RAPPS – Rural Alaska Principal Preparation and Support Program

1. RAPPS – Rural Alaska Principal Preparation and Support Program What does high quality instruction look like? May 29 – 31, 2013 Learning Groups 1, 2, and 3 Captain Cook Hotel - Anchorage, Alaska Session Leader: Al Bertani, RAPPS Senior Design Consultant

2. EVALUATING EDUCATOR EFFECTIVENESS Al Bertani, RAPPS Senior Design Consultant

3. Session Objectives • Defining high quality instruction • Examining research on high quality instruction • Setting the bar for what is high quality • Mapping the relationship between a vision of high quality instruction and evaluating educator effectiveness

4. DEFINING HIGH QUALITY INSTRUCTION

5. “Parents, practitioners, and policy makers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms.” Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling Hammond for the Center for American Progress October 2010

6. Defining High Quality Instruction Step 1 View Short Video Prompt Step 2 Work Individually - Think Step 3 Work with a Partner – Pair Share Step 4 Work with a Quartet – Create Poster

7. Ferris Bueller’s Day Off

8. Think-Pair-Share When you think about high quality instruction… What does it look like? What does it sound like? What does it feel like? What does it produce?

9. Partner 1 Partner 2 Think-Pair-Share Yellow Sheet Under Tab 1

10. Defining High Quality Instruction ASLI 2013 – What Does High Quality Instruction Look Like? Facilitated by Al Bertani, RAPPS Senior Design Consultant

11. EXAMINING RESEARCH ON HIGH QUALITY INSTRUCTION

12. WHAT WORKS IN SCHOOLS Teacher-Level Factor - Instructional Strategies “…effective teachers have more instructional strategies at their disposal.” Drawn from What Works in Schools – Translating Research into Action; Marzano; ASCD; 2003

13. Best Practices Marzano, R., Pickering, D., Pollock, J., Classroom Instruction that Works, 2001

14. John Hattie’s Research – Visible Learning Visible teaching: Visible learning Seeing learning through the eyes of the students.

15. Teachers • Clear learning intentions • Challenging success criteria • Range of learning strategies • Know when students are not progressing • Providing feedback • Visibly learns themselves

16. Students • Understand learning intentions • Are challenged by success criteria • Develop a range of learning strategies • Know when they are not progressing • Seek feedback • Visibly teach themselves

17. Hattie’s Visible Learning Effects • Reducing disruptive behavior in the class .86 • Feedback .72 • Acceleration of gifted students .60 • Reading Recovery .50 • Integrated curriculum programs .40 • Homework .30 • Individualized instruction .20 • Ability grouping .10 • Open vs. traditional classes .00 • Retention (hold back a year) -.16 • Shifting schools -.34

18. SETTING THE BAR FOR WHAT IS HIGH QUALITY

19. High Quality Teacher Evaluation Systems Possess these common characteristics… • A consistent definition of good teaching • A shared understanding of this definition • Skilled evaluators Evaluations That Help Teachers Learn by Charlotte Danielson Educational Leadership – December 2010 ASCD

20. WHAT IS HIGH QUALITY Person 1 What Does Good Teaching Look Like at Ashford? (School Staff) Person 2 What Does Good Teaching Look Like? (Education Week Writer) Person 3 Eduflections - Good Teaching Looks Like… (Fifth Grade Teacher) Person 4 What Makes a Great Teacher? (Great Schools Organization) Person 5 Good Teaching (Past President of the Carnegie Foundation) See Stapled Reading Packet Under Tab 1

21. WHAT IS HIGH QUALITY See Green Summary Sheet

22. Evaluations That Help Teachers Learn A good system of teacher evaluation must answer four basic questions: • Good enough at what? • How good is good enough? • How do we know? • Who should decide? How well does your local teacher evaluation system answer these questions? Evaluations That Help Teachers Learn by Charlotte Danielson Educational Leadership – December 2010 ASCD

