1. Enhancing Teacher Effectiveness Through Quality Evaluation June 9, 2011 ESU 10 Cindy Baum, Kelly Clapp and Denise O’Brien

2. Agenda Effective Teaching Activity NDE Teacher Standards Danielson, Marzano and McREL Teacher Evaluation Models Nebraska Teacher Standards and Evaluation Models Crosswalk Next Steps

3. Wagon Wheel

4. Nebraska Teacher Standards DRAFT – Open For Public Comment Broad Statements With Example Indicators 40 Committee Members from State Educational Stakeholder Groups Used National Standards and The Framework for Teaching by Charlotte Danielson “To define effective practice in order to improve teaching and learning.” Standards Committee

5. Digging In….. 1.Read through the draft standards 2.Identify the standard that you feel your staff has readily mastered 3.Identify the standard that presents the biggest challenge to your staff Be prepared to share your thoughts!

6. Charlotte Danielson - Effective Teacher Evaluation

7. Effective Teaching ….. Many school factors such as quality of the curriculum, schedule, level of learning support contribute to student learning. But the single most important factor within a school’s control in promoting student learning is the Quality of Instruction. -- Danielson, A Framework to Teach

8. It’s not a pretty picture…. Not taken seriously by teachers or administrators, dreaded & neglected Often outdated -- forms & processes Conducted by evaluators not sure what they should be looking for Virtually all teachers are rated at the top of the scale whether they should be or not The evaluation system contributes nothing to growth They don’t do what they intended – ensuring quality & promoting professional growth YET IT MATTERS! --from Enhancing Professional Practice, Danielson, ASCD, 2007.

9. 3 Components of Effective Teacher Evaluation A clear definition of good teaching Fair and reliable methods to elicit evidence of good teaching Trained evaluators who can make consistent judgments based on evidence The What The How Evidence --Teacher Evaluation to Enhance Professional Practice, Danielson & McGreal, ASCD 2000

10. Danielson’s Framework for Teaching Research based set of competencie s of instruction grounded in a constructivis t view of teaching and learning. 1996

11. Researched components constitute a comprehensive framework of teacher responsibilities to the profession. Used for a wide range of purposes – meeting novice’s needs to enhancing veterans’ skills. Foundation for professional conversations around the complex skill of teaching. A road map structured around a shared understanding of teaching. A structure for self-assessment and reflection on practice.

12. Basis for…. Correlates to Standards: INTASC Interstate New Teacher Assessment and Support Consortium NASDTEC Natl Association of State Directors of Teacher Education & Certification NCATE Natl Council for Accreditation and Teacher Education ETS Praxis Series for beginning teachers As well as Nebraska’s new Teacher Standards

13. 4 Domains of Teaching Planning & Preparation The Classroom Environment Instruction Professional Responsibilities

14. With in the 4 Domains Planning & Preparation The Classroom Environment Instruction Professional Responsibilities 22 components 76 Descriptive elements Further refine of our understanding what teaching is all about

15. Four levels of Performance How good is good enough? Moving target – depends on where people are at in their practice Levels of Teaching – NOT teachers themselves

16. Four levels of Performance Unsatisfactory Teacher does not yet appear to understand the concepts underlying the component. Basic Appears to understand but implementation is sporadic, intermittent, or not entirely successful. Proficient Clearly understand s the concepts and implements well. Distinguished Master teachers that make a contribution to their field. Classroom operates as a community of leaders. Experienced teachers Hardly contained consistently Characteristic of student teachers or those new to the profession Below licensing Standard. Time to Intervene. Degrees of Good

17. Accuracy & Clarity of PurposeClassroom Management Safe Responsive and Supportive Learning Environment Student Intellectual EngagementSuccessful Learning of all students Five Big Clusters a Principal should look for ……..

