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Teacher Evaluation Pilot II Allegheny Intermediate Unit November 30 and December 1, 2011

Teacher Evaluation Pilot II Allegheny Intermediate Unit November 30 and December 1, 2011. Rosanne Javorsky and Dr. Patricia DiRienzo rosanne.javorsky@aiu3.net patricia.dirienzo@aiu3.net. Silence electronic devices Minimize the use of those devices during presentations and activities

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Teacher Evaluation Pilot II Allegheny Intermediate Unit November 30 and December 1, 2011

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  1. Teacher Evaluation Pilot IIAllegheny Intermediate UnitNovember 30 and December 1, 2011 Rosanne Javorsky and Dr. Patricia DiRienzo rosanne.javorsky@aiu3.net patricia.dirienzo@aiu3.net

  2. Silence electronic devices Minimize the use of those devices during presentations and activities Observe the time frames and signals Limit sidebar conversations Keep materials organized Collaborative Code

  3. Project Development - Goal To develop a teacher effectiveness model that: • will reform the way we evaluate teachers • and identify critical components of teacher training and professional growth

  4. Project Development - Background • $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings • PDE is closely following the work of the Pittsburgh Public Schools – PPS recipients of $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes

  5. The following were the pilot sites: Allentown School District Cornell School District Mohawk School District Northwest Tri-County Intermediate Unit (IU 5) 2010-2011 Pilot I Sites

  6. Next Steps – Value-Added Models – (15%) • Mathematica Policy Research Proposal • Develop value-added models (VAMs) for estimating the contribution of individual teachers and principals to growth in student achievement. • Provide estimates based on VAMs for teacher and principal evaluation. • Assess the strength of relationships between VAM-based and observation-based measures of performance, to inform decisions about which observation-based measures should be included and how to evaluate teachers in non-tested grades and subjects. • Develop and calculate summary performance indicators across value-added measures and between value-added and other measures. • Synthesize the findings in annual reports that document the model’s continual development over time.

  7. Next Steps – Teacher Reports and Student-Teacher Linkages (15%) • Teacher value-added reports for individual teachers by grade/subject/year using a robust statistical report. • Teacher diagnostic reports for insight on effectiveness with students by achievement level and subgroup. • Administrator summary reports for authorized users in a particular school or district. • Drill down capacity to individual student-level projections based on classroom rosters. • Teacher-level value-added reports require student-teacher linkages, which capture the instructor(s) responsible for a student’s learning in the tested grade/subject. It is critical that this linkage system provide accurate information that is validated by individual teachers. • Web-based teacher reporting for PSSA grades 4-8 • Web-based teacher reporting for PSSA grades 4-8 and Keystone Exams

  8. Multiple Measures of Teacher Evaluation - Anticipated Evidence (50%) • Principal/Supervisor classroom observations, including evidence that demonstrates behaviors associated with improving student achievement: • Domains • Planning and preparation • Classroom environment • Instruction • Professional responsibilities

  9. Teacher Evaluation Rubric • 4 Domains • 22 Components • 4 possible ratings for each component • Unsatisfactory • Progressing/Needs Improvement • Proficient • Distinguished

  10. A Framework for Teaching:Components of Professional Practice • Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • 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 • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

  11. Next Steps – Pilot Schools • Beginning in January • One Formal Observation and One walk-through observation per participating teacher • Can you reduce pilot size? YES • Reporting out the Evidence • After school is out • Evidence collected to be shared with Mathematica – not PDE • How? Still working out the details

  12. Questions or Comments?

  13. Introduction to the Domains OBJECTIVES: Participants will learn… • How their thinking about good teaching compares to the framework we will use • That the Framework represents good common sense, and much that we already know, about teaching • The form and content of Domains 1, 2, 3, and 4

  14. Having an Impact • If we want to impact student achievement and growth … • Then we must impact teaching and learning, • And, we have to agree on what good teaching is… 15

  15. Worksheet #1- Pg.3Participant Materials Let’s begin by collecting ourthinking about good teaching

  16. Wisdom of Practice What are the qualities of teaching most tightly tied to student learning?

  17. The Domains • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities

  18. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • 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 • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  19. Worksheet #2 – Pg. 4Participant Materials Identifying the Domains: Extending our Learning of the Domains