23. EVALUATING EDUCATOR EFFECTIVNESS WITH A VISION FOR HIGH QUALITY INSTRUCTION

24. Evaluating Teachers – Three Ways • Inputs are what a teacher brings to his or her position, generally measured as teacher background, beliefs, expectations, experience, pedagogical and content knowledge, certification and licensure, and educational attainment. • Processes refers to the interaction that occurs in a classroom between teachers and students. It also may include a teacher’s professional activities within the larger school and community. • Outputsrepresent the results of classroom processes, such as impact on student achievement, graduation rates, student behavior, engagement, attitudes, and social-emotional well-being. Approaches to Evaluating Teacher Effectiveness – June 2008 Goe, Bell, and Little National Comprehensive Center on Teacher Quality

25. Evaluating Educator Effectiveness Step 1 Return to Your Original Quartet Step 2 Revisit Your High Quality Poster Step 3 Consider Changes You Might Make Step 4 Discuss What Evidence You Need to Evaluate Educator Effectiveness

26. Gates Foundation – How Teachers Make Classrooms Learning Environments

27. RAPPS – Rural Alaska Principal Preparation and Support Program What should Leaders look for in classrooms? May 29 – 31, 2013 Learning Groups 1, 2, and 3 Captain Cook Hotel - Anchorage, Alaska Session Leader: Al Bertani, RAPPS Senior Design Consultant

28. The Truth Behind Some Appraisal and Evaluation Processes

29. Session Objectives • Exploring instruments for looking in classrooms • Using technology resources to collect observation data • Developing a discipline for looking in classrooms • Documenting classroom observations (Resource)

30. EXPLORING INSTRUMENTS FOR LOOKING IN CLASSROOMS

31. Evaluating Teachers – Three Ways • Inputs are what a teacher brings to his or her position, generally measured as teacher background, beliefs, expectations, experience, pedagogical and content knowledge, certification and licensure, and educational attainment. • Processes refers to the interaction that occurs in a classroom between teachers and students. It also may include a teacher’s professional activities within the larger school and community. • Outputsrepresent the results of classroom processes, such as impact on student achievement, graduation rates, student behavior, engagement, attitudes, and social-emotional well-being. Approaches to Evaluating Teacher Effectiveness – June 2008 Goe, Bell, and Little National Comprehensive Center on Teacher Quality

32. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Selecting Instructional Goals • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Assessing Student Learning • 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 3: Instruction • Communicating Clearly and Accurately • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Providing Feedback to Students • Demonstrating Flexibility and Responsiveness Danielson’s Framework for Teaching • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Contributing to the School and District • Growing and Developing Professionally • Showing Professionalism The Framework for Teaching Charlotte Danielson

33. Four Domains for a Common Language of Teaching Domain 1 Classroom strategies and behaviors Domain 2 Planning and preparing Domain 3 Reflecting on teaching Domain 4 Collegiality and professionalism The Art and Science of Teaching; Marzano; ASCD; 2007

34. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations/Effort Based Ability INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Areas of Performance • Repertoire • Matching

35. Alaska Educator Evaluation Overview Dr. Susan McCauley, Director Teaching & Learning Support Sondra Meredith, Administrator Teacher Education & Certification

36. Educator Evaluation System Requirements Results & Actions Evaluation Components Information Sources • Performance Rating on each of the • eight (8) standards. • Unsatisfactory • Basic • Proficient • Exemplary Plan of Improvement Unsatisfactory on 1 or more standard Understanding Student Needs Differentiation District Support OR Plan of Professional Growth (optional) Basic on 2 or more standards Content Knowledge & Instruction Assessment Cultural Standards Proficient or higher on 7 standards and basic or higher on 1 standard. ______________ Exceeds the districts performance standards (as determined by the district) Professional Learning Focus for district & teacher. _______________ Annual Evaluation Alternative for the following school year (as determined by the district) Learning Environment Family & Community Professional Practice Student Learning Standard • Observations (district may select a nationally recognized framework approved by the department) • Information from parents, students, etc. • Other information • (as determined by the district) *Two to four valid, reliable measures of student growth includingstatewide assessments

