Transcript Philosophy as a Foundation for Staff Development

Philosophy as a Foundation
for Staff Development
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Essentialism
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basic truths exist outside of scientific proof
basic task is to identify these truths
external experts would be most knowledgeable
teachers need to be involved but the real curriculum
comes from outside their knowledge base within the
classroom
Experimentalism
– reality can only be established through experimentation
in the classroom or school
– everything is situation specific
– there are no external truths
– curriculum would be developed based on what works in
the teachers classroom and school
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Existentialism
– all meaning exists only in individuals interpretation of
the world
– human dignity, self-worth, intuition, and selfdetermination are paramount
– curriculum development is decentralized
– existing knowledge only provides guidance to the
teacher and school
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Currently Used Models of
Evaluation
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Madeline Hunter
Richard Manatt
James Popham
Michael Scriven
Thomas McGreal
Art Costa and Robert Garmston
Madeline Hunter
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Assumptions
– Teaching is a learned profession, not a genetic
endowment
– Principles governing effective teaching can be described,
taught, observed, and documented
– Research based knowledge is stressed
– All teachers should continue to grow
– Peer coaching is to provide a formative process of
supervision
– District’s evaluation is summative
• Based on many samples of teacher behavior
• Conducted by trained administrator (50 hours min)
• Should be based on stipulated criteria known by the teacher
and administrator
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Pre-evaluation conferences are not needed
Classroom observations consist of script taping
After the observation, the evaluator should infer
reasons for success or lack of success
Staff Development consists of teaching effective
practices to teachers (transfer, memory, rate and
degree, 7-step lesson, etc.)
Richard Manatt
• Little consideration of the differences between
formative and summative evaluations. Only that
summative occurs after formative efforts.
• Establish criteria
– based on research, practice, local selection from
large data base provided by Manatt (from items
claimed to discriminate among teachers)
• maintains effective relationships with students
• prepares appropriate evaluation activities
• demonstrates sensitivity in relating to students
• Set standards
– typically involves setting descriptive levels of
performance and linking to ranking or rating
systems (meets, exceeds,far exceeds, not
satisfactory, etc.)
• Conduct orientation, pre-observational
conferences, classroom observations
• Identify teacher strength and weaknesses
(supervisor generally does this)
• Write summative evaluation
• Set written growth targets (formative
evaluation)
James Popham
• The blending of formative and summative
evaluation is a grave mistake
– must be done by different individuals
– trust cannot be achieved by the principal
– two systems must be total separate
• Process-focused systems based on research are
unsupportable
• No research exists that provides concrete
guidelines that will always work
• Formative evaluations must be based on growth
that teachers bring about
• Summative evaluations should be based on
professional judgment
– pooled judgment of at least three trained
professionals
– multiple sources of evidence
– training program for evaluators is essential
• Typically used in university setting
Michael Scriven
• Beliefs
– Views teachers as professionals who retain a great
deal of autonomy in the way they execute their
duties
– A fair summative evaluation system does not have
to include a formative section (enriched system)
– Current research cannot be exclusively used as a
base for evaluation
– Pre-post measurement does not establish that the
teacher caused the growth and is therefore of
limited use
• Advocates Duty-Based Evaluations
– includes classroom performance but also other
typical obligations
– uses multiple measures to estimate the extent to
which these teacher duties have been done well
– focuses on merit (quality and quantity of teacher
materials, student learning, professionalism, and
ethics) not worth (multiple certifications,
knowledge of community, etc.)
– minimal level of achievement on all duties is
required
Thomas McGreal’s Model
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Identify a framework for teaching
Establish clear minimal criteria
Separate formative from summative evaluation
Formative evaluation practices should involve
individual goal-setting activities that occur
between teachers and administrators
Different types of goals depending on the teacher
Goal setting is a cooperative process
Goals based on teaching framework
Collect data that makes sense
No ranking or rating scales
Costa and Garmston
• Beliefs
– teachers should not be evaluated against existing
lists of competencies
– teachers should be viewed as professionals who
exercise judgment about what is appropriate-skilled autonomous, professional decision makers
– teachers who function at higher cognitive levels
produce higher achievement
– teachers should be measured against their level of
cognitive development level
• Advocates
– growth focused evaluations (formative)
– dismissal only if cognitive level is low at tenure
decision time (summative)
– teacher self-evaluation or peer evaluation
– individual staff development based on cognitive
level
– purpose is to help teachers increase and perform
intellectual functions of teaching, thereby
developing their capacities for self-modification
Propositions
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Proposition 1
– Current Evaluation and Staff Development Practices
do Little to Improve Classroom Instruction.
