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Good Morning! Welcome to Day 1 of Educator Effectiveness Training

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1 Good Morning! Welcome to Day 1 of Educator Effectiveness Training
Good Morning! Welcome to Day 1 of Educator Effectiveness Training In preparation for today’s work, please Review the Executive Summary of the Widget Effect. Identify three ‘takeaways’ from the reading. Post slide while group is funneling in. Ask them to review the Widget Effect in preparation for the day’s work. PDE, Region 5

2 PDE Educator Effectiveness Phase III Implementation Training
PDE Educator Effectiveness Phase III Implementation Training Lori J. Stollar Program Specialist, Curriculum & PD PDE, Region 5

3 Educator Effectiveness
The Widget Effect Read the Executive Summary of the Widget Effect. Identify three ‘takeaways’ from the reading. Share takeaways in “Inside-Outside Circle” PDE, Region 5

4 Teacher Effectiveness Project Goal
Educator Effectiveness Teacher Effectiveness Project Goal To develop a teacher effectiveness model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth PDE, Region 5

5 Multi-Measure Teacher Effectiveness
Multi-Measure Teacher Effectiveness Developed in collaboration with Charlotte Danielson Phase 3 Implementation, includes RTTT, SIG, and Volunteers IU 12 Trainers: Lynn Murphy, Lori Stollar, Deb Wickwire, & LeeAnn Zeroth

6

7 Phase III Implementation Requirements
Educator Effectiveness Phase III Implementation Requirements Pre-Observation Conference Observation Post-Observation Conference Walkthrough Based on the Framework for Teaching, 2011 PDE, Region 5

8 4 Corners: Where do you stand?
Educator Effectiveness 1. 2. 4 Corners: Where do you stand? 4. Baby: I know very little about the Framework and have not had any training. Little boy w/ training wheels: I know some things about the Framework and am just beginning to implement it with support. Construction Crew: I have a solid foundation but am still building a deeper understanding. Philosopher (Plato): I have deep knowledge of the Framework and could train others. This activity is to gauge the knowledge of participants. 3. PDE, Region 5

9 Educator Effectiveness
Where Do You Stand? In your corner, discuss your experience with the Framework and complete a on chart paper. What are three things you think (or know) you understand about the Danielson Framework? What are two benefits of the Framework? What is one question you hope to have answered by the end of this training? PDE, Region 5

10 Educator Effectiveness
Learning Intentions: Participants will. . . Gain an overview of the Phase III Implementation. Review the content of the Danielson Framework and its role in teacher growth. Explore best practices in teacher evaluation. Learn how to conduct teacher evaluations to accommodate quality assurance and professional learning. Practice collecting accurate evidence of teaching and use it with rubrics to assess performance. Create a plan for implementation and increased buy-in for all stakeholders. Show: Slide with learning intentions. Let participants read silently (30 sec) PDE, Region 5

11 A Framework for Teaching:
Educator Effectiveness A Framework for Teaching: The Research: National Board for Professional Teaching Standards Praxis III Teaching Performance Assessments State Teaching Standards (3 minutes) Say: If a school is to improve student learning, one of the best ways to do that is to be sure that teaching is cutting-edge and that we will be spending time doing activities that will acquaint us with what research has to say about teaching that improves student learning. Pennsylvania has been working for over a year to develop a system for assessing teaching performance, based upon that research. Show: The slide, “Research-based Definition” and invite the audience to examine the research streams that yielded the definition of teaching we’ll be exploring, called the Framework for Teaching. You don’t need to explain the slide, just make reference to it as the research base. Make it clear that based on research, we KNOW what the best teaching looks like, feels like and sounds like, so we’ll be visiting that research now. Note: If participants have the Framework Book, Enhancing Professional Practice: A Framework for Teaching, direct them to the references in the back of the book, especially the contribution of Dwyer, C., related to the “Development of the Knowledge Base for the Praxis III”. This is an extremely important piece of the research that led to the development of the Framework for Teaching. Say: While this Framework is research-based, it isn’t rocket science, and the activity we’ll do now will show that. (30 sec.) PDE, Region 5

12 5 “Rules” for Teacher Evaluation
Educator Effectiveness 5 “Rules” for Teacher Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency Invite participants to notice the five best practices/rules for doing teacher evaluation right. Explain that we will we working on each of these practices for the next two days. PDE, Region 5

