Collaborative Code Silence electronic devices Minimize the use
of those devices during presentations and activities Observe the
time frames and signals Limit sidebar conversations Keep your
materials organized 2
Slide 3
Project Development - Goal To develop a teacher effectiveness
model that: will reform the way we evaluate teachers and identify
critical components of teacher training and professional growth
3
Slide 4
Project Development - Background $800,000 Gates Foundation
grant to facilitate the development of statewide policy, tools and
processes to evaluate teachers and principals in which student
achievement is a significant factor affecting performance ratings
PDE is closely following the work of the Pittsburgh Public Schools
PPS recipients of $40 million Gates Foundation grant that is more
comprehensive in scope but similar in redesigning evaluation
policy, tools and processes 4
Slide 5
2010-2011 Phase I The following were pilot sites for Phase I:
Allentown School District Cornell School District Mohawk School
District IU5 Northwest Tri-County Intermediate Unit 5
Slide 6
2011-2012 Phase II Participation Levels 85 Districts 11 CTCs 11
IUs 8 Charters 6
Slide 7
2011-2012 Phase II Beginning in January, 2012 One formal
observation and one walk- through observation per participating
teacher Reporting the Evidence Evidence collected and shared with
Mathematica not PDE 7
Slide 8
2012-2013 Phase III Participants consist of: Volunteer
Districts RTTT Districts SIG Schools 8
Slide 9
2012-2013 Phase III Volunteer District Requirements: Choose the
number of schools, administrators and teachers to be involved One
Observation and one walkthrough with each participating teacher
Collect data using PDE tools and submit to Mathematica 9
Slide 10
2012-2013 Phase III RTTT District Requirements: District-wide
participation in both teacher and principal effectiveness 3 year
phased-in commitment as outlined by the Performance Measures (see
RTTT LEA Grant Guidelines, Participant Resources, Pg. 8) One
observation and one walkthrough with each participating teacher
Collect data using PDE tools and submit to Mathematica 10
Slide 11
2012-2013 Phase III SIG School Requirements: School-wide
participation in both teacher and principal effectiveness One
observation and one walkthrough with each participating teacher
Collect data using PDE tools and submit to Mathematica 11
Slide 12
12
Slide 13
13
Slide 14
14
Slide 15
Next Steps Value-Added Models (15%) Mathematica Policy Research
Proposal Develop value-added models (VAMs) for estimating the
contribution of individual teachers and principals to growth in
student achievement. Provide estimates based on VAMs for teacher
and principal evaluation. Assess the strength of relationships
between VAM-based and observation-based measures of performance, to
inform decisions about which observation-based measures should be
included and how to evaluate teachers in non-tested grades and
subjects. Develop and calculate summary performance indicators
across value-added measures and between value-added and other
measures. Synthesize the findings in annual reports that document
the models continual development over time. 15
Slide 16
Next Steps Teacher Reports and Student- Teacher Linkages (15%)
Teacher value-added reports for individual teachers by
grade/subject/year using a robust statistical report. Teacher
diagnostic reports for insight on effectiveness with students by
achievement level and subgroup. Administrator summary reports for
authorized users in a particular school or district. Drill down
capacity to individual student-level projections based on classroom
rosters. Teacher-level value-added reports require student-teacher
linkages, which capture the instructor(s) responsible for a
students learning in the tested grade/subject. It is critical that
this linkage system provide accurate information that is validated
by individual teachers. Web-based teacher reporting for PSSA grades
4-8 Web-based teacher reporting for PSSA grades 4-8 and Keystone
Exams 16
Slide 17
Multiple Measures of Teacher Evaluation - Anticipated Evidence
(50%) Principal/Supervisor classroom observations, including
evidence that demonstrates behaviors associated with improving
student achievement: Domains (Danielsons Framework for Teaching)
Planning and preparation Classroom environment Instruction
Professional responsibilities 17
