Teacher Effectiveness for Language Learning Lisa A. Harris, Ed.D. Virginia Department of Education...
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- Slide 1
- Teacher Effectiveness for Language Learning Lisa A. Harris,
Ed.D. Virginia Department of Education Specialist for Foreign
Languages Jennifer Carson, M.Ed. Virginia Beach City Public Schools
Coordinator, World Languages
- Slide 2
- After this session, participants will be able to: Identify
correlations between the Virginia Standards for the Professional
Practice of Teachers of Foreign Languages(VSPPT-FL) and the Teacher
Effectiveness for Language Learning (TELL) Framework. Discuss how
the TELL Criteria support the development of professional
development plans for Foreign Language teachers. Use the TELL
Projects products as a foundation for professional development
planning on an individual, school, division, or state level
Learning Objectives
- Slide 3
- 3 THE VIRGINIA STANDARDS FOR THE PROFESSIONAL PRACTICE OF
TEACHERS (VSPPT) Uniform Performance Standards
- Slide 4
- VSPPT/FL Background Virginia Standards for the Professional
Practice of Teachers Approved by the Virginia Board of Education on
April 28, 2011, effective July 1, 2012.
http://www.doe.virginia.gov/teaching/regulations/unifor
m_performance_stds_2011.pdf
- Slide 5
- How will teacher performance be documented? 12
- Slide 6
- Multiple Data Sources Observations Portfolios/Documentation
Logs Student Surveys Self-Evaluation Measures of Academic Progress
Student Growth Percentiles Student Achievement Goal Setting Other
Valid Measures
- Slide 7
- 7 Goal Setting for Student Progress Appropriate measures of
academic progress are determined During first month of school,
teachers set goals for improving student progress based on the
results of performance measures Midyear review of student progress
goal; modify strategies End-of-year review of goal attainment
Observations Probationary teachers observed many times throughout
the year Continuing contract teachers observed several times a year
Additional observations at building administrators discretion
Observations last the duration of a full lesson Documentation Log
Includes both specific required artifacts and teacher-selected
artifacts Artifacts provide evidence of meeting selected
performance standards Provides teacher with opportunity to
demonstrate quality work Evaluator reviews annually (by end of
first semester for probationary teachers; before last week of
school for all teachers) Student Surveys Teachers survey their
students prior to end of first semester (e.g., K-8: survey entire
class; if students change classes, survey two classes; 9-12: survey
two classes per semester) Teachers enter summary of the results in
their Documentation Log Recommended Data Sources 14
- Slide 8
- Data Collection Procedures Data Collection Procedure
Form(s)EvaluatorTeacher Informal ObservationsInformal Classroom
Observation Form Formal ObservationsFormal Classroom Observation
Form Student Surveys Student Survey Forms (1-2, 3-5, 6-8, 9-12)
Student Survey Summary Portfolios/Documentation Logs Table of
Contents Self-EvaluationTeacher Self-Evaluation Form Measures of
Academic Progress Goal Setting for Academic Progress Form
Reviews/approvesSelects/develops
- Slide 9
- 9 Teacher Performance Standard Percentage Contribution to the
Summative Rating Standard 110% Standard 210% Standard 310% Standard
410% Standard 510% Standard 610% Standard 740% Performance
Evaluation Standard Weighting 23
- Slide 10
- The Virginia Foreign Language Professional Development
Framework (VA-FLPD) Based on the VSPPT and the TELL Project
- Slide 11
- VA-FLPD Framework
- Slide 12
- The Virginia Foreign Language Professional Development
Framework Collaborative Effort Research based Model for individual,
school, and/or division level plans Correlated with VSPPT/FL and
the TELL Project On the Web at:
www.flavaweb.org/www.flavaweb.org/
- Slide 13
- Uniform Standards Standard 1: Professional Knowledge Standard
2: Instructional Planning Standard 3: Instructional Delivery
Standard 4: Assessment of and for Student Learning Standard 5:
Learning Environment Standard 6: Professionalism Standard 7:
Student Academic Progress
- Slide 14
- What is TELL?
- Slide 15
- TELL Guiding Principles
- Slide 16
- Core Beliefs The identified teacher characteristics and
behaviors represent the model world language teacher. The
identified teacher characteristics and behaviors represent the
model world language teacher.
