Doing Teacher Evaluation Right: 5 Critical Elements

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

TDES Overview We will explain the process in detail
Every teacher will receive TDES assessment this year: 2 observations Not a quick checklist Not an option 6/8/2018 PBevan, D.ED

TDES Building Teams Deliver monthly training to faculty
Oversee the process for integrity Serve as models Serve as “firsts” Assist with scheduling Provide preparation assistance Be the on-site expert

Collaborative Code Silence electronics Observe timeframes and signals
Limit sidebars Keep materials organized Note: This slide may not be necessary, depending on the audience. Feel free to omit it . Invite participants to think about why the items on this list are helpful in allowing adult learning. Invite, if time permits, participants to add to this list as appropriate. 6/8/2018 pbevan 4 1

The Widget Effect Identify the three most important facts from your section of the reading: PAGES : everyone reads pages 10 – 18: “Characteristics” pages 19 – 25: “Flaws/Policy implications” Pages 26 – end: “Recommendations/methodology” Divide the work. 6/8/2018 PBevan, D.ED

5 “Rules” for Teacher Evaluation
Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency 6/8/2018 PBevan, D.ED

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

Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. 6/8/2018 PBevan, D.ED

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 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. 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.) 6/8/2018 pbevan

Learning Intentions, Day 1: Participants will learn. . .
How their thinking about good teaching compares to the research about good teaching That the Framework represents good common sense, and much that we already know, about teaching The form and content of Domains 1, 2, 3 and 4 Show: Slide with learning intentions. Let participants read silently (30 sec) 6/8/2018 pbevan

Wisdom of Practice: Collecting our thinking about good teaching
Worksheet #1 Wisdom of Practice: Collecting our thinking about good teaching Distribute: Worksheet #1 or direct participants to their packet of participant materials. 6/8/2018 pbevan

Wisdom of Practice What are the qualities of teaching most tightly tied to student learning? minutes, total) 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. 6/8/2018 pbevan

The Domains Planning and Preparation The Classroom Environment
Instruction Professional Responsibilities (5 minutes total) ddddddGive 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. 6/8/2018 pbevan

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 Student Growth and Learning 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 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. 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. 6/8/2018 pbevan

Worksheet #2 (10 minutes) Answers to WORKSHEET #2: 6/8/2018 pbevan
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 6/8/2018 pbevan

Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism Domain 3: Instruction a. Communicating with Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Show: The slide of the Framework for Teaching and remind participants that it contains four domains and 22 components, all of which describe the qualities of teaching that are tied to student learning. Remind: That the “pink” Domains, 1 and 4, are the “off-stage” domains. That is, they don’t happen during teaching, they happen before or after. The “blue” domains are the “on-stage” domains that are directly experienced during the act of teaching. This is important because teaching is much more than what we can see during the teaching of the lesson. 6/8/2018 pbevan 16 16

Features of A Framework for Teaching
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. 6/8/2018 pbevan 17 17

Distribute: Copies of the Framework rubrics, found in the Participant Worksheets packet, to each participant 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 Basic Proficient Distinguished 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. Tell participants that we’ll now do an activity that gives us an additional experience with the Framework. 6/8/2018 pbevan 18 18

Worksheet #2: Identifying the Domains
Distribute: Worksheet #2: Identifying the Domains and organize participants into small groups of 4 – 6 people. Ask: Participants to complete Worksheet #2 in their small groups, coming to consensus for the best answer for each example. Tell them to use their rubric copies to assist them. (Make sure, as participants work, that they write only the Domain number (1, 2 3 or 4). Allow: 5 minutes for this activity. Process: The activity by having participants call out their answers chorally to each example. Use the chart below to help you with the correct answers. Answers to Worksheet #2: Identifying the Domains: 2 3 1 4 6/8/2018 pbevan 19 19

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 Trainers’ note: participants should be seated in tables of 5 or more participants. Introduce the activity: Say: Referring to the slide of the framework, explain that today we’ll take a “deep dive” into one of the domains of the Framework, Domain 3. We chose this “on-stage” domain because it is what most people think of when they think about teaching. 6/8/2018 pbevan 20 20

