From Compliance to Quality TEACHER EFFECTIVENESS IN PA: SAS Institute 2011 Debra Dendas Eric Rosendale Cristine Wagner-Deitch,

 Housekeeping Items –  Notecards – Questions on…  Policy  Legislation  Specific Domain/Rubric  Remove PowerPoint from Packet  New Version available on SAS Welcome …

1.Defensible definition of teaching 1.Differentiation of evaluative processes 1.Evidence-driven process 1.The role of teacher learning 1.Transparency 5 “Best Practices” for Teacher Evaluation

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. REFLECTING ON PAST PRACTICE

 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 Evaluation Assumptions…

1.Defensible definition of teaching (Domains and Rubrics) 1.Evidence-driven process (Collecting evidence that is defensible) 1.The role of teacher learning (Post- observation conferencing and Professional growth) 1.Conducting the Walk-through Big Ideas…

 Who does the thinking?  Therefore, who does the learning and growing? OVERARCHING QUESTION

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

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

 is a factual reporting of events  may include teacher and student actions and behaviors  may also include artifacts prepared by the teacher, students or others  is selected using professional judgment by the observer and/or the teacher  is NOT clouded with personal opinion or biases 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. TYPES OF OBSERVATION EVIDENCE

 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. Statements of Evaluation…

 Domain 1: Planning and Preparation  Domain 2: The Classroom Environment  Domain 3: Instruction  Domain 4: Professional Responsibilities THE DOMAINS

A FRAMEWORK FOR TEACHING: COMPONENTS OF PROFESSIONAL PRACTICE 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 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

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. Scenario #1…

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

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. Scenario #2…

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

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

 Domain 4: Professional Responsibilities  4a: Reflecting on Teaching  Element: Accuracy Scenario #3…

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. Scenario #4…

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

“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 DEFENSIBLE DEFINITION

Teaching is a performance. Performances are measured using rubrics. RUBRICS

 Take a few moments, on your own, to visualize and remember the most effective teacher you know.  Make sure to consider what made this person the most effective MOST EFFECTIVE TEACHER

 Take a look at the following components at the distinguished level:  1F  2 A, B, C, D, and E  3 B, C, and D  4 B and C MOST EFFECTIVE TEACHER

 Discuss your ratings of the most effective teacher you know with a table partner.  Where did this teacher rate in each domain? MOST EFFECTIVE TEACHER

 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… Wrap-Up…

POST-CONFERENCE DEMONSTRATION

 What were your overall impressions of the conference?  What suggestions/feedback did the observer make to the teacher?  How did the teacher respond? INDIVIDUALLY:

 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? DEBRIEF AS A GROUP:

 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. OBSERVER SUGGESTIONS/FEEDBACK

Using Page 15 of Participant Materials, individually reframe the suggestions as questions. SUGGESTIONS - QUESTIONS

 With your group:  Discuss the questions created  Which ones might elicit the most teacher reflection? Why? SUGGESTIONS - QUESTIONS

 Practice conducting a similar post-conference using the questions generated.  Debrief afterwards what those watching saw/heard from both observer and teacher. SUGGESTIONS - QUESTIONS

 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? “This takes too much time.”

WALK-THROUGH

 Who does the thinking?  Therefore, who does the learning and growing? OVERARCHING QUESTION

Pre- Observation Observation Preparing for Post- Observation conference Post- Conference Collaborative Assessment Opportunities to Implement Changes Domains 1 and 4 Domains 1, 2 and 3 Domains 1, 2, 3, and 4 Domains 1, 2, 3, and 4 Agreed Upon Areas of Focus

Strong evaluation systems include a series of brief, focused, unannounced, walk-throughs. THE WALK-THROUGH

 Must be based on an agreed upon area of focus  “Quick-take”  5 – 15 minutes  Any Domain or Component  Formative Assessment THE WALK-THROUGH IN PILOT 2

 Pre-Conference  Formal Observation  Reflection/Self-Assessment  Post-Observation Conference and Planning  Walkthroughs  Based on Area of Need  One Domain  One or Two Components WHERE DOES THE WALK-THROUGH FIT?

EVIDENCE

 is a factual reporting of events  may include teacher and student actions and behaviors  may also include artifacts prepared by the teacher, students or others  is selected using professional judgment by the observer and/or the teacher  is NOT clouded with personal opinion or biases 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. TYPES OF OBSERVATION EVIDENCE

Who Collects/Provides Evidence?  Both teacher and evaluator  The teacher can provide additional evidence  Evaluation is not done TO you; it is done WITH you and FOR you EVEN IN A WALK-THROUGH

 Who does the thinking?  Therefore, who does the learning and growing? OVERARCHING QUESTION

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

 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 PILOT II REQUIREMENTS

 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. STEP # 1: PRE-OBSERVATION (FOCUSED ON DOMAINS 1 & 4) Before

 Evaluator 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 STEP # 2: OBSERVATION (FOCUSED ON DOMAINS 1,2, & 3) During

 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 STEP # 3: PREPARING FOR THE POST-CONFERENCE (FOCUSED ON DOMAINS 1,2, 3, & 4) After

 Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one 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 STEP # 4: POST-TEACHING COLLABORATIVE ASSESSMENT (FOCUSED ON DOMAINS 1,2, 3, & 4) After

 During the Post Observation Conference – an area of focus is determined  Plan of action determined  Walkthrough is conducted to monitor and provide feedback on the actions being taken to reach goals.  Teacher given a copy of the evidence by the end of the day STEP # 5: WALK-THROUGH (FOCUSED ON AGREED UPON AREA OF CONCENTRATION) After

 What is one new piece of information that you are walking away with today?  What will you do with it?  Turn to a partner and share. Thoughts…