©2005 Cardinal Consulting Group 1. Using the Framework for Teaching to Enhance Professional...

©2005 Cardinal Consulting Group

Using the Framework for Teaching to Enhance Professional Practice:

Look in, look for, look out & connect the dots

Wilmington Area School DistrictLeadership Team Session

Tuesday, November 16, 20109:00 am – 1:00 pm

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Look in…

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Reflection on Your Experiences• Think about the teacher supervision,

observation, evaluation processes that you experienced.

• What was done? • How was it done?• When was it done?• What worked? • What didn’t work? • What obstacles hindered you?

• Pare down your thoughts.• Share your experiences.

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Do you, as a Leadership Team, share a common definition of

“good, effective teaching?”

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Do you, as a Leadership Team, share a common listing, catalog of

“look fors?”

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Do you, as a Leadership Team, require teachers to document their own evidence of effective teaching?

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Changing the Paradigm from Teaching

FROM TEACHING (inputs/actions of teacher)LEARNING THEORY

Teacher-centered; fill the vessel; students are “blank slates”; competitive environment; assessment is separate from teaching

PRODUCTIVITY Defined hours of instruction; teaching within classroom

NATURE OF ROLES

Teacher & students isolated; students classified, sorted, labeled; any expert can teach content

MISSION & PURPOSE

Deliver knowledge & skills to students

CRITERIA FOR SUCCESS

Teacher inputs, behaviors, processes, activities

STRUCTURES Time-constrained; time is constant-learning varies; time in equals success; cover material; finish course

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to Learning…

TO LEARNING (outcomes/achievement for student)LEARNING THEORY

Student-centered, constructivist; active, interactive learning; collaboration; assessment is interwoven with teaching

PRODUCTIVITY Learning outcomes; results can be achieved anywhere

NATURE OF ROLES

Students empowered to learn; treated as thinkers; group work; team atmosphere; collaboration & cooperation

MISSION & PURPOSE

Produce student learning through discovery & construction of knowledge; authentic experiences

CRITERIA FOR SUCCESS

Student outcomes & achievement; data-based rubric for successful learning; results

STRUCTURES Integrated learning; cross disciplines; relevant; learning is constant-time varies

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Look for…

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Special Education Response to Instruction & Intervention (RtII)ResiliencyStudent Assistance Program

SummativeFormative DiagnosticBenchmark


Formative supervision & summative evaluation of teachers are integral to SAS.

All aspects of SAS can be incorporated into classroom observations & teacher supervision.

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Which element has the greatest influence on student learning?

Quality curriculum…the content

Quality teaching…the teacher

Adequate resources…the materials

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Years of research

have made it clear that

good teaching,

effective instruction,

matters…

a lot.

It Matters!

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Math

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Impact of Teacher Effectiveness

“The difference between

a good (effective) teacher &

a bad (ineffective) teacher

can be a full level of achievement

in a single school year.”

Source: Eric A. Hanushek. “The Trade-Off Between Child Quantity & Quality,”

Journal of Political Economy, 1992.

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Achieving Teachers Achieving Teachers


Teacher Effectiveness & Student Learning

• Math score differences: 4th to 6th grade+ 3 Effective teachers in sequence result in 59% to 76% rise in student

achievement

- 3 Ineffective teachers in sequence result in 60% to 27% decline in

student achievement. - J. Archer, Education Week, February 18,

1998.

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Good Teachers Matter Now, More than Ever

• States, districts & schools are looking for

new strategies to drive improvement &

close gaps.

• Research confirms that effective teachers

are hugely important; the single biggest

factor in student learning.

• If we can get effective teachers to students

who need them, we can make a difference.

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“…having a high quality teacher

throughout elementary school

can substantially offset

or even eliminate the disadvantage of

low socio-economic background.”

Source: Steven G. Rivkin, Eric A. Hanushek, & John F. Kain, Teachers, Schools & Academic Achievement, University of Texas-Dallas Schools Project, 2002.

Good Teachers Matter Now, More than Ever

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Low-achievers are more likely to be assigned ineffective teachers

student class assignments by effectiveness of teachersMATHEMATICS

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low achievers assigned to 3effective teachers

low achievers assigned to 3ineffective teachers

grade 1 grade 2 grade 3grade 4 grade 5 grade 6

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Low-achievers become high achievers with effective teachers

Pass rates of previous low-achieving students according to the effectiveness of their teachers

MATHEMATICS

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previous low achievers with3 effective teachers

previous low achievers with3 ineffective teachers

grade 3 grade 4 grade 5grade 6 grade 7 grade 8

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Quality Teaching = Student Learning

“Research tells us what educators have long known: teaching quality is the essential component to raising student achievement.”

“Ultimately, the success of NCLB’s efforts to place a highly qualified teacher in every classroom falls squarely on local districts…”

Emerick, Hirsch, & Berry. “Does highly qualified mean high-quality?”

