KPBSD- A Diverse District8,800 Students

8,000 in brick and mortar buildings

800 enrolled in Connections Homeschool Program (borough students only)

44 Schools

37 general education schools

4 charter schools

2 alternative schools

1 performance-based school

42% of students receive free or reduced

lunch

1200 employees

FY15 budget = $160,000,000

Effective Instruction Framework

Eff

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e In

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n S

yst

em •Rubric

•Self-Reflection

•Observation & Feedback Cycle

•Artifacts & Evidence

•Personalized Professional Growth

•Led by E.I. Committee

Eff

ec

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ea

de

rsh

ip S

yst

em •Rubric

•Self-Reflection

•Observation & Feedback Cycle

•Artifacts & Evidence

•Personalized Professional Growth

Eff

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e In

stru

ctio

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up

po

rt •FfT Training

•Calibration Activities

•New Teacher Induction

•Effective Instruction Coaching

•Focused Collaboration

http://effectiveinstruction.blogs.kpbsd.k12.ak.us/wpmu/

Educator Feedback and Evaluation

Using the Danielson Framework

Collaboration

Professional

Development

Teacher Evaluation

Curriculum

with

Embedded assessments

KPBSD Evaluation Process/Timeline 1. Pre- Conference Training

2. Self-Reflection Conference

3. Classroom Walk-Throughs

4. Informal Observations

5. Pre - Observation Conference

6. Formal Observation

7. Post observation Conference

8. Summative Evaluation Conference

2 Key Considerations….

Time

It’s about the

Conversations

Confident, Considering, Concerned

Think: What are you confident in? What practices for teacher feedback do

you have in place that are working? What makes great sense to you and

would be easy to implement? (1 minute)

Think: What is something you’re considering? What are you willing to try

that’s new? (1 minute)

Think: What is something you’re concerned about? What do you think is

important, but you just aren’t sure you could make it work? (1 minute)

Partner Share: Using one minute each, turn to a nearby partner and share

what you are considering and what you’re concerned about. Use the

second minute to let your partner share. (2 minutes)

Questions: What questions do you have about the feedback and

evaluation process that are the most concerning to the group?

Getting on the same page with calibration

Danielson’s Teachscape

District Office Administrators

Building Administrators

Effective Instruction Coaches

All groups, one understanding

Professional Development

Using the Danielson Framework

Collaboration

Professional

Development

Teacher Evaluation

Curriculum

with

Embedded assessments

Essential Questions 1. What do we want every teacher to know and be able to do?

2. How will we know if they know the essential learning?

3. What is our response when they don’t know it?

4. What is our response when they do know it?

Calibrating

Checklist

Coaching conversations/Observations

Coaching Plans

Site Observations

The Four C’s

Calibrating

Checklist

1a. Demonstrating knowledge of content and pedagogy

knowledge of content and the structure of the discipline

knowledge of prerequisite relationships

knowledge of content-related pedagogy

1b. Demonstrating knowledge of students

knowledge of child and adolescent development

knowledge of the learning process

knowledge of students’ skills, knowledge and language proficiency

knowledge of students’ interests and cultural heritage

knowledge of students’ special needs

1c. Setting instructional outcomes

value, sequence and alignment clarity

balance

suitability for diverse learners

1d. Demonstrating knowledge of resources

resources for classroom use

resources to extend content knowledge

and pedagogy

resources for students

1e. Designing coherent instruction

learning activities

instructional materials and resources

instructional groups

lesson and unit structure

1f. Designing student assessments

congruence with instructional outcomes

criteria and standards

design of formative assessments

use for planning

Domain 1 Planning and Preparation

Domain 1 Planning and Preparation

1st Quarter (Mid-Oct)

☐ Know the grade level district adopted materials and be able to read the teacher’s edition.

☐ Know the grade level standards.

☐ Understand the pacing for KPBSD assessment and know where to find on the KPBSD website.

☐ Know which students have medical issues that impact instruction.

☐ Understand the connection between learning objectives and formative assessment (through coaching conversations).

☐ Know who their test coordinator is to answer questions in preparation for benchmark assessments.

2nd Quarter (Mid Dec)

☐ Interpret data from assessments (AMP, Edperformance, AIMS web, benchmarks.

☐ Read the IEPs and 504 for students.

☐ Plan for grouping (SPED/ Intervention/ ELL)

☐ Know and plan appropriate instructional approaches dependent on the lesson and content area.

☐ Plan formative assessment for each lesson.

☐ Understand student growth maps and set instructional goals with a coach. (If required by their building administrator)

Domain 1 Planning and Preparation

3rd Quarter (Mid-March)

☐ Interpret data from assessments (AMP, Edperformance, AIMS web, benchmarks.

☐ Understand backwards mapping and set student instructional goals with a coach.

☐ Monitor student growth maps and set instructional goals with a coach. (If required by their building administrator)

☐ Plan formative assessment for each lesson.

