Transcript Teacher Evaluation Day 1 IU 19

Welcome to. . .
Introduction to A Framework for Teaching
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Collaborative Code
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Silence electronics

Observe timeframes and signals

Limit sidebars

Keep materials organized

Parking Lot for Policy Questions
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Learning Intentions, Day 1:
Participants will learn. . .
Requirements for pilot schools
 How their thinking about good teaching
compares to the research about good
teaching
 That the Framework represents good
common sense, and much that we already
know, about teaching
 The form and content of Domains 1, 2, 3
and 4

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Pilot Requirements
1.
2.
3.
Teacher completes documentation of
evidence related to Domain 1
Teacher and evaluator collaborate in a
pre-evaluation conference
Evaluator(s) observe the lesson and
gather the evidence
Pilot Requirements
4.
5.
6.
Evidence is shared with teacher and
teacher adds to the evidence
Teacher uses all evidence to self-assess
using the Pennsylvania rubric
Teacher and evaluator collaborate in
post-observation conference and
establish focus for walk-through
Pilot Requirements
7.
8.
9.
Conduct a walk-through and gather
evidence around area of focus
Evidence shared with teacher and
teacher adds to the evidence
All documents submitted to mathimaica
Worksheet #1
Wisdom of Practice: Collecting
our thinking about good teaching
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Directions for Worksheet 1
Independently, on the left side of
your paper, please respond to the
following question:
 What are the qualities of
teaching most tightly tied to
student learning?
 At the cue, Pair-Share your list with
an elbow partner
 Debrief

The Domains
1.
Planning and Preparation
2.
The Classroom Environment
3.
Instruction
4.
Professional Responsibilities
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Return to Worksheet 1
Match the “Qualities of Good
Teaching” from your list with the
appropriate Domain.
 Place the number of the domain in
the column on the right.
 Debrief

Directions for Worksheet 2
Read each statement
 Review the Domains and
Components to determine alignment
 Place the number of the Domain and
letter of the Component before each
statement
 Debrief

Interacting with the Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
a. Demonstrating Knowledge of Content
and Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
Domain 4: Professional
Responsibilities
Domain 3: Instruction
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
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Domain 2: The Classroom Environment
a. Creating an Environment of Respect
and Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
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a. Communicating with Students
b. Using Questioning and Discussion
Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and
Responsiveness
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Elements of the Framework
Look at the Framework
 The overarching ideas are four
Domains
 The Components further clarify the
Domains
 The Elements further specify the
Components

Directions for Activity 3



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
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Each table will be assigned one Domain
Review the Domains and Components
Read each strip containing the Elements
Discuss and Identify to which
Component it belongs
Discuss the key features within your
domain
At the cue we will do a Jig-saw activity
◦ Share the key ideas from your domain with
your team
Scenario #1…
Ms. C. has organized the new unit of
study on the water cycle around the
science content standards and the
scope and sequence outlined in the
pacing guide.
Scenario #1…

Domain 1: Planning and Preparation
1e: Designing Coherent Instruction
Element: Lesson and Unit Structure
Scenario #2…
Following a series of lessons on the Bill of
Rights, Mr. L. distributes a quiz to his grade
8 social studies class.The worksheet
contains 25 multiple choice questions
about the topic. The students are given 10
minutes to complete the quiz and then
correct their own papers. In groups,
students discuss the reasons for correct
answers; Mr. L. circulates to offer
assistance.
Scenario #2…

Domain 3: Instruction
3d: Using Assessment in Instruction
Element: Student Self-Assessment and
Monitoring of Instruction
Scenario #3…
After his first hour geography class,
Mr. M. concluded that the lesson was
successful because everyone received
an “A” on the quiz.
Scenario #3…

Domain 4: Professional Responsibilities
4a: Reflecting on Teaching
Element: Accuracy
Scenario #4…
The desks in Mr.T.’s second grade
classroom are arranged in groups of
four. A couch and beanbag chair are
provided for students in the reading
corner.
Scenario #4…

Domain 2: Classroom Environment
2e: Organizing Physical Space
Element: Arrangement of Furniture and Use of
Physical Space
Best Practice…
 Teachers
and administrators
rely on evidence, not opinion, to
anchor the process.
Evidence…

is a factual reporting of events

may include teacher and student actions and
behaviors

may also include artifacts prepared by the
teacher, students or others

is selected using professional judgment by the
observer and/or the teacher
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is NOT clouded with personal opinion or biases
Types of Evidence Gathered
During Observation

Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
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Descriptions of observed teacher or student behavior:
The teacher stands by the door, greeting students as
they enter.