ASCD InfoBrief, November, 2004, 39.

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Today’s Objectives

• EXPLAIN WHY supervision & evaluation are critical responsibilities of principals a.k.a. instructional leaders/master teachers

• DISCUSS WHAT principals need to know & be able to do to accomplish these responsibilities

• DESCRIBE HOW principals can improve present practice

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• RECOGNIZE the 4 Domains, 22 Components & 76 Elements of the Framework

• EXPLAIN the correlation between Danielson’s Framework & PDE 428

• DESCRIBE characteristics of effective instruction

• COMPARE & CONTRAST evidence & opinion

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Charlotte Danielson says

• “Teachers make hundreds of

nontrivial decisions daily often based on little or incomplete information.”

• “Teaching is physically, emotionally & intellectually demanding.”

• “Teaching is complex. It is useful to organize the tasks of teaching into a meaningful framework.”

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“By providing an agreed-upon framework for excellence,a framework for professional practice serves to structure conversations among educatorsabout exemplary practice.A uniform framework allows those conversations to guide novices as well as to enhance the performance of veterans.”


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4 Domains (PDE Categories) of Teaching Responsibility

22 Components (PDE Aspects) & 76 Elements (PDE Descriptors/Indicators)

• Domain 1: Planning, Preparation & Assessment– 6 Components (PDE Aspects)

23 Elements (PDE Descriptors/Indicators)

• Domain 2: The Classroom Environment– 5 Components (PDE Aspects)


• Domain 3: Instruction– 5 Components (PDE Aspects)


• Domain 4: Professional Responsibilities– 6 Components (PDE Aspects)


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The Framework for Teaching…4 Domains and Components

Domain 3: Instruction3a.Communicating with Students3b.Using Questioning & Discussion Techniques3c.Engaging Students in Learning3d.Using Assessments in Instruction3e.Demonstrating Flexibility & Responsiveness

Domain 1: Planning & Preparation1a.Demonstrating Knowledge of Content & Pedagogy1b.Demonstrating Knowledge of Students1c.Selecting Instructional Goals1d.Demonstrating Knowledge of Resources1e.Designing Coherent Instruction1f. Designing Student Assessments

Domain 2: The Classroom Environment2a.Creating an Environment of Respect

& Rapport2b.Establishing a Culture for Learning2c.Managing Classroom Procedures2d.Managing Student Behavior2e.Organizing Physical Space

Domain 4: Professional Responsibilities4a.Reflecting on Teaching4b.Maintaining Accurate Records4c.Communicating with Families4d.Participating in a Professional Community4e.Growing & Developing Professionally4f. Showing Professionalism

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Common Themes of Framework

• Equity

• Cultural sensitivity

• High expectations

• Developmental appropriateness

• Accommodating students with special needs

• Appropriate use of technology

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Important Assumptions Underlying the Framework

• Grounded in research• Reflects a new paradigm for teaching &

learning; constructivist approach• Focuses on purposeful, deliberate nature of

teaching; not intuition alone• Creates a community of learners’• Recognizes role of appropriateness in

decision making• Asserts that teaching is a profession

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Purposes of the Framework

• Defines levels of expertise

• Identifies procedures

• Guarantees highest standards

• Conveys professionalism

• Promotes accountability

• Organizes the complexities of teaching

• Guides professional conversation

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Tradition of Frameworks

• Based on Madeline Hunter’s research• State performance assessment systems• Classroom performance assessments

PRAXIS• Interstate New Teacher Assessment &

Support Consortium (INTASC)• National Board for Professional Teaching

Standards (NBPTS) • Parallel developments in state student

assessments

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Challenges of the Framework

• Requires validity; solid research base

• Demands reliability; consistency in comparable inter-rater judgments

• Costs money, time, energy, training

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Features of the Framework

• Comprehensive• Public• Generic• Not a checklist of specific teaching

behaviors• Not an endorsement of a particular teaching

style• Dependent on context• Can be demonstrated in diverse ways

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Benefits of Any Framework for Teaching

• Provides common vocabulary, definitions, language

• Develops shared understandings of concepts

• Encourages self-assessment & meaningful introspection

• Enables reflection & insight on practice • Structures professional conversation among

colleagues

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Uses for the Framework

• Provides road map for novices

• Guides experienced professionals

• Structures & focuses improvement efforts

• Communicates with the larger community

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Practical Ways to Use the Framework

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Personal Reflection and Self-assessment


The Framework for Teaching…Domains and Components

Domain 3: Instruction3a.Communicating with Students3b.Using Questioning & Discussion Techniques3c.Engaging Students in Learning3d.Using Assessments in Instruction3e.Demonstrating Flexibility & Responsiveness

