1. Teacher Evaluation Training and Update Glenn Maleyko, Executive Director, Ph.D Elementary Forum September 23, 2014 A portion of this information is based on Training from Dar Axtell from the Danielson Group in addition to referenced material from Learner Focused Conversations by Lipton and Wellman (2013)

2. Training  Calibration  August Training and Learner Focussed Conversations  Discussion on Goals.

3. Learning Focused Conversations  Calibrating  Consulting  Collaborating  Coaching

4. Calibrating  Guiding Question: What are the gaps/growth areas indicated for this teacher based on the present performance levels and the standards 

5. Calibrating Function  Articulating Standards  Using data to identify gaps between expected standards and present results  Defining problems  Prescribing results

6. Calibrating Role in Planning  Determining Teacher actions/goals  Naming success criteria  Establishing timelines

7. Calibration Cues  Credible Voice  Using neutral language as in  “These data”  “This example”

8. Calibrating Cautions  Take care not to let personal preferences become prescriptions. Judgments must be supported by clear, external criteria.  Use literal observation notes, classroom artifacts and assessment data to avoid subjectivity or bias

9. Consulting Guiding Question  What information, ideas and technical resources will be most useful to this teacher at this time?

10. Consulting Function  Clarifying Standards  Using data to analyze gaps between expected standards and present results  Offering information and ideas  Providing problem analysis and perspectives  Naming principles of practice

11. Consulting Role in Planning for Action  Proposing teacher action/goals  Defining Success criteria  Confirming timelines

12. Consulting Cues  Credible Voice  Using neutral language or personal pronouns as in  “I think that”  “It is important to”  “Here is one way to thank about that”

13. Consulting Cautions  Monitor and manage the impulse to help or rescue. Stay learning-focused and don’t let personal passion overcome patience with the developmental process  Be aware that overuse of the consulting stance may build dependency on the supervisor for problem solving

14. Collaborating Guiding Question  What are some ways to balance my contributions with this teacher’s experiences and expertise?

15. Collaborating Function  Jointly Clarifying standards  Using data to co-analyze gaps between expected standards and present results  Co-generating information and ideas  Co-analyzing problems  Expanding perspectives

16. Collaborating Role in Planning  Co-constructing teacher action/goals  Co-developing success criteria  Agreeing on timelines

17. Collaborating Cues  Approachable voice  Collective pronouns as in  “lets think about  “how might we”

18. Collaborating Cautions  Resist the impulse to dominate the conversation and provide the bulk of the analysis and thinking  Monitor for balance in idea production. Don’t allow personal enthusiasm or preferences to override the intention to co-create ideas and options.

19. Coaching Guiding Question  What mental and emotional resources might be most useful for this teacher at this time?

20. Coaching Functions  Referencing standards as a focal point  Using data to explore gaps between expected standards and present results  Facilitating teacher idea production  Mediating teacher problem-framing and analysis  Enhancing teacher capacities for planning, reflecting, problem-solving, and decision making.

21. Coaching Role in Planning for Action  Exploring Teacher actions/goals  Eliciting success criteria  Clarifying timelines

22. Coaching Cues  Approachable Voice  Second person pronouns as in  “What are some of your?”  How might you?”

23. Coaching Cautions  Reduce potential frustration by posing developmentally appropriate questions.  Questions should stretch not strain thinking.  Be sure that questions allow for multiple responses and do not signal that there is a preferred answer.

24. Numbered Head Activity  Students sit in groups and each group member is given a number. The teacher poses a problem, prompt or question and all four students discuss. The teacher then calls a number and the student with that number stands up in each group. Then the teacher calls on an individual student with that number to respond.

25. 5 Words 3 Words  Ask participants to individually write down five words that come to mind when they think of the topic to be studied. They then share their words with the rest of the group of 3-4 students and as a team come to a consensus on the three words upon which all of the group can agree.

26. Questions  1. Describe the assigned Learning Focused Strategy Using the 5 word 3 strategy.  2. What type of situation would this strategy be useful to implement?  3. Can you give examples when you or someone in your group used the strategy?

27. Multiple Measures for Teacher Effectiveness Dearborn Framework for Teacher Evaluation Professional Responsibilities Professional Practice Student Growth 5Standards5Standards

28. Winston Churchill  True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

29. A Quote from Maya Angelou “People will forget what you said. People will forget what you did. But they will never forget how you made them feel” Commencement Address, 2002

30. Maria Montessori  One test of the correctness of educational procedure is the happiness of the child.

31. 2013-14 Teacher Evaluation Weights to Comply with State Legislation 75% will be based on Observation Protocol and the 5 Standards for Effective Teaching. This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards. Professional Responsibilities are included as one of the standards.

32. 2013-14 Teacher Evaluation Weights to Comply with State Legislation Student Growth Data (25%) The administrator and teacher will meet to determine growth measures that follow the weighted formula listed below.

33. Growth Data Formula Measures 5% District growth based on state accountability measures 10% Building Growth based on state or building or district common assessments 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments

34. Building Measures Examples Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments. Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore. High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.

35. Classroom Measures Examples Performance or product measures or other formative assessments, pre and post tests are required

36. Dearborn Teacher Evaluation Weights “Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )

37. Developing Student Growth Goals Student growth” refers to the change in students’ knowledge and skills over time 1.Determine needs from District/building/classroom assessment 2.Create specific learning goals based on pre- assessment 3.Implement teaching and learning strategies (discuss with principal) 4.Monitor student progress through ongoing formative assessment 5.Determine whether students achieved the goals

38. Developing Student Growth Goals Monitor services and progress: How are your students progressing toward the goal you set? How do you know? Which students are struggling/exceeding expectations? What are you doing to support them? What additional resources do you need to support you as you work to achieve your goal for your students? Are there any student attendance issues substantial enough to affect your student growth objectives? Are ELL, Title I, SE, RTI students receiving the services they are entitled to?

39. Non Observable Domain…... A domain that we do not typically see from observation directly. They can be best demonstrated through: Record keeping (Such as data for RTI meetings, PTC, etc) Behavior/ Phone/communication log Letter to parents /Involvement in school programs and initiatives Documents from professional development Suggested to gather evidence through interview, artifacts, and teacher’s self reflection

40. Professional Growth Goals Using the Gap area(s) identified through self Assessment, write a professional growth goal that answers: 1.How has my self reflection and assessment informed this goal? 2.What professional development will help me accomplish my Professional Growth Goal? 3.What do I want to change about my instruction that will effectively impact student learning 4.What are the measures of success I can use? 5.How will achieving my professional growth goal improve student learning and engagement? 6.How might I team with colleagues and seek support staff assistance to achieve my goal?

41. Professional Growth Goal is based on Self Assessment; However it must directly correlate with: Classroom Environment & Instruction Relevance to the school’s specific area of focus Should involve relevant colleagues

42. Discuss in Groups 1. How are teachers/other staff doing with developing goals? 2. What are some examples of good goals? 3. What recommendations or questions do you still have?

43. Teachscape  We have over 70 Administrators that have passed the assessment. We are now starting the third cohort  In order to pass it requires between 20-40 hours of training.

44. Proposed Legislation in Lansing  Bill has passed the House and the Senate. Separate items. Coming out of committee for a resolution.  State kicked the can down the road.  Dearborn Evaluation Committee will meet on September 25, 2014  Looking at Danielson Model

45. Student Growth