1. ©2005 Cardinal Consulting Group Woodland Hills School District Leadership for Learning Institute Rigor, Relevance, Respect, Results Every educator engages in effective leading, teaching and learning every day so that every student achieves every day. Day 2 2007-2008

2. ©2005 Cardinal Consulting Group Our Task As Educators “Devise, in your own words, a system for educating children that stretches the brightest without discouraging the dimmest. It must be rigorous but flexible, broad but deep and suit employers, universities, pupils, teachers and parents, as well as politicians, who will grade your answer.” The Economist, October 23, 2004

3. ©2005 Cardinal Consulting Group Review Goals of Leadership for Learning Institute Overview of Framework for Teaching Challenge of becoming a reflective practitioner Collaborative relationship with E.L.I.

4. ©2005 Cardinal Consulting Group The Wisdom of Practice 1

5. ©2005 Cardinal Consulting Group Today’s Objectives: Explore Domain 4 Professional Responsibilities Apply Components & Elements to teacher self-assessment & observations Compare DEBE 5501 & PDE 426,427,428 Differentiate between evidence & opinion Examine WHSD teacher observation forms & consider future revisions

6. ©2005 Cardinal Consulting Group Domain 4: Professional Responsibilities –4a.Reflecting on Teaching –4b.Maintaining Accurate Records –4c.Communicating with Families –4d.Participating in a Professional Community –4e.Growing & Developing Professionally –4f. Showing Professionalism

7. ©2005 Cardinal Consulting Group 4a. Reflecting on Teaching Accuracy Use in future teaching

8. ©2005 Cardinal Consulting Group 4b. Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records

9. ©2005 Cardinal Consulting Group 4c. Communicating with Families Information about instructional program Information about individual students Engagement of families in the instructional program

10. ©2005 Cardinal Consulting Group 4d. Participating in a Professional Community Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects

11. ©2005 Cardinal Consulting Group 4e. Growing and Developing Professionally Enhancements of content knowledge & pedagogical skill Receptivity to feedback from colleagues Service to the profession

12. ©2005 Cardinal Consulting Group 4f. Showing Professionalism Integrity & ethical conduct Service to students Advocacy Decision-making Compliance with school and district regulations

13. ©2005 Cardinal Consulting Group The Wisdom of Practice 2

14. ©2005 Cardinal Consulting Group Evidence-based Teacher Evaluation Considerations for Effective use of PDE 426, 427 and 428

15. ©2005 Cardinal Consulting Group Our Reason For Being Here “No matter what business you are in, you can’t run in place or someone will pass you by.” - Jim Valvano, Basketball Coach

16. ©2005 Cardinal Consulting Group Which element has the greatest influence on student learning?  Quality curriculum  Quality teaching  Adequate resources

17. ©2005 Cardinal Consulting Group Quality Teaching = Student Learning “Research tells us what educators have long known: teaching quality is the essential component to raising student achievement.” “Ultimately, the success of NCLB’s efforts to place a highly qualified teacher in every classroom falls squarely on local districts…” Emerick, Hirsch, & Berry. “Does highly qualified mean high-quality?” ASCD InfoBrief, November, 2004, 39.

18. ©2005 Cardinal Consulting Group Teacher Effectiveness and Student Learning Math score differences: 4 th to 6 th grade 3 Effective Teachers in sequence 59% to 76% 3 Ineffective Teachers in sequence 60% to 27% J. Archer, Education Week, February 18, 1998.

19. ©2005 Cardinal Consulting Group Assuring High Quality Teaching Quality Assurance - Performance Assessment, final evaluation = Summative - Professional learning, growth and development = Formative

20. ©2005 Cardinal Consulting Group Purposes of Teacher Evaluation Performance Assessment = Summative - Screens out unqualified persons from certification or employment. - Provides evidence that will withstand professional and judicial scrutiny. - Aids in terminating incompetent or unproductive personnel.

21. ©2005 Cardinal Consulting Group Purposes of Teacher Evaluation Professional Learning = Formative - Reflection on practice - Self-assessment and self-directed inquiry - Collaboration and conversation - A community of learners - Improvement of teaching

22. ©2005 Cardinal Consulting Group Reflection on Your Experiences Think about the teacher supervision, observation, evaluation processes that you experienced. What was done? How was it done? When was it done? What worked? What didn’t work? What obstacles hindered you? Pair with your partner Share your experiences.

23. ©2005 Cardinal Consulting Group A Flawed System Outdated, limited, unclear evaluative criteria Few shared beliefs about good teaching Limited evaluator training/inconsistency Based only on classroom observation Hierarchical, one-way communication Same procedures for novices and experienced professionals and teaching contexts Requires lots of time Negative culture surrounding evaluation

24. ©2005 Cardinal Consulting Group Comparison of the Former & Current Forms DEBE 5501 Initiated in 1919 4 Categories Personality Preparation Technique Pupil Reaction PDE 426, 427,428 Initiated 2004 4 Categories Planning and Preparation Classroom Environment Instructional Delivery Professionalism

25. ©2005 Cardinal Consulting Group The Wisdom of Practice 3

26. ©2005 Cardinal Consulting Group Siblings: Comparing the Framework for Teaching and the PDE Forms At your table: –Compare your assigned Framework characteristic to the PDE forms. Table 1 Domains Table 2 Components Table 3 Elements Table 4 Rubrics –Choose a recorder for your group. –Select a spokesperson to report out to the whole group.

