Welcome to Dr. Paula Bevan Senior Advisor/Consultant

Welcome to . . . Dr. Paula Bevan Senior Advisor/Consultant
Doing Teacher Evaluation Right: 5 Critical Elements Dr. Paula Bevan Senior Advisor/Consultant The Danielson Group 6/26/2018 PBevan, D.ED

Overview We will explain the process in detail
Every teacher will receive assessment this year: 2 observations Not a quick checklist Not an option 6/26/2018 PBevan, D.ED

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 Be fully present: silence electronics
Observe timeframes and signals Limit sidebars Keep materials organized Get, and stay, portable 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. 6/26/2018 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. 6/26/2018 PBevan, D.ED

Prepare to Share *The three most important ideas from your reading
+Something that resonates as true in your experience

Principles of Practice
Non-volunteers Everybody writes Respect silence Wait, listen, ask, then begin

5 “Rules” for Teacher Evaluation
Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency 6/26/2018 PBevan, D.ED

Overarching Question Who does the thinking? Therefore, who does the learning and growing? 6/26/2018 PBevan, D.ED

Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. 6/26/2018 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.) 6/26/2018 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) 6/26/2018 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. 6/26/2018 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. 6/26/2018 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. 6/26/2018 pbevan

A Framework for Teaching: Components of Professional Practice
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. 6/26/2018 pbevan 16 16

Worksheet #2 (10 minutes) Answers to WORKSHEET #2: 6/26/2018 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 6/26/2018 pbevan

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 Public Methodology/style “agnostic” 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. 6/26/2018 pbevan 19 19

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. 6/26/2018 pbevan 20 20

Domain 3: Instruction (p.77) 3a: Communicating with Students
(p. 79) 3b: Using Questioning and Discussion Techniques (p. 82) 3c: Engaging Students in Learning (p. 86) 3d: Using Assessment in Instruction (p. 88) 3e: Demonstrating Flexibility and Responsiveness Assign each table group member one of the components of Domain Three to read and study in their EPP book. Once they are finished, move them into expert groups, all of whom have studied the same component.

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. 6/26/2018 pbevan 23 23

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. 6/26/2018 pbevan 24 24

Domain Three: Levels of Performance, p. 39 - 40
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. 6/26/2018 pbevan 25 25

Conclusions About the Levels of Performance
Unsatisfactory: Potential for harm, wrong, incorrect, inaccurate, inappropriate Basic: Inconsistent, novice, few, some, whole-class focus Proficient: Consistent, competent, most, accurate, correct, appropriate, group-focus Distinguished: Unusually excellent, extensive, individual-focus, student-led, no one “lives” here permanently in all components all the time 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. 6/26/2018 pbevan 26 26

Ohio: Levels of Performance
Unsatisfactory = Ineffective Basic = Developing Proficient = Proficient Distinguished = Accomplished

Components of Domain 3: Engagement
3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning, p. 83 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. 6/26/2018 pbevan 28 28

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.) 6/26/2018 pbevan 30 30

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 Mention that these are some examples of evidence of Domain 1. 6/26/2018 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. Tell participants to work alone and create two questions a teacher must ask him/herself and answer for each D1 component when designing a lesson. Allow 10 minutes. 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 when planning a lesson. 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. 6/26/2018 pbevan 32 32

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. 6/26/2018 pbevan 34 34

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. 6/26/2018 pbevan 35 35

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. 6/26/2018 pbevan 36 36

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. 6/26/2018 pbevan 37 37

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 6/26/2018 pbevan 38 38

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 40

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. 41

Rank Order Beginning Teachers Experienced Teachers 42
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.” 42

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. 43

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 . 44

Preparing to Train What’s unclear about your role as trainer?
Where will you make connections to building initiatives? When will you deliver each activity of the Intro (Day 1), to be finished by end of September? How will you divide the work so all team members present? How will you use your buddy school? (to be assigned) How will you assess your teachers’ understanding? The Widget Effect is optional NOTE: The district will not purchase Framework books for all teachers. Building budgets may allow for it, otherwise, training will rely on materials only. Materials are on School Net and may be reproduced for your faculty at your building whenever you need them.

