1. Digging into TEAM Instructional and Environment Indicators Exceeding Expectations through Reflection, Analysis, and Coaching

2. Agenda History and Foundation of the TEAM Rubric
Looking at Instruction
Looking at Environment
What does the reflective teacher bring to the Post Conference?

3. Today’s participant will be able to:
Objectives
Today’s participant will be able to:
Observe another teacher’s lesson and reflect on their own lesson, analyzing success based on student actions.
Recognize and develop an instructional plan with basic “at expectations” elements.
Prepare for, in a reflective manner, a post conference.

4. Shared Resources
TEAM General Educator Rubric
Student Centered Evidence
Thinking and Problem Solving Definitions

5. Overview and Foundation
What is TEAM?
Tennessee Educator Acceleration Model

6. Rubric Capacity and Purpose
Differentiated Feedback
Target areas for growth and in current practice with highest impact on student learning
Evaluations aligned with value-added student growth scores (TN READY / SAT10 / EOC growth scores)
Rigorous accuracy = more effective teachers over time
Rigorous accuracy = higher retention of more effective teachers and higher turnover of less effective teachers

7. Rubric Research
15,000+ teacher level records (evaluation scores, retention outcomes, value – added scores)
Average score in achieving school meeting goals: 3.5 (Scores: 1 – 5)
How scoring is “normed.”
Scores follow a mound-shaped distribution:
Level 1: 2%
Level 2: 11%
Level 3: 57%
Level 4: 28%
Level 5: 2%

8. Researched School-wide Impact
Teachers in high-performing schools are more likely to have higher individual value added scores than others with the same evaluation scores in low performing schools.
When teachers utilized strong instructional skills as accurately measured by observations, their students show higher academic growth regardless of previous achievement and socioeconomic status.

9. Foundational Components
Frequent Observations
Constructive Feedback
Area of Refinement (Strength)
Area of Reinforcement (Developmental Needs)
Student Data
Meaningful Professional Development

10. Teacher Evaluations aligned with value added student growth scores
If scored correctly:
Strong relationship between observed teacher evaluation ratings and value-added measures of student learning - Growth Scores
Measures the contributions of teachers or schools to the growth in a student’s academic achievement during a specific school year.
Impact of school year on student learning separated from prior experiences in and out of school as well as characteristics such as demographics, socioeconomic status, and family conditions.

11. TEAM Predictions of Student TVAAS Scores
1 = significantly lower than one year of classroom average student growth (0 – 0.5 years growth); no gaps closed
2 = .5 – 1.0 years growth; no gaps closed
3=one year of expected academic growth (1 – 1.0 years growth); no – 1 gap closed
4 = 1.5 – 2.0 years growth; 1-2 gaps closed
5=significantly higher than two years of academic growth; all gaps closed
Relationship between teachers’ individual growth scores and their evaluation score average is significant and positive.
Teacher evaluation scores are aligned with student growth scores (value-added assessments) in terms of student learning.

12. TEAM Predictions of Student TVAAS Scores
1 = significantly lower than one year of classroom average student growth (0 – 0.5 years growth); no gaps closed
2 = .5 – 1.0 years growth; no gaps closed
3=one year of expected academic growth (1 – 1.0 years growth); no – 1 gap closed
4 = 1.5 – 2.0 years growth; 1-2 gaps closed
5=significantly higher than two years of academic growth; all gaps closed
Relationship between teachers’ individual growth scores and their evaluation score average is significant and positive.
Teacher evaluation scores are aligned with student growth scores (value-added assessments) in terms of student learning.

13. TEAM and Student Growth
Level
Raw Score
Years Growth
Gaps Closed
Site % 1
0 - .5 2% 2
2.0 – 2.75
.5 – 1.0
11% 3
2.76 – 3.50
1.0 – 1.5
57% 4
1.5 – 2.0
2-3
28% 5
4.26 – 5.0
+2.0
4 (all)

14. Instruction Domain

15. Digging into Instruction
What is the teacher saying and doing?
What is EACH student saying and doing?
Referring to the objective, what is EACH student supposed to be able to do by the end of the class?
Who can do that? How do you know?
Who can not do that? How do you know?

