BTSD Teacher Evaluation Tool Training

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BTSDTeacher Evaluation Tool Training
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Training Goals

• Gain an understanding of the NEW Teacher
  Evaluation system (Act 82).
• Review the content of the Danielson Framework and
  its role in teacher growth.
• Develop an Understanding of the Clinical
  Observation Framework.

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Teacher EffectivenessProject Goal

• To develop a teacher effectiveness model that
  will reform the way we evaluate teachers as well
  as the critical components of teacher training
  and teacher professional growth

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Observation/Evidence (85/50)

• Based on Danielsons Domains
• Planning Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities
• PDE-Adapted Rubric
• Focus of Phase III Educator Effectiveness
  Implementation.

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Multiple Measures of Student Achievement (50)

• 15 - Building Level Data
• 15 - Teacher Specific Data
• 20 - Elective Data

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Building Level Data (15)

• May include
• PSSA Achievement
• PVAAS Growth
• Graduation Rate
• Promotion Rate
• Attendance
• AP Course Participation
• SAT/PSAT
• Will be multiple measures NOT multiple uses of
  same data.

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Teacher Specific Data (15)

• Student Achievement
• PSSA/Keystone results
• Student Learning Objectives (SLOs)
• 3 year average will be used to determine

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Elective Data/SLOs (20)

• May include
• District Designed
• National Tests
• District Rubrics
• IEP Rubrics
• Teacher Projects/Action Research
• Teacher Portfolios
• Surveys
• Should NOT be PSSA data.
• Districts will create but MUST be reviewed and
  approved by PDE.
• Models approved by PDE will be uploaded to SAS
  for use by all districts.

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Additional Information

• State forms/process are encouraged but NOT
  mandated. District tools/process MUST focus on
  Danielson Framework and be approved by PDE
• Additional rubrics/process being developed for
  specialists and administrators (targeted for
  January 2013).

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A Framework for Teaching

• The Research
• National Board for Professional Teaching
  Standards
• Praxis III Teaching Performance Assessments
• State Teaching Standards

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5 Rules for Teacher Evaluation

1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency

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Planning Preparation The Classroom Environment
Professional Responsibilities Instruction
List 2-3 key words that characterize the domain
Complete the sentence Educator Effectiveness
is
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Defensible definition of teaching

• Wisdom of Practice
• Collecting our thinking about
• good teaching

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Wisdom of Practice

• What are the qualities
• of teaching most tightly tied
• to student learning?

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The Domains

• Planning and Preparation
• The Classroom Environment
• Instruction
• Professional Responsibilities

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A Framework for TeachingComponents of
Professional Practice
2013-2014
Domain 1 Planning and Preparation
Domain 2 The Classroom Environment

• Demonstrating Knowledge of Content and
  Pedagogy
• Demonstrating Knowledge of Students
• Setting Instructional Outcomes
• Demonstrating Knowledge of Resources
• Designing Coherent Instruction
• Designing Student Assessments

• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space

Domain 4 Professional Responsibilities
Domain 3 Instruction

• Communicating with Students
• Using Questioning and Discussion
• Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness

• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

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Matching Scenarios
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Framework Focus
2013-2014
Domain 1 Planning and Preparation What a teacher knows and does in preparation for engaging students in learning. Domain 2 The Classroom Environment What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.
Domain 4 Professional Responsibilities Professional responsibilities and behavior in and out of the classroom. Domain 3 Instruction What a teacher does to cognitively engage students in the content.
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Framework Features

• Generic applies to all grade levels, content
  areas
• Not a checklist
• Not prescriptive tells the what of teaching,
  not how
• Comprehensive not just what we can see
• Inclusive Novice to Master teacher

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Why Evaluate Professional Practice?

• Quality Assurance
• Professional Learning

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Benefits of a Supervision/Evaluation Framework

• Common Language
• Similarity of vision for teaching that improves
  teaching the qualities of the distinguished
  level
• Greater validity and reliability potential for
  teacher evaluation
• Changes in novice thinking
• Opportunities for collaboration

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Uses of a Framework

• Self-Assessment
• Reflection
• Peer Coaching
• Teacher Evaluation
• Mentoring and Induction
• Professional Growth Plans

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5 Rules for Educator Evaluation/Supervision

1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency

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Rule 1

• Start with a defensible definition of good
  teaching that is studied, and understood, by all
  stakeholders.

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A Framework for TeachingComponents of
Professional Practice
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Levels of Performance

• Failing Potential for harm
• Needs Improvement Inconsistent, novice
• Proficient Consistent, competent
• Distinguished Unusually excellent, no one
  lives here permanently in all components

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5 Rules for Educator Evaluation/Supervision

1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency

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Rule 2

• Differentiate the processes of evaluation for
  novices, experienced teachers, and teachers at
  risk.

