Developing v. Measuring Teachers A Growth Model Debra E. Miller Assistant Principal – Curriculum and Instruction Nation Ford High School Resources

Current State of Affairs

Goals for Teacher Development Turn to a partner and discuss what your school’s goals are for teacher evaluations… Effective and successful student learning Effective and successful teachers Student achievement Teachers are active and reflective learners and participants in their field Opportunity for teachers to learn and improve and be involved in their own professional development

Instructional Leadership Team - Role Key decisions about curriculum Strategic direction Staffing Facilitate planning and professional development Utilize data to make informed decisions Creates “buy-in” from staff **Members usually represent each content area and/or grade level

Instructional Leadership Team - Evaluations Determines focus of observations based on data Observation tools (type and format) Observation schedule – both faculty and windows of time Communication plan to staff Analyzes data to develop professional development needs Identifies teachers as mentors/observers Ensures observation process supports teachers for summative evaluation and effective teaching

Observations

Types of Observers

Peer Mentors/Observers Advantages Reciprocal Develop practice through discussion of observations Improve planning Improve collaboration

Peer Mentors/Observers Provide training (tool, feedback, strategies, etc.) Provide schedule of observations and provide time Provide resources (forms, time, technology, etc.) Make sure faculty is aware - plan has been communicated

Take 3 minutes…

Structure for Observations Before Inform teachers of purpose and procedures Engage teachers in inquiry Establish ground rules During Take care not to interrupt instruction Collect information, formally or informally After Analyze the information you collected Provide feedback

Tools for Observation Open-Ended Notes Capture both activities and time Demands more of the observer May be uncomfortable for the teacher Rubrics Apply preset categories May be tailored to the specifics of the school’s focus May capture quality Checklists Document presence or absence of specific items May be made for a specific strategy Typically do not capture quality

Three Types of Observations Walkthroughs Brief checks on sound practices Typically 8-15 minutes Targeted Observations Focused checks on specific strategies/practices Typically 10-20 minutes Full Observations Comprehensive and/or summative evaluation of effective teaching At least 45 minutes

Walk-Through Observations Teacher sharing of best practices Increased awareness of what is happening in classrooms Increase in teacher time on task Better understanding of curriculum gaps and inconsistencies Better understanding of professional development needs Improvement in the quality of student work Improved quality of conversations about instruction Development of a common language around instruction

Targeted Observations Developed to address only a specific portion of the instructional plan (e.g., facilitator role, problem solving, questioning, or differentiated instruction, etc.) Teachers know the focus in advance Staff can provide input on a checklist or rubric in advance Over time, a series of targeted observations can provide feedback for all aspects of the block, and provide data for professional development needs

Full Observations Providing differentiated feedback and support Allow the observer time to observe and analyze the quality of instruction and effective student learning Are costly in terms of time and resources Can drive coaching and professional development needs

Possible Schedules Determine frequency – realistic Department/content Heterogeneous Rotate observers regularly Ensure all teachers receive the same number of observations Allow the observer time to observe and analyze the quality of instruction and effective student learning Are costly in terms of time and resources Can drive coaching and professional development needs

Advance Obs Progress Mtg Instructional Focus Walkthrough Possible Schedules Pd Monday Tuesday Wednesday Thursday Friday Principal AP 1 Cabinet Meeting   Obs Writing 4 Admin Point Classroom Obs 3 2 Advance Obs Progress Mtg Classroom Obs 1 Obs Writing 5 Obs Writing 3 Classroom Obs 4 3 Obs Writing 1 Obs Feedback 1 Obs Feedback 3 4 Classroom Obs 2 Obs Feedback 2 5 Obs Writing 2 6 Instructional Focus Walkthrough 7 Obs Feedback 4 8 Obs Feedback 5

Possible Schedules Time Type of Observation Mon Tues Wed Thurs Fri   Mon Tues Wed Thurs Fri 10:00-10:10 Unannounced Grade K Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 10:15-10:10:25 Grade 1 Teacher A Teacher B Teacher C Teacher D Teacher E 10:30-10:10:40 Grade 2 10:45-10:55 Grade 3 1:15-2:00 Formal Grade 4

Possible Schedules

DATA!!

Data from Observations Frequency Resources (Word Wall) Technology Engagement Standards Learning objective Evidence of planning Progress monitoring *Should drive all professional development and coaching needs

Observation Platforms

Observation Platforms

Observation Platforms

Observation Platforms

Administrative Team Know what standards look like in a class TIME TO TALK!! What should questioning look like in a classroom?? Understand and be able to identify instructional strategies* Calibrate observations when using a new tool Is everyone providing the same score and/or feedback for “teacher in a facilitator role?” Know and use coaching strategies for post conferences

Teacher Support/Development Share data with teachers Coach if needed Provide specific support if needed Use data to drive professional development needs Involve teachers in the process!

Key Points for a Successful “Teacher Development” Program Establish a goal Develop an Instructional Leadership Team Observation model Types Structures Tools Schedule Use data to drive professional development and individual needs Ensure Administrative team is adept at Standards Strategies Calibration of observations and feedback Coaching Celebrate successes!!

Thank you and enjoy!!

Sources Anita L. Archer, PhD University, Benedictine. "Faculty and Staff Resources." Sample Forms for Teaching Observation | Benedictine | Chicago | Catholic Universities. N.p., n.d. Web. 01 June 2017. “Using Classroom Walkthroughs to Improve Instruction” by Nancy Protheroe https://www.clemson.edu/education/academics/field-clinical- practice/teaching-standards-rubric/index.html http://ed.sc.gov/newsroom/news-releases/spearman-announces-changes- in-s-c-educator-evaluation/  http://www.ben.edu/faculty-staff/ctle/fac_resources/forms_teaching.cfm