Slide 18
Teacher Evaluation Rubric 4 Domains 22 Components 4 Levels of
Performance for each component Unsatisfactory Progressing/Needs
Improvement Proficient Distinguished 18
Slide 19
Questions or Comments? 19
Slide 20
Introduction to the Domains OBJECTIVES: Participants will learn
How their thinking about good teaching compares to the framework we
will use. That the Framework represents good common sense, and much
that we already know, about teaching. The form and content of
Domains 1, 2, 3 and 4. 20
Slide 21
Having an Impact If we want to impact student achievement and
growth Then we must impact teaching and learning And of course, we
know what good teaching is 21
Slide 22
Worksheet #1- Pg.3 Participant Materials Lets begin by
collecting our thinking about good teaching. 22
Slide 23
Wisdom of Practice What are the qualities of teaching most
tightly tied to student learning? 23
Slide 24
The Domains 1. Planning and Preparation 2. The Classroom
Environment 3. Instruction 4. Professional Responsibilities 24
Slide 25
A Framework for Teaching: Components of Professional Practice
25 Domain 4: Professional Responsibilities Reflecting on Teaching
Maintaining Accurate Records Communicating with Families
Participating in a Professional Community Growing and Developing
Professionally Showing Professionalism 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
Slide 26
Worksheet #2-pg 4 Participant Materials 26 Identifying the
Domains Extending our learning of the domains
Slide 27
A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities a. Reflecting on Teaching
b. Maintaining Accurate Records c. Communicating with Families d.
Participating in a Professional Community e. Growing and Developing
Professionally f. Showing Professionalism Domain 3: Instruction a.
Communicating with Students b. Using Questioning and Discussion
Techniques c. Engaging Students in Learning d. Using Assessment in
Instruction e. Demonstrating Flexibility and Responsiveness Domain
1: Planning and Preparation a. Demonstrating Knowledge of Content
and Pedagogy b. Demonstrating Knowledge of Students c. Setting
Instructional Outcomes d. Demonstrating Knowledge of Resources e.
Designing Coherent Instruction f. Designing Student Assessments
Domain 2: The Classroom Environment a. Creating an Environment of
Respect and Rapport b. Establishing a Culture for Learning c.
Managing Classroom Procedures d. Managing Student Behavior e.
Organizing Physical Space 27
Slide 28
Features of A Framework for Teaching 28 Generic: applies to all
grade levels, content areas Not a checklist Evidence
based/reflective Not prescriptive: tells the what of teaching, not
how Comprehensive: not just what we can see Inclusive: Novice to
Master teacher
Slide 29
29
Slide 30
Lets Review Find the handout entitled Framework Assessment
Complete on your own Review with at your table. 30
Slide 31
A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities Reflecting on Teaching
Maintaining Accurate Records Communicating with Families
Participating in a Professional Community Growing and Developing
Professionally Showing Professionalism 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 31
Slide 32
32 Domain 3 Components 3a Communicating with Students 3bUsing
Questioning and Discussion Techniques 3cEngaging Students in
Learning 3dUsing Assessment During Instruction 3eDemonstrating
Flexibility and Responsiveness 32
Slide 33
An In-Depth Look at Domain 3 In your supply box, there are
little cards with letters on them Distribute one to each person
Take Worksheet 3a (p. 5) out of your binder along with the rubric
Find the table with your letter and introduce yourself to the
others in this new group. 33
Slide 34
An In-Depth Look at Domain 3 Each group will be working on one
of the components within Domain 3: Groups A & F Component 3a
Groups B & G Component 3b Groups C & H Component 3c Groups
D & I Component 3d Groups E & J Component 3e 34
Slide 35
Worksheet #3a Pg. 5 Participant Materials 35 Create a specific
example of your assigned component: Ms. T says to Joey, You dummy!
Do not restate the rubric: Ms. T is rude to a student.
Slide 36
Worksheet #3b Pg. 6 Participant Materials Generalizing about
Levels of Performance 36 What do all the examples of unsatisfactory
have in common? What do all the needs improvement/progressing
examples have in common? Proficient? Distinguished?