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Proposition 2
– Separation of Summative and Formative Evaluation is
Essential
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Proposition 3
– Staff must be viewed as Individuals
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Proposition 4
– Conferencing Strategies Should be Custom Tailored to
the Individual
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Proposition 5
– Evaluation and Staff Development Must be Linked
Together
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Proposition 6
– Development Must Result in Changes in Classroom
Instruction - What students receive
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Proposition 7
– Development Must be Viewed as a Continuous Process
for Everyone
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Proposition 1
Current Practice is Ineffective
• Widely disregarded by teachers
• Generally unattractive to administrators
and often poorly executed
• Not linked to anything in 99% of all
cases
• Almost never results in changes in
classroom practice
• Generally irritates parents
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Why Then Do We Bother with
Teacher Assessment?
• Changing Technology
– More complex coordination is necessary
– Know more about effective teaching
• Teacher as the Central Figure
– Key ingredient, performance is essential
– Most important part of the program
• Concern of Parents
– Parents no longer know the child’s teacher
– A move to state certification of teachers
– Published reports that have been critical of
schools
• Administrative Feedback to Better Plan
Programs
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Placement
Dismissal
Validation of teacher selection process
Promotions and special identification
• State Law or Board Policy
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Typical Efforts to Avoid
Productive Evaluations
• No-nonsense Game
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principal fills out evaluation form
ceremonial classroom visit
observations are avoided
principal remains aloof at all times
principal derives power from being judge, jury,
and defender of the teacher
– teacher must act the dependent protected and
subservient role--does not have to be self-critical
– all comments must be completely positive and
non-discriminating
• Abdication Game
– principals fear damaging relationships
– role reversal is arranged where the teacher
becomes the evaluator
– reduces the responsibility load on the principal
– maintains peaceful relations with the teachers
– principal is forced into the position of accepting
the teachers self-analysis
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Typical Efforts - continued
• Lets Be Accountable Game
– emphasis on ritualized procedures that
appear to be systematic, scientific, and
objective
– priority is given to showing that the staff is
doing a good job
– lack of effort devoted to finding and solving
problems
– versions
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elaborate instruments
narrative reporting
assignment of ratings
preparation of profiles
self/principal ratings
• Turkey Trot and Dance of the Lemons
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The Real Reason That
Evaluation is Useful
• Teacher feedback needs
– Improvement is impossible without
systematic feedback
• classroom isolation is a problem
• lack of a concrete product causes uncertainty
• lack of measures of success
• Self-concept is dependent on ones view
of his/her own efficacy--lack of such
feedback often results in
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lower levels of morale
greater feelings of anxiety
security focus--lack of risk taking
slower growth rates
distorted perceptions of reality
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Sound Practice
• Judging as distinguished from knowing
– knowledge must precede judging
– global judgments are not useful
• He’s a weak teacher
• She is the best in the building
• She is good at asking open ended questions
• An act of evaluating as distinguished
from a process of evaluation
– a continuous process of related actions
– improvement not bound to school calendar
• The teacher as distinguished from
teaching
– focus should be on the teaching act not
characteristics of the teacher
– Formative and Summative Evaluation
should be kept separate
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What Is
• Supervision cannot rely on the existing
work environment of schools to
stimulate instructional improvement
• Supervisors cannot assume that teachers
are reflective, autonomous, and
responsible for their own development
• Supervisors will have to redefine their
responsibilities--from controllers of
teachers instruction to involvers of
teachers in decisions about school
instruction. (Carl Glickman, 1991)
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What Can Be
• Supervision can strengthen teachers
belief in a course beyond oneself
• Supervision can promote teachers sense
of efficacy
• Supervision can make teachers aware of
how they complement each other in
striving for common goals
• Supervision can stimulate teachers to
appraise, reflect, and adapt their
instruction.