Worksheet 3a: Specific Examples of Domain Three
Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!” Do not restate the rubric: Ms. T is rude to a student. Explain 3 minutes): The process of the activity, in which the goal of the group is to create four very specific examples of their assigned component at each of the four levels of performance. The examples should be created collaboratively and written on the worksheet by all members of the group, not just one recorder. Give a couple more examples of specific vs. restating: Specific: 7 students raised their hands to ask for clarification on the directions Restating: The teacher’s directions were vague. Specific: The teacher stopped the lesson, said she could tell students were confused, and regrouped them according to their understanding Restating: The teacher made a smooth, major adjustment to the lesson. Allow: 10 minutes for small groups to finish the assignment. Note: you will need to check each group’s work early on to make sure they are creating specific for instances, not restating the rubric and that everyone is writing the generated examples on their own paper. 6/8/2018 pbevan 21 21

Worksheet #3b What do all the examples of unsatisfactory have in common? What do all the basic examples have in common? Proficient? Distinguished? Regroup participants so there are 5 or more members per groups, but each component of Domain 3 is represented in each group. Explain the activity: Invite participants to go around their new group and have each person read the unsatisfactory example created for their component. While participants are sharing, the rest of the participants in the group should use worksheet 3b, to write down the characteristics of the unsatisfactory level that they are hearing as their colleagues share. Explain to participants that they are to repeat this process for the basic, proficient and distinguished levels of performance, going around their group and having each member share their example for that level of performance, while the other members write the characteristics of that level on worksheet 3b. While participants are working, write “Unsatisfactory”, “Basic”, “Proficient”, and “Distinguished” at the top of a piece of chart paper and display the slide. 6/8/2018 pbevan 22 22

Domain Three: Levels of Performance
Unsatisfactory: Basic: Proficient: Distinguished: While participants are working, write “Unsatisfactory”, “Basic”, “Proficient”, and “Distinguished” at the top of a piece of chart paper Process: the activity by eliciting two to four descriptors for each level of performance (depending upon time availability) and writing these on the chart paper under the correct heading. 6/8/2018 pbevan 23 23

Conclusions About the Levels of Performance
Unsatisfactory: Potential for harm Basic: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components Conclude: by summarizing each level of performance as follows and inviting participants to add to their charts if necessary: : 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. We can all grow and improve. 6/8/2018 pbevan 24 24

Components of Domain 3: Engagement
3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness Show: The slide, Components of Domain Three and say: Engaging Students in Learning, is the most important component in the entire Framework. Invite participants to turn to the narrative relating to 3c in their textbooks and to skim it for the difference between engagement and time on task. 3 minutes) Then say: Time-on-task means doing what the teacher asks you to do. Engagement is “brain sweat”, or real, challenging thinking. Many times students are on-task, that is, they are doing what the teacher asked them to, but that task does not require real, challenging thinking by each student. Therefore, the students are on-task, but not engaged, which often explains why teachers teach and students don’t learn. Engagement, then, is different from time-on-task, and is about what the brain is doing and whether it constitutes rigor. 6/8/2018 pbevan 25 25

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 Display slide: The Framework for Teaching, Components of Professional Practice, and remind participants that previously we have overviewed the four domains, and have studied Domain 3 closely. In this activity, we will learn about Domain 1, Planning and Preparation. Point out that while Domains 2 and 3 are observable in the classroom (“on stage”), Domains 1 and 4 require other ways of indicating a teacher’s skill (“off stage”). Artifacts, professional conversation, or portfolios may be used. Be careful in your language: we can’t say that no components of Domain 1 or 4 could EVER be seen during a lesson, but rather, that these components are more likely to be seen in other ways. 6/8/2018 pbevan 26 26

Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Selecting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments Display slide: Domain 1 – Planning and Preparation and briefly discuss the different components. Take no more than two or three minutes to overview Domain 1. Ask participants to look over the levels of performance rubric for Domain 1. (pp. 47 – 63 in the text or use the Components of Professional Practice rubric document found in the Participant Worksheets packet.) 6/8/2018 pbevan 27 27

