Post on 29-Nov-2014
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The Though(ul Classroom Teacher Effec2veness Framework
This webinar was presented by Dr. Harvey Silver on November 7, 2012.
View the recording online at: hBp://www.schoolimprovement.com/
resources/webinars/thoughEul-‐approach-‐to-‐classroom-‐observaGons/
A recent study of the world’s top 25 school systems draws two straighEorward conclusions about how to improve educaGon:
“The quality of an education system cannot exceed the
quality of its teachers.”
“The only way to improve outcomes is to improve instruction.”
McKinsey & Company (2007)
Why Teacher Effectiveness?
Two of America’s leading educaGonal organizaGons have partnered to provide a new web-‐based observaGon, evaluaGon, and professional development system.
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The Thoughtful Classroom Teacher Effectiveness Framework
• What does a “simple and deep” approach to teacher effecGveness look like? • How do we make the observaGon process meaningful and manageable? • What is the ulGmate goal of any teacher evaluaGon system? • How do we develop a final evaluaGon of a teacher’s effecGveness?
4
Today’s Guiding Questions
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What does a “simple and deep” approach to teacher effectiveness
look like?
The Thoughtful Classroom Teacher Effectiveness Framework
6
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
An evaluation framework needs to listen to multiple voices.
The voice of the research community: • Over 40 years of acGon research & meta-‐analyGc research that shows us what really works in the classroom. • Every indicator is aligned with what the research says about best pracGces in the classroom.
The voice of educators We worked with over 250 teachers, administrators, and union representaGves to develop and refine the framework to ensure that it:
• Is manageable • Respects the realiGes of classrooms & schools
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Simple
Deep
The Thoughtful Classroom Teacher Effectiveness Framework
The Thoughtful Classroom Teacher Effectiveness Framework
8
What makes The Thoughtful Classroom Teacher Effectiveness Framework simple?
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
9
3 Components The Four Cornerstones of Effective Teaching
The Five Episodes of Effective Instruction
Effective Professional Practice
1.
2.
3.
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
10
3 Components The Four Cornerstones of Effective Teaching
The Five Episodes of Effective Instruction
Effective Professional Practice
1.
2.
3.
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
11
3 Components The Four Cornerstones of Effective Teaching
The Five Episodes of Effective Instruction
Effective Professional Practice
1.
2.
3.
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
12
3 Components The Four Cornerstones of Effective Teaching
The Five Episodes of Effective Instruction
Effective Professional Practice
1.
2.
3.
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
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3 Components 10 Dimensions
1 Visually organized framework
Presenting
New Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
4
5
6 7
8
9
10
1 2
3
The Thoughtful Classroom Teacher Effectiveness Framework
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3 Components
10 Dimensions
1 Visually organized framework
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
Component One: The Four Cornerstones of Effective Teaching
(Dimensions 1-4)
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The Four Cornerstones of Effective Teaching
• Universal elements of quality instruction
• Always relevant in any classroom
• Without the cornerstones in place in the classroom, student learning will be compromised
• Always included as part of a teacher’s evaluation
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
Component Two: The Five Episodes of Effective Instruction
(Dimensions 5-9)
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The Five Episodes of Effective Instruction
• Good instruction unfolds in a series of learning episodes
• Teachers use these episodes to design high-quality lessons and units
• Ensures observer and teacher are on the “same page”
• Evaluated based on which episodes are observed
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
Component Three: Effective Professional Practice
(Dimension 10)
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Effective Professional Practice
• Looking beyond the classroom
• Commitment to: – Ongoing learning – The school community – Professionalism
• Always included as part of a teacher’s evaluation
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
What’s the Difference Between a List of Standards and a Framework?
