1. TEACHER EVALUATION SUPPORT ESU 10 DEC. 14 TH, 2011

3. WHO’S “IN THE ROOM”?

4. WHERE HAVE WE BEEN? After meeting this summer, Administrators…. Want an evaluation tool based on the Nebraska Teacher “Standards” Would like it to be a mobile, electronic tool Want to work collaboratively

5. NEBRASKA TEACHER STANDARDS 40 Committee Members from State Educational Stakeholder Groups Used National Standards and The Framework for Teaching by Charlotte Danielson State Board of Education adopted the Teacher Performance Framework in Nov. Intended as best practice - not mandated “To define effective practice in order to improve teaching and learning.” -Standards Committee PERFORMANCE FRAMEWORK

6. Evidence Tool Process Measuring Teacher Growth WHERE ARE WE GOING?

7. PERFORMANCE LEVELS

8. “UNPACK” EFFECTIVE PRACTICES

9. IDENTIFY EVIDENCE OF EFFECTIVE PRACTICE

10. DEVELOP A RUBRIC

11. INFORMING THE TECH TOOL

12. CONSIDER…. What questions do you want to ask of the data you collect?

13. WIKI http://teacherperformanceframework. wikispaces.com/

14. BUILDING THE MODEL CINDY BAUM ESU 10 DEC. 14, 2011

15. The New Teacher Project 2010

16. Recommendations: Develop a rigorous, fair, credible teacher evaluation system. Avoid the pitfalls of past evaluation systems. Create evaluations that become useful tools for teachers & school leaders

20. 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

21. DEFINE GOOD…. HOW GOOD IS GOOD ENOUGH? Levels of Performance Effective Practice Evidence of Teaching

22. 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 Charlotte Danielson Enhancing Professional Practice

23. PERFORMANCE RATING SCALE Developing Proficient Accomplished Distinguished Not Demonstrated

24. 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 Marazano

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

26. 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

27. EVALUATIVE Involves making judgments about the quality of teaching for the following purposes: Certifying candidates to enter the profession Deciding whether to offer tenure or a continuing contract to teachers Affirming the continuing skill of experienced teachers Determining whether an experienced teacher is performing below standards (assistance plan)

28. REQUIRED EVIDENCE OF TEACHING Must be specific about performance AND evidence provides such specificity. What is that evidence and what does it look like?

29. VALID EVIDENCE MUST BE GROUNDED IN A CLEAR DEFINITION OF PRACTICE …..

30. DEFINE GOOD…. HOW GOOD IS GOOD ENOUGH? Levels of Performance Effective Practice Evidence of Teaching

31. DEVELOP A MODEL Performance Framework that supports ongoing growth and professional learning of teachers Overview of teaching & learning aligned to NDE’s 7 Teacher Effective Practices Guides ongoing teacher learning - for each component and element of the framework, specific levels of performance describe a continuum of teaching, from unsatisfactory to distinguished. Our work ahead of us …..

32. LET’S BEGIN …. Determine Levels of Performance – Levels of Good or Evidence of Teaching I.Number of columns a.Middle or no-middle? b.Where does “good” or “basic” fall? c.Think about the degrees of “good”.

33. NEXT…. 2. Adjectives to describe those performance levels -start with the middle 3. Finally, describe each level –what does it look like?

34. SOMETHING LIKE THIS….. BASIC The teacher knows…. 1 2 3 Group work -- drawn on chart paper.

35. REPORT OUT …. Describe your product - How did you define Good Number of categories Rationale/discussions

36. OUR FRAMEWORK…… CONSENSUS ON MODEL 1 I’ll fight it 2 I can’t live with it 3 It’s ok, I can live with it. 4 Agree 5 Absolutely

37. UNWRAPPING THE EFFECTIVE PRACTICES 1.Underline only those nouns or noun phrases that represent teachable concepts. 2.Circle only those verbs that represent what teachers are to do.

38. EFFECTIVE PRACTICE 1 The teacher demonstrates a comprehensive knowledge of content, pedagogy, students and standards needed to provide each student with effective opportunities for learning, development and achievement.

39. DO THE PERFORMANCE LEVELS STILL FIT?

40. WHAT DO YOU NEED THIS TOOL TO DO??