BTSD Teacher Evaluation Tool Training

1. BTSDTeacher Evaluation Tool Training

2. Training Goals • Gain an understanding of the NEW Teacher Evaluation system (Act 82). • Review the content of the Danielson Framework and its role in teacher growth. • Develop an Understanding of the Clinical Observation Framework.

3. Teacher EffectivenessProject Goal • To develop a teacher effectiveness model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth

7. Observation/Evidence (85/50%) • Based on Danielson’s Domains • Planning & Preparation • Classroom Environment • Instruction • Professional Responsibilities • PDE-Adapted Rubric • Focus of Phase III Educator Effectiveness Implementation.

8. Additional Information • State forms/process are encouraged but NOT mandated. District tools/process MUST focus on Danielson Framework and be approved by PDE • Additional rubrics/process being developed for “specialists” and administrators (targeted for January 2013).

9. A Framework for Teaching: The Research: • National Board for Professional Teaching Standards • Praxis III Teaching Performance Assessments • State Teaching Standards

10. List 2-3 key words that characterize the domain Complete the sentence Educator Effectiveness is…

11. Defensible definition of teaching Wisdom of Practice: Collecting our thinking about good teaching

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

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

14. 2013-2014 A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation Domain 2: The Classroom Environment • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • 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 Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism

15. Matching Scenarios

16. 2013-2014 Framework Focus

17. Framework Features Generic: applies to all grade levels, content areas Not a checklist Not prescriptive: tells the “what” of teaching, not “how” Comprehensive: not just what we can see Inclusive: Novice to Master teacher 22

18. Why Evaluate Professional Practice? • Quality Assurance • Professional Learning

19. Benefits of a Supervision/Evaluation Framework Common Language Similarity of vision for teaching that improves teaching: the qualities of the distinguished level Greater validity and reliability potential for teacher evaluation Changes in novice thinking Opportunities for collaboration

20. Uses of a Framework • Self-Assessment • Reflection • Peer Coaching • Teacher Evaluation • Mentoring and Induction • Professional Growth Plans

21. 5 “Rules” for Educator Evaluation/Supervision • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

22. Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders.

23. 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 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 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 with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • 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 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism A Framework for Teaching:Components of Professional Practice

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25. Levels of Performance Failing: Potential for harm Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components 30

26. 5 “Rules” for Educator Evaluation/Supervision • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

27. Rule # 2 Differentiatethe processes of evaluation for novices, experienced teachers, and teachers at risk.

28. Differentiated Evaluation

29. Overarching Question Who does the thinking? Therefore, who does the learning and growing?

30. 5 “Rules” for Educator Evaluation/Supervision • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

31. Rule # 3 Let evidence, not opinion, anchor the process.

32. Evidence or Opinion? • The teacher’s lesson plan was well done. • The teacher said that the South should have won the Civil War. • The table groups were arranged in 2 x 2 pods. • The materials and supplies were appropriate for the lesson.

33. Evidence or Opinion? • Wait time was insufficient for student thinking. 6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7. Six students, questioned randomly, did not know the day’s learning goals.

34. Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher.

35. 1. Pre-Observation: D1, D4 2. Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads Observation-based Assessment:ProcessandEvidence

36. The Card Sort • Use a sticky note • Identify: • Domain • Component • Element • Share with table mates as instructed; reach consensus

37. Rewrite • Select one scenario at your table • Determine tentativeLevel of Proficiency • Rewrite at higher & lower levels using rubric characteristics

38. Levels of PerformanceConclusions Failing: Potential for harm Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components 43

39. Phase III Requirements • Pre-Observation Conference • Observation • Post-Observation Conference • Walkthrough

40. Before Step # 1: Pre-Observation(Focused on Domains 1 & 4) • Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference • Evidence is added to the lesson plan document that emerges from the pre-observation conference. • T and E meet to discuss the upcoming lesson framed around the following:   Question Stems: • 1a. What is the content being taught? What prerequisite for learning is required? • 1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students? • 1c. What do you want students to learn during this lesson?   • 1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? • 1e. List very briefly the steps of the lesson. • 1f. How will you measure the goals articulated in 1c? What does success look like?  

41. During Step # 2: Observation(Focused on Domains 1,2, & 3) • E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2) • Types of Observation Evidence: • Scripting of Educator or Student comments • Descriptions of Educator and Student behaviors • Numeric information • Environment Remember: • Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way?  • Non-negotiable - Record observation on standard form • Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) • Evaluator does NOT retype observation

42. Rubrics Educating is a performance. Performances are measured using rubrics.

43. Distinguished... Proficient... Needs Improvement ... Failing...

44. Performance Levels: Key Words • Review the components from the Framework for Teaching for the assigned Domain. Scan the language used to describe each Level of Performance (LoP). • What key wordswould you use to characterize or describe each level? • Synthesize your thinking as a group and choose two key wordsthat represent each level. Write the two key words on the designated chart-paper.

45. Performance Levels: Key Words

46. Performance Levels: Key Words

47. Performance Levels: Key Words Levels of cognition and constructivist learning increase

48. Performance Levels: Key Words Levels of cognition and constructivist learning increase

49. Performance Levels: Key Words Levels of cognition and constructivist learning increase

50. What are some ways teachers can use the levels of performance to promote their learning and growth? • Lesson planning • Self assessment • Developing professional learning goals • Reflecting on teaching and learning • Talking about teaching Using the Levels of Performance