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NJ Professional Standards for Teachers and School Leaders (Based on the CCSSO’s InTASC Core Teaching Standards)
1. Subject MaBer Knowledge 2. Human Growth and Development 3. Diverse Learners 4. InstrucGonal Planning and Strategies 5. Assessment 6. Learning Environment 7. Special Needs 8. CommunicaGon 9. CollaboraGon and Partnerships 10. Professional Development
Component One: The Four Cornerstones of Effective Teaching
(Dimensions 1-4)
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The Four Cornerstones of Effective Teaching
Addresses these NJ Standards: 2. Human Growth and Development 3. Diverse Learners 6. Learning Environment 7. Special Needs
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
Component Two: The Five Episodes of Effective Instruction
(Dimensions 5-9)
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The Five Episodes of Effective Instruction
Addresses these NJ Standards: 1. Subject MaBer Knowledge 4. InstrucGonal Planning and
Strategies 5. Assessment 8. CommunicaGon
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
Component Three: Effective Professional Practice
(Dimension 10)
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Effective Professional Practice
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
Addresses these NJ Standards: 9. CollaboraGon and RelaGonships 10. Professional Development
The Thoughtful Classroom Teacher Effectiveness Framework
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A Simple Framework
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
23
What makes The Thoughtful Classroom Teacher Effectiveness Framework deep?
Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
The Thoughtful Classroom Teacher Effectiveness Framework
24
The Value of Essential Questions
• Each of the ten dimensions is driven by an essential question.
• These essential questions – Keep schools focused on what’s important. – Promote school-wide inquiry. – Foster a common language for instruction and how
to improve it.
Organiza2on, Rules, and Procedures
Posi2ve Rela2onships
A Culture of Thinking and Learning
Engagement and Enjoyment
Preparing Students for New Learning
Deepening and Reinforcing Learning
Presen2ng New Learning
Reflec2ng on and Celebra2ng Learning
Applying Learning
How do you organize your classroom to enhance
learning and establish rules and procedures
that clarify expectaGons?
How do you develop a classroom culture that promotes serious learning and sophisGcated
forms of thinking?
How do you build meaningful relaGonships
with your students and among students to promote learning?
How do you moGvate students to do their best work and inspire
the love of learning?
Professional Prac2ce
25
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Here’s what four 2nd graders said:
What is learning?
Organiza2on, Rules, and Procedures
Posi2ve Rela2onships
A Culture of Thinking and Learning
Engagement and Enjoyment
Preparing Students for New Learning
Deepening and Reinforcing Learning
Presen2ng New Learning
Reflec2ng on and Celebra2ng Learning
Applying Learning
How do you organize your classroom to enhance
learning and establish rules and procedures
that clarify expectaGons?
How do you develop a classroom culture that promotes serious learning and sophisGcated
forms of thinking?
How do you build meaningful relaGonships
with your students and among students to promote learning?
How do you moGvate students to do their best work and inspire
the love of learning?
Professional Prac2ce 27
How do you help students solidify their understanding and pracGce new skills?
How do you help students look back on their learning and refine
their learning process?
How do you present new informaGon and provide
opportuniGes for students to acGvely engage with content?
How do students demonstrate their learning and what kinds of evidence do you collect to assess
their progress?
How commiBed are you to professional learning and contribuGng to the school community?
How do you establish your purpose, acGvate students’ prior knowledge, and prepare students
for learning?
Preparing Students for New Learning
How do you establish your purpose, acGvate students’ prior
knowledge, and prepare students for learning?
The Thoughtful Classroom Teacher Effectiveness Framework
28
5.1 SelecGng relevant standards that are appropriate to your content and grade level 5.2 “Unpacking” standards and turning them into clear, measurable learning goals
and targets
Dimension 5: Preparing Students for New Learning
5.3 Using essenGal quesGons to guide learning and promote deep thinking 5.4 Beginning lessons and units with engaging “hooks”—thought-‐provoking acGviGes
or quesGons that capture student interest and acGvate their prior knowledge 5.5 Introducing students to the key vocabulary terms they will need to know and
understand to successfully learn the content
5.6 Assessing students’ background knowledge, skill levels, and interests relaGve to learning goals and targets
5.7 Helping students develop insights into the products they’ll be creaGng, performances they’ll be delivering, and/or tasks they’ll be compleGng to demonstrate what they’ve learned (e.g., providing models of high-‐quality work, rubrics, checklists, etc.)