16. Common Core Lives in Significantly Above Expectations
Instruction Indicators
Teacher Says / Does:
Student Says / Does:
Standards & Objectives
Motivating Students
Presenting Instructional Content
Lesson Structure & Pacing
Activities & Materials
Questioning
Academic Feedback
Grouping Students
Teacher Content Knowledge
Teacher Knowledge of Students
Thinking
Problem Solving

17. Standards & Objectives
Teacher Says / Does:
Student Says / Does:
Evidence that the teacher connects the objective to:
Prior learning
Life experiences
Other disciplines.
I can statement: SWBAT
Sub Objectives are clear and ordered.
Expectations for students are CLEAR.
Evidence that most students demonstrate mastery of the daily objective in a variety of ways.
Evidence that most students clearly and explicitly know and understand the objective and what they are to be able to do.
Video:

18. Motivating Students Motivating Students Teacher Says / Does:
Student Says / Does:
Regularly reinforces and rewards efforts
Content is relevant and meaningful.
Evidence of student inquiry, curiosity and exploration.
High motivation, initiative and encouragement among students.
Video:
Motivating Students
Teachers Says / Does:
Student Says / Does:

19. Presenting Instructional Content
Teacher Says / Does:
Student Says / Does:
Effective modeling of desired outcome, thinking.
Visuals, analogies, and illustrations.
Essential, relevant concise information only.
Logical sequencing
Student modeling of thinking process and demonstrates performance expectation
Students clearly produce a finished product that meets performance expectations.
Video:

20. Lesson Structure and Pacing
Teachers Says / Does:
Student Says / Does:
Lesson structure has time for a clear and useful end with time for meaningful student reflection.
Clear and logically sequenced beginning, middle and end.
No instructional time lost.
Pacing is brick and differentiated.
Evidence that various student learning rates are supported; individual students are each progressing at various rates
Students have adequate time.
No student confusion in transition between activities and concepts.
Video:

21. Activities and Materials
Teachers Says / Does:
Student Says / Does:
Activities demand complex thinking and analysis by students. (Refer to TNK and PS)
Activities support the objective.
Incorporate various resources.
Time for reflection
Students are self-monitoring and directing their own personal progress through cues from the activities throughout the activity.
Students can explain why the activities (variety) connects to the objective.
Video:

22. Questioning Teachers Says / Does: Student Says / Does:
Teacher asks questions which assess what the student knows and moves the student to a deeper understanding of the objective.
Mix of question types (Bloom’s Taxonomy)
High frequency
Sequenced with increasing complexity
Active response, varied responders, appropriate wait time (3-5 seconds)
Students generate and ask questions that lead to further inquiry and self-directed learning (motivational).
Students cite evidence
Students’ learning in advanced by the questions asked.
Students ask purposeful questions of each other.
Video:

23. Academic Feedback Academic Feedback Teachers Says / Does:
Student Says / Does:
The teacher uses feedback from students to monitor and adjust instruction within the framework of the day’s lesson and for future lessons.
Teacher consistently circulates during student work (individually or in groups) to give feedback.
Students are engaged (guided by teacher) in giving specific and high-quality feedback to one another.
Students use academic vocabulary
Students use teacher feedback to strengthen their work
Students are comfortable providing and receiving feedback, even seeking such.
Video:

24. Grouping Students Teachers Says / Does: Student Says / Does:
The structure and design of the group gives clear evidence that this particular design maximizes each student’s understanding and increases learning efficiency.
Within the group design, students set goals, reflect on, and evaluate their learning.
Students know their roles, responsibilities and expectations
Students are personally compelled to complete group work for the good of the team.
Students work efficiently with various personalities and abilities
Video:

