1. Developing v. Measuring Teachers A Growth Model
Debra E. Miller
Assistant Principal – Curriculum and Instruction
Nation Ford High School
Resources

2. Current State of Affairs

3. Goals for Teacher Development
Turn to a partner and discuss what your school’s goals are for teacher evaluations…
Effective and successful student learning
Effective and successful teachers
Student achievement
Teachers are active and reflective learners and participants in their field
Opportunity for teachers to learn and improve and be involved in their own professional development

4. Instructional Leadership Team - Role
Key decisions about curriculum
Strategic direction
Staffing
Facilitate planning and professional development
Utilize data to make informed decisions
Creates “buy-in” from staff
**Members usually represent each content area and/or grade level

5. Instructional Leadership Team - Evaluations
Determines focus of observations based on data
Observation tools (type and format)
Observation schedule – both faculty and windows of time
Communication plan to staff
Analyzes data to develop professional development needs
Identifies teachers as mentors/observers
Ensures observation process supports teachers for summative evaluation and effective teaching

6. Observations

7. Types of Observers

8. Peer Mentors/Observers
Advantages
Reciprocal
Develop practice through discussion of observations
Improve planning
Improve collaboration

9. Peer Mentors/Observers
Provide training (tool, feedback, strategies, etc.)
Provide schedule of observations and provide time
Provide resources (forms, time, technology, etc.)
Make sure faculty is aware - plan has been communicated

10. Take 3 minutes…

11. Structure for Observations
Before
Inform teachers of purpose and procedures
Engage teachers in inquiry
Establish ground rules
During
Take care not to interrupt instruction
Collect information, formally or informally
After
Analyze the information you collected
Provide feedback

12. Tools for Observation Open-Ended Notes
Capture both activities and time
Demands more of the observer
May be uncomfortable for the teacher
Rubrics
Apply preset categories
May be tailored to the specifics of the school’s focus
May capture quality
Checklists
Document presence or absence of specific items
May be made for a specific strategy
Typically do not capture quality

13. Three Types of Observations
Walkthroughs
Brief checks on sound practices
Typically 8-15 minutes
Targeted Observations
Focused checks on specific strategies/practices
Typically minutes
Full Observations
Comprehensive and/or summative evaluation of effective teaching
At least 45 minutes

14. Walk-Through Observations
Teacher sharing of best practices
Increased awareness of what is happening in classrooms
Increase in teacher time on task
Better understanding of curriculum gaps and inconsistencies
Better understanding of professional development needs
Improvement in the quality of student work
Improved quality of conversations about instruction
Development of a common language around instruction

15. Targeted Observations
Developed to address only a specific portion of the instructional plan (e.g., facilitator role, problem solving, questioning, or differentiated instruction, etc.)
Teachers know the focus in advance
Staff can provide input on a checklist or rubric in advance
Over time, a series of targeted observations can provide feedback for all aspects of the block, and provide data for professional development needs

16. Full Observations Providing differentiated feedback and support
Allow the observer time to observe and analyze the quality of instruction and effective student learning
Are costly in terms of time and resources
Can drive coaching and professional development needs

17. Possible Schedules Determine frequency – realistic Department/content
Heterogeneous
Rotate observers regularly
Ensure all teachers receive the same number of observations
Allow the observer time to observe and analyze the quality of instruction and effective student learning
Are costly in terms of time and resources
Can drive coaching and professional development needs

18. Advance Obs Progress Mtg Instructional Focus Walkthrough
Possible Schedules Pd
Monday
Tuesday
Wednesday
Thursday
Friday
Principal AP 1
Cabinet Meeting
Obs Writing 4
Admin Point
Classroom Obs 3 2
Advance Obs Progress Mtg
Classroom Obs 1
Obs Writing 5
Obs Writing 3
Classroom Obs 4 3
Obs Writing 1
Obs Feedback 1
Obs Feedback 3 4
Classroom Obs 2
Obs Feedback 2 5
Obs Writing 2 6
Instructional Focus Walkthrough 7
Obs Feedback 4 8
Obs Feedback 5

19. Possible Schedules Time Type of Observation Mon Tues Wed Thurs Fri
Mon
Tues
Wed
Thurs
Fri
10:00-10:10
Unannounced
Grade K
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
10:15-10:10:25
Grade 1
Teacher A
Teacher B
Teacher C
Teacher D
Teacher E
10:30-10:10:40
Grade 2
10:45-10:55
Grade 3
1:15-2:00
Formal
Grade 4

20. Possible Schedules

21. DATA!!

22. Data from Observations
Frequency
Resources (Word Wall)
Technology
Engagement
Standards
Learning objective
Evidence of planning
Progress monitoring
*Should drive all professional development and coaching needs

23. Observation Platforms

24. Observation Platforms

25. Observation Platforms

26. Observation Platforms

27. Administrative Team Know what standards look like in a class
TIME TO TALK!! What should questioning look like in a classroom??
Understand and be able to identify instructional strategies*
Calibrate observations when using a new tool
Is everyone providing the same score and/or feedback for “teacher in a facilitator role?”
Know and use coaching strategies for post conferences

28. Teacher Support/Development
Share data with teachers
Coach if needed
Provide specific support if needed
Use data to drive professional development needs
Involve teachers in the process!

29. Key Points for a Successful “Teacher Development” Program
Establish a goal
Develop an Instructional Leadership Team
Observation model
Types
Structures
Tools
Schedule
Use data to drive professional development and individual needs
Ensure Administrative team is adept at
Standards
Strategies
Calibration of observations and feedback
Coaching
Celebrate successes!!

30. Thank you and enjoy!!

31. Sources Anita L. Archer, PhD
University, Benedictine. "Faculty and Staff Resources." Sample Forms for Teaching Observation | Benedictine | Chicago | Catholic Universities. N.p., n.d. Web. 01 June 2017.
“Using Classroom Walkthroughs to Improve Instruction” by Nancy Protheroe
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