Slide 37
Conclusions: Levels of Performance 37 Unsatisfactory: Potential
for harm Progressing/Needs Improvement: Inconsistent, novice
Proficient: Consistent, competent Distinguished: Unusually
excellent, no one lives here permanently in all components
Slide 38
Components of Domain 3: Engagement 3a: Communicating with
Student 3b: Using Questioning and Discussion Techniques 3c:
Engaging Students in Learning 3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness 38
Slide 39
A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities Reflecting on Teaching
Maintaining Accurate Records Communicating with Families
Participating in a Professional Community Growing and Developing
Professionally Showing Professionalism 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 39
Slide 40
Domain 1 : Planning and Preparation 40 1 a: Demonstrating
Knowledge of Content and Pedagogy 1 b: Demonstrating Knowledge of
Students 1 c: Setting Instructional Outcomes 1 d: Demonstrating
Knowledge of Resources 1 e: Designing Coherent Instruction 1 f:
Designing Student Assessments
Slide 41
Component 1a: Demonstrating Knowledge of Content and Pedagogy
1. Teacher wrote a scholarly article 2. Lesson
plans/structure/content/relevance 3. Teacher explanation of
probable Students misconceptions 4. Teachers answers to student
questions during class 5. Teacher presented a workshop to faculty
6. Teacher explains the structure of discipline prior to lesson 7.
Teacher tells observer how this lesson fits into the larger unit 8.
Teacher adjusts the lesson midstream based on Students
misconceptions 9. Teacher poses different levels of content
questions during the lesson 10. Teacher states how this lesson
connects to content standards 41
Slide 42
Component 1a: Demonstrating Knowledge of Content and Pedagogy
1. Teacher wrote a scholarly article 2. Lesson
plans/structure/content/relevance 3. Teacher explanation of
probable Students misconceptions 4. Teachers answers to student
questions during class 5. Teacher presented a workshop to faculty
6. Teacher explains the structure of discipline prior to lesson 7.
Teacher tells observer how this lesson fits into the larger unit 8.
Teacher adjusts the lesson midstream based on Students
misconceptions 9. Teacher poses different levels of content
questions during the lesson 10. Teacher states how this lesson
connects to content standards 42
Slide 43
Worksheet #4 Pg. 7 Participant Materials 43 Read the Domain 1
questions. Why are they important?
Slide 44
Lesson Plan Data Collection Tool Page 7- Worksheet #4 Practice
Evidence Collection Write what is said - not what you think about
it/your interpretation of it. 44
Slide 45
A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities Reflecting on Teaching
Maintaining Accurate Records Communicating with Families
Participating in a Professional Community Growing and Developing
Professionally Showing Professionalism 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 45
Slide 46
Domain 2: The Classroom Environment 2a: Creating an Environment
of Respect and Rapport 2b: Establishing a Culture for Learning 2c:
Managing Classroom Procedures 2d: Managing Student Behavior 2e:
Organizing the Physical Space 46
Slide 47
Worksheet #5 Pg. 8 Participant Materials Browse Domain 2 of
your Rubric Reflect and answer questions on Worksheet #5
Independently Table Share 47
Slide 48
A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities Reflecting on Teaching
Maintaining Accurate Records Communicating with Families
Participating in a Professional Community Growing and Developing
Professionally Showing Professionalism 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 48
Slide 49
49 Domain 4: Professional Responsibilities 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
Slide 50
Worksheet #4 Pg. 7 Participant Materials 50 Skim the rubrics in
Domain 4. Have a table conversation about HOW these components
might impact student learning. Go to an expert group (get a
numbered card from your supply box) and move to the table for that
group. Develop a Distinguished response for your component.
Slide 51
Domain 4 Expert Groups Groups 1 & 7 Component 4a Groups 2
& 8 Component 4b Groups 3 & 9 Component 4c Groups 4 &
10 Component 4d Groups 5 & 11 Component 4e Groups 6 & 12
Component 4f 51
Slide 52
Uses of A Framework for Teaching 52 Self-Assessment Reflection
Peer Coaching Teacher Evaluation Mentoring and Induction
Professional Growth Plans
Slide 53
Benefits of Using a Framework for Teaching 53 Common language
Similar vision for good teaching and how it can be improved Greater
validity and reliability in the teacher evaluation process Changes
in novice thinking Opportunities for collaboration
Slide 54
Doing Teacher Evaluation Right 54 5 Rules/Best Practices
Evidence
Slide 55
55 Why Evaluate Teaching? Quality Assurance Professional
Learning
Slide 56
56 Doing Teacher Evaluation Right OBJECTIVES: Participants will
learn The role of the Framework in teacher assessment Best
practices in teacher evaluation How to conduct teacher evaluation
to accommodate quality assurance and professional learning, too How
to differentiate for novices, experienced teachers, and at-risk
teachers How to create buy-in for all stakeholders.