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Differentiated Evaluation
Novice/Untenured Very close observation and assessment Experienced/Tenured Presumption of professionalism At-Risk Not punitive
Formal and informal observation of teaching is key teacher interviews artifacts Structured process 1/3yr. Other years informals teacher interviews professional goal-setting Intensive, extensive team-based support based on persistent unsatisfactory performance in one or more components
2 4 formal times per year multiple informal observations Professional Goal-Setting Choose from a list of rigorous, approved activities Clear goals, outcomes, evidence and timelines anchor
No self-directed activities Activities produce evidence which is then evaluated Designed for the teacher who can, and wishes, to improve
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Overarching Question

• Who does the thinking?
• Therefore, who does the learning and growing?

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5 Rules for Educator Evaluation/Supervision

1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency

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Rule 3

• Let evidence, not opinion,
• anchor the process.

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Evidence or Opinion?

1. The teachers lesson plan was well done.
2. The teacher said that the South should have won
   the Civil War.
3. The table groups were arranged in 2 x 2 pods.
4. The materials and supplies were appropriate for
   the lesson.

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Evidence or Opinion?

• Wait time was insufficient for student thinking.
• 6. The teacher stated that students have learned
  to add 2-digit numbers in preparation for todays
  lesson.
• 7. Six students, questioned randomly, did not
  know the days learning goals.

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Evidence

• Evidence is a factual reporting of events.
• It may include teacher and student actions and
  behaviors.
• It may also include artifacts prepared by the
  teacher, students or others.
• It is not clouded with personal opinion or
  biases.
• It is selected using professional judgment by the
  observer and/or the teacher.

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Observation-based AssessmentProcess and Evidence

• Standard Lesson Plan with components of D1
• Standard Evidence Collection Doc, shared
  w/teacher
• Teacher Self-Assessment Rubrics and
  addition/correction of evidence
• Evaluator Rubric and Teacher Self-Assessment
  Rubric Teacher leads

• 1. Pre-Observation D1, D4
• 2. Observation D1, D2, D3
• 3. Post-Teaching D1, D2, D3, D4
• 4. Collaborative Assessment D1, D2, D3, D4

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The Card Sort

• Use a sticky note
• Identify
• Domain
• Component
• Element
• Share with table mates as instructed reach
  consensus

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Rewrite

• Select one scenario at your table
• Determine tentative Level of Proficiency
• Rewrite at higher lower levels using rubric
  characteristics

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Levels of PerformanceConclusions

• Failing Potential for harm
• Needs Improvement Inconsistent, novice
• Proficient Consistent, competent
• Distinguished Unusually excellent, no one
  lives here permanently in all components

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Phase III Requirements

• Pre-Observation Conference
• Observation
• Post-Observation Conference
• Walkthrough

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Step 1 Pre-Observation(Focused on Domains 1
4)
Before

• Teacher completes Step 1 Lesson Plan in advance
  and sends to evaluator two days in advance of
  planning conference
• Evidence is added to the lesson plan document
  that emerges from the pre-observation conference.
  
• T and E meet to discuss the upcoming lesson
  framed around the following  
• Question Stems  
• 1a. What is the content being taught? What
  prerequisite for learning is required?
• 1b. Tell me about the composition of your class.
  How will you modify this lesson for groups or
  individual students?
• 1c. What do you want students to learn during
  this lesson?  
• 1d. What resources were considered for this
  lesson and rejected? Why? What resources will be
  used? Why?
• 1e. List very briefly the steps of the lesson.
• 1f. How will you measure the goals articulated in
  1c? What does success look like?  

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Step 2 Observation(Focused on Domains 1,2,
3)
During

• E arrives 5 minutes prior to beginning of lesson
  to walk the walls (D2)  
• Types of Observation Evidence
• Scripting of Educator or Student comments
• Descriptions of Educator and Student behaviors
• Numeric information
• Environment
• Remember   
• Collect evidence from Students What are you
  learning? Is what youre doing hard in a good
  way? 
• Non-negotiable - Record observation on standard
  form
• Optional May use T-charts, seating charts, or
  similar templates to record relative numeric data
  (tally marks)
• Evaluator does NOT retype observation

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• Walk-through Evidence

Domain1 Content and Pedagogy, Knowledge of
Students, Selecting Outcomes, Knowledge of
Resources, Coherent Instruction, Designing
Assessment Domain 4 Reflection,
Recordkeeping, Family Communication, Professional
Community, Growing and Developing Professionally,
Professionalism
Domain 2 Respect and Rapport, Culture for
Learning, Managing Procedures, Managing Student
Behavior, Organizing Physical Space
Domain 3 Communication, Questioning,
Engagement, Assessment, Flexibility
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Rubrics

• Educating is a performance.
• Performances are measured using rubrics.

