Enhancing Teacher Effectiveness Through Quality Evaluation

June 9, 2011ESU 10

Cindy Baum, Kelly Clapp and Denise O’Brien

Agenda

• Effective Teaching Activity•NDE Teacher Standards•Danielson, Marzano and McREL

Teacher Evaluation Models•Nebraska Teacher Standards and

Evaluation Models Crosswalk•Next Steps

Wagon Wheel

Nebraska Teacher Standards

• DRAFT – Open For Public Comment• Broad Statements With Example Indicators• 40 Committee Members from State Educational

Stakeholder Groups• Used National Standards and The Framework for

Teaching by Charlotte Danielson

“To define effective practice in order to improve teaching and learning.” Standards Committee

Digging In…..

1. Read through the draft standards

2. Identify the standard that you feel your staff has readily mastered

3. Identify the standard that presents the biggest challenge to your staff

Be prepared to share your thoughts!

Charlotte Danielson -Effective Teacher

Evaluation

Effective Teaching …..

Many school factors such as quality of the curriculum, schedule, level of learning support contribute to student learning. But the single most important factor within a school’s control in promoting student learning is the Quality of Instruction.

-- Danielson, A Framework to Teach

It’s not a pretty picture….

• Not taken seriously by teachers or administrators, dreaded & neglected

• Often outdated -- forms & processes• Conducted by evaluators not sure what they should be looking for• Virtually all teachers are rated at the top of the scale whether

they should be or not• The evaluation system contributes nothing to growth• They don’t do what they intended – ensuring quality & promoting

professional growth

YET IT MATTERS!

--from Enhancing Professional Practice, Danielson, ASCD, 2007.

3 Components of Effective Teacher Evaluation

A clear definition of good teaching

Fair and reliable methods to elicit evidence of good teaching

Trained evaluators who can make consistent judgments

based on evidence

TheWhat

The How

Evidence

--Teacher Evaluation to Enhance Professional Practice, Danielson & McGreal, ASCD 2000

Danielson’s Framework for Teaching

• Research based set of competencies of instruction grounded in a constructivist view of teaching and learning.•1996

Researched components constitute a comprehensive framework of teacher responsibilities to the profession.

Used for a wide range of purposes – meeting novice’s needs to enhancing veterans’ skills.

Foundation for professional conversations around the complex skill of teaching.

A road map structured around a shared understandingof teaching.

A structure for self-assessment and reflection on practice.

Basis for….

• Correlates to Standards:• INTASC Interstate New Teacher Assessment and Support

Consortium• NASDTEC Natl Association of State Directors of Teacher Education

& Certification• NCATE Natl Council for Accreditation and Teacher Education• ETS Praxis Series for beginning teachers• As well as Nebraska’s new Teacher Standards

4 Domains of Teaching

Planning & Preparation

The Classroom Environment

Instruction

Professional Responsibilities

With in the 4 Domains

Planning & Preparation

The Classroom Environment

Instruction

Professional Responsibilities

22 components

76 Descriptive elements

Further refine of our understanding what teaching is all about

Four levels of Performance

• How good is good enough?

•Moving target – depends on where people are at in their practice

• Levels of Teaching – NOT teachers themselves

Four levels of PerformanceU

nsati

sfac

tory

Teacher does not yet appear to understand the concepts underlying the component.

Basi

cAppears to understand but implementation is sporadic, intermittent, or not entirely successful.

Profi

cien

t

Clearly understand s the concepts and implements well.

Dis

tingu

ishe

d

Master teachers that make a contribution to their field. Classroom operates as a community of leaders.

Experienced teachers

Hardly contained consistently

Characteristic of student teachers or those new to theprofession

Below licensingStandard. Time toIntervene.

Degrees of Good

Accuracy & Clarity of Purpose

Classroom Management

Safe Responsive and Supportive Learning Environment

Student Intellectual Engagement

Successful Learning of all students

Five Big Clusters a Principal should look for ……..New

Using the Framework ….• Offer training on the Framework – engage entire staff in

professional development clarifying components and noting indicators of their presence in teaching.

