Teacher effectiveness

1. Teacher effectiveness Formative and Summative Model

2. Purpose of Model • To support and sustain having effective teachers in every Catholic school classroom • 7.6 (NSBECS) Classroom instruction is designed to engage and motivate all students, addressing the diverse needs and capabilities of each student, and accommodating students with special needs as fully as possible. • 8.1 (NSBECS) School-wide and student data generated by a variety of tools are used to monitor, review, and evaluate the curriculum and co-curricular programs; to plan for continued and sustained student growth; and to monitor and assess faculty performance.

3. Outcomes • Dialogue on shifting teacher evaluation from compliance to growth and accountability • Understand Teacher Evaluation Process • Align Teacher Effectiveness Model to NSBECS and Danielson Model

4. Assumptions • A need to revise the current model • There must be collaboration on the structure of the model • The model must be formative and summative providing meaningful feedback to teachers • The model must reflect best practices • The model must reflect Catholic Identity

5. Framework for Teaching and Evaluation • Teacher Reflection and Goal Setting • Walkthroughs Including Feedback and Dialogue • Formal Observations • Review of Goals and Personal Reflection-at year end • Year End Teacher Evaluation

6. Common Language and Expectations for Effective Teaching • Differentiate Instruction • Model Gospel Values • Engage Students • Support Student Faith Formation • Integrate Technology

7. Purpose of Walkthroughs • Gather qualitative evidence-based feedback to stimulate dialogue about learning. • Gather and provide qualitative data aboutinstructional practices impact on student learning. • Stimulate collaborative, professional conversations about learning through the gathering of evidence related to the instructional expectation/focus. • Learn from each observation: asking questions, sharing experiences, and providing perspective. • Deepen an understanding of a culture of learning through ongoing, formative feedback related to school improvement. Source: Adapted from D. Overstreet, “Conducting the Classroom Walkthrough: A Key Practice of Continuous School Improvement.” Savannah/Chatham Schools (2006)

8. What do you do with the results of your walkthroughs? • Foster a climate of trust • Establish the purpose, expectations, and outcomes • Analyze, reflect, discuss: unit plans/maps and assessments (the actual unit plans/map vs. what you expect) and informal observations • Identify a specific action item(s); ensure teacher buy-in • So, you are going to work on… • How can I support you? • Discuss expectations and timeline • When I come to a class next week, I should see/hear/notice… • When we meet next week, we will discuss…

9. Do you have an Individual School Plan? IMPORTANT: What walkthrough data can be recorded and intentionally used by leaders and teachers to significantly improve student achievement? Essential to reflective dialogue and action planning are four core questions for consideration by the principal and teachers: What are our expectations for teaching and learning? What do the data tell us about teaching and learning at our school? How do our expectations and existing practices align? How do we respond to these data?

10. Share Walkthrough Practices • What template are you using this year? • Share samples • Share data • Small group conversations • Share out findings

11. Review of Framework • Teacher Reflection and Goal Setting • Walkthroughs Including Feedback and Dialogue • Formal Observations • Review of Goals and Personal Reflection-at year end • Year End Teacher Evaluation

12. (school) Staff Goal Setting Form 2017—18 School Year Staff Member: Administration Meeting Date to Review Goals: Mid-Year Date to Review Progress of Goals: Date for End of Year Review of Goals: Please identify two goals based on the Danielson Framework that you will implement this year. These tw0 goals need to be performance based goals that will either impact student learning and/or improve instruction. Goal #1: Domain: Competency: Self-evaluation of the goal: (please explain why you chose this goal and the impact it will have on your teaching and/or student improvement): List the Methods/Strategies that will be used to reach each goal:(Action research, coaching, video, self-assessment, clinical supervision, mentoring, college courses, classroom observations, conference, visitations, etc.) List 3 Indicators of Progress: (Student work, videotaping of class, peer observation, principal observation, parent responses, student responses, statistical measures, performance assessment, reflective journals, case study analysis, benchmarks, STAR assessments, , Dibels, etc.) Resources/Support Needed: (Classroom materials, student materials, journals, workshops, resources, books, collegial time, appropriate technology, mentoring, collegial support, administrative support, etc.)

13. Review Danielson Framework and National Standards and Benchmarks For Effective Catholic Elementary and Secondary Schools (NSBECS)

14. Lorraine Oar, Ph.D. Loyola University Chicago 2016

17. Observation Formats • Teacher Pre-Conference Observation Guide • Teacher Observation Notes • Teacher Observation Post-Conference

18. What’s Next? • Implement in the Fall • PD for Teachers • Expectations for Teachers • Expectations for Principals • What supports do you need?