Slide 57
57 The Widget Effect 1. Count off by a, b, c, d at your table
2. Read the following sections: a p9 and pp 10-14 b p9 and pp 15-18
c p9 and pp 19-23 d p9 and pp 26-30 3. Then identify the 3 most
important facts from your section
Slide 58
58 The Widget Effect Share and Learn At your table, have each
person share the three most important ideas culled from the
reading. Mark your own copy accordingly. Discuss your
thinking.
Slide 59
59 Card Sort p10 Participant Materials Read your card Using a
Post-It note, identify: Domain Component Element Share at your
table as instructed; come to consensus
Slide 60
60 Rewrite Select one scenario at your table Determine
tentative Level of Performance Rewrite at higher and lower levels
using rubric characteristics
Slide 61
61 5 Rules for Teacher Evaluation 1. Defensible definition of
teaching 2. Differentiation of evaluative processes 3.
Evidence-driven process 4. The role of teacher learning 5.
Transparency
Slide 62
62 Overarching Questions Who does the thinking? Who does the
learning and growing?
Slide 63
63 Rule # 1: Defensible Definition of Teaching Start with a
defensible definition of good teaching that is studied, and
understood, by all stakeholders.
Slide 64
64 A Framework for Teaching: Components of Professional
Practice Domain 4: Professional Responsibilities Reflecting on
Teaching Maintaining Accurate Records Communicating with Families
Contributing to the School and District Growing and Developing
Professionally Showing Professionalism Domain 3: Instruction
Communicating Clearly and Accurately 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 Selecting Instruction Goals Demonstrating Knowledge of
Resources Designing Coherent Instruction Assessing Student Learning
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
Slide 65
65 Rule # 2: Differentiation of Evaluative Process
Differentiate the processes of evaluation for: novices experienced
teachers teachers at risk
Slide 66
Differentiated Evaluation Sample Novice/Untenured Very close
observation and assessment Experienced/Tenured Presumption of
professionalism At-Risk Not punitive Formal and informal
observation of teaching is key + teacher interviews + artifacts
Structured process 1/3yr. Other years: informals + teacher
interviews+ professional goal- setting Intensive, extensive
team-based support based on persistent unsatisfactory performance
in one or more components 2 4 formal times per year; multiple
informal observations Professional Goal- Setting: Choose from a
list of rigorous, approved activities Clear goals, outcomes,
evidence and timelines anchor No self-directed activities
Activities produce evidence which is then evaluated Designed for
the teacher who can, and wishes, to improve 66
Slide 67
67 Overarching Questions Who does the thinking? Who does the
learning and growing?
Slide 68
68 5 Rules for Teacher Evaluation 1. Defensible definition of
teaching 2. Differentiation of evaluative processes 3.
Evidence-driven process 4. Teacher learning integral 5.
Transparency
Slide 69
69 Rule # 3: Evidence Driven Process Let evidence -not opinion-
anchor the process
Slide 70
Evidence or Opinion? 1. The teacher has a warm relationship
with the students. 2. The teacher said that the South should have
won the Civil War. 3. The table groups were arranged in 2 x 2 pods.
4. The materials and supplies were organized well. 5. Wait time was
insufficient for student thinking. 6. The teacher stated that
students have learned to add 2-digit numbers in preparation for
todays lesson. 7. 6 students, questioned randomly, did not know the
days learning goals. 70
Slide 71
Evidence or Opinion? 1. The teacher has a warm relationship
with the students. 2. The teacher said that the South should have
won the Civil War. 3. The table groups were arranged in 2 x 2 pods.