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) 6/26/2018 pbevan

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 for teacher development How to make changes in teacher evaluation that reduce suspicion and distrust 6/26/2018 PBevan, D.ED

The Domains Domain 1: Planning and Preparation
Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 6/26/2018 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 6/26/2018 PBevan, D.ED

Teaching is a performance. Performances are measured using rubrics.
6/26/2018 PBevan, D.ED

The Card Sort Use a sticky note Write Domain Component Element
Share with table mates as instructed; get consensus, then consider LOP as directed. 6/26/2018 PBevan, D.ED

Rewrite Select one scenario at your table Determine tentative LOP
Rewrite at higher or lower level using rubric characteristics 6/26/2018 PBevan, D.ED

Write Reflectively. . . How, specifically has your knowledge of the Framework changed as a result of engaging with this activity? Cite an example of this change in your learning and a question that has emerged as a result.

Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency 6/26/2018 PBevan, D.ED

Rule # 2 Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk. 6/26/2018 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 6/26/2018 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 6/26/2018 PBevan, D.ED

Let evidence, not opinion, anchor the process.
Rule # 3 Let evidence, not opinion, anchor the process. 6/26/2018 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. 6/26/2018 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 6/26/2018 PBevan, D.ED

Three Sets of Green Forms
Set 1: Mr. Ziegler’s evidence, D2/D3 only Set 2: Evidence from second teacher, including D1/D4 evidence Set 3: Rubrics

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. 6/26/2018 PBevan, D.ED

Observation-based Assessment: Process and Evidence
Pre-Observation: D1, D4 Observation: D2, D3 3. Preparing for the Post: D1, D2, D3, D4 Post-Teaching Conference: D1, D2, D3, D4 Standard Lesson Plan with components of D1, D4; pre-obs. conference Standard Evidence Collection Doc, D2, D3, shared w/teacher Teacher addition/correction of evidence Self-Assessment: Rubrics. Observer marks components of similarity Unmarked components and evidence are discussed and rated. Teacher leads, observer prompts. 6/26/2018 PBevan, D.ED

Language to Avoid in the Post:
“Here’s where I disagreed with you. . .” “Defend your rating. . .” “Show me why you’re right. . .” “Give me the evidence. . .”

Prompts for the Post. . . Say more about your reasons for. . .
When we read the rubric and the evidence for. . . what LOP seems to match? What else do I need to know about. . ? Share your thinking for. . . Push my thinking about. . . Help me to understand how/why. . .

Closing It Out I hear your reasoning, but the evidence for this particular lesson supports the Level I’m sure that IS true of your practice overall, but in this lesson the evidence says. . . I will be sure to conduct a walk- through(s) to support that, but for this lesson, the evidence. . .

Exploring the Distinguished Level of Performance
The Role of Students Tell participants that today we will be exploring the Framework for Teaching’s distinguished level of performance. Tell participants that this level has unique characteristics, and that it is difficult to achieve this level, which is why no one “lives” there. 72

Goals: Participants will learn. . .
The difference between the proficient and distinguished levels of performance The role of students at the distinguished level The components containing language about students’ initiative at the “D” level Steps to move students to/toward the distinguished level of performance Invite participants to read the goals and to share, at their table groups, which one is most important to them, and why. After about three minutes, popcorn out a few responses. Close the goals review by saying that since many Framework components articulate the role of students at the highest level, we need to think about how to lead students in this direction. 73

The Features of the Distinguished Level of Performance
Scan the rubrics at “D”, reading vertically Decide what features seem to recur across the domains Discuss with your group, as directed Tell participants that we will begin this activity by re-familiarizing ourselves with the distinguished level of performance. Direct participants to their copies of the component-level rubrics of the Framework for Teaching (or Generic Framework for Teaching for non-classroom specialists) and invite them to work alone and read silently down the distinguished level of performance for all 22 components of the Framework. Ask them to notice, as they read, the features that seem to recur frequently. They can underline, highlight or record these sorts of recurring features as they read. Ask them not to share with their group as they read. 10 minutes for this activity, insuring that participants are WORKING ALONE. When nearly everyone is finished, invite them to compare their lists/highlighted features with those of their table group, coming to a group consensus about the recurring features of the distinguished level of performance. Mention that you will be calling on non-volunteers to share out some of these qualities as a closure activity. 10 minutes for discussion. 75