4th Quarter

☐ Understand backwards mapping and set student instructional goals with a coach.

☐ Review and verify student learning of required current year standards (after statewide testing)

☐ Evaluate student growth maps and set instructional goals with a coach. (If required by their building administrator)

Coaching Conversations/Observations

Domain 3: Instruction

Domain 3 b: Using Questioning and Discussion Techniques (Overall Domain Rating)

3 b. Using Questioning and Discussion Techniques (Elements) Quality of questions/prompts

Discussion techniques Student Participation

Name: Date:

3b. Critical attributes: (check those observed/evidence provided)

U B P D

☐ ☐ ☐ ☐

Un

sati

sfa

cto

ry

☐ Questions are rapid-fire and convergent, with a single correct

answer.

☐ Questions do not invite student thinking.

☐ All discussion is between the teacher and students; students are

not invited to speak directly to one another.

☐ The teacher does not ask students to explain their thinking.

☐ Only a few students dominate the discussion.

Evidence:

Basic

☐ The teacher frames some questions designed to promote student

thinking, but may have a single correct answer, and the teacher

calls on the students quickly.

☐ The teacher invites students to respond directly to one another’

ideas, but few students respond.

☐ The teacher calls on many students, but only a small number

actually participate in the discussion.

☐ The teacher asks students to explain their reasoning, but only

some students attempt to do so.

Coaching Plans

Coaching Goal:

3c Engaging Students in Learning

• Activities and assignments are the center of student engagement. Activities and assignments promote learning and require

student thinking.

• Grouping of students (whole group, small groups, and individuals)

3d Using Assessment in Instruction

• Monitoring student learning. Teacher is eliciting evidence of student understanding and plans carefully in advance.

• Feedback to students is timely, valuable, and constructive

Coaching Plans

What would success on this goal look like?

Whoever would walk into the room would see students engaged in their learning.

What would count as evidence on this goal?

Self-assessing- I would be able to step back and see that students were engaged and interacting, coaching and

collaborating with each other.

Date Type of Interaction:

Pre-conference, observation, debrief, planning, data talks, model, PD, co-

teach,

Follow-up date & time

1/13/15 Pre-conference and debrief about the coaching plan goal for the quarter. 1/28/2015 Induction Day

2/9/2015 Lync session and e-mail to see if George needed anything 2/27/2015 Observation and coaching

conference

3/16/2015 E-mail to arrange observation and induction day. 2/19/2015 Induction Day/Coaching

plan

3/19/2015 Conference and debriefing of observations for the day. Set some goals and next

steps for teacher.

Strategies or Action Steps Resources/Coaching support needed Timeline

Teacher has implemented some of the strategies and suggestions

from our induction days and will have coach come in and offer

feedback.

Observation of Domain 3c and coach will offer feedback. 1/13/2015 @ 1:30

Teacher will implement grouping suggestions from the

coach.

Teacher will also try the cooperative learning structure of

Sage and Scribe to evaluate the students learning and

coaching.

Teacher will also train the students in appropriate coaching

of fellow students.

Coach will provide the coaching structure information for Sage

and Scribe.

Coach will model the Sage and Scribe

Coach will also come back in April to see the new groupings and

the “Sage in Scribe” implementation into the classroom

1/14/2015 (Coach)

Week of March 2nd-6th for

modeling of coaching and the

“Sage and Scribe” (Teacher)

Teacher would like to move to a more cooperative model in the

classroom.

Less teacher lecture

More student involvement

Move the students at least 3 times in a period which could

be a cooperative structure, “Stand up, Hand Up, Pair up”,

Exit Ticket, or Rally Robin.

Teacher will implement the structure of “Numbered Heads

Together” with his class.

Teacher will also have a visual schedule for the students to

move three times in their class period.

Coach will walk the teacher through the “Numbered Heads

Together” structure to feel comfortable to implement.

4/9/2015 @ 10:30 to observe

4th & 5th

Site observations

• Coaching Plans

• Observations of master teachers

• Principals and Coaches guide

cermold@kpbsd.k12.ak.us jpothast@kpbsd.k12.ak.us ddrury2@kpbsd.k12.ak.us

http://www.kpbsd.k12.ak.us

Collaboration

Teacher Evaluation

Professional

Development

Curriculum

with

Embedded assessments

Confident, Considering, Concerned

Think: What are you confident in? What practices for feedback and

professional development do you have in place that are working? What

makes great sense to you and would be easy to implement? (1 minute)

Think: What is something you’re considering? What are you willing to try

that’s new? (1 minute)

Think: What is something you’re concerned about? What do you think is

important, but you just aren’t sure you could make it work? (1 minute)

Partner Share: Using one minute each, turn to a nearby partner and share

what you are considering and what you’re concerned about. Use the

second minute to let your partner share. (2 minutes)

Questions: What questions do you have about the feedback and

professional development process that are the most concerning to the

group?