RAPPS – Rural Alaska Principal Preparation and Support Program Using Teacher Evaluation Results

1. RAPPS – Rural Alaska Principal Preparation and Support Program Using Teacher Evaluation Results May 28 – 30, 2014 Learning Groups 1, 2, and 3 Hilton Hotel - Anchorage, Alaska Session Leader: Al Bertani, RAPPS Senior Design Consultant

2. Session Objectives • Using evaluation results in human resource decisions • Aligning evaluation results with professional development needs • Designing targeted long-term professional development

3. USING EVALUATIONS IN HUMAN RESOURCE DECISIONS

4. Evaluations and Human Resource Decisions • Does the state intend to align evaluation results to human resource decisions? • At what point will evaluation results warrant promotion, dismissal, etc…? • Will teacher identified as ineffective have sufficient opportunities and support to improve before termination is considered? • What resources, including time and personnel, will be dedicated to teacher improvement? • Can evaluation results be used to identify teachers for roles such as mentors, master teachers, etc…? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

5. ALIGNING EVALUATION RESULTS WITH PD PLANNING

6. Using Teacher Evaluation Results • Have trigger points been established for using evaluation results? • Is professional development an integral components of the evaluation cycle? • Will teacher evaluation results be used to target professional development activities? • Are professional learning activities provided in a manner that is supported by research? • Have systems been established to evaluate professional learning efforts? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

7. Problems of Practice Step 1 Count off 1 – 4 across the room. Step 2 Re-group finding three other colleagues that are not sitting at your table. Step 3 Assume responsibility for addressing the Problem of Practice you are assigned. Step 4 Outline the professional development supports and the content focus of what you would recommend on chart paper. Step 5 Be prepared to share with another group.

8. Problems of Practice Problem 1 2nd Grade Teacher Establishing Rules and Procedures Problem 2 6th Grade Teacher Using Questioning and Discussion Techniques Problem 3 Music Teacher Providing Feedback to Students Problem 4 High School Science Teacher Demonstrating Knowledge of Content

9. Problem of Practice #1 2nd Grade Teacher - Establishing Rules and Procedures Mary is a second grade teacher with three years of experience. She has inherited a challenging classroom of students filled with what seems to be boundless energy. In your early fall observation of her classroom, you note multiple inconsistencies in her classroom rules and and procedures. What professional development would you outline for her to support her growth (How)? What resources would you identify to support her content learning to improve rules and procedures (What)?

10. Problem of Practice #2 6th Grade Teacher-Using Questioning & Discussion Techniques Brad is a sixth grade teacher with seven years of experience. With the implementation of the Alaskan Standards, he has been consciously working on challenging his student with higher order thinking tasks. In your observation of his classroom, you note he is struggling with questioning and discussion techniques. What professional development would you outline for him to support his growth (How)? What resources would you identify to support his content learning to improve his questioning and discussion techniques in the classroom (What)?

11. Problem of Practice #3 Music Teacher - Providing Feedback to Students Nancy is a music teacher with 12 years of experience. In an effort to renew her teaching strategies, she has chosen to focus on differentiated methods for providing feedback to students. In observing her teaching, you recognize that she is using a limited number of strategies to provide feedback. What professional development would you outline for her to support his growth (How)? What resources would you identify to support her content learning to expand her methods of providing students with differentiated feedback (What)?

12. Problem of Practice #4 H.S. Science Teacher - Demonstrating Knowledge of Content Michael is a biology teacher with 17 years of experience. In implementing the Alaskan Standards, he is struggling with the increased cognitive demands his students will be facing. While you are not an expert in science teaching, you do note that he lacks clarity in teaching complex science concepts. What professional development would you outline for him to support his growth (How)? What resources would you identify to support his his needs around content learning in biology (What)?

13. Powerful Designs for Professional Learning Accessing Student Voices Action Research Assessment as P.D. Case Discussions Classroom Walk-Throughs Critical Friends Groups Curriculum Designers Data Analysis Immersion in Practice Journaling Lesson Study Mentoring Peer Coaching Portfolios for Educators School Coaching Shadowing Students Standards in Practice Study Groups Training the Trainer Tuning Protocols Visual Dialogue Under Development

14. DESIGNING TARGETED LONG-TERM PROFESSIONAL DEVELOPMENT

15. PD Learning Cycle Framework How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

16. PD Learning Cycle Framework How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

17. Engage Tools (Join Groups, Ask Questions, Share Resources) How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

18. Learn Tools (On-Line Courses, Webinars, Self-Paced Modules) How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

19. Support Tools (Connect and Share Practices with Mentors for Feedback and Coaching) How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

20. Measure Tools (Collect Data to Measure Teacher Growth on New Practices and New Skills) How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

21. Teaching Channel On-Line Video Resource How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

22. Teaching Channel On-Line Video Resource Teaching Channel https://www.teachingchannel.org

23. AITSL Illustrations of Practice Illustrations of Practice Introductory Video https://www.youtube.com/watch?v=dwwwE5PsxNs Australian Institute for Teaching and School Leadership http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage

24. AITSL ILLUSTRATIONS OF PRACTICE Australian Institute for Teaching and School Leadership http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage