Teacher Lead Evaluator Training Module 3 Presenters: Dr. Carl Bonuso Fred Cohen Dr. Valerie...
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Transcript of Teacher Lead Evaluator Training Module 3 Presenters: Dr. Carl Bonuso Fred Cohen Dr. Valerie...
Teacher Lead Evaluator TrainingModule 3
Presenters:Dr. Carl BonusoFred CohenDr. Valerie D’AguannoDr. Robert Greenberg
WelcomeWhere have we been?Where have you been? Where are we going?
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[The] essential message is not, “You arebroken and I am here to fix you.” Rather[the] message is “You are so valuable andworthy, our mission is so vital, and the
futurelives of our students are so precious, that
wehave a joint responsibility to one
another...”
Doug Reeves,
from Leading Change in Your Schools
Doug Reeves – you are not broken quote
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Module 3 - AgendaAnalogy/Metaphor
◦ Shift keeps happeningSocial and Human CapitalCreate the environment for success
◦ Improve teacher development through observations
◦ Allow for PD decisions to be data-driven and differentiated
Video observations:◦ Use of rubrics to calibrate◦ Observable behaviors
Feedback and evaluation
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“The only one who
truly likes change is
a wet baby.”
--Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004
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Elephant & Rider
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Current EnvironmentNCLB (Challenge or Support)RTTT (Challenge or Support)APPR (Challenge or Support)
Our OptionsParadigm ShiftParadigm Perfection
Models (Paradigms) of Teaching Excellence from the PastSocrates (via Platonic Dialogues)Recent Literature—“Prime of Ms.
Brodie,” “Stand and Deliver” (Jaime Escalante), “Goodbye Mr. Chips” (Mr. Chipping), “Dead Poet’s Society” (John Keating), “To Sir with Love” Mark Thackeray
Recent Expertise from the Field—Hunter, Glickman, Marzano, Danielson
Models of Teaching Excellence Still Current TodayAll of the AboveEvery Administrator, Supervisor,
and Teacher in this Room
Table ExerciseOrganize the white and green
cards according to what you believe to be the most appropriate relationships.
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Human Capital Supervision
Evaluation
Observation Protocols
Framework for Instruction
Induction Program
Continuous Cycle of Improvement
Teacher Rubrics
Competencies
Teaching Philosophy
Continuous Cycle of Improvement
Plan
Do
Study
Act
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http://www2.smumn.edu/deptpages/~instructtech/lol/laurillard/
Framework for Instruction
Human Capital (Resources)What is human capital?
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Social CapitalFeedback
Change
Reflection
Risk-taking
Collegial Conversation
Growth
Support
Data Driven PD
Social Capital◦What is social capital?
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Social Capital Human Capital
Social Capital Human Capital
Teacher Performance
Student Outcomes
Social Capital Human Capital
Teacher Performance
Student Outcomes
AlignmentUsing your district mission
statement and/or board goals, align the Elements/indicators of your rubric with mission statement/goals◦Explain how the indicators will help
you achieve the goals
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How to ruin a perfectly good employee…Start with a program review
◦ Fail to trust them. ◦ Be unclear in your expectations.◦ Constantly change rules and procedures.◦ Never praise, but always punish.
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PRINCIPAL
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Three High School Observations Scenario – As a new principal, in the building you have inherited this teacher. Review the three observations that took place last year in October, January and March.
-- What post-observation conferences could take place with the teacher after each observation?
-- Discuss the observations (write-ups).
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Video 1- 7th Gr. ELAMr. Moodie
◦InstructionsHow can you apply this when you
go back to your district?
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How can you both support and challenge (compliment and critique) Mr. Moodie in order to improve his performance and thereby produce positive student outcomes?
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When is Feedback Most Effective?
When it…Helps inform a professional
dialogueIs based on evidence gathered
from observations and other dataPrompts self-evaluationDeepens the teacher’s learning
and professional development
From: A-Z Coaching. National Union of Teachers 31
General Format for FeedbackA brief thank you and thenStudent focused statement of support
The students ______ because you _______
Student focused statement of challenge
It’s important that students__________; in order to do that, try______
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Keepers (3)What:Student FocusedThe students ______ because you _______Why:3:1 ratio is critical to promoting positive
and responsive school cultureIncreases the likelihood that teachers will
sustain effective practicesBuilds rapportIncreases likelihood teacher will hear and
respond to “polisher”
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Polishers (1)What:Student Focused It’s important that students __________; in order
to do that, try ________Why:Limits focus for growth to manageable number
of tasksProvides clear teacher practice to improve
instructionProvides rationale for implementing
recommendationLinks rationale to student outcomes (keeps
focus on students)34
Video 2 - MathMs. Bushaw
Table discussion to follow
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Organizing Teacher Data
Video 3What does a highly effective
teacher do?
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Review & Moving Forward
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