27. ©2005 Cardinal Consulting Group The Wisdom of Practice 4

28. ©2005 Cardinal Consulting Group PDE Forms: Uses and Requirements Work individually first to complete the chart on the uses and requirements of the PDE forms. Work together afterward and compare your answers with your partner’s answers. Seek clarifications as needed.

29. ©2005 Cardinal Consulting Group Hallmarks of a Genuine Profession Knowledge base grounded in research Knowledge shared by a community of professionals Professional knowledge is implemented at the intersection of theory & practice Professionals exercise autonomy & judgment Practice is influenced by both technical and moral judgment.

30. ©2005 Cardinal Consulting Group Blueprint for Teacher Evaluation Clear definition of the WHAT of teaching Instruments & procedures that provide evidence of the HOW of teaching Trained evaluators who can make consistent judgments based on OBJECTIVE EVIDENCE Process for teachers to understand the evaluative criteria for EFFECTIVE teaching Process for making final judgment

31. ©2005 Cardinal Consulting Group An Effective Teacher Evaluation Program Has evaluative criteria for effective teaching based on a validated framework that is linked to student learning/outcomes Includes formative and summative goals Includes professional growth activities Includes self-assessment and reflection on practice

32. ©2005 Cardinal Consulting Group An Effective Teacher Evaluation Program Differentiates among levels of experience and the context for instruction Includes teaching activities both inside and outside of the classroom Defines performance levels/standards How good is good enough?

33. ©2005 Cardinal Consulting Group An Effective Teacher Evaluation Program Requires performance levels to be justified by multiple sources of evidence gathered over time Primary reliance is on evidence that already exists Evidence includes what teachers do (inputs) and what learners achieve (outputs) Promotes shared responsibility for providing evidence by teachers and administrators

34. ©2005 Cardinal Consulting Group An Effective Teacher Evaluation Program Has validity & reliability through training of teachers and administrators Meets legal and due process requirements Has realistic timelines and workloads Has communication and feedback processes for collaborative development and refinement of the program

35. ©2005 Cardinal Consulting Group The Wisdom of Practice 5

36. ©2005 Cardinal Consulting Group Comparison: State Forms and Effective Teacher Evaluation Systems Together at your table compare the characteristics of effective teacher evaluation systems and the PDE evaluation forms. Determine which characteristics the PDE forms have and which characteristics they do not have. Select a table spokesperson to report your findings.

37. ©2005 Cardinal Consulting Group Teacher Evaluation System (1) What Evaluative Criteria Evidence Levels of Performance Standard Setting (2) How Procedures Instruments Personnel Timelines Due Process Process for Deciding ( 3) Professional Development for Teachers and Administrators

38. ©2005 Cardinal Consulting Group Collecting Data vs Making Judgments Evidence for an Indicator Judgment Data (Quantitative) Data Data (Qualitative) Data (Input) Data (Output) Interpretation ERROR!

39. ©2005 Cardinal Consulting Group The Wisdom of Practice 6

40. ©2005 Cardinal Consulting Group What are the Characteristics of Evidence? Evidence is evidence if it is: –Accurate & unbiased –Relevant to the specific Domain & Component –Representative of the total classroom experience, not just the negative or the positive; must be interpreted

41. ©2005 Cardinal Consulting Group What Constitutes Evidence? Evidence is: –Actions done by the teacher or the students –Statements or questions made by the teacher or students –Physical appearance of the classroom environment

42. ©2005 Cardinal Consulting Group LSI: LEARNING SCENE INVESTIGATORS Evidence: - facts (Desks were arranged in a circle.) - directly observable (Teacher said/did. Student said/did.) - documents, artifacts Opinion: - interpretations (Students were interested.) - judgments - conclusions

43. ©2005 Cardinal Consulting Group LSI: LEARNING SCENE INVESTIGATOR’S CODE No interpretation or conclusion should be made, stated or written unless it is accompanied by a factual, objective example, anecdote, illustration, or description. Cardinal Consulting Group Copyright 2005

44. ©2005 Cardinal Consulting Group Potential Data Sources for Evidence- Based Evaluation Observations of practice (Formal/Informal) Conferences Teacher self-assessment Teacher artifacts Student artifacts/student work Student learning data Professional growth plans Student input Parent input

45. ©2005 Cardinal Consulting Group PDE Forms: Evidence Lesson/Unit Plans Resources/Materials/Technology Assessment Materials Info About Students Student/Teacher Interviews Classroom Observations/Informal Visits Resource Documents Visual Technology Student Assignment Sheets Student Work Written Documentation Other

