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Teacher Evaluation: Lessons Learned Teaneck Public Schools

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Title: Teacher Evaluation: Lesson Learned Teaneck Public Schools Author: Marisa King Last modified by: mking Created Date: 10/16/2013 1:09:13 AM Document presentation ... – PowerPoint PPT presentation

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Title: Teacher Evaluation: Lessons Learned Teaneck Public Schools


1
Teacher EvaluationLessons LearnedTeaneck
Public Schools
  • Dr. Marisa M. King
  • Dr. Deirdre Spollen-LaRaia

2
Teaneck Public Schools
  • Diverse Suburban/Urban Community
  • 6 miles from the George Washington Bridge
  • 3,741 Total Students
  • 1 High School 9-12
  • 2 Middle Schools 5-8
  • 3 Elementary Schools 1-4
  • 1 Early Childhood School Pre-K/K

3
Student Demographics
  • African-American 44
  • Hispanic/Latino 27
  • White 15
  • Asian 13
  • Other 1

4
Introduction
  • Grant Excellent Educators for New Jersey
    Program (EE4NJ)
  • Pilot District General Requirements- Cohort 2
  • Pilot and Implement
  • Provide Feedback to NJDOE
  • Collaborate - District Evaluation Advisory
    Committee (DEAC)
  • Communicate with stakeholders, share common
    language
  • FAQs, addressed concerns

5
Teacher Evaluation System
  • Selection Process
  • Framework for Teaching (FFT) Charlotte
    Danielson
  • Aligned to existing evaluation rubric
  • Online videos Professional Development

6
Excellent Educators for New Jersey
  • EE4NJ Grant 104,000
  • Teachscape software to manage the FFT
  • Teachscape Proficiency System (per user cost)
  • Teachscape Learn
  • Digital Cameras
  • Danielson Group Professional Development for
    Administrators

7
Training of Administrators
  • iPads
  • 30 hours Online Professional Development Summer
    2012
  • Collaboration among colleagues
  • Make-a- Meeting
  • Small Study Groups
  • Demonstrate Proficiency -2-Stage Assessment

8
Domain 2The Classroom Environment
  • 2a Creating an Environment of Respect Rapport
  • 2b Establishing a Culture for Learning
  • 2c Managing Classroom Procedures
  • 2d Managing Student Behavior

9
Domain 3Instruction
  • 3a Communicating with Students
  • 3b Using Questioning/Prompts Discussion
    Techniques
  • 3c Engaging Students in Learning
  • 3d Using Assessment in Instruction

10
Teacher Training
  • September 2012 High level Overview
  • Rubric for Domain 2 and Domain 3
  • Discussion of Frequency of Observations
  • Discussion of Type of Observations
  • Faculty Meetings
  • Teachscape Online Modules

11
Preparing for Observations
  • Requirements for Cohort 2 Pilot Districts
  • Tenured and Non-Tenured
  • Core and Non-Core Tested/Non-tested
  • Double-Scored, External Evaluator, 30 min, 15 min
  • Observations commenced in October 2012
  • Oct- Dec observations focused on Domain 2 only
    (to allot time for teachers to acclimate to the
    framework)
  • 1,240 Observations
  • 24 Administrators
  • Average of 51.6 Observations per
    Administrator

12
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13
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14
Action-Research
  • Permission from Superintendent
  • Consulted with Board Attorney
  • Rutgers University - External Evaluator

15
Preparedness to Implement the FFT
Percentage of teachers who indicated administrators were prepared to implement the FFT Proficiency System 49 (35/72)
Percentage of administrators who indicated they were prepared to implement the FFT Proficiency System 70 (14/20)
  • Varying Perceptions
  • Both groups noted that additional time was
    needed to learn the
  • tool before beginning observations

16
Preparedness to Implement the FFT
  • Post survey results indicate agreement that both
    groups are prepared to implement the FFT
    following 8 months of observations