• Institute observation procedures – in addition to observation engage teachers in self-assessment, reflection on practice, & professional conversation. -- Teachers become more thoughtful & analytic about their work.

• Collect Artifacts - include in evaluation. Note artifacts or opinion. In addition, teachers assemble evidence of their practice for their supervisor.

Without a framework, the structure is reducedto whatever the mentor, coach, or supervisor has in her head, and it thus reflects the personalbeliefs that individual holds about teaching regardless of whether these have ever beenmade explicit.

---Enhancing Professional Practice: A Framework for Teaching, Danielson, ASCD, 2007

Shifting the focus of Evaluation

• …..from “inspection” to collaborative reflection can ensure benefit from the evaluation process and activities.

Effective Supervision: Supporting the Art and Science of Teaching

Robert J. Marzano

Classroom Instruction That Works

Philosophy

• Effective teachers are made not born

• Even small increments in teacher effectiveness can have a positive effect on student achievement

• The purpose of supervision should be the enhancement of teachers’ pedagogical skills

Supervision

Teacher Pedagogical Skill

Student Achievement

Effective Supervision is the Catalyst

What must a district or school do?

• Develop a common language of teaching• Provide opportunities for focused

feedback & practice• Provide opportunities for observing

& discussing effective teaching• Require individual teacher growth

& development plans on a yearly basis

Common Language

The Art & Science of Teaching

Classroom Strategies & Behaviors

Planning & Preparing

Reflecting on Teaching

Collegiality & Professionalism

Supervising SEGMENTS ENACTED

ON THE SPOT

ROUTINE SEGMENTS

CONTENT-SPECIFIC SEGMENTS

Reviewing important rules & proceduresReviewing learning goalsTracking student progressCelebrating success

Interacting with new knowledgePracticing & deepeningGenerating & testing hypotheses

DIFFERENTLESSONS…

DIFFERENTEXPECTEDBEHAVIORS

Engagement activitiesConsequences regarding rules & proceduresRelationshipsExpectations

Supervising the Art & Science of Teaching

ENACTED ON THE SPOT

Student Engagement

Adherence to Rules & Procedures

High Expectations

Teac

her-

Stud

ent R

elati

onsh

ips

INVOLVES ROUTINES

Learning Goals & FeedbackRules & Procedures

ADDRESSES CONTENT IN SPECIFIC WAYS

Interacting With New Knowledge

Practicing & Deepening

Generating & Testing Hypotheses

Providing Opportunities for Focused Feedback & Practice

• Teacher self-perception data• Teacher self-observation data• Observation data from peers, instructional

coaches, supervisors

DATA

DRIVEN

Criteria for Scoring

The Art & Science of Teaching 10 Design Questions serve as the framework for self, peer, and supervisory observations.

COMMON

LANGUAGE

Scoring on a Rubric

Innovating4

• New strategies are created to meet the needs of specific students or class as a whole

Applying3

• Strategy is used and monitored to see if it has desired effect

Developing2

• Strategy is used but in a mechanistic way

Beginning1

• Strategy is used but pieces are missing

Not Using0

• Strategy is called for, but not used

* Example of a teacher rubric for self scoring the use of a specific strategy

Format For Data Collection

“Snapshot” Form

Short Form

Long Form

Broad Inquiry Based on the Design Questions

Categories of Actions & Rating

Specific Teacher & Student Behaviors or Evidence and

Rating

Teacher & Student Evidence

Providing Opportunities to Observe & Discuss Effective Teaching• Instructional Rounds• Expert Coaches• Expert Videos• Teacher-led PD• Virtual Communities

Instructional Rounds

Preparing

Conducting

Debriefing

Instructional Rounds

“Here are some things I will continue to do in my teaching…..”

“Here are some questions I have about my teaching…..”

“Here is something new I want to try in my teaching…..”

