO
observations
(one formal,
announced; one
informal)
1.00 – 1.49
1.50 – 2.49
2.50 – 3.49
3.50 – 4.00
Ineffective
Effective:
Emerging
Effective:
Proficient
Highly
Effective
Compass focuses on supporting
teachers, which will promote effective
instruction and student achievement.
Set Goals
-For Educators
-For Students
Observation
Feedback
Support
Evaluate
Performance
-Student Growth
-Prof. Practice
Use Data
to inform
decision
making
Why is teacher observation important?
Observations play a crucial role in any comprehensive teacher evaluation
system. Through observation, we:
•
Assess the extent to which students are reaching rigorous learning goals.
•
Paint a fair and accurate picture of teachers’ instructional strengths and
development areas in the classroom.

How did the teacher contribute to student learning?

How can the teacher maximize or improve his or her contribution to
student learning?
Feedback from observations will guide the teachers’ continuous professional
growth.
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Why is an observation rubric important?
The observation rubric communicates a vision for
instructional excellence.
The Role of an Observation Rubric
Communicates clear performance standards to teachers and
evaluators that are aligned to the school or district’s instructional
model and strategy
Establishes a common language for conversations about
instruction and for high-quality developmental feedback
Ensures that evaluations result in accurate reflections of
performance
Applies to teachers in all subjects and grade levels
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Louisiana’s Components of Effective
Teaching reflect the highest-impact
instructional skills:
SETTING
INSTRUCTIONAL OUTCOMES
MANAGING
CLASSROOM PROCEDURES
USING
QUESTIONING AND DISCUSSION
TECHNIQUES
ENGAGING
STUDENTS IN LEARNING
USING ASSESSMENT
IN INSTRUCTION
Compass Teacher Observation Rubric



Abridged version of Charlotte Danielson’s Framework for
Effective Teaching.
Includes only the five components selected by LDOE and
adopted by BESE.
As a result:

The rubric components include only the following:





1c- Setting Instructional Outcomes
2c Managing Classroom Procedures
3b Using Questioning/Prompts and Discussion
3c. Engaging Students in Learning
3d Using Assessment and Instruction
Each component in the Compass Teacher
Rubric is described generally via elements
and indicators…
Performance Levels
1
2
3
4
…and more specifically via detailed
descriptions, attributes, and examples for
each performance level.
Looking at Highly Effective
Activity: What does it mean to be Highly Effective?
Individual and small group activity
1. Individually, take 5 min. to read through all five components of the
rubric.
2. In small groups, divide the components. In each group, make sure that
at least one person is looking at one of the 5 components in depth.
• Pay close attention to the differences between Effective: Proficient
and Highly Effective for your component. These indicators lead to
significant academic gains.
• In your own words, summarize the performance you would expect to
see from a Highly Effective teacher and how you would distinguish it
from Effective: Proficient performance for this component.
3. In your group, go through each component and share the summaries of
Highly Effective performance.
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Activity: What does it mean to be Highly Effective?
Individual and small group activity
1. Individually, take 5 min. to read through all five components of the
rubric.
2. In small groups, divide the components. In each group, make sure that
at least one person is looking at one of the 5 components in depth.
• Pay close attention to the differences between Effective: Proficient
and Highly Effective for your component. These indicators lead to
significant academic gains.
• In your own words, summarize the performance you would expect to
see from a Highly Effective teacher and how you would distinguish it
from Effective: Proficient performance for this component.
3. In your group, go through each component and share the summaries of
Highly Effective performance.
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Rubric Review
Activity: Rubric Review – Text Rendering
Individual and small group activity
1. Each table group explores one of the five
components of the rubric.
2. Individually, take 5 minutes to Read and underline
key words and phrases in the descriptors located
in the Critical Attributes section of Effective:
Proficient.
3. At your table, work with your group to list the key
words on chart paper.
4. Groups will share charts with whole group.
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Post- Conference Protocol
1
Present evidence.
area to be developed. The evaluator and
2 Identify
Prioritize. Select one or two parts of the teacher’s
teacher
work
together
to definetoa student
specificachievement.
area of
practice
most
directly connected
development.
Present evidence.
3 Plan concrete action. Develop clear, measurable steps
Identify the problem. The evaluator and teacher will
the teacher
can take to improve instruction.
work together to define a specific area of development.
timeline.
Establish
whenclear,
andmeasurable
how the teacher
will
Plan
concrete action.
Develop
steps
4 Set a
show
thecan
action
beenthe
accomplished.
thethat
teacher
take has
to correct
problem.
Set a timeline. Establish when and how the teacher will
show that the action has been accomplished.
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Remember:


Teacher Observations
 At least two observations per teacher per year with
feedback that includes commendations and areas for
improvement.
 -- At least one announced with a pre and post
conference
 --The other may be unannounced with a postconference
Scores for each observation (no matter how many are
conducted) will be totaled and averaged to arrive at
the teacher’s final score for the year which will be 50%
of the total score for the teacher (professional
practice)
Questions?
Please contact your
administration.
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