BTSD Teacher Evaluation Tool Training

BTSDBTSD

Teacher Teacher Evaluation Evaluation

Tool TrainingTool Training

2013-2014

Training GoalsTraining Goals

1) Gain an understanding of the NEW Teacher Evaluation system (Act 82).

2) Review the content of the Danielson Framework and its role in teacher growth.

3) Develop an Understanding of the Clinical Observation Framework.

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Teacher EffectivenessTeacher EffectivenessProject GoalProject Goal

To develop a teacher effectiveness model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth

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Observation/Evidence Observation/Evidence (85/50%)(85/50%)

• Based on Danielson’s Domains• Planning & Preparation• Classroom Environment• Instruction• Professional Responsibilities

• PDE-Adapted Rubric

• Focus of Phase III Educator Effectiveness Implementation.

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Additional InformationAdditional Information

• State forms/process are encouraged but NOT mandated. District tools/process MUST focus on Danielson Framework and be approved by PDE

• Additional rubrics/process being developed for “specialists” and administrators (targeted for January 2013).

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A Framework for A Framework for Teaching: Teaching:

The Research:

•National Board for Professional Teaching Standards

•Praxis III Teaching Performance Assessments

•State Teaching Standards

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Planning & Preparation The Classroom Environment

Professional Responsibilities

Instruction

Complete the sentence

Educator Effectiveness is…

List 2-3 key wordsthat characterizethe domain

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Defensible definition of teaching

Wisdom of PracticeWisdom of Practice: :

Collecting our thinking about good teaching

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Wisdom of PracticeWisdom of Practice

What are the qualities of teaching most tightly tied

to student learning?

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The DomainsThe Domains

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePracticeDomain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: InstructionDomain 4: Professional Responsibilities

•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

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

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

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Matching ScenariosMatching Scenarios

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Framework FocusFramework Focus2013-2014

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Framework FeaturesFramework Features Generic: applies to all grade levels, content areas

Not a checklist

Not prescriptive: tells the “what” of teaching, not “how”

Comprehensive: not just what we can see

Inclusive: Novice to Master teacher

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Why Evaluate Professional Why Evaluate Professional Practice?Practice?

Quality Assurance

Professional Learning

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Benefits of a Benefits of a Supervision/Evaluation Supervision/Evaluation

FrameworkFramework 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

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Uses of a Framework Uses of a Framework

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Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and

Induction Professional

Growth Plans

5 “Rules” for 5 “Rules” for Educator Educator

Evaluation/SupervisionEvaluation/Supervision1. Defensible definition of teaching

2. Differentiation of evaluative processes

3. Evidence-driven process

4. The role of teacher learning

5. Transparency

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Rule # 1Rule # 1

Start with a defensible definition of good teaching that is studied, and understood, by all

stakeholders.

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A Framework for Teaching:Components of Professional

Practice

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Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•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•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

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ELEMENT

L E V E L O F P E R F O R M A N C E

FAILING NEEDS IMPROVEMENT PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction

Figure 6.7

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Levels of PerformanceLevels of Performance

Failing: Potential for harm

Needs Improvement: Inconsistent, novice

Proficient: Consistent, competent

Distinguished: Unusually excellent, no one “lives” here permanently in all components

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Evaluation/SupervisionEvaluation/Supervision1. Defensible definition of teaching




5. Transparency

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Rule # 2Rule # 2

Differentiate the processes of evaluation for novices,

experienced teachers, and teachers at risk.

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Differentiated EvaluationDifferentiated EvaluationNovice/Untenured

Very close observation and assessment

Experienced/Tenured

Presumption of professionalism

At-Risk

Not punitive

Formal and informal observation of

teaching is key + teacher interviews +

artifacts

Structured process 1/3yr. Other years: informals + teacher

interviews+ professional goal-

setting

Intensive, extensive team-based support based on persistent

unsatisfactory performance in one or more components

2 – 4 formal times per year; multiple

informal observations

Professional Goal-Setting: Choose from

a list of rigorous, approved activities

Clear goals, outcomes, evidence and timelines anchor

No self-directed activities

Activities produce evidence which is then evaluated

Designed for the teacher who can, and wishes, to improve

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Overarching QuestionOverarching Question

Who does the thinking?

Therefore, who does the learning and growing?

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Evaluation/SupervisionEvaluation/Supervision

1. Defensible definition of teaching




5. Transparency

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Rule # 3Rule # 3

Let evidence, not opinion, anchor the process.

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Evidence or Opinion?Evidence or Opinion?

1. The teacher’s lesson plan was well done.

2. The teacher said that the South should have won the Civil War.

3. The table groups were arranged in 2 x 2 pods.

4. The materials and supplies were appropriate for the lesson.

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Evidence or Opinion?Evidence or Opinion?5. Wait time was insufficient for student thinking.

6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson.

7. Six students, questioned randomly, did not know the day’s learning goals.

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EvidenceEvidence

Evidence is a factual reporting of events.

It may include teacher and student actions and behaviors.

It may also include artifacts prepared by the teacher, students or others.

It is not clouded with personal opinion or biases.

It is selected using professional judgment by the observer and/or the teacher.

