BRINGING TOGETHER TEACHER EVALUATION & EARLY CHILDHOOD Laura C. Morana, Ed.D.

Vincent J. Costanza, Ed.D.

NJASCD Fall Conference October 17, 2013

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AGENDA

What’s important for young children to be learning?

A view from Red Bank Supporting learning through teacher eval and CCSS ASCD Fall Conference October 17, 2013

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Foundational questions

How do we measure growth?

What ought children learn?

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Back to School At “Back to School Night” your child’s teacher asks, “what do you want for your child this year?” • How do you answer this?

ASCD Fall Conference 4/23/2020

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Domains of Readiness

  

Domains of Readiness

 Language and literacy development  Cognition and general knowledge (including early math and early scientific development) Approaches toward learning* Physical well-being and motor development Social and emotional development National Research Council. (2008). Early Childhood Assessment: Why, What, and How? ASCD Fall Conference 4/23/2020

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Approaches toward learning*

Attention, Engagement and Persistence Problem Solving Curiosity & Motivation Flexibility & Inventiveness ASCD Fall Conference 4/23/2020

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Why Approaches to Learning?

The way a child approaches learning is a strong predictor of later success in school (Blair & Razza, 2007; Diamond, et al 2011; Conn-Powers, 2006 and Hyson, 2005,2008). School readiness includes the ability to tackle and

persist

at challenging or frustrating tasks, follow directions, take risks, make and learn from mistakes, and work as a part of the group. ASCD Fall Conference 4/23/2020

SEL & Teacher Eval

8 SEL Competency

• Responsible decision making

SEL Practice CLASS Danielson’s FFT Marzano Protocol

• Student-Centered Discipline • • • Positive climate Teacher sensitivity Behavior management 2a. Creating an environment of respect and rapport 2d. Managing student behavior III.10. Demonstrating “withitness” III.11. Applying consequences III.12. Acknowledging adherence to rules and procedures III.15. Displaying objectivity and control ASCD Fall Conference 4/23/2020

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Supporting SEL Responsive Classroom

• Discipline • Shift in teacher language • Choice • Morning meetings • Competence building • School and family partnerships • Promote positive interactions among students around content.

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SEL & Teacher Eval cont.

•

SEL Competency

Self management •

SEL Practice

Teacher Language

CLASS Danielson’s FFT Marzano Protocol

• Positive climate • Quality of feedback 2b. Establishing a culture for learning 3d.

Feedback to students I.3. Celebrating student success ASCD Fall Conference 4/23/2020

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Self Directed Learning & Dramatic Play

http://www.youtube.com/watch?v=qe2qcsNO_Qs&list=SPD7B337CBA5613B79&index=2 ASCD Fall Conference 4/23/2020

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Vocabulary and Achievement

Children with larger vocabularies at the end of preschool learn to read more easily. Knowing lots of word and word meanings is associated with … Quicker word rec. in 1 st gr.

Better reading comp. in gr. 3 & 4 Vocabulary is one of the strongest preschool predictors of later READING ACHIEVEMENT Better phonemic awareness in kindergarten ASCD Fall Conference.

10/17/2013 Dickinson & Porche, 2011

Key Takeaways from K-12 ELA CCSS

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“Staircase” of

increasing complexity

with the goal that all children are college and career ready.

Clear

design, central goals, common language and high standards

Standards are “what”

-- districts and states decide on “how”

Cross-Curricular

literacy teaching Respects the professional judgment of classroom teachers.

All teachers

teach reading, writing, speaking, and listening across content areas and determine “how”

Media skills are integrated

throughout teaching and learning in appropriate ways ASCD Fall Conference 10/17/2013

Key Takeaways cont.

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Reading – In ECE emphasizes both

literature and informational text

in equal balance More emphasis on higher-level

comprehension

skills

Writing

–has equal weight on reading and includes narrative, argument and informational.

Speaking and Listening

– the ability to present and comprehend information and ideas working in one-on-one, small-group, and whole group settings

Language

– emphasis on

vocabulary

instruction, and reading acquisition through conversations, direct ASCD Fall Conference 10/15/2013

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Steps for Coherence

Identify instructional Practices that support CCSS implementation Determine how well the eval framework supports core instructional practices Review and refine professional learning supports Revise, enhance, or stay the course ASCD Fall Conference 4/23/2020

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Vocabulary development

Danielson • 2b, 3a, 3b No specific curricular practices mentioned (e.g., vocabulary in the use of Readers Workshop or vocabulary supports during reading) What would such supports look like?