Component 1a: Demo. Knowledge of Content/Pedagogy
Teacher wrote a scholarly article Lesson plans/structure/content/relevance Teacher explanation of probable Ss misconceptions Teacher presented a workshop to faculty Teacher explains the structure of discipline to observer Teacher tells observer how this lesson fits into the larger unit 6/8/2018 pbevan

Worksheet #4 Work alone to complete the worksheet
Share with others as directed by your facilitator Collect your learning Display slide: Worksheet #4: Domain 1. Considering the proficient level of performance, and working ALONE, ask participants to use Worksheet #4: Domain 1 to write two questions, related to each component, that a teacher might need to answer when planning a lesson. Conducting the Activity 1a example: What do students need to have learned previously in order for them to engage successfully in this lesson? You may need to remind participants to work alone, as this is important for the success of the next phase of the activity. Allow 10 minutes. During this time, check to see that participant are writing the kinds of appropriate questions that teachers should be asking themselves during lesson planning. Activity: Collecting Questions The purpose of this activity is for participants to share and listen to the various questions teachers pose to themselves about the components of Domain 1. Invite participants to now share their questions with their table group, and to add to their own lists the good questions they hear from others. Allow 10 minutes, or less if you see that table groups are finishing early. Don’t wait for the very last group to finish 100%, as it leaves too many people sitting around doing nothing. If time permits, invite participants to get up, move about the room, and collect a question or two from someone with whom they don’t usually share. Allow 5 minutes. 6/8/2018 pbevan 29 29

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 Display slide of Components of the Framework. Remind participants that they have already studied two domains of A Framework for Teaching, Domains 3 and 1 respectively. Explain that we are now ready to explore the second “on-stage” domain of the framework, Domain 2, and that we will do so using a concept map structure and by answering a focus question in a modified jigsaw fashion. 6/8/2018 pbevan 30 30

Domain 2:The Classroom Environment
2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space Note to trainer: The trainer will model the process using component 2a, Creating an Environment of Respect and Rapport. Participants will then be grouped into four groups, one each for the remaining four components of Domain 2, and work in those groups to complete the concept map and answer the focus question for their assigned component. Only the responses to focus questions will then be shared with the larger group, who will collect them on their Worksheet #5b in the spaces provided. A sample of the concept map for component 2a and sample answers for focus questions is included in the accompanying leader notes Display slide Domain 2: The Classroom Environment. Discuss each component briefly, mentioning that Domain 2 is sometimes thought of as the “affective” domain of the framework, because the level of the teacher’s performance in components 2a, Creating an Environment of Respect and Rapport, and 2d, Managing Student Behavior, contribute significantly to how students feel about school and about themselves. Component 2b: Establishing a Culture for Learning, also speaks to the teacher’s beliefs about students’ abilities to learn; therefore, Domain 2 contributes significantly to students’ emotions toward school and learning. 6/8/2018 pbevan 31 31

Concept Map, Worksheet #5a”
Domain 2__: Big Idea Component Connection: Reason: Display slide Concept Map. Next, model what you want participants to do, using Component 2a, Creating an Environment of Respect and Rapport. Invite participants to watch as you talk through the process of creating the concept map. Ask participants to locate Component 2a, Creating an Environment of Respect and Rapport, on page 64, in the book, Enhancing Professional Practice: A Framework for Teaching or in their rubric handout, and give them 5 minutes to read the rubric for 2a. While they are doing this, reproduce the concept map structure on a piece of chart paper, and write “2a: Respect/Rapport” in the top circle. .(See slide, Concept Map) Once participants have finished reading, ask them to examine the concept map for component 2a as you have prepared it (Refer to the example at the end of the leader notes.) Pose the following question: From what you just read, what is the big idea of 2a? That is, how does 2a contribute to student learning? Elicit a few responses from non-volunteers, and write an appropriate one on the concept map. (See example.) Then, for component 2a, ask participants in their table groups to make a decision about which components of A Framework for Teaching this element is tightly connected to, and why. Allow 4 minutes for this activity. (See example that is provided in the leader notes. This component might be in any domain of A Framework for Teaching.) Elicit appropriate responses and write them on the concept map. 6/8/2018 pbevan 32 32

