2013-2014

BTSD Teacher Evaluation Tool Training

2013-2014

Training Goals

1) Gain an understanding of the NEW Teacher Evaluation system (Act 82).

2) Review the content of the Danielson Framework and its role in teacher growth.

3) Develop an Understanding of the Clinical Observation Framework.

2013-2014

Teacher Effectiveness Project Goal



To develop a teacher effectiveness model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth

4

5

6

2013-2014

Observation/Evidence (85/50%)

• Based on Danielson’s Domains • • • • Planning & Preparation Classroom Environment Instruction Professional Responsibilities • PDE-Adapted Rubric • Focus of Phase III Educator Effectiveness Implementation.

Additional Information

2013-2014 • State forms/process are encouraged but NOT mandated. District tools/process

MUST

focus on Danielson Framework and be approved by PDE • Additional rubrics/process being developed for “specialists” and administrators ( targeted for January 2013).

2013-2014

A Framework for Teaching: The Research:

• National Board for Professional Teaching Standards • Praxis III Teaching Performance Assessments • State Teaching Standards

2013-2014

Planning & Preparation The Classroom Environment

List 2-3 key words that characterize the domain Complete the sentence

Educator Effectiveness is… Professional Responsibilities Instruction

2013-2014 Defensible definition of teaching

Wisdom of Practice: Collecting our thinking about good teaching

2013-2014

Wisdom of Practice

What are the qualities of teaching most tightly tied to student learning?

The Domains

1.

Planning and Preparation 2.

The Classroom Environment 3.

Instruction 4.

Professional Responsibilities 2013-2014

2013-2014

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 4: Professional Responsibilities

•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Participating in a Professional Community •Growing and Developing Professionally •Showing Professionalism

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 3: Instruction

•Communicating with Students •Using Questioning and Discussion Techniques •Engaging Students in Learning •Using Assessment in Instruction •Demonstrating Flexibility and Responsiveness

Matching Scenarios

2013-2014

2013-2014

Framework Focus

Domain 1 – Planning and Preparation Domain 2 – The Classroom Environment

What a teacher knows and does in preparation for engaging students in learning.

What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.

Domain 4 – Professional Responsibilities

Professional responsibilities and behavior in and out of the classroom.

Domain 3 – Instruction

What a teacher does to cognitively engage students in the content.

2013-2014

Framework Features

 Generic: applies to all grade levels, content areas 

Not a checklist

 Not prescriptive: tells the “what” of teaching, not “how”  Comprehensive: not just what we can see  Inclusive: Novice to Master teacher

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2013-2014

Why Evaluate Professional Practice?

 Quality Assurance  Professional Learning

2013-2014

Benefits of a Supervision/Evaluation Framework

 Common Language  Similarity of vision for teaching that improves teaching: the qualities of the distinguished level  Greater validity and reliability potential for teacher evaluation  Changes in novice thinking  Opportunities for collaboration

Uses of a Framework

      Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans 2013-2014

2013-2014

1.

5 “Rules” for Educator Evaluation/Supervision

Defensible definition of teaching

2.

Differentiation of evaluative processes 3.

Evidence-driven process 4.

The role of teacher learning 5.

Transparency

2013-2014

Rule # 1

Start with a

defensible definition

and understood, by all stakeholders.

of good teaching that is studied,

2013-2014

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

2013-2014

Figure 6.7 D OMAIN 2: THE CLASSROOM ENVIRONMENT C OMPONENT 2 A : C REATING AN E NVIRONMENT OF R ESPECT AND R APPORT

Elements:  Student interaction E LEMENT Teacher Interaction with Students F AILING Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher. Student Interaction Student interactions are characterized by conflict, sarcasm, or put-downs. L E V E L O F P E R F O R M A N C E N EEDS I MPROVEMENT Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher. Students do not demonstrate negative behavior toward one another. P ROFICIENT Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher. Student interactions are generally polite and respectful. D ISTINGUISHED Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role. Students demonstrate genuine caring for one another as individuals and as students.

