CONNECT, ENGAGE, LEARNTEACHER EVALUATION GROWTH AND DEVELOPMENTNovember 15-16, 2012 Ann M. Delehant

1001 Hillsboro Cove CircleWebster, NY 14580585-750 4499Adelehant@gmail.com www.anndelehant.com

TIME TOPIC8:00 Registration and Networking8:30 Welcome, Business Meeting

• 2012 Learning Forward Virginia Awards• Learning Forward Virginia Business Meeting

9:00 Review fundamentals of professional learning.

9:30 Analyze the new definition of Professional Learning.

10:15 Break

10:30 Apply the new Standards for Professional Learning as a guide to strengthen and refine professional growth and development plans.

12:00 LUNCH

12:45 Review the five major elements of the work on teacher evaluation:  • goal setting/reflection• scoring• feedback• diagnosis• supportDemonstrate how schools can apply an effective teacher evaluation processConsider how to align your teacher evaluation system with professional learning results in student success

1:50 Short Break

2:00 Teacher Evaluation Resources, Ideas and a Discussion Protocol by Hayes Mizell

2:45 Reflection & Learning Moment

3:30 Wrap Up

Norms

S – share knowledge and experiencesA – ask questionsL – learn by doingS – stay presentA – apply to your work and position

Participants will….• Become familiar with the fundamentals and the new

definition for Professional Learning.• Understand how to apply the new Standards for

Professional Learning as a guide to strengthen and refine professional growth and development plans.

• Consider how a teacher evaluation system aligned with professional learning results in more effective teachers and student success

• Identify actions you will take as a result of what you have learned. (Share with Learning Forward VA board to analyze for next steps.)

• Learn with and from one another.

I am concerned that too few teachers experience the quality of professional development and teamwork that would enable them to be more effective each day. We must make sure that what we know is essential to good teaching is embedded in the life of all teachers.

Stephanie Hirsh, Executive Director, Learning Forward

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Making ConnectionsTeacher Evaluation Performance Standards1. Professional Knowledge2. Planning for Instruction3. Delivery of Instruction4. Assessment of and For

Learning5. Learning Environment6. Professional Knowledge7. Student Progress

Professional Learning Standards

• Learning Communities

• Leadership• Resources• Data• Learning designs • Implementation• Outcomes

Professional LearningProfessional Learning Event/EpisodeA learning experience designed to transfer knowledge and develop skill.

Professional Learning ProgramPlanned, coherent, in-depth engagement over time AND the support system designed and implemented to develop educators’ knowledge, skills, dispositions, and behaviors to improve student achievement.

Professional Learning Program

Pair ShareWhat percentage of the professional learning in your schools falls into each category?

Events/Episodes

%Programs

%Courtesy of Learning Forward

Outcomes

Components

Knowledge Skill Transfer(Implementation)

Presentationof Theory 10% 5% 0%

Modeling 30% 20% 0%

Practice and Low RiskFeedback

60% 60% 5%

CoachingStudy TeamsPeer Visits

95% 95% 95%

Bruce Joyce and Beverly Showers (2002) Student Achievement Through Staff Development

Assessing Professional LearningEvaluating Professional Development, Tom Guskey, 2000

At the point of…

DELIVERY……………… Did they like it?KNOWLEDGE …………. Did they learn it?APPLICATION …………. Are they using it?ORGANIZATION SUPPORT/CHANGE ……………. Did it impact the organization?

RESULTS ……... Did it impact student learning?

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Working independently review each assumption. use the codes to indicate your agreements with each statement and identify potential implications for teacher effectiveness. Be prepared to share your thoughts with others at your table. (Learning School)

Assumption CODE Implications for Teacher

Effectiveness1. Every students deserves effective teacher every day.