  20. Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism Domain 3: Instruction a. Communicating with Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  21. Generic: applies to all grade levels, content areas Not a checklist Evidence based/reflective Not prescriptive: tells the “what” of teaching, not “how” Comprehensive: not just what we can see Inclusive: Novice to Master teacher Features of A Framework for Teaching

  22. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • 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 • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  23. Domain 3 Components 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment During Instruction 3e Demonstrating Flexibility and Responsiveness 25

  24. Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!” Do not restate the rubric: Ms. T is rude to a student. Worksheet #3a – Pg. 5 Participant Materials

  25. What do all the examples of unsatisfactory have in common? What do all the needs improvement/progressing examples have in common? Proficient? Distinguished? Worksheet #3b – Pg. 6Participant Materials

  26. Unsatisfactory: Potential for harm Progressing/Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives”here permanently in all components Conclusions: Levels of Performance

  27. 3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness Components of Domain 3: Engagement

  28. Let’s Take a Break – 15 minutes 30

  29. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • 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 • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  30. 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments Domain 1: Planning and Preparation

  31. Component 1a: Demonstrating Knowledge of Content/Pedagogy • Teacher wrote a scholarly article • Lesson plans/structure/content/relevance • Teacher explanation of probable Students’ misconceptions • Teacher’s answers to student questions during class • Teacher presented a workshop to faculty • Teacher explains the structure of discipline prior to lesson • Teacher tells observer how this lesson fits into the larger unit • Teacher adjusts the lesson midstream based on students’ misconceptions • Teacher poses different levels of content questions during the lesson • Teacher states how this lesson connects to content standards

  32. Component 1a: Demonstrating Knowledge of Content/Pedagogy • Teacher wrote a scholarly article • Lesson plans/structure/content/relevance • Teacher explanation of probable Students’ misconceptions • Teacher’s answers to student questions during class • Teacher presented a workshop to faculty • Teacher explains the structure of discipline prior to lesson • Teacher tells observer how this lesson fits into the larger unit • Teacher adjusts the lesson midstream based on students’ misconceptions • Teacher poses different levels of content questions during the lesson • Teacher states how this lesson connects to content standards 34

  33. Read the Domain 1 questions. Why are they important? Worksheet #4 – Pg. 7Participant Materials

  34. Worksheet #4 – Pg. 7Participant Materials • Lesson Plan Data Collection Tool • Practice evidence collection • Write what is said, not what you think about it.

  35. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • 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 • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  36. Domain 2: The Classroom Environment 2a:Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space

  37. Browse Domain 2 of your Rubric Reflect and answer questions on Worksheet #5 Independently Table Share Worksheet #5 – Pg. 8Participant Materials

  38. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • 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 • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  39. Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism

  40. Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning. Self-select an “expert” group. Develop a Distinguished response for your component. Worksheet #4 – Pg. 7Participant Materials

  41. Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans Uses of A Framework for Teaching

  42. Common language Similar vision for good teaching and how it can be improved Greater validity and reliability in the teacher evaluation process Changes in novice thinking Opportunities for collaboration Benefits of Using a Framework for Teaching

  43. 5 Rules Evidence Doing Teacher Evaluation Right

  44. Why Evaluate Teaching? • Quality Assurance • Professional Learning

  45. Doing Teacher Evaluation Right OBJECTIVES: Participants will learn… • The role of the Framework in teacher assessment • Best practices in teacher evaluation • How to conduct teacher evaluation to accommodate quality assurance and professional learning, too • How to differentiate for novices, experienced teachers, and at-risk teachers • How to create buy-in for all stakeholders.

  46. “The Widget Effect” Count off by “a, b, c, d” Read the following sections: a – p9 and pp 10-14 b – p9 and pp 15-18 c – p9 and pp 19-23 d – p9 and pp 26-30 Then identify the 3 most important facts from your section

  47. “The Widget Effect” – Share and Learn At your table, have each person share the three most important ideas culled from the reading. Mark your own copy accordingly. Discuss your thinking.

  48. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

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