5. 8 Encouraging students to establish personal learning goals and plans for achieving them
Content
InstrucGon
Assessment
[CC]
[CC]
[CC]
[CC]
[CC]
The Thoughtful Classroom Teacher Effectiveness Framework
29
Observing the Indicators
Not Evident
Evident
Missed Opportunity
Not Evident It was not evident that the teacher addressed this indicator. (REMEMBER: Quality instruc2on DOES NOT mean addressing all indicators.)
Evident It was evident that the teacher addressed this indicator.
Missed Opportunity The teacher did not address this indicator even though there was a clear opportunity to address it.
The Thoughtful Classroom Teacher Effectiveness Framework
30
Dimension 5: Preparing Students for New Learning
Impact on Student Achievement Students… q Understand/restate learning goals in their own words. q Ask quesGons about learning goals. q Know what they have to produce and what’s expected of them. q Assess own knowledge of vocabulary. q Call up their prior knowledge. q Generate quesGons about content or personal goals. q Understand the plan for learning.
The Thoughtful Classroom Teacher Effectiveness Framework
31
The 4Ps to Better Feedback
1. Provide Evidence
2. Praise
3. Pose Questions
4. Propose
1. Provide Evidence (List specific evidence to support what you observed.) Standards were clear and posted as student-‐friendly learning goals. Hook was used to acGvate prior knowledge. Used the Backwards Learning tool to help students understand what they needed to know and do by unit’s end.
2. Praise (Recognize posi2ve teaching behaviors that enhance learning.) Great hook! Using a “what if” quesGon really engaged students and got them to tap into their prior knowledge.
3. Pose (Ask ques2ons that foster reflec2on on teacher’s decisions and their impact.) I was really interested in how you used the Backward Learning tool. What effect does it have on student focus and self-‐assessment over the week?
4. Propose (Decide—collabora2vely if possible—on how to improve prac2ce.) The targets were posted, but I think it’s important that all students really internalize those targets. You might try the 5-‐S Goal Sharing tool to accomplish this.
The Thoughtful Classroom Teacher Effectiveness Framework
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Summative Evaluation Rubric 1
2
3
4
Novice: Minimal or no commitment to effecGve instrucGon. The pracGces are not being used or need reconsideraGon because they are not having their intended effects on student learning. Developing: Ini.al commitment to effecGve instrucGon. The teacher is using relevant instrucGonal pracGces but the pracGces need further refinement. With refinement, the impact on student learning can be increased.
Proficient: Clear commitment to effecGve instrucGon. The teacher applies relevant instrucGonal pracGces that have a posiGve impact on student learning.
Expert: Strong commitment to effecGve instrucGon that shows advanced experGse. The teacher applies relevant instrucGonal pracGces and is able to adapt them to students’ needs and parGcular learning situaGons. These pracGces have a consistently posiGve impact on student learning.
The Thoughtful Classroom Teacher Effectiveness Framework
33
Summative Evaluation Rubric
(4) Expert – Strong commitment to effecGve instrucGon that shows advanced experGse.
– The teacher applies relevant instrucGonal pracGces and is able to adapt them to learning situaGons.
– These pracGces have a consistently posiGve impact on student learning.
The Thoughtful Classroom Teacher Effectiveness Framework
34
A Simple and Deep Framework
Dimensions of teacher effectiveness
(Essential questions)
The Thoughtful Classroom Teacher Effectiveness Framework
35
Engagement and
Enjoyment
A Culture of Thinking
and Learning
Organization, Rules,
and Procedures
Positive Relationships
Preparing Students
for New Learning
Presenting New Learning
Applying Learning
Deepening and Reinforcing Learning
How do you organize your classroom to enhance learning
and establish rules and procedures that clarify
expectaGons?
Reflecting on and Celebrating Learning
How do you build meaningful relaGonships with your students and among students to promote
learning?
How do you help students solidify their understanding and pracGce new skills?
