Changing school culture 4.10
116
WIFI CODE • 040114
description
This is a copy of the slide show used during the IPA administrator academy in Elgin on 4.10
Transcript of Changing school culture 4.10
WIFI CODE
• 040114
PJ Caposey
Changing School Culture Through the
Danielson Framework for Teaching
PJ CaposeyAssistant Superintendent/Principal (@principalpc)
Author
One DisclaimerBefore We Begin
BIG IDEAS
• Analyze Culture• De-code the Framework• Create a system• Encourage Personal PD
Poll 1
How would you assess your level of confidence using the Danielson model tool?
Novice, Beginner, Moderate, Experienced
Poll 1
You’re FIRED!!
You’re Fired
Pages 3 and 4
Culture: CharacterCulture: Character
What do you believe are
traits of…
Pg 5
A. Healthy Cultures?
B. Toxic Cultures?
(Schools with toxic cultures) lack a clear sense of purpose, have norms that enforce inertia, blame students for lack of progress, discourage collaboration, and have hostile relations between staff. Such schools are not healthy places to be.
Peterson, 'Positive or negative?' Journal of Staff Development, 23(3).
TOXIC
Toxic
The vision is, first, that the school will be a community, a place full of adults and
youngsters who care about, look after, and root for one another and who work together for the good of the whole, in times of need
and times of celebration. Every member of a community holds some responsibility for the welfare of every other and for the welfare of
the community as a whole. Roland Barth
HEALTHY
POLL 2
ToxicUnhealthyNeutralPositiveHealthy
Assess the culture in your building.
MISSION & VISION
MISSION
VISION
MISSION VISION
Purpose Goal
Timeless Timely
Calling Branding
Questions?
Define Expectations
Meaningful Conversations
Actively Lead PD
Distribute Leadership
Relationship Perspective
Power of Evaluation
SUPPORTING PROFESSIONALS
Page6
Talk the Same Language
What conversation has someone had with you that has
influenced your professional
growth?
PACK LEADERSHIP
EVALUATIONMUST BE ABOUT
24/7
Questions?
MEET
60 Seconds – Turn and Talk
DID ANYONE SAY TO BE RATED EXCELLENT?
Teacher Evaluation Process Structured
Opportunity to Become Better at Your Job
OR
Assessment of Value to
the Organization
MISALIGNMENT = BAD
Aligned Purpose and Progress = Good
Evaluation must speak to answer
of question, “Why
Teach?”
How you choose to respond isPERSONAL
OVERARCHING GOAL
The evaluation process leads to professional growth (makes you a better teacher) which
then in turn leads to a higher evaluation rating for you in the future. The goal is to improve so that we can better serve kids – not to improve so that
we can achieve a higher rating.
CHANGE
1.Change is learning – loaded with uncertainty.2.Change is a journey, not a blue print.3.Problems are our friends.4.Change is resource hungry.5.Change requires the power to manage it.6.Change is systemic7.All large scale change is implemented locally.
(Fullan)
COMMON
Page 7
Subjectivity
Danielson is too subjective for an evaluation or to have
my job depend on it . . .
Not intended to be an Evaluation Tool
I heard that this was never intended to be an evaluation tool – it was a professional performance guide written by a teacher for teachers. Is that true?
Excellent/Distinguished
For a teacher to be excellent/distinguished it is dependent upon how the kids react to what teachers teach
Do you think that is fair? How would you explain it to your staff?
Equality per Position/Domain
It looks like Domains 2 and 3 are when kids are present.
Do you think those should be counted as more important?
RESPONSIBILITY
No single drop of water thinks it is responsible for the flood.
How can we as leaders facilitate
the transformation of this tool from an evaluation
instrument to a culture changing
instrument?
• Evaluation is stressful• evaluación es estresante• المجهدة هو التقييم• avaliação é estressante• Auswertung ist stressig
Evaluation becomes even more stressful when we do not
speak the same language – Danielson provides us this
opportunity
De-code the framework into…
tangible
actionable
strategies
for observation
and coaching
purposes
Element Rubrics
Clause by
Clause
Scripted ?s
Most Descriptive Still inexact
Work is alreadydone
No local ‘flavor’
ELEMENT RUBRICS
Element Rubrics
2013 Framework is available for free, but not the element rubrics
Is this clear?
Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.
Creates local definition
Context can be missing
Separates elements Communication is key
Clause by Clause
Prerequisite relationships
between important concepts
The teacher's plans and
practice reflect solid knowledge of the content
And the instructional
practices specific to that discipline
Generally, each clause reflects an element
Clarity plus context What questions to ask
Easy to documentcommunication Elements can
be missed
SCRIPTED QUESTIONS
The teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices
specific to that discipline
• Ask Component Specific Questions First– Focus on modifiers - “Solid knowledge”– Turn Danielson-speak in to real language
• Ask Domain Specific Questions Last • (DOMAIN 1 and 4 questions different than 2 and 3)
– What does tangible evidence look like?– What does evidence over multiple observations
look like?
Do all 3
My Suggestion
Step 1: Determine if Clause is Clear Enough Without
Element Rubric• Domain 1, Component C
– Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination.
IF yes, move on to questions. IF no, move on to element rubrics.
Domain 1, Component C – Clause 1
• Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards
– Component specific• What does stated as goals mean?• Where are they stated as goals?• What is high-level learning?• What curriculum standards?• Do all goals have to meet standard?
– Domain specific• How do I provide evidence of this?• Can this be seen in my classroom over time with multiple visits? If so, how?
Will all components have same amount of
questions or clauses?
Critical Attributes
• List of bullet-pointed items outlining Proficient and/or Distinguished Behavior– Specific– Common – Collaboratively-formed
• Translation from Danielson to something locally created and locally important
ARTIFACTS11
What do you think the Domain specific questions
for 2 and 3 should be?
Questions?
Plan for assessment provides multiple opportunities for
success
Plan for assessment uses clear
criteria
Creating a Common Definition for Domain 1, Component F
Teacher’s Plan for Student Assessment is Aligned with
Instructional Goals
Assessment results impact plan for future
instruction Plan for assessment appropriate for age
and skill level
CCSS
Modeling
POLL 3
Less than 25%Between 26-50%Between 51-75%76% or higher
What percentage of staff would decode the framework in the same manner without training?
‘Chunk-able’Co
mm
on L
angu
age
A B C D
9
STEP 1?
Given the description of proficient practice, what is the first step you would work through with your staff?
11
Success Is:1) Repeatable for
multiple components and for multiple ratings
2) Allows for self-assessment
3) Allows for personalization of PD
Questions?
Goal: Develop Observation
Process and Plan to Support
Teacher Growth
What are yourgoals for the
evaluation process?
Something
out of whack?
Goals Vs. Process
Pages 15 + 16
FORMAL/INFORMAL
Should observations be
scheduled or impromptu?
Why?
Building Protocolor
District Protocol?
GOALS
REALITY
What are the elements thatneed to be included in the plan?
Questions?
Facilitate Creation of Personal PD Plan For
Every Teacher
As a group, can we name all five elements of a high quality plan?
20
More than One Responsible Party
Teacher AND Student
21
Building
Department
Course
Student
MISSION AND VISION
Poll 4 – SMART Goals
1.) Student attendance will improve in comparison to the average of the last two years for the 2013-14 school year.
21
TrueFalse…If False, Why?
Poll 5 – SMART Goals
2.) I will rate higher on the Danielson Framework in 2014 than I did in 2013.
21
TrueFalse…If False, Why?
Poll 6 – SMART Goals
3.) 80 percent of students will pass each assessment of the 2013-14 school year with a 71 percent or higher.
21
TrueFalse…If False, Why?
Poll 7 – SMART Goals
4.)100 percent of high school Juniors will earn a 24 or above on the ACT test given the Spring of the 11th grade year in 2014.
21
TrueFalse…If False, Why?
Poll 8 – SMART Goals
5.) In 2019, Happy High School will have 17 Advanced Placement Courses available for students to take.
TrueFalse…If False, Why?21
Establish the Appropriate Environment
BE ON
THE SAMEPAGE
You must now help others have better understanding – this must be paid forward
Questions?
Re-Cap
Analyze CultureDe-code the Framework
Create a systemEncourage
Personal PD
one person with a
beliefis equal to aforce of ninety-nine
who have only
interest.
Everything was made up by people that were no smarter than you
