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Teacher Evaluation: Lessons Learned Teaneck Public Schools

Teacher Evaluation: Lessons Learned Teaneck Public Schools. Dr. Marisa M. King Dr. Deirdre Spollen-LaRaia. 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

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Teacher Evaluation: Lessons Learned Teaneck Public Schools

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  1. Teacher Evaluation:Lessons 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 • FAQ’s, 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. Action-Research • Permission from Superintendent • Consulted with Board Attorney • Rutgers University - External Evaluator

  13. Preparedness to Implement the FFT • Varying Perceptions • Both groups noted that additional time was needed to learn the • tool before beginning observations

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

  15. Understanding the Domains • Respondents indicated a higher understanding of Domain 2 over • Domain 3 • Could be result of observations focused on Domain 2 for first trimester

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

  17. The Power of Two • 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

  18. The Power of Two

  19. Consistent Ratings • 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

  20. Consistent Ratings

  21. Effective Feedback • 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

  22. Effective Feedback

  23. Next Steps/Lessons Learned

  24. Next Steps/Lessons Learned

  25. Next Steps/Lessons Learned • Technology • Wireless network • Additional technology has been purchased • User difficulty navigating the platform for the Danielson Framework

  26. Next Steps/Lessons Learned Continue to develop a Common Understanding and Language

  27. Inspire

  28. Questions?

  29. Thank You Marisa M. King, Ed.D. mking@teaneckschools.org Deirdre Spollen-LaRaia, Ed.D. Dspollen-laraia@teaneckschools.org

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