Features of Distinguished
Extensive Pro-active, not reactive Intensive Individual focus Higher-order Student ownership/initiative Assessment-driven Show the title of the slide only, and call on a few volunteers to share a quality each of the distinguished level that they agreed upon with their table group. You do not have to accept ideas from every table; use judgment about timing, but do not allow this process to drag out. Then show the content of the slide, and offer a few words about each: of the features: Extensive refers to the repertoire of knowledge, strategies and ideas a teacher has and the meaning indicates that it goes beyond what good teachers have. Pro-active: Distinguished teachers anticipate misconceptions, problem behaviors and communication difficulties and act to prevent their occurrence. Intensive: The distinguished teacher figures out how to offer rigor, to go narrow and deep, to push real thinking and to make the work hard, in a good way Individual: Teachers at this level regularly plan for individuals with learning differences. This doesn’t mean putting kids in groups; it means different lesson plans/activities/assessments both for remediation and for enrichment Higher-order: “D” teachers are always teaching with the higher levels of Bloom’s in mind. Student ownership: Teachers aim to be the “guide on the side” not the “sage on the stage” and to help students take ownership of specific aspects of the learning Assessment-driven: At this level, teachers use assessments to drive planning, teaching and reflection. Now, ask participants to compare the slide’s content with their table’s thinking. Tell them not to worry about exact wording; are their ideas similar? 3- 5 minutes, more if needed. Close this activity by pointing out that we will be focusing our attention for the rest of the activity on the “student-ownership/initiative” feature of distinguished. 76

Student Ownership and Initiative
Which components articulate the role of students at the distinguished level? Ask participants to re-read the distinguished level of performance for all components. Ask them to identify which components specifically articulate the role of students at the distinguished level. 5 minutes, again requiring that participants work alone initially. After 5 minutes or so, stop participants and tell them to share their number and components with others at their table, coming to consensus. Allow another 5 minutes. Call everyone to attention, and explain that there are 11 components that articulate the role of students at the distinguished level, and allow another few minutes for participants to revisit their thinking, if necessary, since some table groups might have identified fewer than eleven components. 77

The Framework for Teaching Second Edition
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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism 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 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Show this slide and tell participants that the red-highlighted items are those that articulate the role of students. Give them a moment or two, if necessary, to verify that this is the case. This means that half of the qualities of good teaching at the highest level involve students being able to take ownership of some aspect of the learning. Students do not come to us knowing how to behave this way, so we’ll be exploring how to teach them to do so. The Framework for Teaching Charlotte Danielson pbevan, 2009 78

Step One: What do students need to learn?
Refer to the rubrics for the exact language: “Students formulate many of the high-level questions and ensure that all voices are heard.” Tell participants that you will be modeling for them how to approach the rest of the activity. You will be using component 3b, Using Questioning and Discussion Techniques. Ask them to locate this component in their rubrics. Since Step One of leading students toward the distinguished level is defining what they need to learn, we will use the rubrics to tell us this. Ask participants to read 3b, Using Questioning and Discussion Techniques, to find out what students need to be able to do at the distinguished level of performance: “. . . Formulate many of the high-level questions and ensure that all voices are heard.” Now, point out that although the rubric mentions just this one sentence in 3b that relates to students, this sentence articulates a GREAT DEAL that students must either already know or must learn. 79

Implied Learnings: Behind the Rubric Words
What a question is How to ask a question Be able to ask multiple questions Understand what high-level questions are Know who is, and isn’t involved in the discussion Know how to get those not involved into the discussion Allow participants to read the slide silently for a moment. Point out that, once we look closely, there is quite a bit that students must be able to do in order to function at the distinguished level in 3b, even though the rubric just contains a few words. These learnings that the rubric implies, , are things that teachers must teach students if they are to function at the distinguished level in that component. 80