How do you present new informaGon and provide
opportuniGes for students to acGvely engage with content?
How do you help students look back on their learning and refine
their learning process?
How do you develop a classroom culture that
promotes serious learning and sophisGcated forms of
thinking?
How do students demonstrate their learning and what kinds of evidence do you collect to
assess their progress?
How do you moGvate students to do their best work and inspire
the love of learning?
Professional Practice
How commiBed are you to professional learning and contribuGng to the school community?
How do you establish your purpose, acGvate students’
prior knowledge, and prepare students for learning?
1
4
7 6
5
3
2
8
9
10
Organization, Rules, and Procedures
Positive Relationships
A Culture of Thinking and Learning
Engagement and Enjoyment
The Thoughtful Classroom Teacher Effectiveness Framework
36
A Simple and Deep Framework Indicators of quality teaching behavior
Dimensions of teacher effectiveness
(Essential questions)
The Thoughtful Classroom Teacher Effectiveness Framework
37
5.1 SelecGng relevant standards that are appropriate to your content and grade level 5.2 “Unpacking” standards and turning them into clear, measurable learning goals
and targets
Dimension 5: Preparing Students for New Learning
5.3 Using essenGal quesGons to guide learning and promote deep thinking 5.4 Beginning lessons and units with engaging “hooks”—thought-‐provoking acGviGes
or quesGons that capture student interest and acGvate their prior knowledge 5.5 Introducing students to the key vocabulary terms they will need to know and
understand to successfully learn the content 5.6 Assessing students’ background knowledge, skill levels, and interests relaGve to
learning goals and targets 5.7 Helping students develop insights into the products they’ll be creaGng,
performances they’ll be delivering, and/or tasks they’ll be compleGng to demonstrate what they’ve learned (e.g., providing models of high-‐quality work, rubrics, checklists, etc.)
5. 8 Encouraging students to establish personal learning goals and plans for achieving them
[CC]
[CC]
[CC]
[CC]
[CC]
The Thoughtful Classroom Teacher Effectiveness Framework
38
A Simple and Deep Framework Indicators of quality teaching behavior
Indicators of quality student behavior
Dimensions of teacher effectiveness
(Essential questions)
The Thoughtful Classroom Teacher Effectiveness Framework
39
Dimension 5: Preparing Students for New Learning
Impact on Student Achievement Students… q Understand/restate learning goals in their own words. q Ask quesGons about learning goals. q Know what they have to produce and what’s expected of them. q Assess own knowledge of vocabulary. q Call up their prior knowledge. q Generate quesGons about content or personal goals. q Understand the plan for learning.
The Thoughtful Classroom Teacher Effectiveness Framework
40
A Simple and Deep Framework Indicators of quality teaching behavior
Indicators of quality student behavior
Summative evaluation rubric
Dimensions of teacher effectiveness
(Essential questions)
The Thoughtful Classroom Teacher Effectiveness Framework
41
Summative Evaluation Rubric Novice: Minimal or no commitment to effecGve instrucGon. The pracGces are not being used or need reconsideraGon because they are not having their intended effects on student learning.
1
Developing: Ini.al commitment to effecGve instrucGon. The teacher is using relevant instrucGonal pracGces but the pracGces need further refinement. With refinement, the impact on student learning can be increased.
2
Proficient: Clear commitment to effecGve instrucGon. The teacher applies relevant instrucGonal pracGces that have a posiGve impact on student learning.
3
Expert: Strong commitment to effecGve instrucGon that shows advanced experGse. The teacher applies relevant instrucGonal pracGces and is able to adapt them to students’ needs and parGcular learning situaGons. These pracGces have a consistently posiGve impact on student learning.
4
The Thoughtful Classroom Teacher Effectiveness Framework
42
A Simple and Deep Framework Indicators of quality teaching behavior
Indicators of quality student behavior
Summative evaluation rubric
Dimensions of teacher effectiveness
(Essential questions)
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How do we make the observation process
meaningful and manageable?
