Transcript Slide 1

Teacher Lead Evaluator Training
Module 3
Presenters:
Dr. Regina Cohn
Dr. Robert Greenberg
January 2013
Welcome
Where have we been?
 Where have you been?
 Where are we going?

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[The] essential message is not, “You are
broken and I am here to fix you.”
Rather [the] message is, “You are so valuable
and worthy, our mission is so vital, and the
future lives of our students are so precious,
that we have a joint responsibility to one
another...”
Doug Reeves,
from Leading Change in Your Schools
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Module 3 - Agenda
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Analogy/Metaphor
◦ Shift keeps happening
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Social and Human Capital
Create the environment for success
◦ Improve teacher development through
observations
◦ Allow for PD decisions to be data-driven and
differentiated
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Video observations:
◦ Use of rubrics to calibrate
◦ Observable behaviors

Feedback and evaluation
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“The only one who
truly likes change is
a wet baby.”
--Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004
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Elephant & Rider
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Current Environment
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NCLB (Challenge or Support)
RTTT (Challenge or Support)
APPR (Challenge or Support)
Our Options
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Paradigm Shift
Paradigm Perfection
Table Exercise
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Organize the white and green cards
according to what you believe to be the
most appropriate relationships.
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Teacher Evaluation:
Incorporating Human and Social Capital
Human Capital: analysis of individual
teacher behavior
Social Capital: analysis of group actions and
behaviors
Human Capital
Supervision
Evaluation
Observation Protocols
Framework for Instruction
Induction Program
Continuous Cycle of Improvement
Teacher Rubrics
Competencies
Teaching Philosophy
Continuous Cycle of Improvement
Plan
Act
Do
Study
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Human Capital (Resources)

What is human capital?
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Social Capital
Feedback
Change
Reflection
Risk-taking
Collegial Conversation
Growth
Support
Data Driven PD
Social Capital
Human Capital
Social Capital
Human Capital
Teacher Performance
Student Outcomes
Social Capital
Human Capital
Teacher Performance
Student Outcomes
“7 Keys to Effective Feedback”
by Grant Wiggins
Educational Leadership
September 2012
Read
Work with your table partners
Chart:
Examples from the article that relate to
teacher evaluation are….
Alignment

Using your district mission statement
and/or board goals, align the
elements/indicators of your rubric with
mission statement/goals
◦ Explain how the indicators will help you
achieve the goals
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How to ruin a perfectly good employee…
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Start with a program review
◦
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◦
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Fail to trust them.
Be unclear in your expectations.
Constantly change rules and procedures.
Never praise, but always punish.
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Examine and enhance your tools for
implementing a system for teacher
development based on:
Calibration of scoring using rubrics
 Use of observable behavior/data for
feedback and evaluation
 Inter-rater reliability
 Use of best practice for giving effective
feedback
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Video - Mr. Moodie
7th Grade Language Arts/ELD
NYS Teaching Standards
NYSUT Rubric
3 Instructional Practice
4 Learning Environment
A Framework for Teaching - Danielson
Domain 2 Classroom Environment
Domain 3 Instruction
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How can you both support and
challenge (compliment and critique)
Mr. Moodie in order to improve his
performance and thereby produce
positive student outcomes?
When is Feedback Most Effective?
When it. . .
Helps inform a professional dialogue
 Is based on evidence gathered from
observations and other data
 Prompts self-evaluation
 Deepens the teacher’s learning and
professional development

From: A-Z Coaching. National Union of Teachers
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Celebrate success
What:
 Student Focused
 The students ______ because you _______
Why:
 3:1 ratio is critical to promoting positive and
responsive school culture
 Increases the likelihood that teachers will
sustain effective practices
 Builds rapport
 Increases likelihood teacher will hear and
respond to “polisher”
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Recommend strategies for improvement
What:
 Student Focused
 It’s important that students __________; in order to
do that, try ________
Why:
 Limits focus for growth to manageable number of tasks
 Provides clear teacher practice to improve instruction
 Provides rationale for implementing recommendation
 Links rationale to student outcomes (keeps focus on
students)
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Pete The Cat I Love My White
Shoes