13 Educator Effectiveness
Worksheet #1 Wisdom of Practice: Collecting our thinking about good teaching… What would you observe and/or hear that would convince you that you are in the presence of a master teacher? Direct Participants to Worksheet #1 (pg. 2, Day 1 Materials). PDE, Region 5

14 Educator Effectiveness
Wisdom of Practice What are the qualities of teaching most tightly tied to student learning? minutes, total) The goal of this activity is to elicit what the audience knows about good teaching. In the subsequent activity, we will connect this schema to the research. Give Directions: Tell participants to work alone and list on the left-hand side of the sheet the qualities of teaching that they know impact student learning. Make sure participants work on the left-hand side of the paper. Allow 3 minutes: no talking or collaborating during this time Stop: After 3 minutes, ask participants to end their writing and to take a quick look at the list of an elbow partner, comparing for similarities and differences. Ask: After minutes, ask how many people had identical lists. (Same words, same order, etc.)When no one raises their hand, explain that this is why a common definition of practice is beneficial. Next, ask the audience to raise their hand if their list was highly similar to their partner’s. Many participants will raise their hand, so point out that this wisdom of practice if reflected in the Framework for Teaching. PDE, Region 5

15 Educator Effectiveness
The Domains Planning and Preparation The Classroom Environment Instruction Professional Responsibilities (5 minutes total) The goal of this activity is to connect participants’ qualities of good teaching to the domains of the Framework. Give Directions: Show the slide “The Domains” and explain that these are the four domains of the Framework. Tell participants to put a #1 beside any item on their list that is related most to Domain 1, a #2 beside any items that most relate to domain 2 and so on for all four domains of the Framework Remind: Only one number per item on the list; decide on ‘best fit’. Allow @ 3 minutes. PDE, Region 5

16 A Framework for Teaching: Components of Professional Practice
Domain 1: Planning and Preparation Domain 2: The Classroom Environment Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Domain 3: Instruction JIGSAW : Divide administrators into four groups and have them use the Danielson handbook to summarize each domain for the group. Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

17 Educator Effectiveness
Worksheet #2 (10 minutes) – (Pg. 3, Day 1 Participant Materials) The goal of this activity is to conclude the initial learning about the Framework by having participants match scenarios to the correct Domain of the Framework. Now, invite participants to extend their learning about the Domains of the Framework, and direct them to Worksheet #2. Instruct them to work as a table group and to place the number of the Domain in the space beside each statement, indicating which Domain is most closely related to that statement. Only one domain number per items is permissible. minutes, then process chorally: facilitator says letter of the item and the class calls out the letter. If there is dissonance, stop and discuss. Answers to WORKSHEET #2: A. 2 B. 3 C. 1 D. 4 E. 1 F. 2 G. 4 H. 1 I. 3 J. 4 K. 2 PDE, Region 5

18 Framework Focus Domain 1 – Planning and Preparation
What a teacher knows and does in preparation for engaging students in learning. Domain 2 – The Classroom Environment What a teacher does to establish and maintain a culture for learning that supports cognitive engagement. Domain 4 – Professional Responsibilities Professional responsibilities and behavior in and out of the classroom. Domain 3 – Instruction What a teacher does to cognitively engage students in the content. Critical input On stage and off stage domains that support a continuous process of professional growth. This constant focus on skills and growth have a positive impact on student learning. If you plan for individual student needs, support a student centered and focused learning environment for all, and deliver rigorous instruction that engages student thinking and learning then actively reflect upon your delivery, identifying what went well, what could be improved then plan again, using this information then this is effective teaching. This cyclical practice keeps one’s focus on the student and how to continuously perfect skills to meet their needs. It is not a stagnant process and one that marks a profession and dedication to student learning. Student centered thinking is promoted in each domain. The goal is to offer rigorous instruction to make the students do the thinking and do the learning. Attention= AT Tension- even for our kiddos in special ed. Push their envelope in positive ways that get them learning. Continuously find ways and ensure that there is an atmosphere that promotes independence and problem solving.

