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AGENDA

A teacher’s perspective Barb Schmidt Stevens High School Acacia Trevillyan South Park Elementary

Review steps to create a quality CFA

Using Danielson model to evaluate teachers during PLC time

Read and discuss High Leverage Strategies for Principals

Closure

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A Teacher’s Perspective

Barb Schmidt Stevens High School Teacher Teaches Biology and Anatomy and Physiology

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Literacy Leader’s Perspective

Acacia Trevillyan South Park Elementary

South Park Elementary Literacy Leader

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PRIORITY: DEVELOP & DEPLOY CFAS

LEARNING TARGETS I can provide leadership for

designing quality CFA’s.

I understand the value and importance of using the Danielson model to evaluate staff based on PLC processes.

CRITERIA FOR SUCCESS Discussion and

collaboration.

Articulate how the Danielson Model can be used to evaluate teachers based on PLC process

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Creating a CFA

Decide on Power Standards

Write Learning Targets

Create a Quality CFA

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INDICATORS of CFAS

1. The assessment is collaboratively developed (to allow teachers in the same grades or departments to measure the same things in the same way).

2. The assessment is aligned with the power standards.

3. The assessment is tied tightly to clearly identified learning targets within the power standards.

4. The assessment is written around 1-3 of the most important learning targets.

5. The assessment adheres to sound method and design elements (see “Test-Item Quality Checklist,” which provides guidelines for gathering reliable information about student learning).

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Steps to Creating a Quality CFA

Decide on Power Standards

Write Learning Targets

Determine Proficiency Levels

Create a Quality CFA

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QUALITY INDICATORS: DESIGN OF CFAS

1. The assessment is collaboratively developed (to allow teachers in the same grades or departments to measure the same things in the same way).

2. The assessment is aligned with the power standards.

3. The assessment is tied tightly to clearly identified learning targets within the power standards.

4. The assessment is written around 1-3 of the most important learning targets.

5. The assessment tasks are tied to the Proficiency Level Descriptions (PLDs).

6. The assessment adheres to sound method and design elements (see “Test-Item Quality Checklist,” which provides guidelines for gathering reliable information about student learning).

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Proficiency Level Descriptions

4 (Advanced) – Level 3 performance, plus applications that go beyond what was explicitly taught.

3 (Proficient) – No major errors or omissions of explicitly taught material (Webb’s DOK 3 & 4)

2 (Approaching) – No major errors or omissions of simpler material, but major errors involving complex material (Webb’s DOK 1 & 2)

1 (Emerging) – With help, partial knowledge of some of the simpler and complex details and processes

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Review

What is the value in knowing and using the Quality Indicators for Design of CFAs?

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Quality Common Formative Assessments

How are you currently evaluating your PLC teams?

Are your teachers acting as a group or a team? Is there a difference? Explain

How do you plan to assess your teacher’s CFAs?

Please discuss at your tables and be prepared to share your responses.

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DuFour’s Perspective

DuFour explains the difference between a group and a team?

http://www.allthingsplc.info/tools/samples.php

(2nd video on plc)

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Discuss at your table the impact of working in isolation?

Do you currently have staff in your building who prefer working in isolation? What impact does this have on student achievement?

http://www.youtube.com/watch?v=G0rXUr-msX0

DuFour explains the impact of isolation http://www.allthingsplc.info/tools/samples.php

(3rd video)

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Danielson Model

How are you currently using the Danielson Model to ensure your teachers are working as a team?

If you are not using the Danielson Model how can you implement it to ensure teachers are working as a team?

Be prepared to share your responses.

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DuFour and Marzano

High Leverage Strategies for Principal Leadership by Dufour and Marzano

By promoting teacher learning in collaborative teams, a principal is far more likely to improve student achievement than by focusing on formal teacher evaluation.

Read and discuss and significance of the article

(20 minutes)

16READ AND DISCUSS THIS SIGNIFICANCE OF THE ARTICLE!

