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Day 2: Teacher Evaluation 7/21/2015 PBevan, D.ED Today’s Goals: Participants will learn… Deeper meanings of the Framework for Teaching How to collect accurate evidence of teaching and use it, with rubrics, to assess performance How to conduct teacher evaluation appropriately How to make changes in teacher evaluation that reduce suspicion and distrust The nature of differentiated teacher evaluation 7/21/2015 PBevan, D.ED Activity 1: Practice Distinguishing Domain, Component and Element You will be assigned a set of cards containing evidence Read scenario On a sticky note, write name of domain, component and element reflected in scenario Repeat for all scenarios At the cue, share your scenarios, discuss and arrive at consensus 7/21/2015 PBevan, D.ED Observation-based Assessment: Process and Evidence Process and Domains Resources 1) Pre-Observation: D1, D4 The teacher completes the standard Lesson Plan containing components of Domain 1 2) Observation: D1, D2, D3 The evaluator collects evidence related to Domains 2 & 3 on the the standard evidence collection document The evaluator gives copy of all evidence to the teacher 3) Post-Teaching: D1, D2, D3, D4 The teacher adds and/or corrects the evidence Teacher completes a self-assessment using the rubric 4) Collaborative Assessment: D1, D2, D3, D4 The teacher gives a copy of the highlighted rubric to the evaluator The evaluator highlights ONLY areas of agreement The teacher and the evaluator engage in a collaborative discussion Rubric and Teacher SelfAssessment Rubric: Teacher leads 7/21/2015 PBevan, D.ED Domains 1 and 4 PreObservation Agreed Upon Areas of Focus Domains 1, 2 and 3 Perhaps Opportunities address one or to Implement Changes two areas of focus via Walkthrough Domains 1, 2, 3, and 4 PostConference Collaborative Assessment Observation Preparing for PostObservation conference Domains 1, 2, 3, and 4 Activity 2: Reflecting On Past Practice Individually describe two examples of changes that you made as a result of feedback you received from the post – observation conference. Write your answer in the space provided At the cue, share with a partner Think, Pair, Share What did you do as a teacher to prepare for the pre-observation conference? What do your teachers have to do to prepare for the pre-observation conference? What is the difference between then and now? Think, Pair, Share As a result of your current post-observation conference, what changes do your teachers make regarding planning and preparation, instruction, classroom environment, professional responsibilities? What follow-up takes place related to the postobservation conference? What is the difference between then and now? Building Evaluator Reliability Reliability refers to similarity of conclusion/consistency Consistency is a function of consensusbuilding activities Evaluators must practice consensus building activities regularly 7/21/2015 PBevan, D.ED Qualities of Professional Learning • Who does the thinking? • Therefore, who does the learning and growing? • Who Collects/Provides Evidence? • Both teacher and evaluator • Evaluation is not done TO you; it is done with you and for you 7/21/2015 PBevan, D.ED 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) 7/21/2015 PBevan, D.ED What is the Nature of Professional Learning? Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence 7/21/2015 PBevan, D.ED Which of these supports professional learning? Directive From evaluator to teacher Collaborative Non-Directive Back and forth From teacher to evaluator Immoral, illegal, Both have ideas dangerous, to contribute clueless Drowning Swimming 7/21/2015 The teacher deserves to take the lead Championship Swimming PBevan, D.ED The Evaluation Process The rubric is composed of four levels of performance for each of the four domains and their components The teacher will select the level of performance in each of the domains and components The teacher is only highlighting words that match the evidence 7/21/2015 PBevan, D.ED Activity 3: Involving the Teachers • Teachers must learn the rubrics and the process. • How might this happen in your setting? 7/21/2015 PBevan, D.ED Types of questions to ask for the pre-observation conference 1c: What will students learn? 1e: How will I teach it to them? 1f: How will I measure which students learned it? 7/21/2015 PBevan, D.ED Activity 4 Watch the pre-observation conference Collect evidence on your Lesson Plan form 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 How does your evidence compare to your partners? 7/21/2015 PBevan, D.ED Debrief: ◦ How did your experience this time compare to the first time that you gathered evidence from the pre-observation conference? ◦ Were there any times you wrote opinions rather than evidence? ◦ To what extent was your evidence in the same component slot as that of your table mates? Activity 5: Collecting Evidence for Domains 2 & 3 Watch the lesson Collect evidence of what you see and hear If you aren’t sure what component the evidence matches, just write it This is practice, relax 7/21/2015 PBevan, D.ED Activity 5: Collecting Evidence for Domains 2 & 3 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 How does your evidence compare with that of your partners? Debrief: ◦ How did your experience this time compare to the first time that you collected evidence about the observation? ◦ Were there any times you wrote opinions rather than evidence? ◦ To what extent was your evidence in the same component slot as that of your table mates? The Purpose of the Post –Observation Conference To elicit any evidence that still remains to be added about the lesson To use probing and clarifying questions in order to establish inter-rater reliability between teacher and the evaluator To collaboratively identify areas of focus for professional growth ◦ This will set the agenda for the walk-through 7/21/2015 PBevan, D.ED Tips about Evidence Not every question a teacher asks matches domain and component 3b Time on task is not the same as engagement There should be evidence that each student has met the objectives 7/21/2015 PBevan, D.ED Using Evidence to Self-Assess The evaluator makes a copy of the evidence and gives it to the teacher along with the blank rubric The teacher reviews the evidence and adds to or corrects the evidence The teacher reflects on the evidence The teacher self-assesses ◦ He/she highlights the level of performance at which he/she has performed on all 4 of the domains based on the evidence Mark Components of Agreement Do NOT mark components with which you are not in agreement DO mark the components of agreement That is, Where you disagree, do nothing 7/21/2015 PBevan, D.ED Activity 6 Review the rubric actually completed by the teacher Highlight areas of agreement What questions might you pose during the “post-observation” conference with this teacher? Activity 7: Think, Pair, Share What areas of agreement have you highlighted on the teacher’s rubric? What areas would you select as priority to focus on for your collaborative conversation with the teacher… ◦ Select one or two areas of focus ◦ What were your priorities? 7/21/2015 PBevan, D.ED Activity 8: Post-Observation Conference As you watch the post-observation conference, listen for the questions asked by the evaluator How do the questions that the evaluators ask compare to your questions? At the cue, share with a partner Words NOT to Use in the Post-Observation Conference Defend Prove Argue Convince Avoid language that suggests opposition Avoid language that might bring about a defensive response 7/21/2015 PBevan, D.ED Language for the Post-Observation Conference Say more about. . . Tell me about the evidence for. . . Let’s look at the rubric for. . . What is the best match for. . . Could you share background about… Could you share any professional development that contributed to… In what ways have you reflected on… In your reflection, could you share what you might change about… 7/21/2015 PBevan, D.ED Communication is two-way, not oneway Notification is NOT Communication 7/21/2015 PBevan, D.ED Activity 9: Review and Edit Questions Return to the list of questions that you would have asked this teacher to probe and clarify the areas of focus that offer the most priority for growth Would you re-word any of these questions? Process for IPGP 1. 2. 3. 4. The teacher begins by selfassessing using the rubric The teacher selects a measurable goal that is aligned to a component of the PA rubric The teacher articulates activities and evidence that are tied to their goal attainment The principal gives feedback to the teacher based on his or her plan 7/21/2015 PBevan, D.ED Purpose of the Walk-Through 5. 6. 7. 8. The teacher implements plan with the principals support During the walk-through, the principal documents evidence related to implementation of the goal on the PA Form The principal includes any evidence of the impact of the goal on student learning Teacher can add any evidence to the PA walk-through form The Walk-Through in Pilot 2 The walk through must be based on an agreed upon area of focus ◦ The area of focus can be on any agreed upon Domain or Component ◦ The intent is to gather evidence on the effectiveness of the plan that he or she is implementing It is intended to be 5 – 15 minutes The Walk-Through in Pilot 2 Remember, ◦ both teacher and evaluator collect evidence ◦ the teacher can provide additional evidence ◦ evaluation is not done TO you; it is done WITH you and FOR you What are the Benefits of Using a Framework for Teaching? 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