Domain 1: Planning & Preparation1a.Demonstrating Knowledge of Content & Pedagogy1b.Demonstrating Knowledge of Students1c.Selecting Instructional Goals1d.Demonstrating Knowledge of Resources1e.Designing Coherent Instruction1f. Designing Student Assessments

Domain 2: The Classroom Environment2a.Creating an Environment of Respect & Rapport2b.Establishing a Culture for Learning2c.Managing Classroom Procedures2d.Managing Student Behavior2e.Organizing Physical Space

Domain 4: Professional Responsibilities4a.Reflecting on Teaching4b.Maintaining Accurate Records4c.Communicating with Families4d.Participating in a Professional Community4e.Growing & Developing Professionally4f. Showing Professionalism

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“Teachers who excel in Domain 1 design instruction that reflects an understanding of content & important concepts & principles within that content. Their design is coherent in its approach to topics, includes sound assessment methods & is appropriate to a range of students in the class.”


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Domain 1: Planning & Preparation Components

• Demonstrating Knowledge of Content

& Pedagogy

• Demonstrating Knowledge of Students

• Selecting Instructional Goals

• Demonstrating Knowledge of

Resources

• Designing Coherent Instruction

• Designing Student Assessments

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Domain 1:

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“Teachers who excel in Domain 2 consider their students as real people, with interests, concerns & intellectual potential. In return, the students regard them as concerned & caring adults & entrust the teachers with their futures. When students remember their teachers years later, it is often for the teacher’s skills in Domain 2.”


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Domain 2: The Classroom Environment

Components

• Creating an Environment of Respect & Rapport• Establishing a Culture for Learning• Managing Classroom Procedures• Managing Student Behavior• Organizing Physical Space

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Domain 2:

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“Teachers who excel in Domain 3 create an atmosphere of excitement about the importance of learning & the significance of the content. They care deeply about their subject & invite students to share the journey of learning about it. Students are engaged in meaningful work…it is real & significant & it is important to students as well as teachers.”


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Domain 3: Instruction Components

• Communicating with Students• Using Questioning & Discussion

Techniques• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility &

Responsiveness

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Domain 3:

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“Teachers who excel in Domain 4Are highly regarded by colleagues & parents.They can be depended on to serve students’ interests & the larger community, & they are active in their professional organizations. They go beyond the technical requirements of their jobs & contribute to the general well-being of the institutions of which they are a part.”


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Domain 4: Professional Responsibilities Components

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

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Domain 4:

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What’s the bottom line?

• Quality curriculum

• Quality resources

• Quality teaching

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Quality Education Requires…• Quality Teaching

– Standards Aligned System (SAS)– Equitable opportunity for successful learning

• Quality Leadership– Leadership for results– Data-driven culture

Artful Use of Infrastructure– Results-focused planning– Targeted assistance

• Continuous Learning Ethic– Professional Learning Communities– Professional Accountability

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PA Inspired Leadership (PIL) http://www.aiu3.net/Level3.aspx?id=4022National Institute for School Leadership (NISL) www.nisl.netPDE Expectations for Professional Education for School and System Leaders


Look out…

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Supervision vs. Evaluation

DIMENSION SUPERVISIONInFormative

EVALUATIONSummative Final, Autopsy

Purpose Promote teacher growth Judge competency; quality assurance

Rationale Learn knowledge & skills Protect children from harm; legal responsibility

Scope Focus on specifics Include non-instructional areas

Relationship Collegial partners Hierarchical, distant

Expertise Share differing expertise Expertise, certification

Data Focus Differentiated, personalized Standardized, due process

Teacher Perspective

Experiment with new strategies with support

One shot performance for critic

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Purposes of Teacher Evaluation

• Professional Learning = inFormative- Reflection on practice- Self-assessment & self-directed

ongoing inquiry- Collaboration & conversation- A community of learners- Improvement of teaching

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Informativ

e

Data


Purposes of Teacher Evaluation• Performance Assessment =

Summ(summary, final)ative- Screens out unqualified personnel- Provides evidence to withstand professional & legal scrutiny- Aids in terminating incompetent

and/or unproductive personnel- Protects children from harm- Maintains certification integrity;

quality assurance

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AutopsyData


Past Practice: A Flawed System

• Outdated, limited, unclear evaluative criteria• Few shared beliefs about good teaching• Limited evaluator training/inconsistency• Based only on classroom observation

• Hierarchical, one-way communication• Same procedures for novices & experienced

professionals & varied teaching contexts• Negative culture surrounding evaluation

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Comparison of the Former & Current Forms

DEBE 5501 Initiated in 1919

4 CategoriesPersonality

Preparation

Technique

Pupil Reaction

PDE 426, 427,428 Initiated 20044 Categories

Planning & Preparation

Classroom Environment

Instructional Delivery

Professionalism

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85 years!