• Supervision can challenge teachers
toward more varied, abstract thought.
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Proposition 2
Separation of Summative and Formative
Evaluations is Essential
• Summative evaluations are based on
meeting basic expectations
– Clearly stated and known
– Basic not desirable
– All employees need to met all minimums all
the time
– Evaluation can occur at any time
– Used for administrative purposes
• Formative evaluations are intended to
produce growth
– Basic characteristics
– Face to face relationships between teacher
and supervisor
– A focus on the teachers actual behavior in
the classroom
– Not a remedy applied by the supervisor
– Teacher centered supervision
– Designed to help the teacher improve his or 16
her instructional performance
Model for Separating Formative and
Summative Evaluations
Job
Descriptions
District
Standards
Customary
Procedures
Minimum
Expectations
Does Not Meet
Minimum
Expectations
Formal
Remediation
Summative
Summative
Evaluation
Evaluations
Does Not Meet
Expectations
Removal From
System
Observations
Meets
Expectations
Summative
Summative
Evaluation
Evaluations
Pre-observations
Baseline Data
Collection
Goal Setting
Conference
Improvement
Strategy
Data Collection
Based on Goals
Classical Clinical
Supervision
Feedback and
Analysis
Summative Report
Generation
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Assumptions of Clinical
Supervision Model
• To improve instruction, teachers must
learn specific intellectual and behavioral
skills
• Supervisor should take responsibility for
helping the teacher develop
– analytical skills based on data
– adaptation, experimentation, curriculum
skills
• Emphasis is on the instructional process,
not teacher personality
• Emphasis is on making and testing
instructional hypotheses
• Conferences deal with a few
instructional issues that are important to
the teacher and amenable to change
• Based on observational evidence
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• Continuous cycle of planning. observing,
and analysis
Proposition 3
The Staff Must be Viewed as
Individuals
• Teachers operate at different levels of
professional development.
– differ in ability to analyze instruction
– to use a repertoire of problem-solving strategies
– and match strategies to particular situations
• They need to be supervised in different ways
(because of differing abilities, motivational
levels, and effectiveness)
– teachers at lower levels need more structure and
direction
– teachers at higher developmental levels need less
structure and a more active role in decisionmaking
• The long-range goal of supervision should be to
increase every teachers ability to grow toward
higher stages of thought.
– more reflective, self-directed teachers will be
better able to solve their own problems and meet
the educational needs of their students
– thoughtful teachers promote thoughtful students
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(Carl Glickman, 1991)
Diagnosis of Teacher Developmental
Level Case Studies
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Group 1 Mary, Sam, Ann
Group 2 Carl, Ann, John
Group 3 Jane, John, Fred
Group 4 Mary, Jane, Sam
Group 5 Carl, Ann, Fred
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Diagnosis of Developmental
Levels
Analytical
Ability
Motivation
Content
Knowledge
Instruction
Knowledge
Student
Knowledge
Mary
Jane
Sam
Ann
John
Fred
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Proposition 4
• Conferencing Strategies Should be
Custom Tailored to the Individual
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Directive Conferences
• Use When
– Supervisor knows more about the content,
students, pedagogy
– When teacher motivational level is low
– When analytical skills are lacking
• Keys to look for
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Difficulty in seeing relationships
Difficulty in understanding data
Wants rules
Relies on authority
Lack of concern
Stagnant
Limited use of instructional techniques
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Collaborative Conferences
• When to use
– When knowledge of students, instruction,
and content is roughly equal
– When motivation is good
– When analytical ability is good
• Keys
– Teacher expresses interest in working
together
– Give-and-take relationship is productive
– Teacher is comfortable with supervisor
– There is an ability to build upon mutual
suggestions
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Non-Directive Conference
• Use when
– Teachers knowledge, motivation, and
analytical ability are high
– Supervisor knows less than teacher
– Teacher can be expected to self-improve
• Keys
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Can define strategies
Can draw relationships
Can generate novel alternatives
Can evaluate and select consequences of each
alternative
– Takes initiative to improve
– Understands the subject area in relation to
the scope and sequence
– Knows subject area beyond existing guides
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Basic Skills of the Three
Conference Protocols
• Setting tone-adjusting anxiety level to facilitate
learning
• Setting Purpose-describing intended outcomes,
duration, and success criteria
• Initiating-beginning conference slowly
• Listening-striving for complete understanding
• Reflecting-verbalized understanding of initial
statements
• Clarifying-probing for underlying areas of
potential growth
• Encouraging-keeping the discussion going
• Reflecting-understanding teachers message and
identifying general areas of growth
• Problem Solving-identification of growth areas
and steps to be taken
• Presenting-searching for understanding and
commitment
• Standardizing-establishing action plan
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• Evaluating-conference feedback for
improvement
Examples of Conference
Protocols
• Supervisor: Thanks for coming, lets review
where we are going today
• Supervisor to secretary: Mary, could you hold
all calls while Jim and I try to establish some
growth targets this year.
