The Role of Teacher Evaluation in Becoming a Highly Reliable School

District

The Kenai Peninsula Borough School District

Presentation to ASDN Spring Leadership RetreatApril 10, 2013

KPBSD’s Teacher Evaluation Journey

• Background-why did we make the change?Dr. Steve Atwater, Superintendent

• How we made the change Sean Dusek, Assistant Superintendent for Instruction

• Implementing the changeMelissa Linton, Principal Kalifornsky Beach Elementary

• Making it all workTim Peterson, Director of Human Resources

Putting your new evaluation system in place, how do you feel?

Four Keys To A Highly Reliable School District

• Sustaining a commitment to a dual bottom line

• Centralized procedural control and standardization

• Flexibility with situational improvisation

• Combining opposite operating modes

Teacher Evaluation, One Piece of the Effective Instruction Puzzle

Collaboration

Professional Development

Teacher Evaluation

Curriculum with Embedded assessments

The Teacher Evaluation Piece Provides Focus

• Evaluation process helping to drive intentional instruction

• Commitment to training our principals– inter rater reliability

• Unrelenting focus on 3c

• Evaluation process focuses our collaborative work

• Evaluation process driving professional development and providing feedback on our curriculum/assessment

Getting Started• KPEA and KPBSD – a partnership

• Committee work– 4 teachers including KPEA president– 3 principals– 2 District Office

• Information– Semi-annual surveys– Administrator feedback– Site Councils– Board work sessions

• Upcoming changes– More Board and community involvement

KPBSD Standard Model Evaluation Process

1. Pre- Conference Training 2. Self-Reflection Conference3. Classroom Walk-Throughs4. Informal Observations5. Pre - Observation Conference6. Formal Observation7. Post observation Conference8. Evaluation Summary Conference

Getting closer• Calibration– Dedicated time at all administrator meetings

• Video• Real evaluations – evidence

– Utilize quality processes– Vocabulary– Focus on engagement– Decide what should be in narrative– Next steps

• Use our own teachers in videos• Peer walkthroughs – structured• Electronic observation gathering

Refinement

• Danielson model– Fitting our needs and priorities– Condensing components and elements– Different for tenured and non-tenured– What makes sense for us….

• Student Learning– Moving to 2 Domains– Instruction and Learning/Growth

Structure of Refinement• Instruction

– Culture of Learning– Planning and Preparation– Classroom Environment– Engagement– Reflection– Professional responsibilities

• Student Learning and Growth– Standardized assessment results– Common assessment results– Portfolios– Student Learning Objectives

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

Instructional implications of the CCSS were added in the 2013 edition of FfT

The Framework for TeachingEvaluation Tool

• 4 Domains• 22 Components• 76 Elements- Rubric descriptions for each level of

performance (LoP)- Critical attributes that for each (LoP)- Possible examples for each (LoP)

Danielson in the current climate

• Framework Evaluation Instrument, 2013 edition

• Major instructional implications and themes of Common Core State Standards

Process

• Need • KPEA - Buy in• Teacher and administrator training• Modules, key leaders at the schools• http://www.kpbsd.k12.ak.us/departments.aspx?id=19400

• Committee• Planning

• On Going• Leaders – become co-facilitators and presenters

• Meetings • Board of Education

Implementation

• Teacher Evaluation for Continuous Growth

– Two distinct tools – Kenai Model (Framework)• Five year phase in• Continue to change

– Teacher Enrichment Model

Challenges• Time – Accountability– Mandated Observations (Committee)– Mandated Meetings (Committee)

• Culture Shift– Continuous Growth Model – Added step (Committee) – Same old stuff

• Technology - Resources– Lack of electronic support

• State Mandates – Shifting target

Teacher Evaluation- One Piece of the Effective Instruction Puzzle

BEFORE NOW

Questions or Comments