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Observation-based Assessment:Observation-based Assessment:ProcessProcess and EvidenceEvidence

1. Pre-Observation: D1, D4

2. Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

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The Card SortThe Card Sort

Use a sticky note

Identify:◦ DomainDomain◦ ComponentComponent◦ ElementElement

Share with table mates as instructed; reach consensus

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RewriteRewrite

Select one scenario at your table

Determine tentative Level of Proficiency

Rewrite at higher & lower levels using rubric characteristics

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Levels of PerformanceLevels of PerformanceConclusionsConclusions

Failing: Potential for harm

Needs Improvement: Inconsistent, novice

Proficient: Consistent, competent

Distinguished: Unusually excellent, no one “lives” here permanently in all components

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Phase III RequirementsPhase III Requirements

Pre-Observation Conference

Observation

Post-Observation Conference

Walkthrough

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Step # 1: Pre-ObservationStep # 1: Pre-Observation(Focused on Domains 1 & 4)(Focused on Domains 1 & 4)

Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference

Evidence is added to the lesson plan document that emerges from the pre-observation conference.

T and E meet to discuss the upcoming lesson framed around the following:

Question Stems: 1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for

groups or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What

resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like?

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Before

Step # 2: ObservationStep # 2: Observation(Focused on Domains 1,2, & 3)(Focused on Domains 1,2, & 3)

E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)

Types of Observation Evidence: Scripting of Educator or Student comments Descriptions of Educator and Student behaviors Numeric information Environment

Remember: Collect evidence from Students – “What are you learning?; Is what you’re doing hard

in a good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative

numeric data (tally marks) Evaluator does NOT retype observation

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During

RubricsRubrics

Educating is a performance.

Performances are measured using rubrics.

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Failing...

Needs Improvement ...

Proficient...

Distinguished...

Performance Levels: Performance Levels: Key WordsKey Words1. Review the components from the Framework for

Teaching for the assigned Domain. Scan the language used to describe each Level of Performance (LoP).

2. What key words would you use to characterize or describe each level?

3. Synthesize your thinking as a group and choose two key words that represent each level. Write the two key words on the designated chart-paper.

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Performance Levels: Performance Levels: Key WordsKey Words

Failing Needs Improvement

Proficient Distinguished

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Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

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Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Levels of cognition and constructivist learning increase

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Performance Levels: Key Words



Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most


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Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Subtle

Skillful

Preventative

Leadership

STUDENTS

Always


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Using the Levels of PerformanceUsing the Levels of Performance

What are some ways teachers can use the levels of performance

to promote their learning and growth?

Lesson planning

Self assessment

Developing professional learning goals

Reflecting on teaching and learning

Talking about teaching

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Step # 3: Step # 3: Preparing for the Post-ConferencePreparing for the Post-Conference

(Focused on Domains 1,2, 3, & 4)(Focused on Domains 1,2, 3, & 4)

Educator and Evaluator do not need to meet during Step #3.

With prerequisite training, the Educator can engage in Step #3 independently or with the support of a coach.

Evaluator provides Educator with completed observation form from Step #2.

Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator

Teacher returns the observation form to Evaluator with their additions

Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference

Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees

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After

A Collaborative ProcessA Collaborative Process

Who Collects/Provides Evidence?Both teacher and evaluator

Evaluation is not done TO you; it is done WITH you and FOR you.

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Remember…Remember…• Teachers get a copy of the evidence immediately following the

lesson.

• Teachers may add to the evidence.

• Teachers use the evidence to complete a self-assessment.

• Teachers assess the lesson by highlighting the appropriate rubric phrases.

• Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE.

• The observer reviews the teacher’s evidence prior to the post.

• The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post.

• The observer LEAVES BLANK the components of difference prior to the post.

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Step # 4: Step # 4: Post-Teaching Collaborative AssessmentPost-Teaching Collaborative Assessment

(Focused on Domains 1,2, 3, & 4)(Focused on Domains 1,2, 3, & 4)

Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson

Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.

Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.

Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the evidence for that in

this lesson

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After

The Purpose of the The Purpose of the PostPost

To discuss the components of difference (not yet marked by observer)

To elicit any evidence that still remains to be added about the lesson

To arrive at an assessment on the rubric for components of difference.

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Supervision/EvaluationSupervision/Evaluation

1. Defensible definition of teaching




5. Transparency

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Rule # 4Rule # 4

Conduct evaluations in such a way that they produce

teacher learning.

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Overarching QuestionOverarching Question

Who does the thinking?

Therefore, who does the learning and growing?

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Professional LearningProfessional Learning

“Learning is done by the learner; it is mental WORK.”

- Charlotte Danielson

Who does the mental work in your evaluation process?

(Overarching Question)

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The Nature of Professional The Nature of Professional Learning: Mental Work for Learning: Mental Work for

TeachersTeachers

Reflection on practice

Collaboration

Self-assessment

Self-directed inquiry (action research)

Feedback based upon evidence

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““Narrative-FreeNarrative-Free”” Evaluation EvaluationThe rubric contains the narrative

Select the language that matches the evidence

The teacher participates in language selection

The highlighter is the tool

A summative domain statement is optional

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5 5 ““RulesRules”” for for Educator Educator

Supervision/EvaluationSupervision/Evaluation1. Defensible definition of teaching




5. Transparency

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Rule # 5: Rule # 5: TransparencyTransparency

Teachers must learn the rubrics

and the process.

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Communication is two-way, not one way.

Notification is NOT Communication.

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BTSD Teacher Evaluation Tool Training

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