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Distinguished...
Proficient...
Needs Improvement ...
Failing...
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Performance Levels Key Words

1. Review the components from the Framework for
   Teaching for the assigned Domain. Scan the
   language used to describe each Level of
   Performance (LoP).
2. What key words would you use to characterize or
   describe each level?
3. Synthesize your thinking as a group and choose
   two key words that represent each level. Write
   the two key words on the designated chart-paper.

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Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished

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Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None
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Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some
Levels of cognition and constructivist learning
increase
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Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most
Levels of cognition and constructivist learning
increase
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Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always
Levels of cognition and constructivist learning
increase
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Using the Levels of Performance

• What are some ways teachers can use the levels of
  performance to promote their learning and growth?

• Lesson planning
• Self assessment
• Developing professional learning goals
• Reflecting on teaching and learning
• Talking about teaching

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Step 3 Preparing for the Post-Conference(Focu
sed on Domains 1,2, 3, 4)
After

• Educator and Evaluator do not need to meet during
  Step 3.
• With prerequisite training, the Educator can
  engage in Step 3 independently or with the
  support of a coach.
• Evaluator provides Educator with completed
  observation form from Step 2.  
• Teacher is provided with an opportunity to add
  evidence to the observation form that may have
  been overlooked by Evaluator
• Teacher returns the observation form to Evaluator
  with their additions
• Teacher completes the self-assessment rubric
  (he/she may highlight phrases in multiple levels
  of the same component) and returns back to
  Evaluator prior to the post-teaching conference 
• Evaluator highlights or checks ONLY the areas on
  the self-assessment with which he/she agrees

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A Collaborative Process

• Who Collects/Provides Evidence?
• Both teacher and evaluator
• Evaluation is not done TO you it is done WITH
  you and FOR you.

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Remember

• Teachers get a copy of the evidence immediately
  following the lesson.
• Teachers may add to the evidence.
• Teachers use the evidence to complete a
  self-assessment.
• Teachers assess the lesson by highlighting the
  appropriate rubric phrases.
• Teachers provide this self-assessment TO THE
  OBSERVER IN ADVANCE OF THE POST TEACHING
  CONFERENCE.
• The observer reviews the teachers evidence prior
  to the post.
• The observer highlights, on his/her rubric the
  COMPONENTS OF AGREEMENT ONLY prior to the post.
• The observer LEAVES BLANK the components of
  difference prior to the post.

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Step 4 Post-Teaching Collaborative
Assessment(Focused on Domains 1,2, 3, 4)
After

• Teacher meets with Evaluator to reflect on lesson
  - Evidence not required for each D4 component for
  this one lesson  
• Evaluator notes components of agreement and then
  invites teacher to take the lead in discussing
  the other components.
• Components are collaboratively rated. Evaluator
  is the rater of record in the event of
  non-agreement. Evidence is the basis.
• Conversation Stems
• Comment on the evidence for . . .
• Lets look at the rubric for . . .
• Tell me more about .
• Whats the backstory for . . .
• Lets look at the language that was highlighted
  heretalk about the evidence for that in this
  lesson

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The Purpose of the Post

• To discuss the components of difference (not yet
  marked by observer)
• To elicit any evidence that still remains to be
  added about the lesson
• To arrive at an assessment on the rubric for
  components of difference.

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5 Rules for Educator Supervision/Evaluation

1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency

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Rule 4

• Conduct evaluations in such a way that they
  produce teacher learning.

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Overarching Question

• Who does the thinking?
• Therefore, who does the learning and growing?

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Professional Learning

• Learning is done by the learner
• it is mental WORK.
• - Charlotte Danielson
• Who does the mental work in your evaluation
  process?
• (Overarching Question)

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The Nature of Professional Learning Mental Work
for Teachers

• Reflection on practice
• Collaboration
• Self-assessment
• Self-directed inquiry (action research)
• Feedback based upon evidence

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Narrative-Free Evaluation

• The rubric contains the narrative
• Select the language that matches the evidence
• The teacher participates in language selection
• The highlighter is the tool
• A summative domain statement is optional

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5 Rules for Educator Supervision/Evaluation

1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency

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Rule 5 Transparency

• Teachers must learn the rubrics
• and
• the process.

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• Communication is two-way,
• not one way.
• Notification is NOT Communication.