• Supervisor: I hear you saying that .....
• Supervisor: I’m following what you are saying,
please continue
• Supervisor: Please check my understand. I think
you are saying that ......
• Supervisor: What would be some alternative
ways we could approach this issue?
• Supervisor: OK, then we have agreed that the
focus this year will be decreasing desist
statements in your math classes. Ill code that
behavior on a random basis and we will sit down
......
• Supervisor: Jim, how do you think we might
work more effectively in these goal setting
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conferences?
Goal Setting Conferences
Format
• Conference Introduction
– Purpose: To introduce the conference and prepare
the participants to get the maximum benefit from
the chosen format
• Analysis
– Purpose: To cause the teacher to engage in a selfanalysis while the supervisor gathers information.
To make sure the supervisor has an accurate
perception of the teachers concerns
– Goal Identification
– Purpose: To facilitate goal identification and the
underlying objectives that might be necessary to
accomplish the overall goal
• Future Planning
– Purpose: To develop a concrete plan of action that
specifies the who, what, when, how often, and
measurement standards of the improvement
effort.
– Critique
– Purpose: To obtain feedback about the nature and
conduct of the conference to improve future
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developmental work with the teacher.
Proposition 5
• Evaluation and Staff Development Must
be Linked Together
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Proposition 6
• Development Must Result in Changes in
Classroom Instruction
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Instrumentation
• Major Considerations
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What purpose is to be served?
What data sources are needed and available?
What criteria are most relevant?
What procedures are most appropriate?
What instruments are most useful?
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Data Sources
• Teacher self-reports
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self-knowledge
active involvement
low cost
bias, subjectivity, conflict of interest
• Observations
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only selected activities
high cost
limited validity without multiple observations
only way to collect some kinds of data
face validity
• Student Reports
– students have extensive exposure
– low cost
– lack of acceptance
• Peers
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may lack observation skills
may be limited by contract
can be of high face validity
must be done in trusting environment
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Selected Data Collection
Instruments
• Selective Verbatim - a type of script tape
– Focuses on verbal behavior of the teacher or
students
– Does not include all behaviors, only those
selected for observation
– An objective, non-interpretive record of
behavior
– Relatively simple to use
– Sometimes important context is lost
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Uses of Selective Verbatim
• Analysis of teacher or student questions
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Cognitive level
Amount of information
Redirection to other students or answer given
Probing questions
Multiple questions
Feeling tone of question
Reasonableness of question given student ability
• Analysis of teacher feedback
– Amount
– Variety
– Specificity
• Analysis of teacher directions and structuring
statements
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Amount
Type and variety
Time given in the lesson
Specificity
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Observational Records Based
on Seating Patterns
• At task observational systems - recording the
extent to which individual students are engaged
in various activities
• Major considerations when using this system
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getting the correct observational position
identifying the students to observe
creating a legend or coding key
deciding the time interval in which to observe the
particular behavior
• Uses
– Identify which students are on or off task
– Identify the extent to which ALT is present across
differing groups of students
– To profile the behaviors of differing groups of
students
– Identify the frequency and duration of various
types of teacher behaviors
– Identify the frequency and duration of classroom
activity patterns such as small group work, class
discussions, transitions, conceptual development
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of lesson, etc.