Focus Questions, Worksheet 5b
Write answers to your own focus question before beginning your concept map. Write answers to the other focus questions as they are shared. Ask participants to locate (or now you should distribute) Worksheets #5a and 5b, the Concept Map and Focus Questions for Domain 2. Direct participants to the focus questions for 2a: What does genuine respect for students as groups and as individuals look like and sound like? Invite participants to chat about this with a partner for 2 minutes. Collect a couple responses, and generate a good answer. Direct participants to write this answer on their worksheets beneath the focus question for 2a as you write it on your concept map below the graphic. Note to Trainer: Participants should NOT be writing on their concept maps as you work the example. Their maps should be blank until they complete them in their component groups. They should, however, write the answer to the focus question on their Worksheet #5b in the appropriate location. 6/8/2018 pbevan 33 33

Four Corners Activity Step 1: Read/study assigned component
Step 2: Answer focus question Step 3: Complete concept map Step 4: Share focus question with larger group as directed Now, invite participants to “get portable” and prepare to move. Invite them to “letter off” around the roomwith letters b, c, d, and e, representing the remaining components of Domain 2. Assign one of these components to each of the four corners of the room. Ask participants to take their chairs and materials and relocate to the appropriate corner that corresponds to their letter “assignment”. All b’s to one corner, all c’s to another corner and so forth. (Note: Letter “a” is omitted because it was used for the previous modeling example.) Display slide: Four Corner Activity. When everyone is settled, review the steps of the activity found on the slide. Invite participants to read and study their component, then, collaboratively complete the concept map as modeled and to answer the one focus question for their component. (allow 15 minutes) You may need to remind participants that, at this time, they will only need to answer the ONE focus question that corresponds to their component assignment. 6/8/2018 pbevan 34 34

Domain 2:The Classroom Environment
2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space When each group has finished, randomly call on a participant of each group to read aloud their focus question and the answer. All participants should write each group’s answer to the focus question beneath the appropriate focus question on t their worksheets Note to Trainer: All answers are not necessarily correct. The goal of the focus question is to make sure that all participants take away the most important understandings for each component of Domain 2. See notes in the leader notes at the end of the sectionand be sure to correct or add to any focus question answers for a more complete understanding. When all focus questions have been processed and recorded, invite participants to return to the large group 6/8/2018 pbevan 35 35

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 Explain to participants that the grey-colored components are those we have already studied. We are now ready to investigate Domain 4, its relationship to student learning and its importance to novices and to experienced teachers. Remind participants that Domain 4 is the other “off-stage” domain of the framework. It’s safe to say that Domain 4 is virtually never visible during the act of teaching, yet each component is connected to student learning in specific ways. 36

Domain 4: Professional Responsibilities
P. 92 4a: Reflecting on Teaching P. 94 4b: Maintaining Accurate Records P. 96 4c: Communicating with Families P. 99 4d: Participating in a Professional Community P e: Growing and Developing Professionally P f: Showing Professionalism Briefly discuss each of the components of Domain 4, making the following points: The role of reflection in adult learning is well-documented. However, many teachers do not reflect in the ways that produce learning. Recordkeeping is designed to inform teachers about trends and patterns in learning, both individual and group so that instruction can be modified appropriately. Notification is not communication as it is intended in this component. Professional learning communities (PLCs) are an important support for teacher learning 4f primarily focuses on advocacy for students who are traditionally underserved 37

Domain 4 and Student Learning
Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning. In table groups, invite participants to have a table conversation about how each component of Domain 4 might impact student learning. (allow 5 minutes) While participants are doing this, distribute two pieces of chart paper to each table group that will be used in the next activity. After 5 minutes, randomly call on non-volunteers, to elicit the “how” of student learning for each Domain 4 component Ask participants to consider the relative importance of Domain 4 for novices versus experienced teachers. In other words, novices who are trying to figure out how to design and teach effective lessons may be less concerned about Domain 4: Professional Responsibilities than are experienced teachers. This is not to say that Domain 4 is NOT important for novices, but rather that it is important differently. Invite them to use pages , Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, or Component rubrics document to anchor this conversation. 38