Require Individual Teacher Growth & Development Plans on a Yearly Basis

Each year teachers set growth goals regarding:• Value-Added Achievement (Primary)• Class Strategies & Behaviors (Primary)• Planning & Preparing (Secondary)• Reflecting on Teaching (Secondary)• Collegiality & Professionalism (Secondary)

Process As A Whole

• Teacher collects self-perception data• Peer teachers and supervisor

conduct instructional rounds• Teacher records lesson and

conducts self-observation• Teacher meets with supervisor to

discuss self-analysis and supervisor observation findings• Teacher develops personal growth

plan

Added Benefit From Adopting This Model

ESU 10 has spent several years with a focus on Marzano’s Classroom Instruction that Works strategies….common language

North Carolina Teacher Evaluation Process

www.dpi.state.nc.us/docs/profdev/training/teacher/teacher-eval.pdf

Evaluation Instruments

• Designed to promote:• Effective Leadership• Quality Teaching• Student learning while enhancing professional

practice and leading to improved instruction• Professional Growth

Process

• Principal • Conducts the evaluation process• Teacher • Self-assessment• Reflection• Presentation of artifacts • Classroom demonstration(s)

Teacher Responsibilities

• Know and understand: • North Carolina Professional Teaching Standards.• North Carolina Teacher Evaluation Process.

• Prepare and participate in each component of the evaluation process.• Gather data, artifacts and evidence to support

performance.• Develop and implement strategies to improve

personal performance.

Principal/Evaluator Responsibilities

• Know and understand:• North Carolina Professional Teaching Standards.

• Participate in training• Supervise the Teacher Evaluation Process• Identify the teacher’s strengths and areas for

improvement• Teacher Summary Evaluation Report• Develop and supervise implementation of action

plans

Purpose

• Assess the teacher’s performance in relation Professional Teaching Standards• Design a plan for professional growth

Purposes of the Evaluation1. Measurement of performance2. Guide for teachers3. Basis for instructional improvement4. Focus goals and objectives of schools and

districts5. Guide professional development programs6. Tool in developing coaching and mentoring

programs for teachers7. Enhance implementation of curriculum8. Inform higher education institutions

Performance Rating Scale

•Developing•Proficient•Accomplished•Distinguished•Not Demonstrated

Components

1. Training2. Orientation3. Teacher Self-Assessment4. Pre-Observation Conference5. Observations6. Post-Observation Conference7. Summary Evaluation Conference and Scoring the Teacher

Summary Rating Form8. Professional Development Plans9. Effective Dates and Effect on Licensing and Career Status

Training

Before participating in the evaluation process, teachers principals and peer evaluators must complete training on the evaluation process

OrientationWithin 2 weeks of a teacher’s first day of work in

any school year, the principal will provide the teacher with a copy of:• The Rubric for Evaluating Teachers• The Teacher Evaluation• A schedule for completing all the components of the evaluation

process.

Teacher Self-Assessment

Using the Rubric for Evaluating North Carolina Teachers:• Teacher rates his or her own performance at the

beginning of the year• Reflects on his or her performance throughout

the year

Pre-Observation Conference

Principal and teacher discuss:• Teacher’s self-assessment• Teacher’s most recent professional growth plan• Lesson(s) to be observed

Observations

• Formal observations shall last at least 45 minutes or an entire class period• Probationary Teachers• Principal at least 3 formal observations• Peer conducts one formal observation

• Career Status Teachers• Principal evaluates annually

Post-Observation Conference

• No later than 10 school days after each formal observation

• Principal and teacher discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.

Summary Evaluation Conference and Scoring the Teacher Summary Rating Form• Principal shall conduct a summary evaluation conference with

the teacher.• Discuss• Teacher’s self-assessment• Teacher’s most recent Professional Growth Plan• Components of the North Carolina Teacher Evaluation Process

completed during the year• Classroom observations• Artifacts submitted or collected during evaluation process• Other evidence of the teacher’s performance on the Rubric

Professional Development Plans

• Individual Growth Plan

•Monitored Growth Plans

• Directed Growth Plans

Checklist

Quality Elements of an Effective Evaluation Model

Next Steps

Contact Information

Denise O’Brien, Cindy Baum, & Kelly ClappESU 10 Professional Development Coordinators

dobrien@esu10.orgcbaum@esu10.org

kelly.clapp@esu10.org