The Formal Observation Process
44
Wriaen Evalua2on
Post-‐Observa2on
Classroom Observa2on
Pre-‐Observa2on
The Formal Observation Process
45
Wriaen Evalua2on
Post-‐Observa2on
Classroom Observa2on
Pre-‐Observa2on • Where are you in your lesson
sequence? • What are the learning goals for the
parGcular lesson I’ll be observing? • How will student learning be
assessed? • What learning opportuniGes will you
provide to achieve your goals? • What quesGons do you have about
the lesson?
Pre-Observation
Wriaen Evalua2on
The Formal Observation Process
46
Classroom Observation
Post-‐Observa2on
Classroom Observa2on
Pre-‐Observa2on To accommodate different
classroom observaGon objecGves and observer preferences, we’ve developed different types of
observaGon forms.
• Formal ObservaGons • Informal ObservaGons • Learning Walks
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Individual Dimension
Form
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Multiple Dimensions Form
49
Essential Questions Form
The Formal Observation Process
For formal observaGons, observers typically use the four-‐point rubric to assess the teacher’s effecGveness in each observed dimension. Summative Evaluation Rubric
Novice: Minimal or no commitment to effecGve instrucGon. The pracGces are not being used or need reconsideraGon because they are not having their intended effects on student learning.
1
Developing: Ini.al commitment to effecGve instrucGon. The teacher is using relevant instrucGonal pracGces but the pracGces need further refinement. With refinement, the impact on student learning can be increased.
2
Proficient: Clear commitment to effecGve instrucGon. The teacher applies relevant instrucGonal pracGces that have a posiGve impact on student learning.
3
Expert: Strong commitment to effecGve instrucGon that shows advanced experGse. The teacher applies relevant instrucGonal pracGces and is able to adapt them to students’ needs and parGcular learning situaGons. These pracGces have a consistently posiGve impact on student learning.
4
4 4
3
3 2
Wriaen Evalua2on
Post-‐Observa2on
Classroom Observa2on
Pre-‐Observa2on
The Formal Observation Process
Post-Observation Post-‐observaGon quesGons are guided by 5 Rs:
Review What happened?
React What were your reacGons?
What were students’ reacGons?
Reasons What caused you to think/feel this way?
What caused students to think/feel this way?
Rethink What have you learned?
What would you do differently?
Reflect How did the enGre observaGon process help you?
How can we improve it together?
The Formal Observation Process
Written Evaluation
Wriaen Evalua2on
Post-‐Observa2on
Classroom Observa2on
Pre-‐Observa2on Formal observaGons are usually wriBen up. Observers use the evidence from the observaGon forms along with the 4Ps feedback protocol to write meaningful wriBen evaluaGons.
1. Provide Evidence
2. Praise
3. Pose Questions
4. Propose
53
What is the ultimate goal of any
teacher evaluation system?
Promoting Teacher Growth
54
Targeted Professional Development and Growth
Professional Growth Plan
Teacher Self-‐Assessment
Teacher Self-Assessment Guide
The Teacher Self-‐Assessment Guide allows teachers to reflect on and assess their classroom pracGce according to the same dimensions and indicators that administrators use to guide observaGons.
55
Targeted Professional
Development and Growth
Professional Growth Plan
Teacher Self-‐Assessment
Teacher Professional Growth Plan
56
Targeted Professional
Development and Growth
Professional Growth Plan
Teacher Self-‐Assessment
57
Teacher Professional Growth Plan Areas of Strength & Areas for Potential Growth
58
Teacher Professional Growth Plan Developing Professional Learning Goals
59
Teacher Professional Growth Plan Tracking Progress
60
Teacher Professional Growth Plan Collecting Evidence
The Framework is integrated with PD 360, the most extensive professional development video library in the country.
61
Targeted Professional
Development and Growth
Professional Growth Plan
Teacher Self-‐Assessment
Targeted Professional Development
Offers over 1200 videos of best classrooms pracGces and pedagogy Is Online & On-‐demand 24/7 Provides the ulGmate flexibility in PD
For observers… Based on observaGon data, observers can select relevant PD 360 videos that correspond to idenGfied needs.