Numeric information about time, student participation,
resource use, etc.:
Three students of the eighteen offer nearly all of the
comments during discussion.

An observed aspect of the environment:
The assignment is on the board for students to do while
roll is taken.
Evidence or Opinion?
The teacher has a warm relationship with the students.
2. The teacher said that the South should have won the
Civil War.
3. The table groups were arranged in 2 x 2 pods.
4. The materials and supplies were organized well.
5. Wait time was insufficient for student thinking.
6. The teacher stated that students have learned to add 2digit numbers in preparation for today’s lesson.
7. 6 students, questioned randomly, did not know the day’s
learning goals.
1.
Worksheet 3: Statements of
Evaluation…
Overarching
Question

When conducting evaluation conferences
with teachers, who does the majority of
the thinking?

Therefore, who does the learning and
growing?
Off-Stage Behavior

Domains 1 & 4 reflect off-stage behavior
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and
Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
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Evidence related to Component 1a:
Demo. Knowledge of
Content/Pedagogy
1.
Teacher wrote a scholarly article
2.
Lesson plans/structure/content/relevance
3.
Teacher explanation of probable Ss misconceptions
4.
Teacher’s answers to student questions during class
5.
Teacher presented a workshop to faculty
6.
Teacher explains the structure of discipline prior to lesson
7.
Teacher tells observer how this lesson fits into the larger unit
8.
Teacher adjusts the lesson midstream based on Ss
misconceptions
9.
Teacher poses different levels of content questions during the
lesson
10.
Teacher states how this lesson connects to content standards
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Introduction to the PA Forms
1.
2.
3.
4.
5.
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Review the Pennsylvania Form for Domain 1
The teacher will be asked to complete this form
before the pre-observation conference
What evidence will the teacher be providing for
the pre-observation conference?
Reflect on what clarifying and probing questions
you might ask
At the cue, Pair-Share
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Domain 4: Professional
Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional
Community
4e: Growing and Developing
Professionally
4f: Showing Professionalism
Introduction to the PA Forms
1.
2.
3.
4.
5.
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Review the Pennsylvania Form for Domain 4
The teacher will be asked to complete this form
before the pre-observation conference
What evidence will the teacher be providing for
the pre-observation conference?
Reflect on what clarifying and probing questions
you might ask
At the cue, Pair-Share
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Off Stage Behavior
Gathering Evidence for Domains 1 & 4

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View pre-observation conference keeping in
mind the Pennsylvania Form
As you watch the conference, write on the form
the evidence related to Domains 1 & 4
At the cue, independently continue to document
evidence of what you saw and heard related to
Domains 1 & 4
On the form, write probing and clarifying
questions that you would have asked this teacher
At the cue, share evidence and questions with a
partner
On-Stage Behavior

Domains 2 & 3 reflect on-stage behavior
Domain 2:The Classroom Environment
2a: Creating an Environment of Respect and
Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing the Physical Space
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Introduction to the PA Forms
1.
2.
3.
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Review the Pennsylvania Form
for Domain 2
What evidence will you be
collecting during the
observation?
At the cue, Pair-Share
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Components of Domain 3:
Engagement

3a: Communicating with Student

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness
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Introduction to the PA Forms
1.
2.
3.
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Review the Pennsylvania Form
for Domain 3
What evidence will you be
collecting during the
observation?
At the cue, Pair-Share
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Gathering Evidence
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View Elementary Language Arts Lesson
Write on the form the evidence related
to Domains 2 & 3
At the cue, continue to independently
document what you saw and heard
On the form, write clarifying or probing
questions that you would like to ask the
teacher
At the cue, share evidence and questions
with a partner
Debrief
For Next Time

Handouts:
◦
◦
◦
◦
Evidence Statements – Quick Review
PA Forms (D1, D2, D3, D4)
PA Rubric
Question Stems