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2013-2014

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

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2013-2014

5 “Rules” for Educator Evaluation/Supervision

1.

Defensible definition of teaching 2.

Differentiation of evaluative processes 3.

Evidence-driven process 4.

The role of teacher learning 5.

Transparency

2013-2014

Rule # 2

Differentiate

the processes of evaluation for novices, experienced teachers, and

teachers at risk.

2013-2014

Differentiated Evaluation Novice/Untenured Experienced/Tenured At-Risk

Very close observation and assessment

Formal and informal observation of teaching is key + teacher interviews + artifacts

Presumption of professionalism

Structured process 1/3yr. Other years: informals + teacher interviews+ professional goal-setting 2 – 4 formal times per year; multiple informal observations Professional Goal Setting: Choose from a list of rigorous, approved activities

Not punitive

Intensive, extensive team-based support based on persistent unsatisfactory performance in one or more components Clear goals, outcomes, evidence and timelines anchor No self-directed activities Activities produce evidence which is then evaluated Designed for the teacher who can, and wishes, to improve

Overarching Question

2013-2014 Who does the thinking? Therefore, who does the learning and growing?

2013-2014

5 “Rules” for Educator Evaluation/Supervision

1.

2.

Defensible definition of teaching Differentiation of evaluative processes 3.

4.

5.

Evidence-driven process The role of teacher learning Transparency

2013-2014

Rule # 3

Let evidence , not opinion, anchor the process.

2013-2014

Evidence or Opinion?

1.

The teacher’s lesson plan was well done.

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 appropriate for the lesson.

2013-2014

Evidence or Opinion?

5.

Wait time was insufficient for student thinking.

6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7. Six students, questioned randomly, did not know the day’s learning goals.

2013-2014

Evidence

Evidence is a factual reporting of events. It may include 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.

2013-2014

Observation-based Assessment: Process

and

Evidence

1. Pre-Observation: D1, D4 2. Observation: D1, D2, D3 3.

Post-Teaching: D1, D2, D3, D4 4.

Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

2013-2014

The Card Sort

 Use a sticky note  Identify: ◦

Domain

◦ ◦

Component Element

 Share with table mates as instructed; reach consensus

2013-2014

Rewrite

 Select one scenario at your table  Determine tentative Level of Proficiency  Rewrite at higher & lower levels using rubric characteristics

Levels of Performance Conclusions

 Failing: Potential for harm 2013-2014  Needs Improvement: Inconsistent, novice  Proficient: Consistent, competent  Distinguished: Unusually excellent, no one “lives” here permanently in all components

43

Phase III Requirements

2013-2014  Pre-Observation Conference  Observation  Post-Observation Conference  Walkthrough

2013-2014 Before

Step # 1: Pre-Observation (Focused on Domains 1 & 4)

   Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference Evidence is added to the lesson plan document that emerges from the pre-observation conference. T and E meet to discuss the upcoming lesson framed around the following : Question Stems:       1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like?

2013-2014 During

Step # 2: Observation (Focused on Domains 1,2, & 3)

 E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)  Types of Observation Evidence:     Scripting of Educator or Student comments Descriptions of Educator and Student behaviors Numeric information Environment Remember:     Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way?

Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) Evaluator does

NOT

retype observation

2013-2014

Rubrics

Educating is a

performance .

Performances are measured using

rubrics .

Failing...

2013-2014

Proficient...

Needs Improvement ...

Distinguished...

2013-2014

Performance Levels: Key Words

1.

Review the components from the Framework for Teaching for the assigned Domain. Scan the language used to describe each Level of Performance (LoP).

2.

What

key words

would you use to characterize or describe each level?

3.

Synthesize your thinking as a group and choose

two key words

that represent each level. Write the two key words on the designated chart-paper.