25. Teacher Content Knowledge
Teachers Says / Does:
Student Says / Does:
Teacher selects key concepts in the objective and uses these concepts to connect to other powerful ideas.
Teacher implements a variety of subject-specific instructional strategies.
Limited content is taught in sufficient depth. (LSP)
The student gives evidence of understanding the objective and any related sub-objectives or connected objectives.
Video:

26. Teacher Knowledge of Students
Teachers Says / Does:
Student Says / Does:
Teacher knows and gives evidence of planning and delivery which addresses the learning difficulties of each child.
Teacher incorporates student interests and cultural heritage. (MS)
Instruction is differentiated such that each child gives evidence of progress toward mastery of objective.
Students make connections between the objective and their world.
Video:

27. Thinking (the process)
Teachers Says / Does:
Student Says / Does:
There is evidence that the teacher clearly teaches and models two or more types of thinking: analytical, practical, creative, research.
Students give evidence that they are aware of the learning strategies (type of thinking) they are using and why they are using this type of thinking for this task. (Transferability)
Video:

28. Problem Solving (the product)
Teachers Says / Does:
Student Says / Does:
Activities within the observed class call for students to clearly and distinctly engage in at least three types of problem solving.
Students give evidence of appropriate action when a type of problem solving is called for. How to categorize, predict outcomes, improve solutions, justify solutions, for example.
Video:

29. ENVIRONMENT DOMAIN

30. Expectations Expectations Teachers Says / Does: Student Says / Does:
High & demanding expectations for each student
Successful learning opportunities for each student
Students learn from mistakes
Students take initiative and follow through with their work
Connected to Instruction:
Teacher Knowledge of Students
Motivating Students
Lesson Structure and Pacing
Video:

31. Managing Student Behavior
Teachers Says / Does:
Student Says / Does:
Clear rules for learning & behavior
Several behavior modification techniques used quickly and firmly
Discipline of child, not entire class
Well behaved and on task
Routines are well established and students stay on-task through quick transition times
Connected to Instruction:
Standards and Objectives
Presenting Instructional Content (modeling)
Teacher Knowledge of Students
Motivating Students
Video:

32. Environment Environment Teachers Says / Does: Student Says / Does:
Welcoming
Organized and understandable layout
Supplies and equipment accessible
Recent student work displayed
Comfortably and appropriately work in groups of various sizes and individually
Students can operate independently and focus on their work
Connected to Instruction:
Lesson Structure and Pacing
Video:

33. Respectful Culture Respectful Culture Teachers Says / Does:
Student Says / Does:
Teacher-student interactions respectful and caring
Teacher seeks out and is receptive to all opinions and interests
Students show caring and respect for each other
Interdependence among students
Connected to Instruction:
Motivating Students
Activities and Materials
Grouping
Academic Feedback
Video:

34. Preparing for the Post Conference

35. FORMAT Introduction Area of Reinforcement Area of Refinement
Sharing Scores

36. Gathering Reflection Notes
Think About’s

37. Introduction
How do you think it went?

38. Think About: What was the objective?
What did you want students to know?
What did you want students to be able to do?
What evidence do you have that they could perform the objective?

39. Area of Reinforcement
What had the greatest impact on student learning?
What evidence do you have that links high levels of student learning with what you facilitated in the classroom?

40. Area of Refinement Who could not perform at proficiency?
What evidence do you have of less-than-expectations performance?
What could have been done differently to have the greatest impact on student learning?

41. Tips for your Reflective Notes
Use the language of the TEAM Rubric
Link learning to an Indicator and Descriptor
Stick to the evidence
Focus on the student action and performance above the teacher actions.

42. Before you Walk Away What is your Area of Reinforcement?
What is your Area of Refinement?
What professional development will you pursue to support your targeted growth area?
What follow up will you receive from an administrator or designee?

43. Signing the Evaluation Report
Receipt, not agreement
Contains Scores, Area of Reinforcement, Area of Refinement

44. Coaching Conversations

45. Resources
NIET Best Practices learning modules and videos: TEAM TEAM Questions