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BTSD Teacher Evaluation Tool Training

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Title: BTSD Teacher Evaluation Tool Training


1
BTSDTeacher Evaluation Tool Training
2
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.

3
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.

8
Multiple Measures of Student Achievement (50)
  • 15 - Building Level Data
  • 15 - Teacher Specific Data
  • 20 - Elective Data

9
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.

10
Teacher Specific Data (15)
  • Student Achievement
  • PSSA/Keystone results
  • Student Learning Objectives (SLOs)
  • 3 year average will be used to determine

11
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.

12
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).

13
A Framework for Teaching
  • The Research
  • National Board for Professional Teaching
    Standards
  • Praxis III Teaching Performance Assessments
  • State Teaching Standards

14
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

15
Planning Preparation The Classroom Environment
Professional Responsibilities Instruction
List 2-3 key words that characterize the domain
Complete the sentence Educator Effectiveness
is
16
Defensible definition of teaching
  • Wisdom of Practice
  • Collecting our thinking about
  • good teaching

17
Wisdom of Practice
  • What are the qualities
  • of teaching most tightly tied
  • to student learning?

18
The Domains
  • Planning and Preparation
  • The Classroom Environment
  • Instruction
  • Professional Responsibilities

19
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

20
Matching Scenarios
21
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.
22
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

22
23
Why Evaluate Professional Practice?
  • Quality Assurance
  • Professional Learning

24
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

25
Uses of a Framework
  • Self-Assessment
  • Reflection
  • Peer Coaching
  • Teacher Evaluation
  • Mentoring and Induction
  • Professional Growth Plans

26
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

27
Rule 1
  • Start with a defensible definition of good
    teaching that is studied, and understood, by all
    stakeholders.

28
A Framework for TeachingComponents of
Professional Practice
29
29
30
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

30
31
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

32
Rule 2
  • Differentiate the processes of evaluation for
    novices, experienced teachers, and teachers at
    risk.

33
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
34
Overarching Question
  • Who does the thinking?
  • Therefore, who does the learning and growing?

35
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

36
Rule 3
  • Let evidence, not opinion,
  • anchor the process.

37
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.

38
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.

39
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.

40
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

41
The Card Sort
  • Use a sticky note
  • Identify
  • Domain
  • Component
  • Element
  • Share with table mates as instructed reach
    consensus

42
Rewrite
  • Select one scenario at your table
  • Determine tentative Level of Proficiency
  • Rewrite at higher lower levels using rubric
    characteristics

43
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

43
44
Phase III Requirements
  • Pre-Observation Conference
  • Observation
  • Post-Observation Conference
  • Walkthrough

45
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?  

46
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

47
  • 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
48
Rubrics
  • Educating is a performance.
  • Performances are measured using rubrics.

49
Distinguished...
Proficient...
Needs Improvement ...
Failing...
50
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.

51
Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished

52
Performance Levels Key Words
Failing Needs Improvement Proficient Distinguished
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None
53
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
54
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
55
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
56
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

57
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

58
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.

59
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.

60
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

61
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.

62
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

63
Rule 4
  • Conduct evaluations in such a way that they
    produce teacher learning.

64
Overarching Question
  • Who does the thinking?
  • Therefore, who does the learning and growing?

65
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)

66
The Nature of Professional Learning Mental Work
for Teachers
  • Reflection on practice
  • Collaboration
  • Self-assessment
  • Self-directed inquiry (action research)
  • Feedback based upon evidence

67
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

68
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

69
Rule 5 Transparency
  • Teachers must learn the rubrics
  • and
  • the process.

70
  • Communication is two-way,
  • not one way.
  • Notification is NOT Communication.
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