2. The capacity of educators to invent solutions for educational problems is a powerful untapped resource.

3. Professional learning is essential to achieving district or school goals for students

4. The success of educators’ daily work depends on effective professional learning.

5. Share responsibility and collaborative learning combine to improve student results.

6. School is the center of change.

7. Professional learning that aligns school system, school and individual goals exponentially increases results for educators and students.

8. Effective professional learning requires collaboration among educators.

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1--Strongly Disagree 2--Somewhat Disagree 3—Uncertain 4--Somewhat Agree 5--Strongly Agree

New Definition of Professional Learning

Why is this important?

Proposed Amendments to Section 9101 (34) of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001

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New Definition of Professional Learning (See handout.)

With your “pair up” partner, work on the following task.TASK: Text Analysis (Adapted from the work of Joellen Killion)

• Read the new definition of professional learning. • Identify 3-4 significant CHANGES in this new definition

from the current practice in your district. • Identify two statements that SURPRISE you.• Identify one idea that you are glad is getting

ATTENTION.• Identify one characteristic that you think is

SOMETHING YOU CAN ACT ON now—at the school or district level

• Name one action you will take to INTRODUCE these ideas to your teams.

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New Definition1. Return to your “natural team.”2. How does this definition compare to what you described

as a powerful professional learning experience? 3. In what ways are your current practices the same and

different from the new definition of professional development?

4. What changes do you need to make to better align our practice with the definition? • What policies need to change?• Who needs to lead the change?• What steps are necessary?• What type of commitment will we make?

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Why Standards?

• They establish the attributes for effective professional learning.

• They establish criteria for the design, implementation, and evaluation of professional learning.

• They define the purpose of professional learning for educators to develop the knowledge, skills, practices, and dispositions to help students perform at high levels.

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Revision Rationale • Integrate the current research • Establish high expectations for equity and excellence in professional learning

• Strengthen the link to student achievement

• Guide the design, implementation, and evaluation of professional learning

• Identify policy recommendation

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Prerequisites • Educators commit to ensuring all students

succeed.

• Educators are ready to learn.

• Professional learning fosters collaborative inquiry and learning.

• Educators learn in different ways and at different rates.

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Link to Student Results

1. Standards-based

professional learning

2. Changes in educator

knowledge, skills, and dispositions

4. Changes in studentresults

3. Changes in educator practice

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Core ConceptsEducator

Effectiveness

Results

All Students

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Standards Layout

•Stem: Professional learning that increases educator effectiveness and results for all students…

• Introduction: Brief overview•Core (key) elements: three per standard

•Related research: five foundational citations per standard

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Learning ForwardStandards for Professional Learning

1. Learning Communities, PP. 24-27 2. Leadership, PP. 28-313. Resources, PP. 32-354. Data, PP. 36-395. Learning Designs, PP.40-43 6. Implementation, PP. 44-477. Outcomes, PP. 48-51

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Standards Showcase Break into seven small groups. Assign standards.Refer to the handout and the standards briefing guide. Review the information about your standard.

1. 1. Read the core concepts embedded in the new standards

2. 2. Prepare a “windowpane” for your standard.

3. 3. Identify one person to share your team’s windowpane.

4. 4. Take notes on each standard during the showcase.

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WINDOWPANE FOR STANDARD: ______________________

Draw a picture to represent your standard.

Provide a ONE word summary for EACH of your standard’s core/key concepts.

Describe two or three examples of this standard in action.

Describe three examples of how you will apply this standard in your work.

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How to Use the Standards• To stimulate dialogue, discussion, and analysis that lead to increased effectiveness in professional learning.

• To benchmark existing opportunities for professional learning against the standards to identify strengths and areas for improvement.

• To set policies.

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Working Together

None of us is as smart as all of us. ~ Pogo

LINKING TEACHER EVALUATION AND PROFESSIONAL LEARNING

I am concerned that too few teachers experience the quality of professional development and teamwork that would enable them to be more effective each day. We must make sure that what we know is essential to good teaching is embedded in the life of all teachers.