4. The materials and supplies were organized well. 5. Wait time was
insufficient for student thinking. 6. The teacher stated that
students have learned to add 2-digit numbers in preparation for
todays lesson. 7. 6 students, questioned randomly, did not know the
days learning goals. 71
Slide 72
Worksheet #6 Pg. 11 Participant Materials 72 EVIDENCE is a
factual reporting of events, may include teacher/student actions
and behaviors, may include artifacts prepared by the teacher,
students or others, avoids personal opinion or biases, and is
selected using professional judgment by the observer and/or the
teacher.
Slide 73
73 Observation-based Assessment: Process and Evidence
ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson
Plan with Components of Domain 1- Evidence provided by Teacher
Observation: Domains 1, 2 and 3 Standard Evidence Collection
Document Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of
evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self- Assessment Rubric
Slide 74
74 Worksheet #7 Pg. 13 Participant Materials Watch the
pre-observation conference Collect evidence on your Lesson Plan
form Document evidence only no opinions, please!
Slide 75
75 Daily Lesson Plans 1 c: What will students learn? 1 e: How
will I teach it to them? 1 f: How will I measure which students
learned it?
Slide 76
EvidenceObservation-based Assessment: Process and Evidence
ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson
Plan with Components of Domain 1- Evidence provided by Teacher
Observation: Domains 1, 2 and 3 Standard Evidence Collection
Document Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of
evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self- Assessment Rubric 76
Slide 77
77 Types of Observation Evidence Verbatim scripting of teacher
or student comments: Could one person from each table collect
materials? Descriptions of observed teacher or student behavior:
The teacher stands by the door, greeting students as they enter.
Numeric information about time, student participation, resource
use, etc.: Three students of the eighteen offer nearly all of the
comments during discussion. An observed aspect of the environment:
The assignment is on the board for students to do while roll is
taken.
Slide 78
78 Worksheet #8 Pg.14 Participant Materials Watch the lesson
Collect evidence of what you see and hear If you arent sure where
to write the evidence, just write it This is practice; relax
Slide 79
Points about Evidence All questions are not about 3b Engagement
is about the nature of the work and who does it Formative
assessments should assess whether EACH student met the objectives.
79
Slide 80
EvidenceObservation-based Assessment: Process and Evidence
ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson
Plan with Components of Domain 1- Evidence provided by Teacher
Observation: Domains 1, 2 and 3 Standard Evidence Collection
Document Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of
evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self- Assessment Rubric 80
Slide 81
After the Observation Share a copy of the evidence gathered
with the teacher, and give the teacher a copy of the rubric to
self-evaluate. The teacher will return these to you prior to the
post-observation conference. Review the evidence and evaluate the
teachers lesson using the rubric. Compare the teachers
self-assessment to your evaluation. Use the areas of non-agreement
to guide the post-observation conference. 81
Slide 82
82 Conclusions about the Observation Where did your group mark
the lesson at or above proficient? Where did your group mark the
lesson below proficient?
Slide 83
83 Paradigm Shift Who collects/provides evidence? Both teacher
and evaluator Evaluation is not done TO you; it is done with you
and for you
Slide 84
Concluding about the Lesson Where did your group mark the
lesson at or above proficient? Where did your group mark below
proficient? Post-Teaching Collaborative Assessment Domains: 1, 2, 3
and 4 Teacher and Evaluator discuss agreed upon items Evaluator
invites teacher to discuss areas of disagreement Teacher develops
self-assessment summary Preparing for Post-Observation Domains 1,
2, 3 and 4 Evaluator provides Teacher with Evidence Collected
during the Observation Teacher self-assesses using highlighter and
rubric and gives to evaluator Evaluator assesses and marks all
agreed upon leaves areas of concern blank to discuss During the
Observation Domains 1, 2 and 3 Evaluator arrives early Walks the
WallsEvidence Collected during the lesson: Avoid Opinions
Pre-Observation Domain 1 and 4 2 days before: Teacher provides
evidence using Lesson Plan Form Teacher and Evaluator discuss
evidence provided; Evaluator Collects additional Evidence through
Questioning 84
Slide 85
Lunch 40 minutes 85
Slide 86
EvidenceObservation-based Assessment: Process and Evidence
ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson
Plan with Components of Domain 1- Evidence provided by Teacher
Observation: Domains 1, 2 and 3 Standard Evidence Collection
Document Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics and additions/correction of
evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4
Evaluator Rubric and Teacher Self- Assessment Rubric 86
Slide 87
87 The Purpose of the Post-Observation Conference To discuss
the components of difference (not yet marked by observer) To elicit
any evidence that still remains to be added about the lesson To
arrive at an assessment on the rubric for components of
difference.