62
Targeted Professional Development
For teachers… Teachers build a customized professional growth plan using the Teacher-‐Self Assessment Guide and the PD 360 video library.
63
Targeted Professional Development
64
Targeted Professional Development Comprehensive Video Library
65
Targeted Professional Development Aligned Video Library
66
How do we develop a final evaluation of a
teacher’s effectiveness?
67
The Thoughtful Classroom Teacher Effectiveness Framework
“Evalua2on systems should include mul2ple measures, not just observa2ons or value-‐added alone.”
Gathering Feedback for Teaching (2012) MET Project Research Paper
Bill & Melinda Gates FoundaGon
68
The Thoughtful Classroom Teacher Effectiveness Framework
Summative Evaluation Looking at Mul2ple Measures
Instruc2onal Prac2ce (Dimensions 1-‐9)
_____ X _____% = _____
Professional Prac2ce (Dimension 10)
_____ X _____% = _____
Student Performance Data
Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure _____ X _____% = _____ Other Measure _____ X _____% = _____ Total = _____
69
The Thoughtful Classroom Teacher Effectiveness Framework
Assessing Instructional Practice
4 4 3
3 3
3 n/o 2
n/o
70
The Thoughtful Classroom Teacher Effectiveness Framework
Summative Evaluation Looking at Mul2ple Measures
Instruc2onal Prac2ce (Dimensions 1-‐9)
_____ X _____% = _____
Professional Prac2ce (Dimension 10)
_____ X _____% = _____
Student Performance Data
Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure _____ X _____% = _____ Other Measure _____ X _____% = _____ Total = _____
3.14 40 1.26
71
The Thoughtful Classroom Teacher Effectiveness Framework
Assessing Teacher Growth Commitment to Professional Growth
INDICATORS 10.1 Self-‐assessing and working to
improve his or her own classroom pracGce.
10.2 Developing and implemenGng a professional growth plan.
10.3 Seeking out professional development and conGnuous learning opportuniGes.
10.4 Working with colleagues to improve pracGce throughout the building as part of a professional learning community.
RUBRIC (1) Novice: The teacher is reluctant or resistant to professional growth. (2) Developing: The teacher has made an iniGal commitment to professional growth and applies new learning in the classroom. (3) Proficient: The teacher has made a clear commitment to professional growth and regularly applies new learning in the classroom. (4) Expert: The teacher has made a strong commitment to professional growth that is highly evident. The teacher is adept at translaGng new learning into improved classroom pracGce. In addiGon, the teacher has taken an acGve role in promoGng professional learning throughout the school.
72
The Thoughtful Classroom Teacher Effectiveness Framework
Assessing Teacher Growth Commitment to School Community
INDICATORS 10.5 Maintaining open communicaGon
with the enGre school community (e.g., administrators, teachers, parents, students).
10.6 Assuming appropriate leadership roles (e.g., mentor, instrucGonal coach, teacher-‐leader).
10.7 Helping maintain and build a posiGve school culture (e.g., through athleGc coaching, volunteerism, and other forms of non-‐required parGcipaGon or contribuGon).
RUBRIC (1) Novice: The teacher is not contribuGng to the school community beyond his or her classroom. (2) Developing: The teacher will contribute to the larger school community, but ouen requires prompGng from colleagues or superiors. (3) Proficient: The teacher is a regular and acGve contributor to the school community. (4) Expert: The teacher contributes to the school community consistently and with passion and enthusiasm. The teacher is recognized as a leader and role model within the school community.
73
The Thoughtful Classroom Teacher Effectiveness Framework
Assessing Teacher Growth Commitment to Professionalism
RUBRIC (1) Novice: The teacher needs to be reminded of school rules and has liBle to no awareness of larger educaGonal policy (e.g., state and naGonal iniGaGves). (2) Developing: The teacher generally follows school rules but has only a basic awareness of educaGonal policy beyond the school walls. (3) Proficient: The teacher adheres to school rules and is generally aware of major changes in educaGonal policy. (4) Expert: The teacher is a commiBed professional who follows and promotes school rules. The teacher understands the purpose of educaGonal policies and how they affect classroom pracGce and the educaGonal community.