Stephanie Hirsh, Executive Director, Learning Forward

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Shifts in the Teacher Evaluation SystemsISSUES The Current System The New System

PURPOSE Purpose is the determination of an evaluative rating

Growth; Purpose is a career long focus on the improvement of teaching and learning

OUTCOMES Compliance; rarely provided feedback to drive change

Accountability; Increase teacher effectiveness; improve practice; increase student achievement

CRITERIA Unclear or subjective criteria Teaching Standards; evidence based

FORMATIVE/SUMMATIVE

Provides summative data that is based on classroom observations

Provides formative and summative data that informs professional learning

PROCESS Single snapshot of instruction Multiple Measures; Showcases all aspects related to teaching standards

WHO’s RESONSIBLE

Evaluator-centered Teacher-centered, Evaluators support teacher learning

TIMING Intermittent Regular

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How well is an individual teacher doing?Summative Evaluation-Accountability

-What evidence provides information? -Summative/Accountability-Formative/Support

-What areas of strength and growth?-Formative/Support

-What kinds of support are needed?-Formative/Support-Develop the Teachers Learning Plan

Scoring

Feedback

Diagnosis

Support

EvaluatorPeer ReviewerConsultant

Evaluator PAR CoachMentor Peer Coach

Teacher EvaluatorMentorCoach ( e.g. Peer, Instructional coaches)

Administrator CoachMentor PD coordinator Curriculum LeaderPeers

Self-Reflection/Goal Setting

Who’s Responsible?

Accountability/Support: 5 Critical Processes

Teacher Mentor/Coach/ PAR Consultant Principal

-Share perspectives on professional and instructional practices-Identify ways to enhance instructional practice and student achievement linked to the standards-Tie goals to the attainment of school and district goals

Feedback

• Make a list of three things that you have learned about giving feedback.

• Stand Up, Hand Up, Pair Up.

• Share your three key ideas.

• Gather key ideas from the group.

Refer to Wiggins article in the supplementary materials.

Research Shows that Ineffective Conferences Tend to … Be dominated by the evaluator Be focused on narrow concerns Threaten teacher self-esteem Be influenced by an unequal power

relationship Lack teacher reflection and self-evaluation Lack reasoning and critical thinking

– Summarized by Blase & Blase (2004)

Focus on Professional GrowthConsider the tension between rating teacher practice and improving teacher practice and discuss these questions with your group:

What is achieved by assigning a rating to a teacher’s practice?

What is achieved by a collaborative discussion about practice?

Which type of feedback will be more likely to result in teacher growth and student achievement?

Elements of a Professional Growth Plan

• acquisition of new knowledge and skills,• application of new knowledge and skills,• changes in instructional practices,• enhanced reflective practices,• contributions to learning community and• improved student achievement

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Professional Growth Plan (See Handout)

LEARN HOW TO REVIEW DATA/ LOOKING FOR LEARNING OPPORTUNITIES Look at sub-component scores Review formative and

summative evaluation reports. Identify areas of strength and

areas for growth. Describe the data that informs

the goals/targets Note opportunities for alignment

with teaching standard(s) Note opportunities for alignment

with building/district goal(s)

LEARN HOW TO WRITE…. Objective(s) Targets/Goals Select and Sequence

Activities to ensure that teacher will achieve objective (note the activities, needed resources, team members and due data)

Mid Year Review/Progress Check

Final Progress Report

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Refer to supplementary materials.

