Student Achievement Through Teacher Evaluation Presenters Dr. Jane Coughenour Dr. Karen Chapman Mr. Michael Matta

EVALUATION COMMITTEE Staff at McKeesport Area School district worked to create an evaluation process that culminates with a teacher showing evidence of student growth. District motto “Move, Engage, Assess” drives components of the evaluation process. Members of the evaluation committee included: Assistant Superintendent Director of Federal Programs District Technology Integrator 2 Board Members Principal 9 teachers

EVALUATION OBJECTIVES Assign a Central Office Administrator to each building Create a district wide informal observation form aligned to the Teacher Effectiveness Model Create a district wide walkthrough and instructional round form Creation of a teachers’ personal academic goal Use of an online software package to collect and analyze data from teacher walkthroughs

MOVE, ENGAGE, ASSESS Student engagement and discourse drives instruction through: Cooperative learning Formative assessment Critical thinking activities Performance activities High level questioning Teacher is a facilitator in the classroom, not a lecturer.

MOVE, ENGAGE, ASSESS Students drive instruction, not subject content. Formative assessment is an essential component of instruction achieved through: Individual whiteboards Ticket out the door Journaling Technology Questioning

TARGETED STRATEGIES These targeted strategies are reflected the District’s Motto: “Move, Engage, Assess”. Using Activators (bell ringers, etc.) Setting the Purpose for Instruction Modeling the Task Chunking the Lesson Scaffolding Tasks Differentiating to Student Needs Adding Rigor to Each Lesson Use of Collaborative Groupings Real-Life Connections

TARGETED STRATEGIES (continued) Increasing Student Discourse Techniques (i.e. Turn and Talks, Re-teaching, Group Tasks, Group members’ Report-Outs, etc.), Formative and Random Assessment Techniques (i.e. All-Student Response Systems, Individual White Boards, Thumbs-Up/Down, Random Reporter, Popsicle-Stick Drawing, etc.

TEACHER OBSERVATION TOOLS Walk-through Instructional Round Formal Observation Informal Observation Teachers’ Personal Academic Goal

WALK-THROUGH Walk-through is conducted 2 or 3 times each 9 weeks for each teacher. Observation is only 5 minutes in length. Observer looking for components of district motto “Move, Engage, Assess”. Walk-through is not evaluative. Walk-through encompasses 4 domains Student engagement Teacher interaction Evidence of district-wide expectations Positive climate and teacher efficacy

INSTRUCTIONAL ROUNDS District motto drives what is observed during an Instructional Round. Instructional rounds may consist of a principal, curriculum director, teacher(s), and/or central administrator. Instructional rounds last 20 minutes. There is a group discussion to discuss group members’ observations.

INSTRUCTIONAL ROUNDS Teachers are encouraged to infuse specific targeted instructional strategies into their lesson design to increase: Active teacher engagement Active student engagement Instructional rigor Assessment for learning

THE ROLLOUT OF PIRs: Turn to Teacher Leaders To begin the process of including peers, we turned to teacher leaders who had success and a comfort level with Instructional Rounds (IRs). Teachers district wide agreed to allow their peers in to view, and reflect on, their showcase lessons. Teachers were asked to conduct a model showcase lesson. Teachers permitted video-taping of their lesson to be placed on Teacher Compass for view by other staff members. Videos served as a means for professional development

THE ROLLOUT OF PIRs A Peer Invitation System was developed… We used an e-mail distribution list specific to teachers’ period plans. If the PIR lesson was period 4 at the high school, all teachers with plans in period 4 were invited. Building and district administrators were also invited. Forms were prepared in advance: PIR Post-Observation Meeting Agenda PIR Signature Sheet (Act 48 purposes) PIR Ground Rules for Reflection PIR Form to Track Participation

INCENTIVES TO PARTICIPATE IN PIRs For planning and performing a Peer Instructional Round (PIR)… The teacher was awarded a Certificate of Recognition signed by superintendent. The teacher was recognized on the district web- page. For giving up a plan period to observe and reflect on a peer’s lesson, the teacher was awarded ½ hour Act 48 Credit under professional development.

ADVERTISE A PIR E-Mails of Invitations Invitations were sent 2 days prior to each PIR. E-mails included the date, period, time, room number and reminded invitees about the Act 48 incentive for viewing and reflecting on a PIR . The e-mail also gave the purpose of the PIR (to build a Professional Learning Community around engaging and rigorous instructional strategies). A last minute reminder e-mail was sent the morning of each PIR. These encouraged last minute drop-ins.

POST-OBSERVATION REFLECTION, AND DISCUSSION Each visiting teacher was given a copy of the Peer Instructional Round Form as they entered the showcase lesson. They were told they didn’t need to use it, but could use it for reference. They were told that the form would drive the post-conference reflection.