INDICATORS 10.8 Maintaining a high level of
professionalism at all Gmes. 10.9 Becoming aware of and
adhering to legal responsibiliGes and current educaGonal policies of the school, district, and state.
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The Thoughtful Classroom Teacher Effectiveness Framework
Commitment to the School Community
Commitment to Professionalism
Commitment to Professional Growth
Score: _______ Score: _______ Score: _______
PROFESSIONAL PRACTICE | Dimension 10
2 3 3
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The Thoughtful Classroom Teacher Effectiveness Framework
Summative Evaluation Looking at Mul2ple Measures
Instruc2onal Prac2ce (Dimensions 1-‐9)
_____ X _____% = _____
Professional Prac2ce (Dimension 10)
_____ X _____% = _____
Student Performance Data
Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure _____ X _____% = _____ Other Measure _____ X _____% = _____ Total = _____
3.14 40 1.26
2.66 10 .26
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The Thoughtful Classroom Teacher Effectiveness Framework
Summative Evaluation Conver2ng Standardized Test Data for the Evalua2on
1—Novice: Results are well-‐below state average for similar students or district goals if no state test)
2—Developing: Results are below state average for similar students (or district goals if no state test).
3—Proficient: Results meet state average for similar students (or district goals if no state test).
4—Expert: Results are well-‐above state average for similar students (or district goals if not state test).
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The Thoughtful Classroom Teacher Effectiveness Framework
Looking at Mul2ple Measures Instruc2onal Prac2ce (Dimensions 1-‐9)
_____ X _____% = _____
Professional Prac2ce (Dimension 10)
_____ X _____% = _____
Student Performance Data
Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure _____ X _____% = _____ Other Measure _____ X _____% = _____ Total = _____
3.14 40 1.26
2.66 10 .26
3 25 .75
Summative Evaluation
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The Thoughtful Classroom Teacher Effectiveness Framework
Looking at Mul2ple Measures Instruc2onal Prac2ce (Dimensions 1-‐9)
_____ X _____% = _____
Professional Prac2ce (Dimension 10)
_____ X _____% = _____
Student Performance Data
Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure (Professional Growth Plan)
_____ X _____% = _____
Other Measure _____ X _____% = _____ Total = _____
3.14 40 1.26
2.66 10 .26
3 25 .75
Summative Evaluation
3 15 .45
Teacher Professional Growth Plan
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The Thoughtful Classroom Teacher Effectiveness Framework
Looking at Mul2ple Measures Summative Evaluation
Instruc2onal Prac2ce (Dimensions 1-‐9)
_____ X _____% = _____
Professional Prac2ce (Dimension 10)
_____ X _____% = _____
Student Performance Data
Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure (Professional Growth Plan)
_____ X _____% = _____
Other Measure _____ X _____% = _____ Total = _____
3.14
2.66
3
3
4
40
10
25
15
10
1.26
.26
.75
.45
.40
3.12
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The Thoughtful Classroom Teacher Effectiveness Framework
Summative Evaluation Rubric
3.25-‐4.00
2.50-‐3.24
1.75-‐2.49
1.00-‐1.74
A teacher’s final evaluaGon is based on the summaGon from the mulGple sources of data and converted into a number based on your district’s rubric.
The Thoughtful Classroom Teacher Effectiveness Framework
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Presenting New
Learning
Positive Relationships
Engagement and
Enjoyment
Organization, Rules, and Procedures
Professional Practice
A Culture of Thinking
and Learning
Applying Learning
Deepening and
Reinforcing Learning
Preparing Students for New Learning
Reflecting on and
Celebrating Learning
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800-‐962-‐4432
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The Thoughtful Classroom Teacher Effectiveness Framework
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