Rank Order Beginning Teachers Experienced Teachers 39
Display slide: Rank Order. In table groups, participants are to collaboratively RANK ORDER the components of Domain 4: Professional Responsibilities in descending order of importance for experienced teachers and again for novices. Each table group will wind up with two separate lists, one listing the components of Domain 4 in order of importance for novices, and another list of the same components in order of importance for experienced teachers. These should be written as two separate lists and appropriately labeled, on one piece of chart paper. Each list should represent the collaborative decision of the table group. (Suggestion: a T-chart is a good way to show this information) Rank ordered lists should be placed on the wall for comparison purposes. Invite each table group to examine the novice and experienced teacher rank-ordered charts, and to create a generalization about how we see Domain 4 in terms of importance for novices and for experienced teachers. Examples of such generalizations might be: “Most groups thought 4e: Growing and Developing Professionally, was minimally important to beginning teachers.” “4d: Participation in a professional learning community seems to have greater significance for experienced teachers, according to the charts.” ”4c: Communicating with families seems to be of high importance for novices.” 39

Benefits of Using a Framework for Teaching
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 Then, display the slide, “Benefits of the Framework” and invite participants to consider it 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. 40

Uses of A Framework for Teaching
Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans After each table group has shared, display the slide, “ Uses of the Framework” and relate the table group comments to the ideas on the slide. Remind participants that the Framework articulates what good teaching looks like and what it doesn’t look like. Use of the Framework for Teaching for these various purposes tends to elevate the work . 41

Preparing to Train What’s unclear?
Where will you make connections to building initiatives? When will you deliver each activity, to be finished by end of October? How will you divide the work? How will you use your buddy school? How will you assess understanding? The Widget Effect is optional NOTE: The district will not purchase books for all teachers. Building budgets may allow for it, otherwise, training will rely on materials only.

Learning Intentions, Day 1: Participants will learn. . .
How their thinking about good teaching compares to the research about good teaching That the Framework represents good common sense, and much that we already know, about teaching The form and content of Domains 1, 2, 3 and 4 Show: Slide with learning intentions. Let participants read silently (30 sec) 6/8/2018 pbevan

Dr. Paula M. Bevan Bevan Educational Solutions The Danielson Group 6/8/2018 pbevan

The Domains Domain 1: Planning and Preparation
Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

Teaching is a performance. Performances are measured using rubrics.
6/8/2018 PBevan, D.ED

6/8/2018 PBevan, D.ED

The Card Sort Use a sticky note Write Domain Component Element
Share with table mates as instructed; get consensus 6/8/2018 PBevan, D.ED

Rewrite Select one scenario at your table Determine tentative LOP
Rewrite at higher and lower levels using rubric characteristics 6/8/2018 PBevan, D.ED

Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/8/2018 PBevan, D.ED

Rule # 2 Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk. 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

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

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

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. 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

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 Teaching you don’t like isn’t necessarily poor teaching. 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

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 6/8/2018 PBevan, D.ED

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

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 6/8/2018 PBevan, D.ED

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 PBevan, D.ED

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) 6/8/2018 PBevan, D.ED

The Nature of Professional Learning: Mental Work for Teachers
Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence 6/8/2018 PBevan, D.ED

“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 6/8/2018 PBevan, D.ED

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

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

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. 6/8/2018 PBevan, D.ED

Notification is NOT Communication
Communication is two-way, not one- way 6/8/2018 PBevan, D.ED

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

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

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

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

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

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

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

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

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

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

Doing Teacher Evaluation Right: 5 Critical Elements

Similar presentations

Presentation on theme: "Doing Teacher Evaluation Right: 5 Critical Elements"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Doing Teacher Evaluation Right: 5 Critical Elements

Similar presentations

Presentation on theme: "Doing Teacher Evaluation Right: 5 Critical Elements"— Presentation transcript:

Similar presentations

About project

Feedback