- Slide 17
- Core Beliefs
- Slide 18
- Slide 19
- The Virginia Standards Standard 1: Professional Knowledge
Standard 2: Instructional Planning Standard 3: Instructional
Delivery Standard 4: Assessment of and for Student Learning
Standard 5: Learning Environment Standard 6: Professionalism
Standard 7: Student Academic Progress
- Slide 20
- 20 TELL Framework Preparing for Student Learning Advancing
Student Learning Supporting Student Learning E Environment LE The
Learning Experience C Collaboration P Planning A Performance and
Feedback PR Professionalism LT Learning Tools VSPPT #5 VSPPT #2
VSPPT #3 VSPPT #4 VSPPT #5 VSPPT #6
- Slide 21
- Introduction Framework Implementation SELF-ASSESSMENTS
- Slide 22
- 22 SCENARIO 1 Division Implementation
- Slide 23
- Curriculum Leader - Full-day Workshop research on student
achievement 3 core beliefs of TELL small group discussions about
characteristics
- Slide 24
- Division Implementation Teachers use self-assessment tool to
determine current adherence to the criteria. Select top 3 choices
for growth for the semester. Inform the supervisor.
- Slide 25
- A Division Coordinators Perspective I believe the TELL Project
will help us better support teachers and retain them in our
profession. Teachers, like students, need to have clear
expectations and understandings of what an effective teacher looks
like and how they should strive to perform in todays world language
classroom and community. Dawn Samples, SC
- Slide 26
- Sharon Deering, TX Division Practices
- Slide 27
- 27 SCENARIO 2 School-level Implementation
- Slide 28
- Department Implementation Present research on student
achievement. Study the 7 domains in meetings & in-service days.
Take the Self-Assessment. Make a decision about professional
development needs based on Self-Assessment results. Administrators
support implementation.
- Slide 29
- Alyssa Villarreal, TN Role of Principal
- Slide 30
- 30 SCENARIO 3 Individual Teacher Implementation
- Slide 31
- Review the 7 domains. Take the self-assessments to determine
areas for growth. Tape lessons and use observation
instruments.
- Slide 32
- Foundational Criteria Framework Documents Foundational
Criteria
- Slide 33
- Choosing goal areas Full TELL Self-Assessment Inventory All
domains and criteria Just one or two of the 7 domains Foundational
Criteria Inventory Starting with the essential criteria in all 7
domains Decide on the assessment method that is appropriate for you
or your group, using:
- Slide 34
- Using goals to enhance individual professional development
Select goal areas Identify related topics and questions Search for
professional development options related to the goal: College
courses Conference sessionsConference sessions Regional workshops
Look for correlations in offerings
- Slide 35
- Teachers Perspectives The TELL document has helped me to re-
evaluate my teaching from a variety of standpoints; from how I plan
and assess, to how I collaborate with students and other
stakeholders, to how I set goals for becoming a more effective
teacher. Dorothy McFarland
- Slide 36
- Teachers Perspectives I recommend it be used like a pilot uses
his checklist before, during, and after flight as a guide to focus
on all the many facets that are instrumental in assisting our kids
navigate their journey as they learn a new language and culture.
Dennis Groters, TX
- Slide 37
- Resources for Implementation Correlations to VSPPT Formative
Observation Instruments Administrative observation instruments
Correlations to research Research and articles Exemplars
- Slide 38
- TELL Self-Assessment and VSPPT/FL
- Slide 39
- Slide 40
- TELL Criteria and PD
- Slide 41
- Partner Initiatives FLAVA conference correlations Washington
& Lee University FLTWS (webinars) VCU Title VI grant
applications Regional PD workshops VDOE support
- Slide 42
- VDOE State-wide survey MOPI Institute Archived videos Teacher
Direct PD calendar (SOL Events)
- Slide 43
- Teacher Direct More direct line of communication with classroom
teachers and educators Includes: Content-specific news and
information for teachers & students Information about new
instructional resources Professional development calendar Grant
opportunities
- Slide 44
- SOL Events Searchable online calendaronline calendar TELL
survey will help determine offeringsTELL survey Updated as events
are identified VDOE Professional organizations Community groups
Regional trainings Online sessions
- Slide 45
- Slide 46
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- Slide 48
- Self-Assess Describe the correlation between the VSPPT and TELL
Discuss how the VSPPT relate to foreign language teaching. Tell how
the VA-FLPD supports professional development for Foreign Language
teachers.
- Slide 49
- 49 Find information and resources on the Virginia Standards for
the Professional Practice of Teachers and Student Goal Setting on
the Web at: http://www.doe.virginia.gov/teaching/performance_eva
luation/teacher/index.shtml
- Slide 50
- 50 Find information and resources for the TELL project on the
Web at: www.tellproject.org
- Slide 51
- 51 WWW.FLAVAWEB.ORG/ Find the VA-FLPD Framework on the web
at:
- Slide 52
- Do TELL! Teachers can take the professional development goals
survey at: http://www.surveymonkey.com/s/75Y5LHT
- Slide 53
- Thank You! For information about foreign language initiatives
in Virginia please contact: Lisa A. Harris Specialist for Foreign
Languages Virginia Department of Education P.O. Box 2120 Richmond,
VA 23218-2120 Tel: 804-225-3666 Fax: 804-786-1597 E-mail:
lisa.harris@doe.virginia.govlisa.harris@doe.virginia.gov