19 Educator Effectiveness
Framework Features Generic: applies to all grade levels, content areas Not a checklist Not prescriptive: tells the “what” of teaching, not “how” Comprehensive: not just what we can see Inclusive: Novice to Master teacher Show: The slide containing the features of the Framework and explain them as follows: (2 – 3 minutes) Generic: It’s useful to a district to have ONE definition that applies to all teaching situations, all grade levels and all content areas. Not a checklist: Teaching is to complex to be captured in a checklist. We’ll see in a moment that the Framework has rubrics to describe it. Not prescriptive: Doesn’t tell teachers how to do their work; rather, it tells WHAT qualities of teaching are most likely to produce student learning Comprehensive: As we just saw, it contains both “off-stage” and “on-stage” aspects of teaching Inclusive: Applies to all teachers, from the newest to the most experienced. Ask: Participants to turn and talk to an elbow partner for 2 minutes about why these qualities of the Framework are important and useful. 19 PDE, Region 5 19

20 Why Evaluate Professional Practice?
Educator Effectiveness Why Evaluate Professional Practice? Quality Assurance Professional Learning Tell participants that we will be exploring, in the next two days, how to use best practices for teacher evaluation, using the PA Teacher evaluation process. Remind them that there are two purposes for teacher evaluation as state on the slide, but that mostly we focus only on the first one: getting a “grade” Best practices research focuses on the second one, professional learning, because most teachers’ practices are good. Still we all need to grow, since all students can always learn more, so the practices we will experiences are not focused on “gotcha”, but on how we acknowledge strengths and continue to grow. PDE, Region 5

21 Benefits of a Supervision/Evaluation Framework
Educator Effectiveness Benefits of a Supervision/Evaluation Framework Common Language Similarity of vision for teaching that improves teaching: the qualities of the distinguished level Greater validity and reliability potential for teacher evaluation Changes in novice thinking Opportunities for collaboration Invite participants to consider the slide for 30 seconds or so without discussion. Then invite volunteers to share any observations they have about the benefits of using the Framework within teaching and school practice. PDE, Region 5 21

22 Educator Effectiveness
Uses of a Framework Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans Now display the slide, “ Uses of the Framework” and remind participants that the Framework articulates what good teaching looks like and what it doesn’t look like. It provides us with a common language, a roadmap for the terrain, so to speak. Use of the Framework for Teaching for these various purposes tends to elevate the work . PDE, Region 5 22

23 Phase III Implementation Requirements
Educator Effectiveness Phase III Implementation Requirements Pre-Observation Conference Observation Post-Observation Conference Walkthrough Based on the Framework for Teaching, 2011 PDE, Region 5

24 Educator Effectiveness
Overarching Question Who does the thinking? Therefore, who does the learning and growing? Tell participants that, in the classroom, we know that the “work” of learning needs to be done by the students themselves, not by the teacher. That is, we look to see who is doing the real “thinking” in classrooms, and we know that when students do it, real learning happens. In teacher evaluation historically, the position of the teacher within the evaluation process has NOT been that of learner: Teachers have tended to be passive: the observer collects the information, analyzes it, and presents the conclusions to the teacher who primarily listens. If the teacher is to grow their already competent practices, then THEY need to do some of that work: collecting, analyzing and concluding. This changed role of the teacher makes some of the traditional teacher evaluation practices look quite different, which we will see as we continue our learning. PDE, Region 5

25 5 “Rules” for Educator Evaluation/Supervision
Educator Effectiveness 5 “Rules” for Educator Evaluation/Supervision Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency Invite participants to notice the five best practices/rules for doing teacher evaluation right. Explain that we will we working on each of these practices for the next two days. PDE, Region 5

26 Educator Effectiveness
Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. Tell participants that we spent all of our time yesterday experiencing Pennsylvania’s definition of good teaching, which is the Framework for Teaching, otherwise known as the research-based standards for teaching. Now we will experience a quick review of that definition of practice. PDE, Region 5

27 A Framework for Teaching: Components of Professional Practice
Educator Effectiveness A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students 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 Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students 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 Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 The goal of this activity is to expand participants’ knowledge of the Framework domains to include the 22 components they contain. Show: Slide, “The Framework for Teaching” and invite participants to adjust the numbers on their list if they need to, based on this additional information. Allow 3 minutes Say: How many had number four as the least frequently occurring item on the list? Why do you think this is so? (because most of us think of the items in Domain 4 as just things we “have to do” and not components that are connected to student learning. Explain that the items on the right-hand side of the chart are the on-stage components of the Framework, those that we see when we observe in a classroom. On the other hand, Domains 1 and 4, on the left, are the off-stage domains of the Framework. They occur outside the act of teaching. Tell participants that, just like any other content, the Framework has its own vocabulary. There are four domains, and 22 components. Ask them to try to use the correct terms when referring to these concepts going forward. Note: if the Framework for Teaching is to be used for teacher evaluation, point out that the off-stage domains are important, and because they are “behind the scenes”, we have to make sure to collect information about them before and after the observed lesson. PDE, Region 5