ASCD Fall Conference 10/17/2013

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CCSS Teaching practices: ELA

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Common Core Math Standards for Mathematical Practice

Problems solving and persistence

Attend to precision Look for and make use of structure Reason abstractly and quantitatively Construct arguments and critique reasoning Use appropriate tools strategically Look for and express regularity in repeated reasoning Model with mathematics ASCD Fall Conference 10/17/2013

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CCSS Teaching practices: Math

ASCD Fall Conference 4/23/2020

Red Bank: Our Journey

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 Teacher Effectiveness Evaluation Pilot District (2)  State-Funded PreK (330)  PreK – 8 District  Enrollment: 790 (06) 992 (11) 1392 (13)  Free-Reduced Lunch: 82%  Limited English Proficient: 30%  English is First Language: 30%  PreK-K LEP: 50% ASCD Fall Conference 10/17/2013

Steps for Beginning the JOURNEY

Clear Vision Effective Leadership High-Quality Teaching Rigorous & Viable Curriculum Ongoing Assessment of Student Learning Use and Analysis of Data Comprehensive Professional Development Orderly and Safe Environment Extended Learning Opportunities Strong Home-School-Community

AchieveNJ is Part of Broader Reforms

PARCC Performance Based Assessments

Common

Core - TOM Expectations for Teaching and Learning Charlotte Danielson TFFT and Job Embedded Professional Development

AchieveNJ, together with the initiatives to implement Common Core Standards and PARCC assessment, form the key elements to improve student achievement.

Student Achievement Introduction to AchieveNJ

Vision P-3 Alignment Discrepancy Analysis State of Current Reality

Standard of Excellence Program Changes Needed Problems and Challenges in the Existing Program

Goals for Teacher Effectiveness Evaluation System  Increase student achievement  Accurately assess teacher effectiveness so teachers can get meaningful feedback  Support ongoing improvement of all educators  Ensure appropriate training and links to professional development opportunities  Facilitate school-and district-wide collaborative cultures focused on continuous improvement  Foster a culture of openness and sharing

A Blueprint for Teacher Evaluation

 Clear definition of teaching (the “what”)  Instruments and procedures that provide evidence of teaching (the “how”)  Trained evaluators who can make consistent judgments based on evidence  Process for teachers to understand the evaluative criteria  Process for making final judgment

General Evaluation Procedures

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Informal Observations: (Teachscape)

 Classroom Walk-Throughs 

Formal Observations: Charlotte Danielson’s Framework for Teaching

 Pre-Observation Conference  Classroom Observation  Post-Observation Conference

THE FRAMEWORK FOR TEACHING

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• • • • • • 

Domain 1: Planning and Preparation

Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments ASCD Conference 4/23/2020

The Pre-Observation Conference

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       1. How does the learning “fit” in the sequence of learning for this class?

2. Briefly describe the students in this class, including those with special needs.

3. What are your learning outcomes for this lesson? What do you want the students to understand? 4. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using. 5. How will you differentiate instruction for different individuals or groups of students in the class? 6. How and when will you know whether the students have learned what you intend? 7. Is there anything else you would want me to know about the lesson?

ASCD Fall Conference 4/23/2020

THE FRAMEWORK FOR TEACHING

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• • • • • 

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 ASCD Conference 4/23/2020

THE FRAMEWORK FOR TEACHING

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• • • • • 

Domain 3: Instruction

Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness ASCD Conference 4/23/2020

THE FRAMEWORK FOR TEACHING

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• • • • • • 

Domain 4: Professional Responsibilities

Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism ASCD Conference 4/23/2020

The Post-Observation Conference

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      1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? 2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? 3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? 4. Did you depart from your plan? If so, how, and why? 5. Comment on different aspects of your instructional delivery (e.g. activities, grouping of students, materials, and resources). To what extend were they effective? 6. If you had a chance to teach this lesson again to the same group of students, what would you do differently? ASCD Fall Conference 4/23/2020

Lessons Learned

 Capacity Building  Culture Shift  Change Both Technical and Adaptive  Challenges and Proactive Problem Solving  Celebrations at the Student/Teacher/School/District ASCD Fall Conference 10/17/2013 33

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Steps for Districts

Focus on Evidence SGO Development

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Evidence

What does evidence of a particular item look like given a district’s curriculum?

Danielson Ex. Teacher’s feedback to students is timely and of consistently high quality • During center time in a K classroom, the teacher supports complex dramatic play by giving hints and cues as well as models behavior. ASCD Conference 4/23/2020

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Teacher Eval Protocol

Before meeting grade level teams break into pairs to “own” a domain • What will we see teachers doing?

• What will we see children doing?

• Focus on objectivity Pairs share examples of practice that fit in each domain Participants from various grades offer feedback on the examples • Appropriate placement on rubric and in domain?

Post meeting example document is shared with entire PLC as well as administrator Http://www.nsrfharmony.org/protocol/a_z.html

4/23/2020

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PLC benefits

Discussions of specific teaching practices Increased knowledge of rubric Document produced aids observer Changed School Culture ASCD Conference 4/23/2020

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A Word of Caution

Due to limited research, states and school districts should proceed cautiously in selecting assessments for measuring student learning in the early grades.

(Bornfreund, L . 2013“An Ocean of Unknowns” New America Foundation, 2013) ASCD Conference 4/23/2020

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Supporting Appropriate Assessment

The most important reason for assessing young children is to help them learn. To this end, assessments should be closely tied to the curriculum, developmental milestones and should be a natural part of instructional activities.

(NAEYC&NAECS/SDE, 2003

) ASCD Conference 4/23/2020

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Age Appropriate SGO Example

ASCD Conference 4/23/2020