• Verbal Flow
– Major considerations when using the system
• getting in the correct observational position
• identification of the target students
• designing arrows or other markers that have
specific meaning
– directional
– frequency
– action taken
– Uses
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seating location preferences
student preferences
interaction patterns
categories of verbal interaction that occur in the
classroom or among students and the teacher
• verbal behavior preferences
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• Movement Patterns
– tracking of student or teacher activities
• Flander’s Interaction Analysis
– an examination of the teacher-student
interaction patterns
– an examination of teacher verbal behavior
• Global Screen
– a very broad look at teaching that can track
a number of patterns such as teacher
question levels and student responses
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Determinants of Learning
Planning
Student
STUDENT
Ability
ABILITY
Monitoring Student
Progress
Student
Opportunity
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OPPORTUNITY
QUALITY OF
Background
and TO Learn
LEARN
INSTRUCTION
Experiences
Quality of
Instruction
DETERMINANTS OF LEARNING
Delivering
Instruction
Establishing Classroom
Culture and Management
Organizing and
Developing Instruction
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Basic Ability Level of the
Student
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Student ability to
– acquire basic knowledge
– link basic knowledge into patterns or schema that
represent concepts
– link current knowledge to past learning - transfer
– link knowledge about one subject to another - transfer
– mentally manipulate abstract ideas
– synthesis information
– create new knowledge
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Schools can not control the students entering cognitive
ability levels but they can adjust the instructional and
curricular program to capitalize on existing levels of
ability.
Key questions for the Principal to ask:
– Is the instructional and curricular programs
appropriate for the current ability level of students?
• Do students understand the lesson and can they describe the
important concepts or facts?
• Do students understand the relationships among the concepts
or facts?
• Do students understand the relationship between the
developmental part of the lesson and the assignments?
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Past History and Experiences
of the Student
• Relates to the breadth and depth of students
prior history and experiences
• Students bring some of this information with
them but also acquire a substantial amount from
prior schooling experiences.
• Key questions for the principal
– Are essential experiences present?
– Does the teacher employ diagnostic techniques
that enables them to use:
• prior student experiences?
• prior student knowledge?
• transfer principles?
– How does the current lesson link to past school
experiences?
– How does the current lesson directly link to the
previous lesson?
– How does the current lesson link to lessons in
other subject areas?
– How does the current lesson build on or utilize
student background knowledge?
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Dependent on five concepts or factors
– Time allocated - the amount of teacher instructional
time established for that particular subject
– Time provided - the amount of time the teacher actually
devotes to teaching of that particular subject
– Time experienced - the amount of time a student is
actually is engaged in learning
– Academic learning time - the amount of time a student
is engaged working on teacher directed tasks at a 80%
success rate
– Review - the extent to which a student is given the
opportunity for additional ALT
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Key questions for the principal
– What is the engagement rate for the class as a whole?
– What is the engagement rate for students throughout
the class period?
– What is the engagement rate for different groups of
students (minority, majority, high ability, low ability,
transfer students, etc.)?
– Are all students at the ALT level?
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What the student experiences is the key question.
Key Questions for the principal
– What is the appropriateness of the lesson given the:
• students developmental level?
• students readiness?
• continuity from previously learned contents or processes?
– How much emphasis is placed on important concepts
and principles?
• is their an overemphasis on facts and recall?
• do the facts help illustrate the concepts?
• does the teacher relate the concepts to prior learning and
student experiences?
– What is the clarity level of the presentations from a
student perspective?
• are they organized from the perspective of the student?
• is the vocabulary appropriate to the students level of
understanding?
• can the students anticipate the next steps in the lesson?
– Are concepts and principals presented with critical
attributes, non-critical attributes, and non-exemplars?
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Planning
• The first step in organizing instruction
• Is a thinking process
• Need to engage in the planning process varies
with experience and analytical ability
• Strong relationship between planning and
subsequent classroom behavior
• A possible planning sequence
– Identify content to be covered
• decisions about what to teach
• determination of student readiness
• identification of time constraints
– Identify instructional materials to be used
• selection of materials
• preparation of materials
• management of materials
– Identify instructional activities to employ
• selection of activities
• sequence of activities
• organization and management of activities
– Selection of evaluation procedures
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Materials
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What materials and why were they selected?