Step Two: Do the same! In your table groups, select one of the eleven “student leadership” components other than 3b, and discuss what students would need to learn that “lies behind” the words in the rubrics, just as was modeled for components 3b. Now, tell participants that they will get a chance to consider the “implied learnings” of another of the student leadership components. 10 minutes for table groups to study one of the eleven components as directed, and to have conversation about what specific types of things students would need to learn that are not directly stated in that distinguished level rubric, but that are implied and necessary in order for them to function at that level. Be sure that each table group is working on one of the eleven “student leadership” rubrics. (You could assign components to table groups, if you choose.) Ask the groups to aim for 5 – 10 ideas/concepts that are implied about what students need to know or learn in order for them to function at the distinguished level in that component. Close by taking a few examples of : those implied learnings that students must possess to function at the distinguished level of a given component, but that are not directly stated. You do not need to process every table group/component. Just take a couple examples to underscore the idea. 81

Goals: Participants will learn. . .
The difference between the proficient and distinguished levels of performance The role of students at the distinguished level The components containing language about students’ initiative at the “D” level Steps to move students to/toward the distinguished level of performance Close the activity by asking participants to recall that half of the Framework articulates the role of students leadership at the distinguished level. Mention that behind the language of these 11 rubrics are implied student learnings that would enable them to function at the distinguished level, and that teachers must teach students these implied learnings if students are to function in these ways. Close the activity by saying that when teachers consider these implied learnings, and teach them, students tend to learn more as they behave tin distinguished ways. 82

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 6/26/2018 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 6/26/2018 PBevan, D.ED

The Walk-through Conversational Walk-throughs: D1/D4
Observational Walk-throughs: D2/D3

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 6/26/2018 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 6/26/2018 PBevan, D.ED

The ‘Lethal Mutation’ The distinguished level is all about students taking over the classroom The examples in the rose rubric must be seen in every lesson There are no other examples The Framework makes a good checklist You can’t discuss lower performance with the teacher

Higher Rigor/ Engagement
No volunteers: call randomly with all hands down More individual work before group work All students do all the work all the time Bloom’s Taxonomy Choice, from a “nutritious” array

Conduct evaluations in such a way that they produce teacher learning.
Rule # 4 Conduct evaluations in such a way that they produce teacher learning. 6/26/2018 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) 6/26/2018 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 6/26/2018 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 6/26/2018 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 6/26/2018 PBevan, D.ED

Flow Chart: August to December
Consider: Cluster 11 Chart/TDES process: JCC The role of teachers in each step 6 Framework Activities Number of observations/walk-throughs in your school/calendar The TDES Forms: Pre-observation Observation: Formal and Walk-through Self-assessment Rubric

Rule # 5: Transparency Involve ALL STAKEHOLDERS in making decisions about improving existing evaluative practices. Do so at various points throughout the improvement process. 6/26/2018 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. 6/26/2018 PBevan, D.ED

Notification is NOT Communication
Communication is two-way, 6/26/2018 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. 6/26/2018 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 6/26/2018 PBevan, D.ED

TDES Math Divide the number of announced observations by the number of evaluators. Multiply that number by 4 Estimate # days/week in building, multiply by # weeks in semester Divide the number in #2 by the number of estimated days in #3 available between start of school and December holiday This equals the number of TDES events each evaluator must do daily.

Leveraging and Decision-Making
Who must be observed earliest? Why? Who can wait? Why? How can Phase I schools help you? How can your team help you?

Leveraging Talent Who is proficient-to-distinguished in a given component? Who needs to observe/talk to those experts? How can you make that happen?

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. 6/26/2018 PBevan, D.ED

True or False? A primary role of building teams is co- evaluation with the principal. False Evidence is provided 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 6/26/2018 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. 6/26/2018 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 6/26/2018 PBevan, D.ED

True or False? 11. Phase I and II evaluations and process will be reviewed by site visitors 12. Initial teacher training will include evidence vs. opinion. 13. Building team teachers could be the first to be observed. 14. Teams may participate in the initial observation process. 15. Teams judge evaluations for accuracy. 6/26/2018 PBevan, D.ED

True or False? 11. Phase I and II evaluations and process will be reviewed by site visitors. True 12. Initial teacher training will include evidence vs. opinion. False 13. Building team teachers could be the first to be observed. True 14. Teams may participate in the initial observation process. True 15. Teams judge evaluations for accuracy. False 6/26/2018 PBevan, D.ED

Welcome to Dr. Paula Bevan Senior Advisor/Consultant

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Welcome to Dr. Paula Bevan Senior Advisor/Consultant

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