Teacher Effectiveness in PA:

1. Teacher Effectiveness in PA: From Compliance to Quality PIL Institute 2012 Tracy Hinish, Sunny Minelli Weiland and Cristine Wagner-Deitch

2. Welcome… • Housekeeping Items – • Post-It Notes: Parking Lot • Policy • Legislation • Specific Domain/Rubric

3. Learning Intentions: Participants will learn. . . • Requirements for pilot schools • How their thinking about good teaching compares to the research about good teaching • 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

4. 5 “Best Practices” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

5. Qualities of Good Teaching Worksheet #1 Wisdom of Good Practice Qualities of Good Teaching Tied to Student Learning

6. Directions • Independently, on the left side of your paper, please respond to the following question: • What are the qualities of teaching most tightly tied to student learning? • At the cue, Pair-Share your list with an elbow partner • Debrief

7. Connections to the Domains • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities

8. Reflecting On Past Practice • Think about feedback that you have given to a teacher on an observation report or feedback you have received as a teacher. • With a partner, share 2 examples and the impact the feedback had on you or the teacher.

9. Evaluation Assumptions… • That telling a teacher what we think of their teaching will change it • That NOT telling them what we think will change it • That telling them what to do will cause it to happen • That one or few conversations will work • That our “superstars” don’t need real feedback

11. Domains 1 and 4 Agreed Upon Areas of Focus Domains 1, 2 and 3 Domains 1, 2, 3, and 4 Domains 1, 2, 3, and 4

12. Best Practice… Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders.

13. Best Practice… • Let evidence, not opinion, anchor the process.

14. Evidence… • is a factualreporting of events • may include teacher and student actions and behaviors • may also include artifactsprepared by the teacher, students or others • is selected using professional judgment by the observer and/or the teacher • is NOTclouded with personal opinion or biases

15. 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.

16. Statements of Evaluation… • Mr. Clean is extremely organized. • Ms. Oscar’s interactions with students are inappropriate. • Mr. Pedagogy demonstrated smooth transition between instructional activities. • Miss Iquotient knows a lot about what she is teaching. • Mr. Deadline is unaware of time constraints when it comes to paperwork.

17. The Domains • Domain 1: Planning and Preparation • Domain 2: The Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities

18. 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 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Contributing to the School and District • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating Clearly and Accurately • 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. Identifying the Domain and Components Worksheet • Worksheet #2 • Identifying the Domain and Components • A. _____ Students are greeted at the door by Ms. G as they enter the room. • _____ Mr. J asks students, as part of the lesson, to brainstorm examples of • primitive tools.

20. Scavenger Hunt • At your table, please read each of the scenarios • As a table team, please decide which Domain and with which Domain, Component and Element the scenario best aligns. For those of you who have had Domain training, this will serve as a good refresher, and for those of you who have not had training, it will serve as a good introduction to navigate the framework.

21. Scenario #1… Ms. C. has organized the new unit of study on the water cycle around the science content standards and the scope and sequence outlined in the pacing guide.

22. Scenario #1… • Domain 1: Planning and Preparation • 1e: Designing Coherent Instruction • Element: Lesson and Unit Structure

23. Scenario #2… Following a series of lessons on the Bill of Rights, Mr. L. distributes a quiz to his grade 8 social studies class. The worksheet contains 25 multiple choice questions about the topic. The students are given 10 minutes to complete the quiz and then correct their own papers. In groups, students discuss the reasons for correct answers; Mr. L. circulates to offer assistance.

24. Scenario #2… • Domain 3: Instruction • 3d: Using Assessment in Instruction • Element: Student Self-Assessment and Monitoring of Instruction

25. Scenario #3… After his first hour geography class, Mr. M. concluded that the lesson was successful because everyone received an “A” on the quiz.