28 Educator Effectiveness
1a: Demonstrating knowledge of content and pedagogy Teacher’s plans and practice demonstrate evidence of little to no knowledge of the important concepts in the discipline, prerequisite relationships between them, or of the instructional practices specific to that discipline and alignment to PA Academic Standards. Teacher’s plans and practice demonstrate evidence of knowledge of the important concepts in the discipline, prerequisite relations between them and of the instructional practices specific to that discipline and their alignment to PA Academic Standards. demonstrate evidence of the application of the important concepts in the discipline, prerequisite relationships between them and of the instructional practices specific to that discipline and their alignment to PA Academic Standards. demonstrate evidence of extensive knowledge and application of the important concepts and structure of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when designing instruction and designs strategies for causes of student misunderstanding. Teacher shows strong evidence of building alignment with PA Academic Standards and differentiates for student progress in planning. Component Failing Needs Improvement Proficient Distinguished Direct: Participants to their copies of the PA rubric, found in the PA Forms section of their binders. Show: Slide containing the rubric for component 2a. Invite: Participants, with an elbow partner, to examine their rubrics for the components of the Framework and to discuss what they notice. (4 – 5 minutes), then, Point out: That the rubrics contain four Levels of Performance: Unsatisfactory-- Drowning Basic—Doggy Paddling Proficient--Crawling Distinguished—Synchronized Swimming (Remind participants that this is another vocabulary word: Levels of Performance.) Also point out that some of the components are shaded. These are the power components, which means that they are especially useful to us in growing our practices. While all components are important, it is sometimes useful to streamline our thinking about them, since 22 seems like a lot. We can’t really separate the power components from the others realistically, but if we want to give any components “special attention”, then these ones would be good choices. Say: That the rubrics are useful in making the Framework more complete, and enable us all to acquire a common vision of teaching at its higher (and lower) levels. It is useful for many purposes to have these levels of performance: self-assessment, use with new teachers, evaluation, etc. It makes the process of observing teaching less subjective. Tell participants that we’ll now do an activity that gives us an additional experience with the Framework. *Levels of Performance reflect Act 82 language 28 PDE, Region 5 28

29 Educator Effectiveness
Levels of Performance Failing: Potential for harm Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components (Optional) Conclude: by summarizing each level of performance as follows: Unsatisfactory is dangerous. Harm to students can be done at this level: physical, social, emotional or cognitive harm are possible at this level of teaching performance. Basic is the novice level. Its hallmark is inconsistency: sometimes the teacher gets it right, and sometimes not. Even experienced teachers can have basic characteristics in their practice for a time if their teaching assignment changes significantly. Proficient is the level at which we expect most of our experienced teachers to function. This is good, solid, consistent teaching. Distinguished is the exceptional level of practice. No one “lives” at this level, nor has every characteristic of this level in all components, because that would mean perfection in teaching, and no teacher is perfect. Distinguished is not just good, or even excellent, teaching. It is teaching that sets itself apart as unusual in its outstanding level of excellence We can all grow and improve, so while we have excellence in our practices sometimes, it is not a place we live all the time in all components. 29 PDE, Region 5 29

30 5 “Rules” for Educator Evaluation/Supervision
Educator Effectiveness 5 “Rules” for Educator Evaluation/Supervision Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency Invite participants to notice the five best practices/rules for doing teacher evaluation right. Explain that we will we working on each of these practices for the next two days. PDE, Region 5

31 Educator Effectiveness
Rule # 2 Differentiate the processes of evaluation for novices, experienced teachers, and teachers at risk. Explain that teachers are different the same ways that students are different: skill level and experience. Good teacher evaluation systems typically honor these differences by providing closer supervision and support to those teachers who need it and allow greater variation and independence to teachers whose practices show evidence of competence. PDE, Region 5

