1. Teacher Lead Evaluator Training Module 3 Presenters: Dr. Regina Cohn Dr. Robert Greenberg January 2013

2. Welcome Where have we been? Where have you been? Where are we going? 2

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4. [The] essential message is not, “You are broken and I am here to fix you.” Rather [the] message is, “You are so valuable and worthy, our mission is so vital, and the future lives of our students are so precious, that we have a joint responsibility to one another...” Doug Reeves, from Leading Change in Your Schools 4

5. Module 3 - Agenda Analogy/Metaphor ◦ Shift keeps happening Social and Human Capital Create the environment for success ◦ Improve teacher development through observations ◦ Allow for PD decisions to be data-driven and differentiated Video observations: ◦ Use of rubrics to calibrate ◦ Observable behaviors Feedback and evaluation 5

6. “The only one who truly likes change is a wet baby.” --Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004 6

7. Elephant & Rider 7

9. Current Environment NCLB (Challenge or Support) RTTT (Challenge or Support) APPR (Challenge or Support)

10. Our Options Paradigm Shift Paradigm Perfection

11. Table Exercise Organize the white and green cards according to what you believe to be the most appropriate relationships. 11

13. Teacher Evaluation: Incorporating Human and Social Capital Human Capital: analysis of individual teacher behavior Social Capital: analysis of group actions and behaviors

14. Human Capital Supervision Evaluation Observation Protocols Framework for Instruction Induction Program Continuous Cycle of Improvement Teacher Rubrics Competencies Teaching Philosophy

15. Continuous Cycle of Improvement Plan Do Study Act 15

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17. 17 http://www2.smumn.edu/deptpages/~instructte ch/lol/laurillard/ Framework for Instruction

18. Human Capital (Resources) What is human capital? 18

19. Social Capital Feedback Change Reflection Risk-taking Collegial Conversation Growth Support Data Driven PD

20. Social Capital ◦ What is social capital? 20

21. Social Capital Human Capital

22. Teacher Performance Student Outcomes

23. Social Capital Human Capital Teacher Performance Student Outcomes

24. “7 Keys to Effective Feedback” by Grant Wiggins Educational Leadership September 2012 Read Work with your table partners Chart: Examples from the article that relate to teacher evaluation are….

25. Alignment Using your district mission statement and/or board goals, align the elements/indicators of your rubric with mission statement/goals ◦ Explain how the indicators will help you achieve the goals 25

26. How to ruin a perfectly good employee… Start with a program review ◦ Fail to trust them. ◦ Be unclear in your expectations. ◦ Constantly change rules and procedures. ◦ Never praise, but always punish. 26

27. Examine and enhance your tools for implementing a system for teacher development based on: Calibration of scoring using rubrics Use of observable behavior/data for feedback and evaluation Inter-rater reliability Use of best practice for giving effective feedback

28. Video - Mr. Moodie 7 th Grade Language Arts/ELD NYS Teaching Standards NYSUT Rubric 3 Instructional Practice 4 Learning Environment A Framework for Teaching - Danielson Domain 2 Classroom Environment Domain 3 Instruction 28

29. How can you both support and challenge (compliment and critique) Mr. Moodie in order to improve his performance and thereby produce positive student outcomes?

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31. When is Feedback Most Effective? When it... Helps inform a professional dialogue Is based on evidence gathered from observations and other data Prompts self-evaluation Deepens the teacher’s learning and professional development From: A-Z Coaching. National Union of Teachers 31

32. Celebrate success What: Student Focused The students ______ because you _______ Why: 3:1 ratio is critical to promoting positive and responsive school culture Increases the likelihood that teachers will sustain effective practices Builds rapport Increases likelihood teacher will hear and respond to “polisher” 32

33. Recommend strategies for improvement What: Student Focused It’s important that students __________; in order to do that, try ________ Why: Limits focus for growth to manageable number of tasks Provides clear teacher practice to improve instruction Provides rationale for implementing recommendation Links rationale to student outcomes (keeps focus on students) 33

34. Pete The Cat I Love My White Shoes