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DuFour and Marzano

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DuFour and Marzano

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Marzano

“One of the most powerful strategies schools can employ for improving student learning is to ensure

what is being taught in the classrooms is both guaranteed( that is students have access to the

same essential learning regardless of who is teaching the class) and viable (that is the

curriculum can be taught in the amount of time available).” Marzano

For this reason it is essential administrators effectively evaluate our staff on the PLC processes.

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Using the Danielson Model

The Framework for Teaching: Components of Professional Practice

Domain 1: Planning and Preparation Domain 2: The Classroom Environment Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments

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 Domain 3: Instruction Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

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

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Danielson Model

The Framework for Teaching Evaluation Instrument2011 Edition by Charlotte Danielson

Domain 3 Using Assessment in Instruction

Domain 4 Participating in a Professional Community

The Danielson 2011 Edition is available at FfTEvaluationInstrument - The Danielson Group www.danielsongroup.org

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Danielson Model

__________________’s PLC team is in the process of developing common formative assessments which are a powerful tool in school improvement. Common assessments provide teachers with a basis of comparison as they learn, skill by skill, how the performance of their students is similar to and different from the other students who took the assessment. With this information a teacher can seek assistance from teammates on areas of concern and can share strategies and ideas on skills in which students excelled. The PLC teams will focus on creating high quality common formative assessments. High quality common assessments include the following quality indicators: The assessment is collaboratively developed The assessment is aligned with the power standards The assessment is tied tightly to clearly indentified learning targets within the power

standards The assessment tasks are tied to the proficiency level descriptions The assessment provides reliable information about what students have learned

Throughout this process _________________ has taken a leadership role, acting as a positive mentor to her department.

Domain 3 Instruction

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Danielson Model

According to research, the number one factor successful schools have in place is a guaranteed and viable curriculum. This is the first year the district is involved in professional learning communities and ____________’s PLC group is in the process of developing a guaranteed and viable curriculum. __________ PLC team is obtaining a collective focus on what it is that all students must learn, and subsequently, what learning they will monitor with common formative assessments. ____________ shared in the preconference she looks forward to having additional time to collaborate in a systematic fashion and further enhance the Science department’s practices.

Domain 4 Professional Responsibility

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Debrief

How can the Danielson model help you in your PLC leadership work with teachers?

Discuss with your team and be prepared to share your response.

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Closure

When a student doesn’t perform or presents academic or behavioral problems, someone is to blame? Who can we blame?

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The President?

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Sports figures?

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Professor

The college professor says: “The high schools in this country didn’t prepare this person.”

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High School

The high school teacher says: “Those middle school teachers just didn’t do their job.”

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Middle School

The middle school teacher says: “Those elementary teachers fall asleep on the job.”

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Elementary Teacher

The elementary school teacher says: “The kindergarten teacher should have done better.”

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The kindergarten school teacher responds: “The parents of this child really dropped the ball.”

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Mother

The mother says: “Don’t blame me you should see my husband’s side of the family!”

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Future Work

Next Steps: (April 2 Meeting)

Next Principals’ Student Achievement Meeting—Complete handout that addresses how you built your staff’s capacity to design quality CFAs and use PLDs. Bring examples of strong and weak CFAs. Future Work:

Deploying (using) CFAs effectively

Displaying and using data to create a quality response to CFAs

Integrating an assessment plan into an instructional unit

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Future WorkName _________________________________

Designing Quality Common Formative Assessments (CFAs) and Using Proficiency Level Descriptors (PLDs)

How I’ve Built Staff Capacity of Quality CFA Design and Using PLDs

Rationale for Attached Example of High-Quality CFA and Support Provided to PLC Team

Rationale for Attached Example of Low-Quality CFA and Support Provided to PLC Team

My Building’s Next Steps (Please Rank #1, #2, #3, #4) ___ Continuing to Work on CFA Design ___ Deploying/Using CFAs Effectively ___ Displaying and Using CFA Data ___ Integrating an Assessment Plan Into an Instructional Unit ___ Other ________________________________________________ Comments: What are your thoughts about continuing with this year’s four PLC priorities (shared understanding of PLC concepts, collaborative teams, power standards, and CFAs) in 2013-2014? (Circle one) Do Not Support Continuing 1 2 3 4 5 Highly Support Continuing Comments: