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The Card Sort

The Card Sort. Does this help? Yellow ~ Domain 1 Blue ~ Domain 2 , Pink ~ Domain 3 Green ~ Domain 4 Do you need to make a change?. Rewrite. Pages 5 - 8. Select one scenario at your table Determine tentative LOP Report out ~. Focus Questions for Domain 2

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The Card Sort

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  1. The Card Sort • Does this help? • Yellow ~ Domain 1 • Blue ~ Domain 2, • Pink ~ Domain 3 • Green ~ Domain 4 • Do you need to make a change? Region 5

  2. Rewrite Pages 5 - 8 • Select one scenario at your table • Determine tentative LOP • Report out ~ Region 5

  3. Focus Questions for Domain 2 2a: The distinguished level of this component refers to individualizing respect. Give an example of what this means. 2b. What is the difference between this component, A Culture for Learning, and 2a, Respect and Rapport? 2c. At the distinguished level of this component, students manage some of the classroom procedures. Which procedures are appropriate for students to manage? Why?

  4. 2d: In the distinguished level of this component, the teacher’s management of student behavior is “subtle and preventive”. Give some examples of this type of management. 2e: What do students have to be specifically taught in order for them to function at the distinguished level of this component?

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

  6. Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. The Framework for Teaching! Region 5

  7. Domain 1:Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Selecting Instruction 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 • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • 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 A Framework for Teaching:Components of Professional Practice 1.3-B Region 5

  8. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Selecting Instruction 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 • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • 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 A Framework for Teaching:Components of Professional Practice 1.3-B

  9. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • Teacher learning integral • Transparency Region 5

  10. Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk. (growth plans, independent studies, etc.)

  11. Qualities of a Professional Growth Plan ~ 1. The development of the plan begins with a self-assessment of the teacher’s current, typical practice on all 22 components of the Framework. 2. The project is narrow and deep, not broad and shallow. Usually one component of the Framework is the focus of the plan, for which the teacher articulates the current level of practice and the target level of practice. 3. The plan is focused upon improving student learning and articulates the evidence of this that will be collected. In other words, the plan should state what students will learn or learn differently because of the plan.

  12. Qualities of a Professional Growth Plan ~ 4. The plan involves backward design and task analysis. That is, the teacher will state the target level of performance, what the features of that level are, and specifically what steps will be taken to achieve it. 5. The majority of the work done for the plan is job-embedded. This means that teachers will accomplish at least a portion of their plan during regular teaching. 6. The plan should articulate the amount and types of evidence to be collected, of both student learning and plan implementation. In other words, what is the evidence to be brought forth that shows a) that the plan was implemented, and b) that student learning was, or was not, changed. A well-designed, well-implemented plan could still result in student learning not being impacted, and this is not considered a fault of the work necessarily. What is important, rather, is that the evidence provided helps to explain the reasons, along with teacher reflections. 7. The professional growth plan concludes with the teacher’s self-assessment of their practice on all twenty-two components of the Framework. 8. The teacher articulates how the key learnings and outcomes of the plan will be shared with their colleagues.

  13. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • Teacher learning integral • Transparency Region 5

  14. Let evidence, not opinion, anchor the process.

  15. Evidence or Opinion? • The teacher has a warm relationship with the students. • 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 organized well. • Wait time was insufficient for student thinking. • The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. • 6 students, questioned randomly, did not know the day’s learning goals.

  16. Evidence Review of Evidence #1 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.

  17. The teacher’s directions were vague. Specific: 7 students raised their hands to ask for clarification on the directions The teacher made a smooth, major adjustment to the lesson. Specific: The teacher stopped the lesson, said she could tell students were confused, and regrouped them according to their understanding

  18. SCENARIO E/O? Rewrite DC • Opinion as • Evidence • 1. Ss in Mr. T’s biology class don’t seem • to like him. • T has difficulty managing several • instructional groups. • First day of class ~ Mrs. H takes roll • “correct me if I mispronounce your • name.” • Ss experimenting with batteries, bulbs • and wire. Two Ss borrow supplies to • take home. • The classroom is attractive and • cheerful • Discuss whether observation is: • E/O ? If O then, • Rewrite • Domain/Componet

  19. Daily Lesson Plan Questions… • 1c: What will students learn? • 1e: How will you teach it to them? • 1f: How will you measure which students learned it? (look at handout ~ Formative Assessment Tools)

  20. 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 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism

  21. Domain 4 and Student Learning Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning. pbevan

  22. Step # 1: Pre-Observation(Focused on Domains 1 & 4) Before • Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning 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?   • Evidence is added to the lesson plan document that emerges from the pre-observation conference.

  23. 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 Teacher or Student comments • Descriptions of Teacher 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

  24. Step # 3: Preparing for the Post-Conference(Focused on Domains 1,2, 3, & 4) After • Teacher and Evaluator do not need to meet during Step #3. • With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach. • Evaluator provides Teacher with completed observation form from Step #2. • Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator • Teacher returns the observation form to Evaluator with their additions • Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference • Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees

  25. Step # 4: Post-Teaching Collaborative Assessment(Focused on Domains 1,2, 3, & 4) After • Teacher meets with Evaluator to reflect on lesson – • Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components. • Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis. Conversation Stems: • Comment on the evidence for . . . • Let’s look at the rubric for . . . • Tell me more about …. • What’s the backstory for . . . • Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson

  26. Teacher Observation Map Resource Resource

  27. Types of Observation Evidence • Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” • Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. • Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. • An observed aspect of the environment: The assignment is on the board for students to do while roll is taken. 2.2-A

  28. Collecting Evidence Evidence collection handout • Watch the 3rd grade lesson preconference and classroom lesson. • Collect evidence of what you see and hear. • If you aren’t sure where to write the evidence, just write it. • This is practice; relax.

  29. Domain1: Content and Pedagogy, Knowledge of Students, Selecting Outcomes, Knowledge of Resources, Coherent Instruction, Designing Assessment Domain 4: Reflection, Recordkeeping, Family Communication, Professional Community, Growing and Developing Professionally, Professionalism Domain 2: Respect and Rapport, Culture for Learning, Managing Procedures, Managing Student Behavior, Organizing Physical Space Domain 3: Communication, Questioning, Engagement, Assessment, Flexibility Quick practice…

  30. Level of Performance ~ 3rd Grade Video • Now look over the Assessment and Commentary Handout • Discuss LOPs

  31. Points about Evidence • All questions are not about 3b • Engagement is about the nature of the work and who does it • Formative assessments should assess whether EACH student met the objectives.

  32. Remember… • Teachers get a copy of the evidence immediately following the lesson. • Teachers may add to the evidence. • Teachers use the evidence to complete a self-assessment. • Teachers assess the lesson by highlighting the appropriate rubric phrases. • Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE. • The observer reviews the teacher’s evidence prior to the post. • The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post. • The observer LEAVES BLANK the components of difference prior to the post.

  33. The Purpose of the Post • To discuss the components of difference (not yet marked by observer) • To elicit any evidence that still remains to be added about the lesson • To arrive at an assessment on the rubric for components of difference.

  34. Engaging Students … What is the Bloom’s nature of the work? How many students have to do each task? Do the tasks have multiple correct pathways/responses? Are the tasks” mental tippy toes” for students? Is there genuine struggle involved? Are they connected to daily life? Do students “build” their own learning? Region 5

  35. PDE’s Latest… Region 5

  36. Teacher Rating – Act 82 Failing= Unsatisfactory Needs Improvement(first time in 10 years) = Satisfactory Needs Improvement (second time in 10 years) = Unsatisfactory Proficient = Satisfactory Distinguished= Satisfactory 37

  37. About The PDE Evaluation Form Expected release in late spring 2013 (must use spring 2013-2014) Will be based on numerical scores by Domain (0-3) Off Stage Domains Each = 20% (40% of Danielson portion of the pie) On Stage Domains Each = 30% (60% of Danielson portion of the pie) There will be cut scores to be rated Satisfactory or Unsatisfactory This form will replace 5501, 426, 427 & 428

  38. About The PDE Evaluation Form Domain 1 = 20% 1 Domain 2 = 30% Domain 3 = 30% 2 Domain 4 = 20% 3 4

  39. Summative Form… Classroom Teacher Rating Form…

  40. Multi Measure Calculations…

  41. Conversion to Performance Rating…

  42. Final Teacher Effectiveness Rating ~ All Measures

  43. DRAFT(4/15/13) DRAFT(4/15/13)

  44. DRAFT(4/15/13) DRAFT(4/15/13)

  45. DRAFT(4/15/13) DRAFT(4/15/13)

  46. Questions… Region 5

  47. Contact Information Cheryl Giles-Rudawski (717) 732-8400 X8639 cgiles@caiu.org Region 5

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