26. Scenario #3… • Domain 4: Professional Responsibilities • 4a: Reflecting on Teaching • Element: Accuracy

27. Scenario #4… The desks in Mr. T.’s second grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner.

28. Scenario #4… • Domain 2: Classroom Environment • 2e: Organizing Physical Space • Element: Arrangement of Furniture and Use of Physical Space

29. Defensible Definition “Best” definitions of good teaching include more than that which we can see, making observation important but insufficient in teacher evaluation. “Best” definitions must be research-based, inclusive and exclusive

30. Domains 1 and 4 Agreed Upon Areas of Focus Domains 1, 2 and 3 Domains 1, 2, 3, and 4 Domains 1, 2, 3, and 4

31. Review the Pennsylvania Form for Domain 1 The teacher will be asked to complete this form before the pre-observation conference What evidence will the teacher be providing for the pre-observation conference? Reflect on what clarifying and probing questions you might ask At the cue, Pair-Share Pre-Conference Video

32. Doing the Observation • Review the Pennsylvania Form for Domain 2 & 3 • What evidence will you be collecting during the observation? • At the cue, Pair-Share

33. Post-Conference Demonstration

34. Individually: • What were your overall impressions of the conference? • What suggestions/feedback did the observer make to the teacher? • How did the teacher respond?

35. Debrief as a Group: • What suggestions/feedback did the observer make to the teacher? • How did the teacher respond? • What changes in Teacher Practice might you expect to see as a result of this conference? • How would you know?

36. ObserverSuggestions/Feedback • Try calling on genders more equally. • Make sure all students are paying attention. • Make sure your assessment actually matches the learning goals • Aim for posing more higher-order questions. • Make sure your feedback is substantive, accurate, constructive, timely, and specific.

37. Language for the Post-Observation: Words NOT to Use 11/16/2014 PBevan, D.ED • Defend • Prove • Argue • Convince • Avoid language that suggests opposition • Avoid language that might bring about a defensive response

38. Language for the Post-Observation Conference 11/16/2014 PBevan, D.ED Say more about. . . Tell me about the evidence for. . . Let’s look at the rubric for. . . What is the best match for. . . Could you share background about… Could you share any professional development that contributed to… In what ways have you reflected on… In your reflection, could you share what you might change about…

39. Suggestions - questions Using Page 5of Participant Materials, individually reframe the suggestions as questions.

40. Suggestions - questions • With your group: • Discuss the questions created • Which ones might elicit the most teacher reflection? Why?

41. “This takes too much time.” • Reflect for a moment – • How many hours on average do you spend on a complete “cycle” of teacher evaluation? • Estimate the total number of written evaluations you have done X hours = hours you have devoted • What impact has this had on improving teaching practice?

42. Wrap-Up… • A few thoughts from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching… • Teaching is highly complex work… • The higher level of performance in the framework for teaching represent both greater experience and increased expertise… • Levels are levels of performance of teaching, not of teachers…

43. Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation. Talk About Teaching! Charlotte Danielson 2009, Corwin Press

44. Phase II Requirements • Pre-Observation Conference • Priority component: 1e (Designing Coherent Instruction) • Observation • Priority components: 3c, 3d (Engaging Students in Learning, Using Assessment in Instruction) • Post-Observation Conference • Walkthrough

45. Next Steps… • Participation Options for TE: • Teacher Evaluation Phase III • SIG Districts implementing a Transformational Model • Race to the Top Recipients • Principal Effectiveness is Coming As Well

46. Phase III Volunteers • Number of participants your choice: • Teachers/Buildings/Administrators • IU Provides 2 days of Training for Administrators • Complete • 1 Formal Observation • 1 Walk through • Report all Data • Share reflections on the process

47. SIG Transformational Schools • Required to Participate • 10% of teachers in 2012-13 • IU to train Administrators (2 days) • Complete • 1 Formal Observation • 1 Walk through • Report all Data • Share reflections on the process

48. Race to the top districts • District wide – not school wide • IU Provides 2 days of Training for Administrators • Complete • 1 Formal Observation • 1 Walk through • Report all Data • Share reflections on the process • Must have 100% of all buildings and all teachers by the end of 3 years • Must Participate in Principal Effectiveness Training

49. Domains for Principal Effectiveness • Strategic/Cultural Leadership • Managerial Leadership • Leadership for Learning • School and Community Leadership

50. 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 • Teacher and Evaluator 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.