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

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

3. The Widget Effect
Identify the three most important facts from your section of the reading: “a” group - p – 14 “b” group - p – 18 “c” group - p – 23 “d” group- p – 30
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PBevan, D.ED

4. 5 “Rules” for Teacher Evaluation
Defensible definition of teaching
Differentiation of evaluative processes
Evidence-driven process
The role of teacher learning
Transparency
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PBevan, D.ED

5. Overarching Question
Who does the thinking? Therefore, who does the learning and growing?
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6. Rule # 1
Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders.
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7. The Domains Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
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8. 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
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9. 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
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10. Teaching is a performance. Performances are measured using rubrics.
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11. 6/8/2018
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12. The Card Sort Use a sticky note Write Domain Component Element
Share with table mates as instructed; get consensus
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PBevan, D.ED

13. Rewrite Select one scenario at your table Determine tentative LOP
Rewrite at higher and lower levels using rubric characteristics
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14. 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

15. Rule # 2
Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk.
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16. 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
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17. Overarching Question
Who does the thinking? Therefore, who does the learning and growing?
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18. 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

19. 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

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

21. 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.
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PBevan, D.ED

22. 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
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23. 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
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24. 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
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25. 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
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PBevan, D.ED

26. 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
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PBevan, D.ED

27. 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

28. 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
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29. Overarching Question
Who does the thinking? Therefore, who does the learning and growing?
6/8/2018
PBevan, D.ED

30. 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

31. 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
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32. 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)
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33. The Nature of Professional Learning: Mental Work for Teachers
Reflection on practice
Collaboration
Self-assessment
Self-directed inquiry (action research)
Feedback based upon evidence
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34. “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
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PBevan, D.ED

35. 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

36. 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

37. 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

38. 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.
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PBevan, D.ED

39. Notification is NOT Communication
Communication is two-way, not one- way
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40. 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

41. 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

42. 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

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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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