Transcript Slide 1

Teacher Lead Evaluator Training
Module 3
Presenters:
Dr. Carl Bonuso
Fred Cohen
Dr. Valerie D’Aguanno
Dr. Robert Greenberg
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
Doug Reeves – you are not broken quote
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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
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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
Models (Paradigms) of Teaching
Excellence from the Past
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Socrates (via Platonic Dialogues)
Recent Literature—“Prime of Ms. Brodie,”
“Stand and Deliver” (Jaime Escalante),
“Goodbye Mr. Chips” (Mr. Chipping),
“Dead Poet’s Society” (John Keating), “To
Sir with Love” Mark Thackeray
Recent Expertise from the Field—Hunter,
Glickman, Marzano, Danielson
Models of Teaching Excellence Still
Current Today
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All of the Above
Every Administrator, Supervisor, and
Teacher in this Room
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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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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Framework for Instruction
http://www2.smumn.edu/deptpages/~instructte
ch/lol/laurillard/
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Human Capital (Resources)
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What is human capital?
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Social Capital
Feedback
Change
Reflection
Risk-taking
Collegial Conversation
Growth
Support
Data Driven PD
Social Capital
◦ What is social capital?
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Social Capital
Human Capital
Student Outcomes
Teacher Performance
Social Capital
Human Capital
Student Outcomes
Teacher Performance
Social Capital
Human Capital
Alignment
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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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Fail to trust them.
Be unclear in your expectations.
Constantly change rules and procedures.
Never praise, but always punish.
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PRINCIPAL
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Three High School Observations
Scenario – As a new principal, in the
building you have inherited this teacher.
Review the three observations that
took place last year in October,
January and March.
-- What post-observation conferences
could take place with the teacher after
each observation?
-- Discuss the observations (write-ups).
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Video 1- 7th Gr. ELA
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Mr. Moodie
◦ Instructions
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How can you apply this when you go back
to your district?
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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?
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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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General Format for Feedback
A brief thank you and then
 Student focused statement of
support
 The students ______ because you
_______
 Student focused statement of
challenge
 It’s important that students__________;
in order to do that, try______
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Keepers (3)
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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Polishers (1)
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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Video 2 - Math
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Ms. Bushaw
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Table discussion to follow
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Organizing Teacher Data
Video 3
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What does a highly effective teacher do?
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Review & Moving Forward
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