Digital Age TeacherEvaluation Systemshttp://www.educationconnection.orghttp://www.skills21.orghttp://digitallearningforallnow.comhttp://www.revisionlearning.comhttp://www.slideshare.net/jpcostasr

Jonathan P. Costa, Sr.Patrick Flynn

Purpose + Engagement = Learning

The Center for 21st Center Skills uses rigorous, standards based blended

learning courses and virtual learning tools in a 1:1 learning environment to challenge and engage student learners

from grades 7-12.

The Mission

To prepare EVERY learner

for lifeand work

in the 21st century.

© Corwin Press - 2011

Goals for

Learning

Assessment& Data

ProfessionalLearning

Professional

Evaluation

Curriculum &Communicati

on

Teaching & Instruction

Resource Deployment

LeadershipFocus

OrientationSystems

Systems must align with mission and

goals.

By chance or plan, your systems create the world that they

are designed (or not) to support.

The Big Idea

© Corwin Press - 2011

Your world has changed…1.It is flat.2.It is digital.3.It is constantly

evolving.4.It is increasingly

unforgiving to those who are unskilled.

http://digitallearningforallnow.com

• Less paper, more pixels.

• Less single source, more crowd source.

• Less compliance, more critical thinking.

• Less just in case, more just in time.

And more on the way -

DisruptiveQuestions

What would an “open phone

test” look like?What happens

when everyone can get

anything from anywhere?

No SurprisesWe Know How This

Works

© Corwin Press - 2011

1

2

3

Most educational systems are

aligned here…

RethinkReengineer

Retrofit

The Big Barrier

Your mission is to prepare students for

a digital world…

…but your systems are grounded on

analogue/inspection assumptions.

Consider Leverage Points

The two systems that drive our expectations for the learning

experiences we want to provide for our students.

Professional

Evaluation

Professional

Learning

Aligned Learning Practice

Aligning leadership &

talent capacity development

processes with data informed and research

driven learning practice.

Aligning Integrated data and knowledge platform

support with management and analysis tools that are efficient and easy to use.

Aligning instructional/learning evaluation structures with

digitally supported 21st century skills, knowledge and dispositions.

1 2

3

An Aligned System of PracticeObservational practice

models consistent with the potential and promise of systemic digital learning.

Valuing student engagement and empowerment through

the self-directed use of digital tools for learning.

Informed by the practice of the i3, Nellie Mae and NSF

funded Center for 21st Century Skills.

Aligning instructio

nal/learning

evaluation structures

with digitally

supported 21st

century skills,

knowledge and

dispositions.

1.

Aligned Learning Practice

Aligned Learning Practice

An Aligned System of Practice

Proven strategies for building and maximizing talent capacity throughout the implementation

process.

Aligning continuous adult learning for both administrators and

teachers with instructional vision and performance data.

Flexible and customizable organizational methodologies designed by and for learners.

Aligning leadership & talent capacity

development

processes with data informed

and research driven

learning practice.

2.

Aligned Learning Practice

Integrated Leadership Professional Learning Program

• 21st Century Rubric deconstruction • 21st Century Rubric calibration and inter-rater agreement• Evaluator proficiency analysis • Effective classroom observation techniques and evidence

collection approaches• Meaningful teacher and administrator feedback and

support

On-Going Implementation Analysis

• Collegial Calibrations ™ for on-going calibration of evaluators

• Implementation reviews with District Leadership Team• Personalized professional learning programming

An Aligned System of Practice

Ease of use and functional alignment as the highest design and practical use

priority.

Access to model evidence, instructional exemplars, and

continuous learning resources throughout the layers of the

system.

Allows for a return on investment in knowledge development as well as

information management.

Aligning Integrated data and knowledge platform

support with

management and analysis

tools that are

efficient and easy to use.

3.

Aligned Learning Practice

Educator Performance and Knowledge Management Learning Platform ™

Foundational Documents Connecticut State Department of Education, The 2010 Common Core of Teaching: Foundational Skills, 2010 Connecticut State Department of Education, The Connecticut Framework for Teacher Evaluation and Support, 2012. Costa, Jonathan, & Cogan Drew, Dan, EDUCATION CONNECTION’s 21st Century Skills Crosswalk, Litchfield CT, 2010. Costa, Jonathan, Digital Learning for All, Now! Corwin Press, Thousand Oaks, CA, 2012. Danielson, Charlotte, Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, ASCD, Alexandria VA, 2007.

enGauge 21st Century Skills - Copyright © 2003 by the North Central Regional Educational Laboratory and the Metiri Group. All rights reserved. This work was produced in whole or in part with funds from the Institute of Education Sciences (IES), U.S. Department of Education, under contract number ED-01-CO-0011.

ISTE/NETS - © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. National Educational Technology Standards (NETS•S) and Performance Indicators for Students.

November, Alan, Who Owns the Learning? Solution Tree Press, Bloomington IN, 2012. Saphier, Jon, Haley-Speca, Mary Ann and Gower, Robert, The Skillful Teacher, Research for Better Teaching, Inc. Acton MA, 2008

21st Century Skills, The Partnership for 21st Century Skills, 177 N. Church Avenue, Suite 305 Tucson

Foundational DocumentsBolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. New York, New York: Simon &Schuster, Inc.

Cialdini, R. (2007). Influence: The psychology of persuasion. New York: HarperCollins. Downey, C. (2004). The Three-Minute Walkthrough: Changing school supervisory practice One teacher at a time. Thousand Oaks, CA: Corwin Press.

Fullan, Micheal (2007). The New Meaning of Educational Change, Fourth Edition, Teachers College Press, New York, NY Fullan, Micheal (2007). The Six Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive, Jossey-Bass, San Francisco, CA Garmston, R., and Dyer, J. (1999). The Art of Cognitive Coaching. Highlands Ranch, Colorado: Center for Cognitive Coaching.

Glickman, Carl (2008). Leadership for Learning: How to Help Teachers Succeed, ASCD, Alexandria,VA Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality. (NBER Working Paper 11154). Cambridge, MA: National Bureau of Economic Research. Hattie, J. (2009), Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London & New York: Routledge, Taylor& Francis Group Lipton, L., & Wellman, B. (2003) Mentoring Matters: A practical guide to learning-focused relationships. Sherman, CT: Mira Via.

McGuire, J.B. etal (2009). Transforming Your Organization: Global organization development white paper series. Center for Crerative Leadership. http://www.ccl.org/leadership/pdf/solutions/TYO.pdf Marzano, Robert (2005). School Leadership That Works: From Research to Results, ASCD, Alexandria,VA Pink, Daniel (2011). Drive: The Surprising Truth About What Motivates Us, Penguin Books, New York, NY Saphier, J. (1993). How to make Supervision and Evaluation Really Work: Supervision and evaluation in the context of strengthening school culture. Carlisle, MA: Research for Better Teaching, Inc. Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future students academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. Stone, D., Patton, B., & Heen, S. (2000). Difficult conversations. London: Penguin Books. K. Walsh, If Wishes Were Horses: The Reality Behind Teacher Quality Ratings (Washington, DC: National Council on Teacher Quality, 2007)

Wheatley, Margeret (2009). Turning to One Another: Simple Conversations to Restore Hope to the Future, Berrett-Koehler Publishers, San Franscico, CA