46. ©2005 Cardinal Consulting Group Where are the majority of teachers? Low Motivation Low Skill Low Initiative High Motivation High Skill High Initiative

47. ©2005 Cardinal Consulting Group The Basis for Learning: Professional Practice Job-embedded Learning "Like other professionals, teachers cannot become effective by following scripts. Instead, they need to create knowledge in use as they practice... knowledge does not exist apart from teacher and context." Thomas Sergiovanni, Moral Leadership

48. ©2005 Cardinal Consulting Group Typical Professional Development Approach: Focus on AWARENESS Reflective Practice Multi-Day Professional Development One Day Professional Development

49. ©2005 Cardinal Consulting Group New Paradigm-Creating Learning Communities: Focus on Application and Synthesis Reflective Practice Multi-Day Professional Development One Day Professional Development

50. ©2005 Cardinal Consulting Group Combining Accountability and Professional Learning: Differentiated Supervision Supervision differentiated according to experience and performance Direct Assistance – new teachers, teachers in need of additional support Collaborative Supervision – experienced teacher may choose/required once every five years Teacher-directed – experienced teachers do individually or in teams

51. ©2005 Cardinal Consulting Group Direct Assistance Focused Assistance - Non-tenured teacher or new to district - 4-6 formal observations/year - Expectations progress each year - Induction/mentoring/portfolio - Building a repertoire of teaching strategies - Critical decision for the teacher and the district

52. ©2005 Cardinal Consulting Group Direct Assistance Intensive Assistance (Do no harm.) - Signifies performance below standard: a “heads up” - Improvement plan customized to the situation - Multiple formal observations/walkthroughs - Professional growth designed for support and assistance - Must determine what “triggers” in and out

53. ©2005 Cardinal Consulting Group Collaborative Supervision Clinical Supervision - Experienced, tenured teachers - Systematic classroom observations: pre-conference, observation and post- conference - Teacher may choose, but required once every 5 years - Teachers demonstrate their skill in all the evaluative criteria: multiple sources of evidence

54. ©2005 Cardinal Consulting Group Collaborative Supervision Administrative Monitoring (MBWA) - All teachers - Walkthroughs, drop-in visits: formative feedback - Daily observation of activities - Collegial conversations

55. ©2005 Cardinal Consulting Group Empowered Professionals The Two Presumptions: - The presumption of competence - The presumption of continuing learning

56. ©2005 Cardinal Consulting Group Self-Directed Master Teacher/Reflective Practitioner - Self-assessment - Goal setting in collaboration with evaluator - Professional growth plan - Contract, action research, portfolio, reflective journal, videotapes - Reflection/closure conference with evaluator

57. ©2005 Cardinal Consulting Group Peer Coaching Teams of Master Teachers/Reflective Practitioners - Self-assessment - Goal setting in collaboration with colleagues and evaluator) - Professional growth plan - Peer Observation/Collegial Consultation - Reflection/closure conference with evaluator

58. ©2005 Cardinal Consulting Group Collegial Study Group Teams of Master Teachers/Reflective Practitioners - Self-assessment - Goal setting in collaboration with colleagues and evaluator - Professional growth plan - Book study, study group, lesson study, trainer of trainers, instructional leadership - Reflection/closure conference with evaluator

59. ©2005 Cardinal Consulting Group The Wisdom of Practice 7

60. ©2005 Cardinal Consulting Group Do the PDE Forms Support Differentiated Supervision? Let’s do one together. Work with your table group. Determine how the PDE forms relate to your assigned mode of supervision. Be prepared to share with the group.

61. ©2005 Cardinal Consulting Group Reflective Practice: A cognitive process and open perspective that involves a deliberate pause to examine beliefs, goals or practices in order to gain new or deeper understanding that leads to actions improving the learning of students.

62. ©2005 Cardinal Consulting Group The Reflective Conference: Learning by Doing Reflection on the effectiveness of their decisions is the most powerful form of professional development for teachers. Promoted through: - Teachers selecting evidence - Reflective Conferences

63. ©2005 Cardinal Consulting Group The Reflective Conference Asks the “learner” to do the work through reflective questions like: - “In what ways does the evidence indicate that you provided constructive feedback?” (Category III: Feedback) - “How does this learning “fit” into the sequence of learning for this class? (Category I: Designing coherent instruction)

64. ©2005 Cardinal Consulting Group Personal Reflection Discuss with a partner which has the greatest impact on teacher professional learning and effectiveness and why: - Summative evaluation? - Formative evaluation?

65. ©2005 Cardinal Consulting Group Today’s Objectives: Explore Domain 4 Professional Responsibilities Apply Components & Elements to teacher self-assessment & observations Compare DEBE 5501 & PDE 426,427,428 Differentiate between evidence & opinion Examine WHSD teacher observation forms