1. T HE T EACHER E FFECTIVENESS E VALUATION S YSTEM P ILOT P ROGRAM C HARLOTTE D ANIELSON M ODEL IMPLEMENTATION

2. “Journey of one thousand miles begins with a single step…” Confucius “Followed by about two million difficult, challenging, continuous steps ” David Meier

3. G OALS FOR T EACHER E FFECTIVENESS E VALUATION S YSTEM Increase student achievement Accurately assess teacher effectiveness so teachers can get meaningful feedback Support ongoing improvement of all educators Ensure appropriate training and links to professional development opportunities Facilitate school-and district-wide collaborative cultures focused on continuous improvement Foster a culture of openness and sharing

4. T EACHER O BSERVATION AND E VALUATION S YSTEM : S TEPS IN D ESIGN Establish the committee structure and decision- making process – what model to use Conduct a gap analysis – design action plan Identify a data management system Establish procedures and timelines for novice and experienced teachers Prepare forms and instruments/rubrics Determine how judgments will be made Determine training-support system for teachers Design training-support system for evaluators

5. A B LUEPRINT FOR T EACHER E VALUATION Clear definition of teaching (the “what”) Instruments and procedures that provide evidence of teaching (the “how”) Trained evaluators who can make consistent judgments based on evidence Process for teachers to understand the evaluative criteria Process for making final judgment

6. 2012-13 T EACHER E VALUATION P ILOT O BSERVATIONS 6 Pre-Conference · Establish purpose/focus for observation · Discuss lesson, orientation of students · Determine data to be collected · Schedule observation and post conference Post-Conference · Share analysis of/feedback with teacher · Discuss specific strengths, areas of improvement · Develop plan to improve instruction, including professional development Double-Scored · More than one evaluator independently scoring same lesson on same rubric · Can occur in classroom or via video capture · Required to promote/analyze inter-rater agreement External · Performed by thoroughly trained educators not serving in direct supervisory capacity in teacher’s school · Required to reduce bias (positive or negative) and increase reliability/quality of feedback OBSERVATION At least 15 minutes · Counts toward summative evaluation Components Types Note: Informal observations less than 15 minutes (walkthroughs) are encouraged but not required by NJDOE 6

7. Non-Tenured TeachersTenured Teachers Type of Observation 5 Core 3 Non-Core 4 Core 2 Non-Core Formal observation with pre- and post- observation conference/ feedback 2 1 1 1 Unannounced observation with post-observation conference External evaluator (Superintendent or Supervisors) and post conference 2 1 2 1 30 minute-observation5342 Double-scored observation and post conference (2 administrators observe/debrief – one report is completed. 1 110 Total number of minutes1509012060 NJ DOE recommended105609045 Core = Language Arts – Mathematics – Science – Social Studies Non-Core = All other subjects District’s Observation Schedule 2012-2013

8. G ENERAL E VALUATION P ROCEDURES Informal Observations: (Teachscape) Classroom Walk-Throughs Formal Observations: Charlotte Danielson’s Framework for Teaching Pre-Observation Conference Classroom Observation Post-Observation Conference

9. Teacher Professional Development Support Continuum – TPDSC

10. Ongoing & Diversified Assessments Data-Driven Professional Development High Quality Teaching Home-School - Community Connection IMPROVED STUDENT LEARNING Effective Instructional Leadership Culture Shift 10

11. CHANGE Standards of effective teaching practices Focused professional development on teaching and learning Online professional development and resources Focused Professional Growth Plan Ongoing articulation and nurturing teachers as reflective practitioners. Practice of teaching linked to student achievement TeachNJ – August 6, 2012 11

12. L ESSONS L EARNED Capacity Building Culture Shift Change Both Technical and Adaptive Challenges Celebrations at the Student/Teacher/School/District 12

13. R ESOURCES FOR T EACHERS AND OBSERVERS Time for Training Onsite/Online Mutual Flexibility Job-Embedded Coaching for Observers The Framework for Teaching Evaluation Instrument - Book Enhancing Professional Practice: A Framework for Teaching - Book Binder with Rubrics and Protocols iPad - Laptop Teachscape APP Curriculum Fidelity Checklists 13

14. THE FRAMEWORK FOR TEACHING Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

15. D OMAIN N O. 1 – P RE -O BSERVATION C ONFERENCE 1. How does this learning “fit” in the sequence of learning for this class? 2. Briefly describe the students in this class, including those with special needs. 3. What are your learning outcomes for this lesson? What do you want the students to understand? 4. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using. 5. How will you differentiate instruction for different individuals or groups of students in the class? 6. How and when will you know whether the students have learned what you intend? 7. Is there anything else you would want me to know about the lesson? 15

