Transcript Document

Educator Effectiveness
Matternville
September 11, 2013
Betsy Baker, Ed.D.
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PowerPoint & Resources
CIU10 posts current resources and information under
the Leadership link on our website:
http://www.ciu10.com
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Today I will learn . . .
• The relation between observation and
evaluation
• The four steps of the Announced Observation
• The role of the teacher in the observation
process
• What kind of evidence is best
• The summative evaluation process
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Teacher Effectiveness System in Act 82 of 2012
School Building Data
Observation/Evidence
Effective 2013-2014 SY
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
School Building
Data, 15%
Teacher Specific Data
PVAAS / Growth 3 Year Rolling Average
1. 2013-2014 SY
Teacher Specific 2. 2014-2015 SY
Data, 15%
3. 2015-2016 SY
Observation/
Evidence,
50%
Elective Data/SLOs
Elective
Data,
20%
Optional 2013-2014 SY
Effective 2014-2015 SY
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
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Observation is not Evaluation
Evaluation of teaching is the sum of a number of
observations, artifacts and conversations that,
together, provide a clear picture of the teaching
practice.
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Suggested Observation Cycle
Level II Teachers
Walk-through (September)
Announced Observation (October – December)
Walk-through (December – January)
Unannounced Observation (February – April)
Walk-through (April – June)
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Suggested Observation Cycle
Level I Teachers
Evaluation 1
Walk-through (September)
Announced Observation (October)
Walk-through (November)
Walk-through (December)
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Suggested Observation Cycle
Level I Teachers
Evaluation 2
Walk-through (January)
Unannounced observation (February)
Walk-through (March)
Walk-through (April)
Walk-through (May – optional)
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The Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
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A Framework for Teaching:
Components of Professional Practice
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
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
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
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Activity
Identifying
the Domains
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The Announced Observation
1. Pre-Observation Conference
2. The Observation
3. Lesson Assessment
4. Post-Observation Conference
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Preparing for the
Pre-Observation Conference
• Communicate dates:
– Pre-Conference
– Observation
– Post-Conference
• Teacher writes lesson plan using Domain 1
rubric and Lesson Plan document
• Teacher submits plan 36 – 48 hours before the
pre-conference
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The Pre-Observation Conference
Purposes:
•To provide the teacher an opportunity to
reflect the distinguished level of Domain 1
as much as possible
•To clarify the lesson plan for the observer
•To push the teacher’s thinking
•To make desirable changes to the plan
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LESSON PLAN:
(Optional)
This column
completed with
Teacher through
Rubric comparison
EVIDENCE OF DOMAINS 1 AND 4
(To be completed by the teacher in advance of announced observation and sent to the evaluator 2 days in advance
of the formal meeting.)
(Evidence not required for each D4 component in advance of the lesson.)
Optional)
This column
completed with
teacher through
Rubric comparison
Teacher:___________________Observer:_____________________
Date:___________________
DOMAIN 1
oF
oNI
oP
oD
1a. Demonstrating Knowledge of Content and
Pedagogy:
What is the content to be taught?
What pre-requisite learning is required?
DOMAIN 4:
4a. Reflecting on Teaching:
(Following the lesson) Collect samples of the students’ work from the observed
lesson that represent a range of student performance.
oF
oNI
oP
oD
Discuss the degree to which students met your objectives and how the work shows
this.
oF
oNI
oP
oD
1b. Demonstrating Knowledge of Students:
4b. Maintaining Accurate Records:
Characterize the class. How will you modify
this lesson for groups or individual
students?
How do you track student learning as it relates to this
lesson?
oF
oNI
oP
oD
1c. Selecting Instructional
Outcomes:
4c. Communicating with Families:
oF
oNI
oP
oD
1d. Demonstrating Knowledge of Resources:
oF
oNI
oP
oD
1e. Designing Coherent
Instruction:
4e. Growing and Developing
Professionally:
List very briefly the steps of the lesson.
What aspects of this lesson are the result of some recent professional learning?
oF
oNI
oP
oD
1f: Designing Student
Assessments:
4f:ShowingProfessionalism:
What do you want students to learn during this lesson?
What resources were considered for this lesson and rejected? Why?
What resources will be used? Why?
How will you measure the goals articulated
In 1c?
What does success look like?
What specifically have you learned by communicating
with families that impacted your planning of this
lesson?
4d. Participating in a Professional
Community:
In what ways is today’s lesson related to collaboration with colleagues?
In what ways have you been an advocate f or students that relate directly to this
lesson?
oF
oNI
oP
oD
oF
oNI
oP
oD
oF
oNI
oP
oD
oF
oNI
oP
oD
oF
oNI
oP
oD
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The Observation
• Observer arrives in time to “walk the walls”
• The full lesson is observed
• Evidence is collected regarding Domains 2 & 3
(see evidence form)
• Evidence tells the most important facts about
the lesson
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Evidence Collection
Evidence is a factual reporting of events. It
may include descriptions of teacher and
student actions and behaviors. It may also
include artifacts prepared by the teacher,
students or others. It is not clouded with
personal opinion or biases. It is selected using
professional judgment by the observer and/or
the teacher.
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Types of Observation Evidence
• Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
• 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.