2013-2014

Performance Levels: Key Words

Failing Needs Improvement Proficient Distinguished

2013-2014

Performance Levels: Key Words

Failing Needs Improvement Proficient Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable

None

Distinguished

2013-2014

Performance Levels: Key Words

Failing Proficient Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable

None

Needs Improvement Partial Generally Inconsistently Attempts Awareness Moderate Minimal

Some

Distinguished

Levels of cognition and constructivist learning increase

2013-2014

Performance Levels: Key Words

Failing Proficient Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable

None

Needs Improvement Partial Generally Inconsistently Attempts Awareness Moderate Minimal

Some

Consistent Frequent Successful Appropriate Clear Positive Smooth

Most

Distinguished

Levels of cognition and constructivist learning increase

2013-2014

Performance Levels: Key Words

Failing Proficient Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable

None

Needs Improvement Partial Generally Inconsistently Attempts Awareness Moderate Minimal

Some

Consistent Frequent Successful Appropriate Clear Positive Smooth

Most

Distinguished Seamless Solid Subtle Skillful Preventative Leadership

STUDENTS Always Levels of cognition and constructivist learning increase

2013-2014

Using the Levels of Performance

What are some ways teachers can use the levels of performance to promote their learning and growth?

     Lesson planning Self assessment Developing professional learning goals Reflecting on teaching and learning Talking about teaching

2013-2014 After

Step # 3: Preparing for the Post-Conference (Focused on Domains 1,2, 3, & 4)

 Educator and Evaluator do not need to meet during Step #3.

 With prerequisite training, the Educator can engage in Step #3 independently or with the support of a coach.  Evaluator provides Educator with completed observation form from Step #2.  Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator  Teacher returns the observation form to Evaluator with their additions  Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference  Evaluator highlights or checks

ONLY

he/she agrees the areas on the self-assessment with which

2013-2014

A Collaborative Process

Who Collects/Provides Evidence?

Both teacher and evaluator

Evaluation is not done

TO

you; it is done

WITH

you and

FOR

you.

2013-2014

Remember…

•

Teachers get a copy of the evidence immediately following the lesson.

•

Teachers may add to the evidence.

•

Teachers use the evidence to complete a self-assessment.

•

Teachers assess the lesson by highlighting the appropriate rubric phrases.

•

Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE.

•

The observer reviews the teacher

’

s evidence prior to the post.

•

The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post.

•

The observer LEAVES BLANK the components of difference prior to the post.

2013-2014  After

Step # 4: Post-Teaching Collaborative Assessment (Focused on Domains 1,2, 3, & 4)

Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson  Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.  Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis .

Conversation Stems:

  Comment on the evidence for . . .

Let’s look at the rubric for . . .

   Tell me more about …. What’s the backstory for . . .

Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson

2013-2014

The Purpose of the Post

 To discuss the components of difference (not yet marked by observer)  To elicit any evidence that still remains to be added about the lesson  To arrive at an assessment on the rubric for components of difference.

2013-2014

1.

2.

3.

4.

5.

5 “Rules” for Educator Supervision/Evaluation

Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning

Transparency

2013-2014

Rule # 4

Conduct evaluations in such a way that they produce teacher learning.

Overarching Question

2013-2014 Who does the thinking? Therefore, who does the learning and growing?

2013-2014

Professional Learning

“

Learning is done by the learner; it is mental WORK.

” - Charlotte Danielson Who does the mental work in your evaluation process? (Overarching Question)

2013-2014

The Nature of Professional Learning: Mental Work for Teachers

 Reflection on practice  Collaboration  Self-assessment  Self-directed inquiry (action research)  Feedback based upon evidence

2013-2014 “

Narrative-Free

”

Evaluation



The rubric contains the narrative



Select the language that matches the evidence



The teacher participates in language selection



The highlighter is the tool



A summative domain statement is optional

2013-2014

1.

5

“

Rules

”

for Educator Supervision/Evaluation

Defensible definition of teaching 2.

Differentiation of evaluative processes 3.

4.

5.

Evidence-driven process The role of teacher learning Transparency

2013-2014

Rule # 5: Transparency

Teachers must learn the rubrics and the process.

Communication is

two-way

, not one way.

Notification is

NOT

Communication.

2013-2014