18. Using the Framework …. Offer training on the Framework – engage entire staff in professional development clarifying components and noting indicators of their presence in teaching. Institute observation procedures – in addition to observation engage teachers in self-assessment, reflection on practice, & professional conversation. -- Teachers become more thoughtful & analytic about their work. Collect Artifacts - include in evaluation. Note artifacts or opinion. In addition, teachers assemble evidence of their practice for their supervisor.

19. Without a framework, the structure is reduced to whatever the mentor, coach, or supervisor has in her head, and it thus reflects the personal beliefs that individual holds about teaching regardless of whether these have ever been made explicit. ---Enhancing Professional Practice: A Framework for Teaching, Danielson, ASCD, 2007

20. Shifting the focus of Evaluation …..from “inspection” to collaborative reflection can ensure benefit from the evaluation process and activities.

21. Effective Supervision: Supporting the Art and Science of Teaching Robert J. Marzano Classroom Instruction That Works

22. Philosophy Effective teachers are made not born Even small increments in teacher effectiveness can have a positive effect on student achievement The purpose of supervision should be the enhancement of teachers’ pedagogical skills

23. Supervision Teacher Pedagogical Skill Student Achievement Effective Supervision is the Catalyst

24. What must a district or school do? Develop a common language of teaching Provide opportunities for focused feedback & practice Provide opportunities for observing & discussing effective teaching Require individual teacher growth & development plans on a yearly basis

25. Common Language

26. The Art & Science of Teaching Classroom Strategies & Behaviors Planning & Preparing Reflecting on Teaching Collegiality & Professionalism

27. Supervising SEGMENTS ENACTED ON THE SPOT ROUTINE SEGMENTS CONTENT-SPECIFIC SEGMENTS Reviewing important rules & procedures Reviewing learning goals Tracking student progress Celebrating success Interacting with new knowledge Practicing & deepening Generating & testing hypotheses DIFFERENT LESSONS… DIFFERENT EXPECTED BEHAVIORS Engagement activities Consequences regarding rules & procedures Relationships Expectations

28. Supervising the Art & Science of Teaching ENACTED ON THE SPOT Student Engagement Adherence to Rules & Procedures High Expectations Teacher-Student Relationships INVOLVES ROUTINES Learning Goals & Feedback Rules & Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing & Deepening Generating & Testing Hypotheses

29. Providing Opportunities for Focused Feedback & Practice Teacher self-perception data Teacher self-observation data Observation data from peers, instructional coaches, supervisors DATA DRIVEN

30. Criteria for Scoring The Art & Science of Teaching 10 Design Questions serve as the framework for self, peer, and supervisory observations. COMMON LANGUAGE

31. Scoring on a Rubric Innovating 4 New strategies are created to meet the needs of specific students or class as a whole Applying 3 Strategy is used and monitored to see if it has desired effect Developing 2 Strategy is used but in a mechanistic way Beginning 1 Strategy is used but pieces are missing Not Using 0 Strategy is called for, but not used * Example of a teacher rubric for self scoring the use of a specific strategy

32. Format For Data Collection “Snapshot” Form Short Form Long Form Broad Inquiry Based on the Design Questions Categories of Actions & Rating Specific Teacher & Student Behaviors or Evidence and Rating

33. Teacher & Student Evidence

34. Providing Opportunities to Observe & Discuss Effective Teaching Instructional Rounds Expert Coaches Expert Videos Teacher-led PD Virtual Communities

35. Instructional Rounds PreparingConductingDebriefing

36. Instructional Rounds “Here are some things I will continue to do in my teaching…..” “Here are some questions I have about my teaching…..” “Here is something new I want to try in my teaching…..”

