RAPPS – Rural Alaska Principal Preparation and Support Program Selecting and Training Evaluators
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Transcript of RAPPS – Rural Alaska Principal Preparation and Support Program Selecting and Training Evaluators
RAPPS – Rural Alaska Principal Preparation and Support ProgramSelecting and Training EvaluatorsMay 28 – 30, 2014Learning Groups 1, 2, and 3Hilton Hotel - Anchorage, AlaskaSession Leader: Al Bertani, RAPPS Senior Design Consultant
➜ Establishing criteria for selecting who can evaluate
➜ Preparing evaluators for inter-rater reliability
➜ Addressing issue of quality
Session Objectives
EE-4
ESTABLISHING CRITERIA FOR SELECTING WHO CAN EVALUATE
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012
Who will be eligible to conduct evaluations?
Will there be examples and explicit guidance in determining levels of proficiency and approval?
To what extent will training provide opportunities for guided practice paired with specific feedback to improve reliability?
Will evaluators be monitored regularly for reliability checks?
How will implementation fidelity be ensured?
SelectingAnd Training Evaluators
SelectingAnd Training Evaluators EE - 10
PREPARING EVALUATORS FOR INTER-RATER RELIABILITY
Observations of Teacher Classroom Performance – Guide to Implementation Resources for Applied Practice; Milanowski, Prince, Koppich; CECR; 2013
1. Start with an overview of the process — give evaluators the big picture.
2. Familiarize evaluators with the performance dimensions and rating scales.
3. Help evaluators recognize their own biases (e.g., for certain teaching styles).
4. Describe common judgment errors to be aware of and avoided.
5. Describe how to recognize and record evidence of performance.
6. Practice collecting evidence and observing.
7. Practice connecting evidence to performance dimensions.
8. Practice interpreting evidence relative to the rating scale.
9. Discuss rating conventions (e.g., What do you do if you do not have any evidence for a performance dimension? How do you interpret words like “consistently” or “frequently” when used in the rating scale?).
10. Practice rating samples of performance (e.g., videos, written scenarios, or cases).
Preparing EvaluatorsPreparing Evaluators
Washington State Teacher/Principal Evaluation Project; 2014http://tpep-wa.org/the-model/framework-and-rubrics/instructional-frameworks/danielson-framework/
Danielson At-A-Glance
EE-5 and 6
Washington State Teacher/Principal Evaluation Project; 2014http://tpep-wa.org/the-model/framework-and-rubrics/instructional-frameworks/marzano/
Marzano At-A-Glance
EE-7, 8 and 9
Beginning Teacher Support and Assessment; California Department of Education (CDE) and Commission on Teacher Credentialing (CTC); Web Address for Resources http://www.btsa.ca.gov
Video Simulation – BTSA CaliforniaAvailable on YouTube – BTSA Teacher Observation Videos
Step 1 Declare which framework you want for the practice round (D or M)
Step 2 Determine which grade and content example you want for practice.
Step 3 Join one of the four learning groups for the video simulation.
Step 4 Use the Danielson or Marzano rubric for practice purposes.
Step 5 Be prepared to talk about your simulation rating and evidence.
Beginning Teacher Support and Assessment; California Department of Education (CDE) and Commission on Teacher Credentialing (CTC); Web Address for Resources http://www.btsa.ca.gov
Video Resources – BTSA CaliforniaAvailable on YouTube – BTSA Teacher Observation Videos
6th Grade Math https://www.youtube.com/watch?v=QxLFTvodBBI
K Language Arts https://www.youtube.com/watch?v=fmCA5rn75Nc
9th Grade L.A. https://www.youtube.com/watch?v=7K4M2WJXNxQ
H.S. Dance Class https://www.youtube.com/watch?v=kFs1LlTXmJo
Over 400 videos include pre-observation conferences, classroom observations, and post-observation conferences.
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012
Will the state or districts offer specialized training for evaluators? Will the training provide opportunities for guided practice paired with specific feedback? Will the state or districts provide examples and explicit guidance in determining levels of proficiency? Will evaluators be monitored regularly by the state and/or districts? What opportunities will be provided for retraining evaluators?
Preparing EvaluatorsPreparing Evaluators
ADDRESSING ISSUES OFQUALITY
San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com
Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com
Observations Evidence vs. Opinion Training Calibrated Walk-Through
San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com
Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com
San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com
Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com
DemonstrationSan Diego Calibration VideosGrade 1Grade 3Grades 4/5Grade 6MS ScienceHS Algebra
Directions for Calibration Videos
San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com
Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com
Researching the Resources1.Decide which example you’d like to explore.2.Join that table for your chosen example.3.View the video example.4.Join your colleagues in discussing how the resource could be used. 5.Be prepared to discuss your suggestions for using the videos.