Teacher EvaluatioN Support

1. Teacher EvaluatioN Support ESU 10 Dec. 14th, 2011

3. Who’s “In the room”?

4. Where Have We Been? • After meeting this summer, Administrators…. • Want an evaluation tool based on the Nebraska Teacher “Standards” • Would like it to be a mobile, electronic tool • Want to work collaboratively

5. Nebraska Teacher Standards Performance Framework • 40 Committee Members from State Educational Stakeholder Groups • Used National Standards and The Framework for Teaching by Charlotte Danielson • State Board of Education adopted the Teacher Performance Framework in Nov. • Intended as best practice - not mandated “To define effective practice in order to improve teaching and learning.” -Standards Committee

6. Where are we going? • Evidence • Tool • Process Measuring Teacher Growth

7. Performance Levels

8. “Unpack” effective Practices

9. Identify Evidence of effective Practice

10. Develop a Rubric

11. Informing the Tech Tool

12. Consider…. • What questions do you want to ask of the data you collect?

13. WIKI • http://teacherperformanceframework.wikispaces.com/

14. The New Teacher Project 2010

15. Recommendations: • Develop a rigorous, fair, credible teacher evaluation system. • Avoid the pitfalls of past evaluation systems. • Create evaluations that become useful tools for teachers & school leaders

19. 3 Components of Effective Teacher Evaluation --Teacher Evaluation to Enhance Professional Practice, Danielson & McGreal, ASCD 2000 The What The How Evidence

20. Define Good…. How good is good enough? • Levels of Performance • Effective Practice • Evidence of Teaching

21. Charlotte Danielson Enhancing Professional Practice Four levels of Performance Degrees of Good Characteristic of student teachers or those new to the profession Experienced teachers Below licensing Standard. Time to Intervene. Hardly contained consistently

22. Performance Rating Scale • Developing • Proficient • Accomplished • Distinguished • Not Demonstrated

23. Scoring on a Rubric Marzano * Example of a teacher rubric for self scoring the use of a specific strategy

24. Assess the teacher’s performance in relation Professional Teaching Standards • Design a plan for professional growth

25. Purposes of the Evaluation • Measurement of performance • Guide for teachers • Basis for instructional improvement • Focus goals and objectives of schools and districts • Guide professional development programs • Tool in developing coaching and mentoring programs for teachers • Enhance implementation of curriculum • Inform higher education institutions

26. Evaluative • Involves making judgments about the quality of teaching for the following purposes: • Certifying candidates to enter the profession • Deciding whether to offer tenure or a continuing contract to teachers • Affirming the continuing skill of experienced teachers • Determining whether an experienced teacher is performing below standards (assistance plan)

27. RequiredEvidence of Teaching • Must be specific about performance AND evidence provides such specificity. • What is that evidence and what does it look like?

28. Valid Evidence must be grounded in a clear definition of practice …..

29. Define Good…. How good is good enough? • Levels of Performance • Effective Practice • Evidence of Teaching

30. Develop A Model Our work ahead of us ….. • Performance Framework that supports ongoing growth and professional learning of teachers • Overview of teaching & learning aligned to NDE’s 7 Teacher Effective Practices • Guides ongoing teacher learning - for each component and element of the framework, specific levels of performance describe a continuum of teaching, from unsatisfactory to distinguished.

31. Let’s begin …. • Determine Levels of Performance • – Levels of Good or Evidence of Teaching • Number of columns • Middle or no-middle? • Where does “good” • or “basic” fall? • Think about the degrees of • “good”.

32. Next…. 2. Adjectives to describe those performance levels • -start with the middle 3. Finally, describe each level • –what does it look like?

33. Something like this….. 1 2 3 Group work -- drawn on chart paper.

34. Report out …. • Describe your product • - How did you define Good • Number of categories • Rationale/discussions

35. Our Framework…… Consensus on model • 1 I’ll fight it • 2 I can’t live with it • 3 It’s ok, I can live with it • 4 Agree • 5 Absolutely

36. Unwrapping the Effective Practices • Underline only those nouns or noun phrases that represent teachable concepts. • Circle only those verbs that represent what teachers are to do.

37. Effective Practice 1 The teacher demonstrates a comprehensive knowledge of content, pedagogy, students and standardsneeded to provide each student with effective opportunities for learning, development and  achievement.

38. Do the Performance Levels still fit?

39. What do you need this tool to do??

40. Next Meeting • We VALUE your participation and input! • Please sign up for round #2 on ODIE: • Tuesday, January 24th

41. Questions or assistance? • Denise O’Brien dobrien@esu10.org • Kelly Clapp kelly.clapp@esu10.org • Cindy Baum cbaum@esu10.org • 308-237-5927