37. Require Individual Teacher Growth & Development Plans on a Yearly Basis Each year teachers set growth goals regarding: Value-Added Achievement (Primary) Class Strategies & Behaviors (Primary) Planning & Preparing (Secondary) Reflecting on Teaching (Secondary) Collegiality & Professionalism (Secondary)

38. Process As A Whole Teacher collects self-perception data Peer teachers and supervisor conduct instructional rounds Teacher records lesson and conducts self-observation Teacher meets with supervisor to discuss self-analysis and supervisor observation findings Teacher develops personal growth plan

39. Added Benefit From Adopting This Model ESU 10 has spent several years with a focus on Marzano’s Classroom Instruction that Works strategies….common language

40. North Carolina Teacher Evaluation Process www.dpi.state.nc.us/docs/profdev/training/teacher/teacher-eval.pdf

41. Evaluation Instruments Designed to promote: Effective Leadership Quality Teaching Student learning while enhancing professional practice and leading to improved instruction Professional Growth

42. Process Principal Conducts the evaluation process Teacher Self-assessment Reflection Presentation of artifacts Classroom demonstration(s)

43. Teacher Responsibilities Know and understand: North Carolina Professional Teaching Standards. North Carolina Teacher Evaluation Process. Prepare and participate in each component of the evaluation process. Gather data, artifacts and evidence to support performance. Develop and implement strategies to improve personal performance.

44. Principal/Evaluator Responsibilities Know and understand: North Carolina Professional Teaching Standards. Participate in training Supervise the Teacher Evaluation Process Identify the teacher’s strengths and areas for improvement Teacher Summary Evaluation Report Develop and supervise implementation of action plans

45. Purpose Assess the teacher’s performance in relation Professional Teaching Standards Design a plan for professional growth

46. Purposes of the Evaluation 1.Measurement of performance 2.Guide for teachers 3.Basis for instructional improvement 4.Focus goals and objectives of schools and districts 5.Guide professional development programs 6.Tool in developing coaching and mentoring programs for teachers 7.Enhance implementation of curriculum 8.Inform higher education institutions

47. Performance Rating Scale Developing Proficient Accomplished Distinguished Not Demonstrated

48. Components 1.Training 2.Orientation 3.Teacher Self-Assessment 4.Pre-Observation Conference 5.Observations 6.Post-Observation Conference 7.Summary Evaluation Conference and Scoring the Teacher Summary Rating Form 8.Professional Development Plans 9.Effective Dates and Effect on Licensing and Career Status

49. Training Before participating in the evaluation process, teachers principals and peer evaluators must complete training on the evaluation process

50. Orientation Within 2 weeks of a teacher’s first day of work in any school year, the principal will provide the teacher with a copy of: The Rubric for Evaluating Teachers The Teacher Evaluation A schedule for completing all the components of the evaluation process.

51. Teacher Self-Assessment Using the Rubric for Evaluating North Carolina Teachers: Teacher rates his or her own performance at the beginning of the year Reflects on his or her performance throughout the year

52. Pre-Observation Conference Principal and teacher discuss: Teacher’s self-assessment Teacher’s most recent professional growth plan Lesson(s) to be observed

53. Observations Formal observations shall last at least 45 minutes or an entire class period Probationary Teachers Principal at least 3 formal observations Peer conducts one formal observation Career Status Teachers Principal evaluates annually

54. Post-Observation Conference No later than 10 school days after each formal observation Principal and teacher discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.

55. Summary Evaluation Conference and Scoring the Teacher Summary Rating Form Principal shall conduct a summary evaluation conference with the teacher. Discuss Teacher’s self-assessment Teacher’s most recent Professional Growth Plan Components of the North Carolina Teacher Evaluation Process completed during the year Classroom observations Artifacts submitted or collected during evaluation process Other evidence of the teacher’s performance on the Rubric

56. Professional Development Plans Individual Growth Plan Monitored Growth Plans Directed Growth Plans

57. Checklist Quality Elements of an Effective Evaluation Model

58. Next Steps

59. Contact Information Denise O’Brien, Cindy Baum, & Kelly Clapp ESU 10 Professional Development Coordinators dobrien@esu10.org cbaum@esu10.org kelly.clapp@esu10.org