What preparation of materials is required?
What plans are needed for managing materials during
instruction?
Activities
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What do you plan to teach?
What should students be able to do at the end?
What factors are to be considered in selecting the content?
How do you determine that students are ready?
How is the content related to previous or future lessons?
What elements will be emphasized?
What activities did you select and for what purposes?
How will you conduct these activities?
What sequence of these activities will you employ?
How will the class be organized and why?
Evaluation
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How will you determined that the intended learning has taken
place?
How will you assess the extent to which the materials were
useful?
How will you determine if other methods of instruction might
have been more successful?
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Specific Concepts in Planning
• Content Coverage
– Teacher decisions about the subject matter that is
to be taught during a given segment of instruction
• identification/selection of content
• analysis of content - separation into distinct elements
(concepts, exemplars, skills, etc.)
• evaluation of content - judges appropriateness of
content
• sequencing of content - what order to present
• pacing of content - amount to be taught in time
interval
• Utilization of Instructing Materials
– Teacher identification, selection, review, analysis,
evaluation, or management of materials to be
used in instruction
• identification/selection of materials - specification of
material to be used
• analysis of instructional materials - what segments or
parts to be used for what reason
• evaluation of instructional materials - judges the
appropriateness of material
• management of instructional material - preparation and
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management of materials
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Activity Structure
– Teacher specifies what she and the students are to do
during a segment of instruction
• identification/selection of instructional activity
• sequencing of instructional activity - order or pattern of
activity
• analysis of instructional activity - breaks activity into
component parts
• pacing of instructional activity - time for each segment
• evaluation of instructional activity - appropriateness of activity
(learner, content, format, time)
• specification of activity format - appropriateness for class
organization
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Goal Focus
– Teacher consideration of general aim or expected
outcome of instruction
• identification of expected learner outcome
• evaluation of goal/instruction congruence
• justification of goals - reason for selection
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Diagnosis
– Teacher statements that focus on student ability or
achievement, background, preparation, or needs in the
course of planning a segment of instruction
– Identification of learner states
• Matches learner needs with instructional elements
• Evaluation
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Management of Student
Conduct and Culture
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Rule explication and monitoring
Withitness
Overlapping Withitness
Quality of desist
Group signals
Movement characteristics
Praise
Learning environment
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Organization and
Development of Instruction
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Efficient use of time
Review of subject matter
Lesson development
Teacher treatment of students talk
Teacher academic feedback
Management of seatwork and
homework
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Delivery of Instruction
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Presentation of interpretative knowledge
Presentation of Explanatory knowledge
Presentation of Academic rules
Presentation of value knowledge
Control of discourse
Emphasis marking
Task attraction and challenge
Teacher speech
Teacher body language
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Monitoring Student Progress
• Assessment preparation
• Assessment administration
• Formative feedback
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Development Must be Viewed as
a Continuous Process for
Everyone
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Models of Teaching
• Different ways of linking together
various teacher instructional behaviors
to achieve different goals through
different processes
• No particular model of teaching is
preferable in all situations
• Each model has particular strengths and
weaknesses
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Implementing Developmental
Supervision
• Do I want to work in this district?
• Understand the rules and procedures of
your district
• Three considerations
– Yourself
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Do I have the necessary skills?
Am I willing to commit to the task?
Will I thrive on the feedback I will get?
Am I willing to learn with the staff?
– Your staff
• How receptive will they be?
• What is there current level?
– The culture
• How will your fellow principals view you?
• What support will you receive from district
staff?
• What impact will a change in practice have in
your situation?
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Implementation continued
• Process
– Start slowly maybe with volunteers
– Explain the process to the staff before
starting
– Get initial success before expanding
– Include others serving as coaches
– Successive approximation
• Celebrate, Recognize, Reinforce, and
Reward Success
– Place high value on the process
– Include yourself and be visible to others
• Link with others
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