32 Differentiated Evaluation
Educator Effectiveness 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 Briefly mention that that most typical forms of differentiation include frequent novice observations (2 – 4/year) and experienced teachers being evaluation formally less frequently with alternate evaluations taking the form of Professional Growth Plans. Say that Pennsylvania is in Phase I of its new evaluation program, so we don’t yet know what differentiation will look like in its final form, but that novice must be evaluated more frequently than experienced teachers. This makes good sense, since we must make consequential decisions about these professions that will have a last impact upon school culture. Pgs in Day 1 materials Ask participants to read about Ms. Bruner’s professional growth plan and skim through pages *Note—This is an example of one way the Framework can be used for professional growth. This process is not included in the Phase II Pilot. PDE, Region 5

33 Educator Effectiveness
Overarching Question Who does the thinking? Therefore, who does the learning and growing? Tell participants that, in the classroom, we know that the “work” of learning needs to be done by the students themselves, not by the teacher. That is, we look to see who is doing the real “thinking” in classrooms, and we know that when students do it, real learning happens. In teacher evaluation historically, the position of the teacher within the evaluation process has NOT been that of learner: Teachers have tended to be passive: the observer collects the information, analyzes it, and presents the conclusions to the teacher who primarily listens. If the teacher is to grow their already competent practices, then THEY need to do some of that work: collecting, analyzing and concluding. This changed role of the teacher makes some of the traditional teacher evaluation practices look quite different, which we will see as we continue our learning. PDE, Region 5

34 5 “Rules” for Educator Evaluation/Supervision
Educator Effectiveness 5 “Rules” for Educator Evaluation/Supervision Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency Invite participants to notice the five best practices/rules for doing teacher evaluation right. Explain that we will we working on each of these practices for the next two days. PDE, Region 5

35 Educator Effectiveness
Rule # 3 Let evidence, not opinion, anchor the process. Explain that typical evaluation systems involve the observer watching the lesson and then writing down what they thought about it. They write advice, opinion, suggestions, likes, dislikes, etc. Say that this is not the practice in an evidence-driven system for two reasons: Evidence, or facts, form the foundation of good decision-making. We always need to collect the relevant facts first, then make decisions. In a growth-focused model, the evaluator AND the teacher evaluate the evidence, separately, and then compare their thinking. In this way, learning is done by the learner, the teacher. PDE, Region 5

36 Educator Effectiveness
Evidence or Opinion? The teacher’s lesson plan was well done. 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 appropriate for the lesson. Ask participants to read the statements on the slide SILENTLY and decide which are evidence and which are opinion. After a minute or so, provide the correct answers: O E If any questions arise, explain, for #2, that it is a fact that the teacher said the words in #2. this makes it evidence. Say further that words like “warm relationship” , “organized well”, or “insufficient thinking” are opinions, no descriptions of what was seen and heard. So, what made the observer THINK the relationship was warm? What was ssen and heard? What makes a room well-organized? What was seen and heard? PDE, Region 5

37 Educator Effectiveness
Evidence or Opinion? Wait time was insufficient for student thinking. 6. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7. Six students, questioned randomly, did not know the day’s learning goals. Ask participants to read the statements on the slide SILENTLY and decide which are evidence and which are opinion. After a minute or so, provide the correct answers: O E If any questions arise, explain, for #2, that it is a fact that the teacher said the words in #2. this makes it evidence. Say further that words like “warm relationship” , “organized well”, or “insufficient thinking” are opinions, no descriptions of what was seen and heard. So, what made the observer THINK the relationship was warm? What was ssen and heard? What makes a room well-organized? What was seen and heard? PDE, Region 5

38 Educator Effectiveness
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. Allow participants a moment to read this slide, and then say that we will be doing a series of activities now to teach us about evidence and how to collect it. Direct participants into their Participant Materials, Day 1, pgs , “Review of Evidence #1”. And invite them to complete it as a table group. (If time is a factor, you may choose divide the assignment.) Explain that the items in the left column are types of statements an observer might write based upon an observation. Some of them are evidence and some of them are not. They should decide if each statement is evidence or opinion and should write “E” or “O” in the column based on their decision. If the statement is opinion, they should REWRITE the statements to be a statement of evidence. Finally, for each statement, they should decide which domain and component of the Framework to which each statement refers and write that domain/component (d/c) in the final column. 10 minutes, more if necessary, then review the answers as a whole group. (Note: there is no absolute correct answer to the domain and component connections for each item, but you should listen carefully for rationale and push for “better” thinking if an answer seems weak. If you think participants need additional evidence collection practice at a later time, you may choose to utilize the other worksheet: Evidence Collection #2, for a similar purpose. PDE, Region 5