Hallmarks of a Genuine Profession

• Knowledge base grounded in research• Knowledge shared by a community of

professionals• Professional knowledge is implemented at

the intersection of theory & practice• Professionals exercise autonomy &

judgment• Practice is influenced by both technical &

moral judgment.

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Blueprint for Teacher Evaluation

• Clear definition of the WHAT of teaching• Instruments & procedures that provide

evidence of the HOW of teaching• Trained evaluators who can make consistent

judgments based on OBJECTIVE EVIDENCE• Process for teachers to understand the

evaluative criteria for EFFECTIVE teaching• Process for making final judgment

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An Effective Teacher Evaluation Program

• Has evaluative criteria for effective teaching based on a validated framework that is linked to student learning/outcomes

• Includes formative & summative goals

• Includes professional growth activities

• Includes self-assessment & reflection on practice

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• Differentiates among levels of experience & the context for instruction

• Includes teaching activities both inside & outside of the classroom

• Defines performance levels/standards How good is good enough?

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• Requires performance levels to be justified by multiple sources of evidence gathered over time

• Primary reliance is on evidence that already exists

• Evidence includes what teachers do (inputs) & what learners achieve (outputs)

• Promotes shared responsibility for providing evidence by teachers & administrators

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• Has validity & reliability through training of teachers & administrators

• Meets legal & due process requirements

• Has realistic timelines & workloads

• Has communication & feedback processes for collaborative development & refinement of the program

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Teacher Evaluation SystemTeacher Evaluation System

1. What?

•Evaluative Criteria

•Evidence

•Levels of Performance

•Standard Setting

2. How?•Procedures

•Instruments

•Personnel

•Timelines

•Due Process

3. Why?

Professional Growth & Development for Teachers & Administrators

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Collecting Data vs. Making Judgments

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Making JudgmentsOpinions, Beliefs, Conclusions about Domains, Components, Elements

Collecting & Receiving Evidence about Domains, Components, Elements

Inte

rpre

tatio

n

QualitativeInput & Output Data

QuantitativeInput & Output Data


Collecting Data vs. Making Judgments

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Making JudgmentsOpinions, Beliefs, Conclusions about Domains, Components, Elements

Collecting & Receiving Evidence about Domains, Components, Elements

Inte

rpre

tatio

n

QualitativeInput & Output Data

QuantitativeInput & Output Data


New Role for Principal:LSI – Learning Scene Investigator– Accurate & unbiased– Relevant to the specific

Domain, Component, Element

– Representative of the total classroom experience, not just the negative or the positive; must be interpreted

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What Constitutes Evidence?

– Actions done by the teacher or the students

– Statements or questions made by the teacher or students

– Physical appearance of the classroom environment

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Evidence or Opinion: How do you know?

Evidence:- facts (Desks were arranged in a circle.)

- directly observable (Teacher said/did. Student said/did.)

- documents, artifacts (Lesson plans, curriculum, tests)

Opinion:- interpretations (Students were interested.)

- judgments (Content was too challenging.)

- conclusions (Teacher was not prepared.)

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LSI: LEARNING SCENE INVESTIGATOR’S CODE

No interpretation or conclusion

should be made, stated or written

unless it is accompanied by

factual*, objective examples*,

anecdotes*, illustrations*,

documentation or descriptions.*

* Preferably designed, developed, gathered, organized and presented

by the teacher to the principal!

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Principal a.k.a. L.S.I. At Work…

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Potential Data Sources for Evidence-Based Evaluation

• Observations of practice (Formal/Informal)• Conferences• Teacher self-assessment• Teacher-made artifacts• Student artifacts and student completed work• Student learning data, test scores• Professional growth plans, goals & progress• Student input • Parent input

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PDE Forms: Evidence• Lesson/Unit Plans• Resources/Materials/Technology• Assessment Materials• Info About Students• Student/Teacher Interviews• Classroom Observations/Informal Visits• Resource Documents• Visual Technology• Student Assignment Sheets• Student Work• Written Documentation• Other?

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• EXPLAIN WHY supervision & evaluation are critical responsibilities of principals a.k.a. instructional leaders/master teachers

• DISCUSS WHAT principals need to know & be able to do to accomplish these responsibilities

• DESCRIBE HOW principals can fulfill these responsibilities effectively

78



• RECOGNIZE the 4 Domains, 22 Components & 76 Elements of the Framework

• EXPLAIN the correlation between Danielson’s Framework & PDE 428

• DESCRIBE characteristics of effective instruction

• COMPARE & CONTRAST evidence & opinion

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Principals’ Dream…or Nightmare?

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Paula A. Calabrese, Ph.D.

Cardinal Consulting Group, Inc.

Connecting People, Resources and Results

631 Fifth Street

Oakmont PA 15139-1505

412.334.3107

Email: [email protected]

Website: www.cardinalconsultinggroup.net

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