Understanding Attainment and Growth

High AttainmentLow Growth

High AttainmentHigh Growth

Low AttainmentLow Growth

Low AttainmentHigh Growth

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Attainment

Growth

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Teacher Learning PlanFACILITATIVE

Self-directed – proposed by the educator, written in collaboration with an evaluator

Connected to the evaluation outcomes/Teaching Standards

Highlights areas for focused teacher development

Product and process Identifies both a goal and

the process for realizing that goal

Fluid – may be revised during implementation in response to results or research

Teacher Improvement Plan (TIP)

DIRECTIVE Designed to help educator in need of improvement

Directed - usually must specify in writing the areas in need of improvement

Help educator to target specific weaknesses in professional practice through a collaborative, supportive process

Differentiate learning activities to support teachers’ improvement in areas of identified weakness

Must include a timeline and assessment for achieving improvement

Elements of a Learning Plan

• acquisition of new knowledge and skills,• application of new knowledge and skills,• changes in instructional practices,• enhanced reflective practices,• contributions to learning community and• improved student achievement

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Professional Development Professional Learning PlanEpisodic Planned, coherent, in-depth engagement

over time based on a set of standardsDid not create a plan for improvement related to a set of standards

Creates a learning plan based upon evidence

Based on district initiatives or personal choice, not on individual needs

Needs a support system designed and implemented to develop educators’ knowledge, positions and behaviors to improve student achievement.

Technical Transformational

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LINKING EVALUATION RESULTS AND PROFESSIONAL SUPPORT

..move from targets of change to agents of change

Reform of professional development, and reform as professional development are the dual generative themes of the future. Sykes (1996)

INTEGRATING INDIVIDUAL PROFESSIONAL LEARNING INTO COMPREHENSIVE LEARNING SYSTEMS

• Review Hayes Mizell’s Discussion Protocol to Guide Planning

• Seek clarity about the intersection of the Teacher Evaluation and Individual Professional Learning systems.• Think about how these systems support the district’s broader

goals for professional learning and student learning. • Discuss when and how to use the two parts of this

protocol.

Protocol

GUIDING QUESTIONS

TEACHER EVALUATION SYSTEM

INDIVIDUAL PROFESSIONAL

LEARNING

What principles, beliefs, or assumptions guide our system?

What is its purpose?

What are the measures of success?

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Learning Forward Virginia• With your table team, expand the list of ways that Learning Forward Virginia can advance excellent practices in professional learning all across the state of Virginia.

Reflection • Share highlights.

EXIT TICKETOn an index card, complete the 3-2-1 activity. Turn it in on the way out.3 Make a list of THREE things you learned at the

Learning Forward VA conference?2 Make a list of TWO actions you are going to take as

a result of the conference.1 Write ONE question you have for the Learning Forward VA Board.

Next Steps… Please Read….

A Playbook for Professional Learning by Stephanie Hirsh and Shirley Hord. Learning Forward, 2012.

National Comprehensive Center for Teacher Quality (i.e. 3 research and policy briefs listed in the notes above):http://www.tqsource.org/alignEvalProfLearning.php

Learning Forward’s “stance” on teacher effectiveness :http://www.learningforward.org/advancing/implementingthecommoncore.cfm

Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well Issue Brief, April 2010 • Andrew Croft, Jane G. Coggshall, Ph.D. Megan Dolan, Ed.D. Elizabeth Powers, With

Joellen Killion

 

Linking Teacher Evaluation to Professional DevelopmentThree Levels of Text: Check-in (1-2 minutes per person)• Read a sentence/passage you have selected from article• Share what you think about the passage (e.g. interpretation,

connect to past experiences)• Share implication of this sentence/passage relevant to work

about teacher evaluation and professional learning

3-2-1 Protocol3 - What are 3 ideas from the article that you think should be foundational or non-negotiable for our work?2 - What are 2 questions or 2 areas we need to gather data on for our work?1 - What is 1 recommendation you have to align Teacher Evaluation and Planning for Professional Learning?  

Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning • Six organizing features

1. High-quality standards for instruction 2. Multiple standards-based measures of teacher

effectiveness 3. High-quality training on standards, tools, and

measures 4. Trained individuals to interpret results and make

professional development recommendations 5. High-quality professional growth opportunities for

individuals and groups of teachers 6. High-quality standards for professional learning

National Comprehensive Center for Teacher Quality

Standard’s Briefswww.learningforwardvirginia.org

Forum Discussion Board