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(Optional)
This column
Completed with
Teacher through
Rubric comparison
OBSERVATION:
EVIDENCE FOR DOMAINS 2, 3
Teacher: _______________ Observer: _____________ Date:______________
oF
oNI
oP
oD
2a. Creating a Climate of Respect and Rapport
3a. Communicating with Students
Teacher Interaction with Students
Student Interactions with One Another
Expectations for Learning
Directions and Procedures
Explanations of Content
Use of Oral and Written Language
oF
oNI
oP
oD
2b. Creating a Culture for
Learning
3b. Using Questioning and
Discussion Techniques
Importance of the Content
Expectations for Learning and Achievement
Student Pride in Work
Quality of Questions
Discussion Techniques
Student Participation
oF
oNI
oP
oD
2c. Managing Classroom
Procedures
3c. Engaging Students in Learning
oF
oNI
oP
oD
2d. Managing Student Behavior
3d. Assessing Student Learning
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of Progress
oF
oNI
oP
oD
2e. Organizing the Physical
Space
3e. Demonstrating Flexibility and
Responsiveness
Safety and Accessibility
Arrangement of Furniture and Use of Physical Resources
Lesson adjustment
Response to Students
Persistence
Management of Instructional Groups
Management of Transitions
Management of Materials and Supplies
Performance of Non-Instructional Duties
Supervision of Volunteers and Paraprofessionals
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
(Optional)
This column
Completed with
Teacher through
Rubric comparison
oF
oNI
oP
oD
oF
oNI
oP
oD
oF
oNI
oP
oD
oF
oNI
oP
oD
oF
oNI
oP
oD
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Preparing for
the Post-teaching Conference
Evaluator
• Shares observation
evidence within 24
hours of the
observation
• Reviews teacher
self-assessment
• Selects components
for discussion
Teacher
• Adds to the evidence
collected by the
evaluator
• Assesses the lesson
using the Framework
rubric and sends to
evaluator within
24 – 36 hours
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Rubric
Teaching is a performance.
Performances are measured
using rubrics.
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Teacher Effectiveness
Levels of Performance
• 4 Domains
– 22 Components
• 4 Possible Ratings for Each Component
– Failing
– Needs Improvement
– Proficient
– Distinguished
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Activity
The Framework for Teaching Card Sort
• Work in groups of 4
• Each group member should select a different
colored card to read and categorize the evidence
• On a sticky note, write the:
– Domain
– Component
– Level of Performance
• Share with your group
• Reach consensus
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The Post-Teaching Conference
1. Acknowledge Components of Agreement
2. Collaboratively rate “Components for Discussion”
– The teacher takes the lead in discussing his/her reasoning
for the ratings of these components
– Evidence and the rubric must be used
3. Complete the Observation Summary document
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Conclusions: Levels of Performance
• Failing: Potential for harm
• Needs Improvement: Inconsistent, novice
• Proficient: Consistent, competent
• Distinguished: Unusually excellent, no one “lives”
here permanently in all components
7/18/2015
pbevan
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Post Teaching Conference Conclusion
What are the MOST IMPORTANT components
for the teacher’s ongoing attention? (Select,
together, no more than 2)
What are the steps to be taken to grow those
components to the higher levels of
performance?
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Walk-throughs
• Observational (Domains 2, 3)
• Conversational (Domains 1, 4)
– Exemplar document(s)
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Summary: Role of the Teacher
• Plans lesson with “Distinguished” in mind
• Discusses lesson plan with observer; modifies plan if
needed
• Teaches lesson
• Adds evidence to what the observer collected
• Evaluates lesson on rubric; sends in advance of postconference
• Explains “Components for Discussion” to observer
• Discusses/suggests next steps
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Pre-Observation – Domain 1 and 4
2 days before: Teacher provides evidence using Lesson Plan Form
Teacher and Evaluator discuss evidence provided; Evaluator Collects
additional Evidence through Questioning
During the Observation – Domains 1, 2 and 3
Evaluator arrives early – Walks the Walls
Evidence Collected during the lesson: Avoid Opinions
Preparing for Post-Observation – Domains 1, 2, 3 and 4
Evaluator provides Teacher with Evidence
Collected during the Observation
Teacher self-assesses using highlighter and
rubric –and gives to evaluator
Evaluator assesses and marks all agreed upon
– leaves areas of concern blank to discuss
Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4
Teacher and Evaluator discuss agreed upon
items
Evaluator invites teacher to discuss areas of
disagreement
Teacher develops self-assessment summary
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Features of
A Framework for Teaching
• Generic
– Applies to all grade levels, content areas
• Not a checklist
– Is evidence based/reflective
• Not prescriptive
– Tells the “what” of teaching, not “how”
• Comprehensive
– Includes not just what we can see
• Inclusive
– Addresses Novice to Master teacher
7/18/2015
pbevan
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Today I learned . . .
• The relation between observation and
evaluation
• The four steps of the Announced Observation
• The role of the teacher in the observation
process
• What kind of evidence is best
• The summative evaluation process
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Professional Development
http://www.pdesas.org/
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Teacher Effectiveness Support
Betsy Baker, Ed.D.
[email protected]
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