Making Teachers Better not Bitter;

Implementing a Growth Model for Teachers

Concurrent Session 1404 Saturday, March 14th from 3:00 – 4:00

Handout

Presenters: Dr. Paul Mielke – Superintendent of Hamilton School District - Sussex, Wisconsin ASCD author –”Making Teachers Better not Bitter” with Tony Frontier San Juan Unified School District Team - Carmichael, California Rick Messer – Assistant Superintendent of Secondary Education, Co-Director of the System of Professional Growth Brett Wolfe – Director of Career and College Education Kalei Eskridge – Peer Facilitator in the System of Professional Growth Cheryl Dultz – Facilitator Mentor in the System of Professional Growth

MAKING TEACHERS BETTER MAKING TEACHERS BITTER

Understanding that evaluation can only measure teacher performance—not improve it.

Believing that evaluation will improve teaching. This is similar to the belief that more testing will improve student learning.

Creating collaborative environments in which teachers can observe other practitioners, discuss their craft, and engage in purposeful reflection about how to modify their current practice.

Assuming teachers fail to improve because they lack the incentives or consequences to do so.

Empowering teachers to use data to establish, pursue, and monitor their own goals. This practice leads to the attainment of more rigorous growth goals.

Assuming evaluation is a catalyst for teachers to establish meaningful improvement goals.

Facilitating teachers’ use of comprehensive teaching frameworks as a basis for a shared language of professional practice that informs collaborative efforts to build expertise.

Designating administrators as the primary users of comprehensive teaching frameworks, and then solely using the frameworks for purposes of judgment and evaluation.

Creating opportunities for teachers to gather—and respond to—frequent, developmental feedback through video, peers, and students in a manner that supports deliberate practice toward professional growth.

Assuming the evaluation process itself, or administrators alone, can provide enough feedback to help teachers improve.

Building a culture in which teachers are their own best supervisors and use protocols that effectively balance evaluation, supervision, and reflection.

Using evaluation as a top-down, “gotcha” process that is done to teachers.

Dowload Making Teachers Better, Not Bitter infographic at www.ascd.org/makingteachersbetterinfographic.

Source: Adapted from Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth by Tony Frontier and Paul Mielke, 2016, Alexandria, VA: ASCD. Copyright 2016 by ASCD. All rights reserved.

Making Teachers

BETTER, Not BITTERBalancing Evaluation, Supervision, and Reflection for Professional Growth

by TONY FRONTIER and PAUL MIELKE

System of Professional Growth

START HERE. GROW HERE. ACHIEVE HERE.

San Juan Unified School District’s System of Professional Growth balances evaluation, supervision and reflection to empower practitioners to reflect on evidence and chart their own path to deeper expertise.

OUR GOAL IS TO CREATE A CYCLE OF CONTINUOUS GROWTH.

Shared language of professional

practice through our Essential

Elements

Developmental feedback through

the use of video, observations,

multiple measures and analysis of

student work

The use of protocols and purposeful

reflection to create a collaborative

environment to support growth

Visit www.sanjuan.edu/SPG

or scan the QR code for more

information about us.

Evaluation

ReflectionSupervision

(Developmental

Feedback)

The following protocol was taken from Making Teachers Better Not Bitter: Balancing Evaluation, Supervision and Reflection for Growth (Frontier and Mielke ASCD 2016)

© Making Teachers Better Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth – Frontier & Mielke ASCD 2016

Peer Sharing Protocol

Peer sharing provides teachers an opportunity to share their findings, pool their resources, and focus discussions on teaching strategies. Peer sharing is extremely effective when paired with structured protocols that are designed to generate feedback, such as Video Analysis of Own Teaching or Reflective Peer Visit. When teachers have the opportunity to review, discuss, and share their findings with peers, all participants have the opportunity to learn from one another and to improve their daily teaching practices. Peer sharing also builds staff cohesiveness and offers instructional leaders an opportunity to identify potential topics for professional development. Instructional leaders can either be participants or silent observers. This structured process also ensures that all teachers have the opportunity to be equal participants; it prevents a situation in which a few teachers dominate the conversation and allows learning to take place among all group members effectively and efficiently.

1. In preparation, teachers should bring written reflections for protocols such as Video Analysis of Own Teaching, Reflective Peer Visit, or others.

