1. TEACHER EVALUATION TRAINING Secondary Admin meeting March 10 2015 BY GLENN MALEYKO, Ph.D Executive Director Secondary Admin meeting March 10 2015 BY GLENN MALEYKO, Ph.D Executive Director Wendy Zdeb-Roper MASSP. A few of the slides are based on a presentation by Jim Gullen Oakland Schools at the MIEM conference in Lansing on February 29th, 2012. The video protocol is based on work by Wendy Zdeb-Roper MASSP. Some of the Slides are also based on the Danielson iobservation training (Pam Rosa) from WCRESA on April 3rd and 4th.

2. Evaluation Components Observation Protocol / 1. The measurement of practice (what an educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

3. Evaluation Components Student Outcomes / 2. The measurement of student outcomes based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

4. My Observation Routine / Surprise or pre-determined-- collect lesson plan / Observe in the class. Script using and ipad / Revise scripting using my formula / T= Teacher, S=Student, R= Recommendation, N = Note / Surprise or pre-determined-- collect lesson plan / Observe in the class. Script using and ipad / Revise scripting using my formula / T= Teacher, S=Student, R= Recommendation, N = Note

5. Observation Routine / Time taken / Use Chart data / Very specific with observation data. / Positive Aspects Listed / Recommendations for improvement / Specific Examples of how to improve / Time taken / Use Chart data / Very specific with observation data. / Positive Aspects Listed / Recommendations for improvement / Specific Examples of how to improve

6. Observation Continued / Then in the post conference / I am evaluating and thinking about the learner focused conversation continuum / Calibration, Consulting, Collaboration and Coaching / Then in the post conference / I am evaluating and thinking about the learner focused conversation continuum / Calibration, Consulting, Collaboration and Coaching

7. Danielson I-observation technique / 1. Verbatim, scripting of teacher or student comments / 2. non-evaluative statements of observed teacher and student behavior. / 3. Quantitative Data, time on task, assessment etc. / 4. Environmental observations / 1. Verbatim, scripting of teacher or student comments / 2. non-evaluative statements of observed teacher and student behavior. / 3. Quantitative Data, time on task, assessment etc. / 4. Environmental observations

8. Observation Protocol Samples / You will break into groups of 4. Two will read the effective observation and two will read the minimally/ineffective observation / Then you will have a discussion on what you read. / Report out activity will be next. / You will break into groups of 4. Two will read the effective observation and two will read the minimally/ineffective observation / Then you will have a discussion on what you read. / Report out activity will be next.

9. Read Observation / Implement 3-2-1 Strategy / Students are asked to reflect and respond to three prompts. Prompts can be designed to reflect content or skills being taught. / For example, list three ideas that you remember, two points that require further clarification and one action you will take based on the new learning. / Implement 3-2-1 Strategy / Students are asked to reflect and respond to three prompts. Prompts can be designed to reflect content or skills being taught. / For example, list three ideas that you remember, two points that require further clarification and one action you will take based on the new learning.

10. 3-2-1 Strategy Activity / 1. List 3 points from the observation where you thought that important data was collected in the observation report. / 2. List 2 areas where you think data collected led to improvement recommendations. / 1. One action you will take based on viewing the example. / 1. List 3 points from the observation where you thought that important data was collected in the observation report. / 2. List 2 areas where you think data collected led to improvement recommendations. / 1. One action you will take based on viewing the example.

11. Learning Focused Supervision / Page 14-17 and pages 68-69 / Page 19-25 / Page 14-17 and pages 68-69 / Page 19-25

12. Final Word Activity / Read the section / Start from the right and each person makes a comment moving right. You can comment on other statements. / No cross talking / Last person in the circle receives the final word. No other comments until the next section is chosen. / Read the section / Start from the right and each person makes a comment moving right. You can comment on other statements. / No cross talking / Last person in the circle receives the final word. No other comments until the next section is chosen.

13. / A crucial conversation is a discussion between two people where 1 stakes are high, 2 opinions vary, and 3 emotions run strong. / Patterson / A crucial conversation is a discussion between two people where 1 stakes are high, 2 opinions vary, and 3 emotions run strong. / Patterson

14. / Strategic conversations are a series of targeted, individualized interactions with teachers designed to help them significantly improve the impact of their teaching behaviors on student achievement. / Jackson / Strategic conversations are a series of targeted, individualized interactions with teachers designed to help them significantly improve the impact of their teaching behaviors on student achievement. / Jackson

15. / Whenever you feel uncomfortable, have second thoughts, or try to avoid saying what you need to say, what you aren’t saying is hard conversation. / Abrams / Whenever you feel uncomfortable, have second thoughts, or try to avoid saying what you need to say, what you aren’t saying is hard conversation. / Abrams