POST-OBSERVATION REFLECTION AND DISCUSSION All visitors were reminded of the ground rules. Positive Comments Only Identify where and when in the lesson targeted strategies were observed Share strategies that were successes in their own classroom

POST-OBSERVATION REFLECTION AND DISCUSSION During the post PIR reflection, the targeted instructional strategies are read from the PIR form and teachers identify if and when the strategies were viewed in the lesson. Teachers are encouraged to share strategies that have been effective for them in their lesson design and implementation. This facilitates professional growth, not only through the viewing of the lesson, but also through these discussion and reflection.

TEMPORARY EMPLOYEES Teachers with 1 to 3 years of teaching experience Teacher will have 2 observations using the 426 observation rubric and evaluation system Each observation will last a minimum of 35 minutes A post conference is held after each observation Employee must attain an additional 24 credits at a University or AIU Following attainment of 24 credits and 6 satisfactory ratings, professional employee may apply for level II certification through TIMS (www.state.pa.us)

FORMAL OBSERVATIONS

FORMAL OBSERVATION Level II employees in years 3 – 6 receive a formal observation Professional employees MUST receive a formal observation every three years Career level employees are observed using PDE’s Teacher Effectiveness Model for their formal observation. Through a differentiated model, teachers may select an informal observation between years of their required formal observations

TEACHER EFFECTIVENESS MODEL Principal/Supervisor conducts classroom observations, including evidence that demonstrates behaviors associated with improving student achievement

PARADIGM SHIFT Who collects/provides evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you

BENEFITS OF A FRAMEWORK FOR TEACHING Common language Similar vision for good teaching and how it can be improved Greater validity and reliability in the teacher evaluation process Changes in novice thinking Opportunities for collaboration

FEATURES OF A FRAMEWORK FOR TEACHING Generic: applies to all grade levels, content areas Not a checklist Evidence based/reflective Not prescriptive: tells the “what” of teaching, not “how” Comprehensive: not just what we can see Inclusive: Novice to Master teacher

TEACHER EVALUATION SYSTEM

PROJECT GOAL OF PDE Pennsylvania has adopted Charlotte Danielson's Framework for Teaching as the overarching vision for effective instruction in the Commonwealth. The model focuses the complex activity of teaching by defining four domains of teaching responsibility: Domains (Danielson’s Framework for Teaching) Planning and Preparation Classroom Environment Instruction Professional Responsibilities

TEACHER EVALUATION RUBRIC 4 Domains 22 components 4 possible ratings for each component Unsatisfactory – Potential for harm Progressing / Needs Improvement - Inconsistent, novice Proficient - Competent Distinguished - Unusually excellent, no one “lives” here permanently in all components

DOMAIN 1: PLANNING AND PREPARATION Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Setting instructional objectives Demonstrating knowledge of resources Designing coherent instruction Designing student assessments

COMPONENET 1a: DEMONSTRATING KNOWLEDGE OF PEDAGOGY Teacher wrote a scholarly article Lesson plans/structure/content/relevance Teacher explanation of probable students’ misconceptions Teacher presented a workshop to faculty Teacher explains the structure of discipline prior to lesson Teacher tells observer how this lesson fits into the larger unit Teacher states how this lesson connects to content standards

DOMAIN 2: THE CLASSROOM ENVIRONMENT Creating an environment of respect and rapport Establishing a culture of learning Managing classroom procedures Managing student behavior Organizing physical space

RUBRIC EXAMPLE 2A

DOMAIN 3: INSTRUCTION Communicating with students Using questioning and discussion techniques Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness

ELEMENTS OF INSTRUCTION OBSERVED Teacher’s answers student questions during class Teacher adjusts the lesson midstream based on students’ misconceptions Teacher poses different levels of content questions during the lesson Use of formative assessment during instruction Student led / cooperative instruction Higher order questioning utilized by teacher (not all recall in nature)

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Growing and developing professionally Showing professionalism

Concluding about the Lesson Pre-Observation – Domain 1 and 4 2 days before: Teacher provides evidence using Lesson Plan Form Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning During the Observation – Domains 1, 2 and 3 Evaluator arrives early – Walks the Walls Evidence Collected during the lesson: Avoid Opinions Preparing for Post-Observation – Domains 1, 2, 3 and 4 Evaluator provides Teacher with Evidence Collected during the Observation Teacher self-assesses using highlighter and rubric –and gives to evaluator Evaluator assesses and marks all agreed upon – leaves areas of concern blank to discuss Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4 Teacher and Evaluator discuss agreed upon items Evaluator invites teacher to discuss areas of disagreement Teacher develops self-assessment summary Pre-Observation – Domain 1 and 4 2 days before: Teacher provides evidence using Lesson Plan Form Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning During the Observation – Domains 1, 2 and 3 Evaluator arrives early – Walks the Walls Evidence Collected during the lesson: Avoid Opinions Preparing for Post-Observation – Domains 1, 2, 3 and 4 Evaluator provides Teacher with Evidence Collected during the Observation Teacher self-assesses using highlighter and rubric –and gives to evaluator Evaluator assesses and marks all agreed upon – leaves areas of concern blank to discuss Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4 Teacher and Evaluator discuss agreed upon items Evaluator invites teacher to discuss areas of disagreement Teacher develops self-assessment summary Where did your group mark the lesson at or above proficient? Where did your group mark below proficient? WRAP UP and refer to two resources – Flowchart on p3 in Participant Resources , and the Teacher Observation Map of the process on p4 in Participant Resources., Make the key points about the lesson: In general, planning for this lesson (or the evidence we have of it) is not especially strong. Assessment was not planned for; objectives were not particularly specific. Overall, Domain 2 was a strength, with the exception of 2b. 2b, Culture for Learning, and 3c, Engaging Student in Learning are not strengths of this lesson, because: -The lesson relied on volunteers almost solely -If a person did not volunteer, s/he could have done nothing in the lesson except the three review division problems of the “Do Now” -”Listening” is not learning -The structure of the group activity allowed for one person to do all the learning -Most of the activity was at the lower end of Bloom’s 37 37