2. Place teachers in groups of 4 to 6. Teachers can be from different subject areas or grade levels.

3. Identify one teacher to serve as the leader. This responsibility will rotate during the protocol.

4. The teacher to the right of the leader is the first teacher to be interviewed. This teacher should refer to his or her written reflection while being interviewed by the leader about the experience.

5. The leader asks the interviewee what type of experience he or she will be sharing, such as Video Analysis of Own Teaching, Reflective Peer Visit, etc. The leader then begins by asking the questions from the appropriate protocol.

6. The leader asks clarifying questions and paraphrases what is being said about the teacher’s experience so the group has a complete understanding of the experience.

7. The other teachers in the group listen to the conversation between the leader and the teacher who is being interviewed, remaining silent and focusing on what is being said.

8. At the end of the interview, the leader asks each of the group members if they have any related experiences to share, as well as suggestions, questions, or resources to share.

9. The process continues with leader and interviewee rotating to the right until the process is complete.

1. Refer to the questions of the protocol being shared; for example, if a peer visit is being shared, the following questions should be used:

a. What was the particular behavior, strategy, or skill you focused on?

b. As a result of the classroom visit of another teacher, what have you learned about your own teaching?

c. What new or different strategies will you implement as a result of completing the visit?

d. What new questions about your teaching have emerged after completing the visit?

The following protocol was taken from Making Teachers Better Not Bitter: Balancing Evaluation, Supervision and Reflection for Growth (Frontier and Mielke ASCD 2016)

© Making Teachers Better Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth – Frontier & Mielke ASCD 2016

Reflective Peer Visit Protocol

Observing other teachers during their daily practice is extremely beneficial for teachers. This protocol targets areas for improvement and identifies areas of strength. When used in conjunction with the Teaching Inventory protocol, it provides a more accurate assessment of current practice. The Reflective Peer Visit protocol also provides a context for the teaching inventory or the district’s selected teaching framework. Seeing strategies in action helps to significantly deepen professional learning. The key to having a successful experience is to focus directly on two or three specific teaching strategies during the visit.

Note that reflective peer visits differ from conventional peer observations in a significant way. Whereas peer observations are typically used to provide feedback for the teacher being observed, reflective peer visits are focused on what the observer can gain from the visit. In the reflective model, the emphasis is on what the observer has learned. Reflective peer visits are not performed to judge others but to “encourage self-reflection and self-awareness about our own teaching. The focus is on the teacher’s own development, rather than the presumed ability to develop the teaching of one’s peers or colleagues”.

1. Teacher reviews the Teaching Inventory protocol or the district’s selected teaching framework and selects two or three strategies to focus on. (Limiting the focus to only one strategy would likely minimize the chances of collecting relevant information.)

2. Teacher sets up a classroom visit with another teacher.

3. Immediately before the visit, the teacher reviews the Teaching Inventory or the district’s selected teaching framework to reinforce understanding of proficient and exemplary characteristics of the selected strategies.

4. Teacher visits a peer and observes for 15–20 minutes. During the visit, the teacher records observations. Later the teacher consults the teaching framework to organize, critique, and align the observations with the framework.

Remember: The focus of the visit is to learn more about the observer’s teaching. The goal is not to critique the teacher being observed but to find ways to improve the observer’s teaching. The visit should bring to light some new questions or insights for the observer.

5. The teacher answers the Guiding Questions in writing. Writing the answers improves the teacher’s ability to clarify and precisely articulate discoveries or affirmations.

a. What was the particular behavior, strategy, or skill you focused on?

b. As a result of the classroom visit of another teacher, what have you learned about your own teaching?

c. What new or different strategies will you implement as a result of completing the visit?

d. What new questions about your teaching have emerged after completing the visit?

SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth

(SPG)

1 SJUSD

Standard1RubricEssentialElement1.5PractitionerswithPermanentStatus

EssentialElement1.5

NotMeetingApproachingStandards

MeetingStandards

Promotingcriticalthinkingthroughinquiry,problemsolving,andreflection

Questionsarerapid-fireandconvergent,withasinglecorrectanswerorfocusonfactualknowledgeandcomprehension.Questionsdonotorrarelyinvitestudentthinking.Theteacherdoesnotaskstudentstoexplaintheirthinking.

Regularlyasksquestionsthataddressfactualknowledgeandcomprehension.Rarelyasksstudentstointerpretorthinkcritically.