37. Information Sources Qualitative • Districts: • may select a nationally recognized observational framework approved by the department or continue to use the observation tools they have previously adopted. • must have a procedure and a form to collect information concerning an educator’s performance from students, parents, and other stakeholders. • may use other information like surveys, self-assessments, portfolios, etc. to gather information concerning an educator’s performance. • Observations (district may select a nationally recognized framework approved by the department) • Information from parents, students, etc. • Other information • (as determined by the district)

38. Information Sources • Districts must: • Select appropriate measures of student growth with the input of the educators being evaluated. • Establish standards and performance levels for student learning data. • Develop procedures based on objective & measurable criteria to ensure that data used accurately reflects student growth based on the educator performance. • Use statewide assessment data for teachers who provide instruction in the content areas assessed. Quantitative *Two to four valid, reliable measures of student growth includingstatewide assessments

39. Aligning Information Sources to Evaluation Components Information Sources Educator Evaluation Components • Performance Rating on each of the eight (8) standards. • Unsatisfactory • Basic • Proficient • Exemplary • Observations (district may select a nationally recognized framework approved by the department) • Information from parents, students, etc. • Other information • (as determined by the district) Understanding Student Needs Differentiation Content Knowledge & Instruction Assessment Cultural Standards Learning Environment Family & Community Professional Practice *Two to four valid, reliable measures of student growth includingstatewide assessments Student Learning Standard

40. Moving From and To… See Blue Activity Sheet – Tab 1 Alaska School Leadership Institute – May 2013 Session Facilitated by Al Bertani, Senior Design Consultant - RAPPS

41. Goals of the Gates Foundation MET Study A new approach to development and evaluation that teachers endorse and that helps all teachers improve. Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010

42. Strategies of the Gates Foundation MET Study If we want to change the curve of improvement, we must… • Identify great teachers • Find out what makes them so effective • Transfer those skills to others Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010

43. Data Collected-Gates Foundation MET Study Measure 1 Student achievement gains on different assessments. Measure 2 Classroom observations and teacher reflections. Measure 3 Teacher pedagogical content knowledge. Measure 4 Student perceptions of the classroom instructional environment. Measure 5 Teacher perceptions of working conditions and instructional support at their school. Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010

44. Observation Protocols Used in MET Study • Classroom Assessment Scoring System (CLASS)Pianta and Hamre – University of Virginia • Framework for Teaching Danielson • Mathematical Quality of Instruction (MQI) Hill and Lowenberg Ball – University of Michigan • Protocol for Language Arts Teaching (PLATO)Grossman – Stanford University • Quality Science Teaching (QST) Pecheone – Stanford University Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010

45. Gates MET Study Findings – Phase 1 • In every grade and subject studied, a teacher’s past successes in raising student achievement on state tests is one of the strongest predictors of his/her ability to do it again. • Teachers with the highest value-added scores on state tests also tend to help students develop a deeper conceptual understanding as well. • The average student knows effective teaching when he/she experiences it. • Valid feedback need not be limited to test scores alone. Learning about Teaching – Initial Findings from the MET Project Published by the Bill and Melinda Gates Foundation 2010

46. Major Research Findings Phase 2 • Effective teaching can be measured. Teachers previously identified as more effective caused students to learn more.  Groups of teachers identified as less effective caused students to learn less. Balanced weights indicate multiple aspects of effective teaching. Teaching is too complex for any single measure of performance to capture it accurately.  Trade off’s to using different models. Adding a second observer increases reliability significantly more than having the same observer score an additional lesson. Adding outside observers can provide an on-going check against in-school bias. MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013

47. Gates MET Study

48. What We Know Now Lesson 1 Student perception surveys and classroom observations can provide meaningful feedback to teachers. Lesson 2 Implementing specific procedures in evaluation systems can increase trust in the data and the results. Lesson 3 Each measure adds something of value. Lesson 4 A balanced approach is most sensible when assigning weights to form a composite measure. Lesson 5 There is great potential in using video for teacher feedback and for the training and assessment of observers. MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013

49. Framing What We Know Now… MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013

50. USING TECHNOLOGY RESOURCES TO COLLECT OBSERVATION DATA