16. D OMAIN 1: P LANNING AND P REPARATION Teacher Name: ____________________________ Date:______________ Time: _ 1a. Demonstrating knowledge of content and pedagogy 1b: Demonstrating knowledge of students 1c: Selecting Instructional outcomes 1d. Demonstrating knowledge of resources 1e. Designing coherent instruction 1f. Designing student assessment 16

17. D OMAIN 2: T HE CLASSROOM E NVIRONMENT Teacher Name: ____________________________ Date:______________ Time: _ 2a: Creating an Environment of Respect and Rapport 2b: Establish a Culture for Learning 2c: Managing Classroom Procedures 2d. Managing Student Behavior 2e. Organizing Physical Space 17

18. D OMAIN 3: I NSTRUCTION Teacher Name: ____________________________ Date:______________ Time: _ 3a. Communicating with Students 3b: Using Questions and Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness 18

19. D OMAIN 4: PROFESSIONAL RESPONSIBILITIES Teacher Name: ____________________________ Date:______________ Time: _ 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism 19

20. P OST -O BSERVATION C ONFERENCE TEACHSCAPE Q UESTIONS 1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? 2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? 3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? 4. Did you depart from your plan? If so, how, and why? 5. Comment on different aspects of your instructional delivery (e.g. activities, grouping of students, materials, and resources). To what extend were they effective? 6. If you had a chance to teach this lesson again to the same group of students, what would you do differently? 20

21. DAY 1 District- Initiated Training Teachscape Classroom Walk- Throughs (CWT) Classroom Walk-Throughs In collaboration with Teachscape, all administrators participated in training designed to support the development of instructional leaders as researchers and analyzers. Training focused on the efficient collection, use, and analysis of critical data sources. Instructional leaders have been equipped with a process and technology too to help them promote, support, and sustain data-informed instructional improvement and student learning.

22. DAY 2 Facilitate the Work of the District Evaluation Pilot Advisory Committee (DEPAC) The Role of the DEPAC The factors that will contribute to the successful implementation of the Framework for Teaching as the foundation of the district’s evaluation system, with the support of the Framework as updated/revised at the district level. The evaluation system that includes informal and formal classroom observation, and how the collection of teacher artifacts will be used as evidence of domains 1 and 4. The review of forms and instruments to be used.

23. DAY 3 Training for All Staff and Adminis- trators Resource: Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson, 2007. Introduction to the Framework for Teaching This training session will provide background and the research foundation for using the Framework to enhance professional practice in different applications: teacher preparation, mentoring and induction, professional development, and teacher evaluation. Administrators and lead teachers will explore the themes within the framework and become familiar with the components, their organizational structure, and are introduced to the rubrics that guide improving professional practice.

24. DAY 4-5 Training for Teacher Leaders and Adminis- trators Observation Skills Training for Administrators, Master Teacher/Coaches, and Grade Level Team Leaders is designed to follow-up to the Introduction to the Framework. Training will focus on developing administrators’ and teacher leaders’ observation skills. Use of classroom videos, analysis, and discussion will provide a foundation to support the development of administrators and teacher leaders to become critical observers of classroom practice. Topics included: understanding the difference between evidence and opinion, collecting evidence of practice based on the Framework for Teaching, analyzing the evidence against the rubrics, providing effective feedback, and using the Framework to promote reflective practice.

25. TOTAL OF 5 DAYS Executive Coaching for ALL Evaluators Job-Embedded Coaching/Targeted Ongoing Professional Development Coaching focuses on developing administrators’ and teacher leaders’ observation and clinical model skills. Topics include: understanding the difference between evidence and opinion, collecting evidence of practice based on the Framework for Teaching, analyzing the evidence against the rubrics, providing effective feedback

26. O NGOING T RAINING Online Training and Proficiency Test Teachscape Online Professional Learning Resources is available to further support the integrity of the teacher evaluation process. The system includes the online proficiency test designed to evaluate our administrators and teacher leaders ability to accurately interpret teacher performance using Framework For Teaching (FFT). Release time for evaluators to engage in 20 hours of professional development. Prepare for six-hour proficiency test

27. F OLLOW - U P T RAINING Supporting Teachers as Reflective Practitioners Teachscape Reflect integrates 360-degree, panoramic video and online collaboration tools with research-based frameworks to support professional growth and effective teaching practice. This new and creative approach to professional development was introduced to all administrators and teacher leaders as an enhanced approach to promoting teachers as reflective practitioners.

28. ONGOING SUPPORT Follow Up Training for All Staff Collegial dialogue on the observation process led by teacher leaders Use of faculty meeting time Follow up sessions during school hours Data-driven follow up training led by teacher leaders and administrators Use of Reflect Video System on a voluntary basis Access to Teachscape Library by all staff