THE PRE-CONFERENCE PROCESS Teacher selects the day and time of the conference Teacher receives the worksheet encompassing domain 1 and 2 prior to the pre-conference During the pre-conference, teacher will speak about the lesson to be observed, noting standards, instructional strategies to be used, etc. Administrator will work through domain 1 at this time (planning and preparation), taking notes during the meeting. Some elements of domain 4 (professionalism) may be answered at this time.

FORMAL OBSERVATION Observation is to last a minimum of 35 minutes Administrator will take notes on what is “OBSERVED” in domains 2 (classroom environment) and domain 3 (instruction) Administrator’s notes are to relate what is observed and cannot be subjective All elements in domain 2 and 3 will receive a rating of unsatisfactory, needs improvement, proficient, or distinguished

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. 40 40

FOLLOWING THE OBSERVTION Teacher will receive the teacher effectiveness rubric to “self-assess” their lesson observed. Teacher will have no more than one week to complete the rubric and return it to the administrator that observed him / her. Administrator will schedule a post-conference upon completion of the teacher self-assessment

PURPOSE OF THE POST-OBSERVATION CONFERENCE To discuss the components of difference (not yet marked by observer) To elicit any evidence that still remains to be added about the lesson To arrive at an assessment on the rubric for components of difference. To select and agree upon two areas of instruction that will be highlighted and looked for during the walkthrough Observation will be placed in Teacher Compass Teacher and administrator will sign the signature form for meeting attendance 42 42

FORMAL WALK-THROUGH A walk-through utilizing the appropriate PDE form will be conducted by the administrator The walk-through is unannounced Only the two areas identified during the post- conference will be noted during the walk-through The walk-through will last 15 minutes The administrator will take notes and the walk- through will be placed in Teacher Compass

MASD INFORMAL OBSERVATION

INFORMAL OBSERVATION Informal observation is unannounced Observation is 15 minutes in length Informal observations may be conducted on Level II professional employees after 6 years of service Danielson’s rubric are utilized in the informal observation A summary is written of components seen during the observation Observer looking for components of the district motto.

INFORMAL RUBRICS Planning and Preparation Classroom Environment 8 elements Classroom Environment 10 elements Instruction 14 elements Professionalism 7 elements

INFORMAL OBSERVATION Teachers are evaluated in all 39 elements Teachers receive a: Yes - was observed No - was not observed NA - not applicable Not applicable was included for those education professionals who may not teach in a classroom Observation notes are included after each domain Notes are to show what saw “seen” and not perceptions or opinions of the administrator

DISCOURSE What is a personal academic goal? What am I to assess? What happens if my students don’t show growth? How much growth do students need to show? Will I receive an unsatisfactory rating?

TEACHERS’ ACADEMIC GOAL Goal must address a standard within the teachers’ grade level and/or academic area. Goal is to be attainable and not all encompassing. Goal is to be submitted to building administrator for approval. Every student who takes / has that particular class with the teacher are to be assessed Example: All students who take gym Example: All 8th grade students that take World Language (rotated through 4 nine week grading periods)

TEACHERS’ ACADEMIC GOAL Teacher is to collect data by testing students on the academic goal chosen. Elementary teachers test class Secondary teachers test every student of that course / class First test given at the start of the school year. Same data collection tool used after May 15. Teacher to submit data to building principal as evidence of student growth / regression

TEACHER EVALUATION SYSTEM

TEACHER EVALUATION SYSTEM 50% - Teacher Observation 15% - PSSA / Keystone Data 15% - Teacher Specific Data Personal Academic Goal Students receive pre- post test on a standard selected by the teacher 20% - Elective Data Attendance data Common Assessments Plato Testing, Dibbles, etc.

TEACHER COMPASS http://teachercompass.pearsoncmg.com

TEACHER COMPASS Teacher Compass is an on-line program that houses all district observations / evaluations. Reports can be generated for individual teachers and the building. Videos for professional development are available to attach to teacher observations.

TEACHER COMPASS Components of Teacher Compass: Teacher listing Rubrics Videos for professional development Individual teacher reports Building report for Walk-throughs Data analysis for building / teacher strengths and concerns