Doing Teacher Evaluation Right: 5 Critical Elements Welcome to . . . Doing Teacher Evaluation Right: 5 Critical Elements 6/8/2018 PBevan, D.ED

Why Evaluate Teaching Quality Assurance Professional Learning 6/8/2018 PBevan, D.ED

The Widget Effect Identify the three most important facts from your section of the reading: “a” group - p. 9 + 10 – 14 “b” group - p. 9 + 15 – 18 “c” group - p. 9 + 19 – 23 “d” group- p. 9 + 26 – 30 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency 6/8/2018 PBevan, D.ED

Overarching Question Who does the thinking? Therefore, who does the learning and growing? 6/8/2018 PBevan, D.ED

Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. 6/8/2018 PBevan, D.ED

The Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 6/8/2018 PBevan, D.ED

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 1.3-B 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

Teaching is a performance. Performances are measured using rubrics. 6/8/2018 PBevan, D.ED

6/8/2018 PBevan, D.ED

The Card Sort Use a sticky note Write Domain Component Element Share with table mates as instructed; get consensus 6/8/2018 PBevan, D.ED

Rewrite Select one scenario at your table Determine tentative LOP Rewrite at higher and lower levels using rubric characteristics 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/8/2018 PBevan, D.ED

Rule # 2 Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk. 6/8/2018 PBevan, D.ED

Differentiated Evaluation Novice/Untenured Very close observation and assessment Experienced/Tenured Presumption of professionalism At-Risk Not punitive Formal and informal observation of teaching is key + teacher interviews + artifacts Structured process 1/3yr. Other years: informals + teacher interviews+ professional goal-setting Intensive, extensive team-based support based on persistent unsatisfactory performance in one or more components 2 – 4 formal times per year; multiple informal observations Professional Goal-Setting: Choose from a list of rigorous, approved activities Clear goals, outcomes, evidence and timelines anchor No self-directed activities Activities produce evidence which is then evaluated Designed for the teacher who can, and wishes, to improve 6/8/2018 PBevan, D.ED

Overarching Question Who does the thinking? Therefore, who does the learning and growing? 6/8/2018 PBevan, D.ED

Process for IPGP Begins with rubric self-assessment Selected goal (1) is a measurable FFT component Articulate activities/evidence that are tied to goal attainment and are job-embedded and measurable Discuss with principal, receive feedback Conduct plan, receive principal support Goal attainment is documented by evidence Evidence of impact upon student learning is included 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/8/2018 PBevan, D.ED

Let evidence, not opinion, anchor the process. Rule # 3 Let evidence, not opinion, anchor the process. 6/8/2018 PBevan, D.ED

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. 6/8/2018 PBevan, D.ED

Evidence 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. 1.5-A 6/8/2018 PBevan, D.ED

Bias Bias refers to preferences that are not related to best practices or the research on teaching quality, but that can be used to inappropriately influence ratings 6/8/2018 PBevan, D.ED

Observation-based Assessment: Process and Evidence Pre-Observation: D1, D4 Observation: D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher addition/correction of evidence Self-Assessment: Rubrics Evaluator Rubric and Teacher Self- Assessment Rubric: Teacher leads 6/8/2018 PBevan, D.ED

Multiple Measures/Multiple Instances Announced observation, full lesson Unannounced observation, full/part lesson Walk-throughs, multiple Teacher interviews pre- and/or post Examination of documents, artifacts IPDP evidence Student interviews 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

Building Evaluator Reliability Reliability refers to similarity of conclusion/consistency Consistency is a function of consensus-building activities Evaluators must practice consensus building activities regularly 6/8/2018 PBevan, D.ED

Who Collects/Provides Evidence Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you 6/8/2018 PBevan, D.ED

Overarching Question Who does the thinking? Therefore, who does the learning and growing? 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/8/2018 PBevan, D.ED

Conduct evaluations in such a way that they produce teacher learning. Rule # 4 Conduct evaluations in such a way that they produce teacher learning. 6/8/2018 PBevan, D.ED

Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson Who does the mental work in your evaluation process? (Overarching Question) 6/8/2018 PBevan, D.ED

The Nature of Professional Learning: Mental Work for Teachers Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence 6/8/2018 PBevan, D.ED

“Narrative-Free” Evaluation The rubric contains the narrative Select the language that matches the evidence The teacher participates in language selection The highlighter is the tool A summative domain statement is optional 6/8/2018 PBevan, D.ED

Supporting Teachers Correctly Directive Collaborative Non-Directive From evaluator to teacher Back and forth From teacher to evaluator Immoral, illegal, dangerous, clueless Both have ideas to contribute The teacher deserves to take the lead Drowning Swimming Championship Swimming 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/8/2018 PBevan, D.ED

Rule # 5: Transparency Involve ALL STAKEHOLDERS in making decisions about improving existing evaluative practices. Do so at various points throughout the improvement process. 6/8/2018 PBevan, D.ED

Involving All Stakeholders Many teacher evaluation systems fail due to resistance that comes from the perception that the evaluation system resulted from the secret efforts of an elite few. 6/8/2018 PBevan, D.ED

Notification is NOT Communication Communication is two-way, not one- way 6/8/2018 PBevan, D.ED

Involving Stakeholders Get the input of all stakeholders regularly throughout the process of change or improvement Ask questions, report responses Explain if a stakeholder request cannot be honored. Refer to best practices in questions. 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/8/2018 PBevan, D.ED

Today’s Goals: Participants will learn . . Deeper meanings of the Framework for Teaching The nature of differentiated teacher evaluation How to collect accurate evidence of teaching and use it, with rubrics, to assess performance How to conduct teacher evaluation appropriately How to make changes in teacher evaluation that reduce suspicion and distrust 6/8/2018 PBevan, D.ED

Dr. Paula M. Bevan pbevan@penn.com 814/371-1118 The Danielson Group www.danielsongroup.org Dr. Paula M. Bevan pbevan@penn.com 814/371-1118 6/8/2018 PBevan, D.ED

Move it! Today, please move your table group to another location in the room. Select a table whose location in the room is significantly different from where you are sitting now. Please be reseated and ready to start the day by 8:10. Thank you. 6/8/2018 PBevan, D.ED

True or False? A primary role of building teams is co- evaluation with the principal. Evidence is collected in the observation process by the teacher. Walk-throughs must include written feedback. Team members may assist teachers in developing lesson plans. Using the correct form is important for reliability. 6/8/2018 PBevan, D.ED

True or False? A primary role of building teams is co- evaluation with the principal. False Evidence is collected in the observation process by the teacher. True Walk-throughs must include written feedback. True Team members may assist teachers in developing lesson plans. True Using the correct form for observation is important for reliability.True 6/8/2018 PBevan, D.ED

True or False? 6. The post-observation conference is for Domains 2 and 3 only. 7. The principal completes the rubric evaluation before the post-teaching conference. 8. The teacher evaluates the lesson. 9. A narrative is written following the post. 10. Words like “defend”, “disagree” and “prove” are not recommended for the post. 6/8/2018 PBevan, D.ED

True or False? 6. The post-observation conference is for Domains 2 and 3 only. False 7. The principal completes the rubric evaluation before the post-teaching conference. False 8. The teacher evaluates the lesson. True 9. A narrative is written following the post. False 10. Words like “defend”, “disagree” and “prove” are not recommended for the post. True 6/8/2018 PBevan, D.ED

True or False? 11. Phase I evaluations and process will be reviewed by site visitors 12. Initial teacher training will include evidence vs. opinion. 13. Building team teachers should be the first to be observed. 14. Teams may participate in the initial observation process. 15. Teams judge evaluations for accuracy. 6/8/2018 PBevan, D.ED

True or False? 11. Phase I evaluations and process will be reviewed by site visitors. True 12. Initial teacher training will include evidence vs. opinion. False 13. Building team teachers should be the first to be observed. True 14. Teams may participate in the initial observation process. True 15. Teams judge evaluations for accuracy. False 6/8/2018 PBevan, D.ED