39 Observation-based Assessment: Process and Evidence
Educator Effectiveness Observation-based Assessment: Process and Evidence Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads Pre-Observation: D1, D4 Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Now tell participants that we will consider evidence in light of the evaluation process. Remind them that there are two off-state and two on-stage domains, so we have to use a process that elicits evidence of all these components, not just domains 2 and 3 , which is typically the custom. Direct participants now to the evidence collection form for Domains 1 and 4, found in their Day 1 Materials, page 16. Explain that this is a tool to use during the pre-and post-teaching conferences to collect the “off-stage” evidence as part of an announced observation. Say that good evaluation systems consist of a mixture of announced and unannounced observations, and that for the announced ones, collecting evidence about Domains 1 and 4 is an essential part. Ask participants to read the questions associated with Domain 1 and to discuss why these questions are helpful. Make it clear that this is NOT a daily lesson plan document, it is intended for an announced observation, to elicit additional information about planning. Note further that the most efficient process is for the teacher to provide this completed document, (all D4 components need not be answered) to the principal PRIOR to the pre-observation conference and then can be added-to during the pre-observation conference. Finally, ask participants to examine their copy of the PA Teacher Evaluation Documents and to recall that while the focus of D1 and D4 is certain priority components, it is not to the exclusion of the other components of good teaching.. The evaluator should record the evidence for the priority components on the PA-approved document during the pro-conference. PDE, Region 5

40 Educator Effectiveness
Pre-Conference Focus Components 1c: What will students learn? 1e: How will I teach it to them? 1f: How will I measure which students learned it? Say that for daily lesson planning, answering the above three questions is best. Mention that 1c is not about what students will DO, it’s about what they will learn. Also, direct participants to page 18 of their Day 1 Materials, “Formative Assessment Tools”, and ask them to skim it. Point out that this is a bank of formative assessments that teachers can use. PDE, Region 5

41 Educator Effectiveness
Practice Watch the pre-observation conference Collect evidence on your Lesson Plan form Write evidence only. Prepare to show the video by asking participants to locate their lesson plan form in their Day 1 Materials, page 16. Tell them they will write down what they hear the teacher saying about his upcoming lesson. Show the video clip of the ASCD Framework video for the 6th grade middle school math lesson, 2 minutes in length. Afterward, ask participants to compare the evidence they collected. Allow about 3 – 4 minutes. Invite them next to discuss what questions they would pose to the teacher if they could speak with him, and point out that were they able to do so, they would record this evidence on this form as well. Make sure that participants recorded under component 4e the information that the teacher offered about his professional development with the Smartboard. Say that it is important to use the pre-observation conference to elicit as much information about the upcoming lesson as possible. PDE, Region 5

42 Educator Effectiveness
Learning Intentions: Participants will. . . Gain an overview of the Phase III Implementation. Review the content of the Danielson Framework and its role in teacher growth. Explore best practices in teacher evaluation. Learn how to conduct teacher evaluations to accommodate quality assurance and professional learning. Practice collecting accurate evidence of teaching and use it with rubrics to assess performance. Create a plan for implementation and increased buy-in for all stakeholders. Show: Slide with learning intentions. Let participants read silently (30 sec) PDE, Region 5

43 A Framework for Teaching: Components of Professional Practice
Educator Effectiveness A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students 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 Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students 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 Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 JIGSAW The goal of this activity is to expand participants’ knowledge of the Framework domains to include the 22 components they contain. Show: Slide, “The Framework for Teaching” and invite participants to adjust the numbers on their list if they need to, based on this additional information. Allow 3 minutes Say: How many had number four as the least frequently occurring item on the list? Why do you think this is so? (because most of us think of the items in Domain 4 as just things we “have to do” and not components that are connected to student learning. Explain that the items on the right-hand side of the chart are the on-stage components of the Framework, those that we see when we observe in a classroom. On the other hand, Domains 1 and 4, on the left, are the off-stage domains of the Framework. They occur outside the act of teaching. Tell participants that, just like any other content, the Framework has its own vocabulary. There are four domains, and 22 components. Ask them to try to use the correct terms when referring to these concepts going forward. Note: if the Framework for Teaching is to be used for teacher evaluation, point out that the off-stage domains are important, and because they are “behind the scenes”, we have to make sure to collect information about them before and after the observed lesson. PDE, Region 5


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