Regularlyguidesstudentstothinkcriticallythroughuseofquestioningstrategies,solvingproblems,andreflectingonissuesincontent.

Regularlysupportsstudentsindevelopingquestions,posingproblems,andreflectingonmultipleperspectives.

Regularlyfacilitatesopportunityforstudentstoapplycriticalthinkingbydesigninginquiriesintocomplexproblems.

AdaptedfromtheContinuumofTeachingPractice

SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth

(SPG)

2 SJUSD

1.5Promotingcriticalthinkingthroughinquiry,problemsolvingandreflection.StrategiesbelowaresuggestionsNOTrequirements

HowmightI… P-12Strategies

-encouragestudentstousemultipleapproachesandsolutionstosolveproblems?

§ Modelanddemonstratewaystodeveloptheabilitytothinkindependently,creatively,orcriticallyinordertosolveproblems

§ Encouragestudentstodevelopconfidenceintheirabilitytothinkindependently,creatively,ancriticallyinordertosolveproblems

§ Askquestionstofacilitatediscussion,clarifyandextendstudents’thinking§ Assignactivitiesthatincludemorethanonemethodofapproachingorcompletingthework§ Conductdebatesfromavarietyofperspectives§ Allowfortheteacherandstudentstosharetheirthinkingprocesses(e.g.thinkaloud)§ Employgroupproblem-solving§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

§ Other

-encouragestudentstoaskcriticalquestionsandconsiderdiverseperspectivesaboutsubjectmatter?

§ Teachstudentshowtoreflectontheirprogressanddirecttheirownlearning§ Facilitateinteractivestudentpracticeactivitieswhilemonitoringandprovidingfeedback(e.g.

cooperativelearning,think-pair-share)§ Plantimeinlessonsforstudentreflection§ Useandpromotebrainstorming,webbingandtheuseofthinkingmaps§ Useopen-endedquestionsandactivities§ UseSocraticseminars§ UsePhilosophicalChairs§ Teachstudentstouseinquirymethods§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth

(SPG)

3 SJUSD

HowmightI… K-12Strategies

-provideopportunitiesforstudentstothinkabout,discuss,andevaluatecontent?

§ Provideopportunitiesforpairedandgroupwork§ Usethink-pair-share§ Useopen-endedjournalprompts§ Provideopportunitiesforstudentstodesignanduserubrics§ Provideopportunitiesforstudentstopresentandreflectupontheirownwork§ Usereciprocalteaching§ Useclosereadingstrategies§ Routinelyprovidediscussiontimeatendoftheclass/periodforrevieworreflectiononworkacross

contentareas§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

§ Other-askquestionstofacilitatediscussion,clarify,andextendstudents’thinking?

§ Helpsstudentsbecomefamiliarwiththeirprogresstowardsstandards§ Useopen-ended,higher-orderquestions§ Checkforunderstanding(e.g.thumbsup,choralresponse,signalcards,whiteboards,volunteers/non-

volunteers,studentresponders)§ Engageinclassdiscussions§ Use“Whatif”questions,andhigherorderquestioningstrategies§ Usekinestheticmodality§ Giveoralquizzes§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

§ Other

SanJuanUnifiedSchoolDistrictSystemofProfessionalGrowth

(SPG)

4 SJUSD

HowmightI… P-12Strategies

-supportstudentstothinkandcommunicatewithclarityandprecision----helpstudentsapplypreviouslearningtonewsituations?

§ Allowadequatewaittimeforstudentstothink§ Connectnewlearningtopriorlearning§ Usegraphicorganizerstoconnectnewlearningwithpriorcontent§ Includeoralresponsestoallowstudentstoexplaintheirthinking§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

§ Other

-helpstudentsapplypreviouslearningtonewsituations

§ Studentswillusecontentknowledgefromonesubjectareatodemonstrateknowledgeinanotherarea

(e.g.painting,music,radioshow,dancing,powerpoint)§ UseVenndiagramstocompareandcontrastpreviouslearningtonewconcepts§ Refertopreviouslytaughtskillswhenintroducingnewconcepts§ UseGLADstrategies–10/2lecture,ObservationCharts,InquiryCharts,ComparativeInputChart,Mind

Maps,ProcessGrids,ExpertGroups,ELDreviews,NumberedHeads,CooperativeStripParagraphs,WritersWorkshop,LearningLogs,InteractiveJournals

§ Other