Pre Post
Percentage of teachers who indicated administrators were prepared to implement the FFT Proficiency System 49 (35/72) 84 (21/25)
Percentage of administrators who indicated they were prepared to implement the FFT Proficiency System 70 (14/20) 100 (8/8)
17
Understanding the Domains
Administrator Teacher
Respondents who indicate having an in-depth understanding of Domain 2 (Classroom Environment) 85 (17/20) 66 (48/72)
Respondents who indicate having an in-depth understanding of Domain 3 (Instruction) 65 (13/20) 40 (29/72)
  • Respondents indicated a higher understanding of
    Domain 2 over
  • Domain 3
  • Could be result of observations focused on Domain
    2 for first trimester

18
Understanding the Domains
  • Respondents in both groups indicate an increase
    in their understanding of the Domains

Pre Pre Post Post
Administrator Teacher Administrator Teacher
Respondents who indicate having an in-depth understanding of Domain 2 (Classroom Environment) 85 (17/20) 66 (48/72) 100 (8/8) 72 (18/25)
Respondents who indicate having an in-depth understanding of Domain 3 (Instruction) 65 (13/20) 40 (29/72) 100 (8/8) 60 (15/25)
19
The Power of Two
Percentage of teachers who indicate they are confident in the model of double-scored observations 36 (25/69)
Percentage of administrators who indicate they are prepared to double-score classroom observations 60 (12/20)
  • Pilot required one double-scored observation for
    most teachers
  • Final regulations double-scored observation are
    not required for
  • teachers. They are required for administrators
    to calibrate scoring on
  • the FFT

Several respondents left this question blank
20
The Power of Two
Pre Post
Percentage of teachers who indicate they are confident in the model of double-scored observations 36 (25/69) 62.5 (15/24)
Percentage of administrators who indicate they are confident in the model of double-scored observations 60 (12/20) 100 (8/8)
21
Consistent Ratings
Percentage of teachers who indicate the FFT will provide consistent ratings between administrators 52 (30/57)
Percentage of administrators who indicate the FFT will provide consistent ratings between administrators 65 (13/20)
  • This finding indicates that administrators and
    teachers do agree that FFT will provide
    consistent ratings between administrators
  • Research based tool provides agreement by those
    who are involved

Several respondents left this question blank
22
Consistent Ratings
Pre Post
Percentage of teachers who indicate the FFT will provide consistent ratings between administrators. 52 (30/57) 56.5 (13/23)
Percentage of administrators who indicate the FFT will provide consistent ratings between administrators. 65 (13/20) 100 (8/8)
23
Effective Feedback
Percentage of teachers who indicate they have received effective feedback about teaching and learning 50 (34/67)
Percentage of administrators who indicate the FFT will enable effective feedback about teaching and learning 72 (13/18)
  • Feedback (pre and post) using a common rubric
    helped to create
  • common dialogue related to the critical
    attributes and evidence for
  • each domain
  • Subjectivity is reduced

Several respondents left this question blank
24
Effective Feedback
Pre Post
Percentage of teachers who indicate they have received effective feedback about teaching and learning. 50 (34/67) 75 (18/24)
Percentage of administrators who indicate the FFT will enable effective feedback about teaching and learning 72 (13/18) 100 (8/8)
25
Next Steps/Lessons Learned
26
Next Steps/Lessons Learned
27
Next Steps/Lessons Learned
  • Technology
  • Wireless network
  • Additional technology has been purchased
  • User difficulty navigating the platform for the
    Danielson Framework

28
Next Steps/Lessons Learned
  • Continue to develop a Common Understanding and
    Language

29
  • Inspire

30
  • Questions?

31
Thank You
  • Marisa M. King, Ed.D.
  • mking_at_teaneckschools.org
  • Deirdre Spollen-LaRaia, Ed.D.
  • Dspollen-laraia_at_teaneckschools.org
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