What were your overall impressions of the conference? What
suggestions/feedback did the observer make to the teacher? How did
the teacher respond? Individually: 89
Slide 90
What suggestions/feedback did the observer make to the teacher?
How did the teacher respond? What changes in Teacher Practice might
you expect to see as a result of this conference? How would you
know? Debrief as a Group: 90
Slide 91
Words NOT to Use in the Post-Observation Conference Defend
Prove Argue Convince Avoid language that suggests opposition of
that might bring about a defensive response 91
Slide 92
Language for the Post-Observation Conference Say more about...
Comment on the evidence for... Lets look at the rubric for... What
is the best match for...? Whats the backstory for...? 92
Slide 93
Overarching Question Worksheet #11 Pg. 21 Who does the
thinking? Who does the learning and growing? 93
Slide 94
Walk-Through 94
Slide 95
Pre- Observation Observation Preparing for Post- Observation
conference Post- Conference Collaborative Assessment Opportunities
to Implement Changes Domains 1 and 4 Domains 1, 2 and 3 Domains 1,
2, 3, and 4 Domains 1, 2, 3, and 4 Agreed Upon Areas of Focus
95
Slide 96
Strong evaluation systems include a series of brief, focused,
unannounced, walk-throughs. The Walk-Through 96
Slide 97
Must be based on an agreed upon area of focus Quick-take 5 15
minutes Any Domain or Component Formative Assessment See page 16 of
the Resource Materials The Walk-Through 97
Slide 98
98 5 Rules for Teacher Evaluation 1. Defensible definition of
teaching 2. Differentiation of evaluative processes 3.
Evidence-driven process 4. Teacher learning integral 5.
Transparency
Slide 99
99 Rule # 4: Teacher Learning Integral Conduct evaluations in
such a way that they produce teacher learning.
Slide 100
100 Professional Learning Learning is done by the learner; it
is mental WORK. - Charlotte Danielson Who does the mental work in
your evaluation process?
Slide 101
101 The Nature of Professional Learning: Mental Work for
Teachers Reflection on practice Collaboration Self-assessment
Self-directed inquiry (action research) Feedback based upon
evidence
Slide 102
102 Narrative-FreeEvaluation The rubric contains the narrative.
Select the language that matches the evidence. The teacher
participates in language selection. The highlighter is the tool to
use! A summative domain statement is optional.
Slide 103
103 Supporting Teachers Correctly
DirectiveCollaborativeNon-Directive From evaluator to teacher Back
and forth From teacher to evaluator Immoral, illegal, dangerous,
clueless Both have ideas to contribute The teacher deserves to take
the lead DrowningSwimming Championship Swimming
Slide 104
104 5 Rules for Teacher Evaluation 1. Defensible definition of
teaching 2. Differentiation of evaluative processes 3.
Evidence-driven process 4. Teacher learning integral 5.
Transparency
Slide 105
105 Rule # 5: Transparency Teachers must learn the rubrics and
the process. How might this happen in your setting?
Slide 106
106 Involving All Stakeholders Many teacher evaluation systems
fail due to resistance that comes from the perception that the
evaluation system resulted from the secret efforts of an elite
few.
Slide 107
Notification is NOT Communication Communication is two-way not
one-way 107
Slide 108
Concluding about the Lesson Where did your group mark the
lesson at or above proficient? Where did your group mark below
proficient? Post-Teaching Collaborative Assessment Domains: 1, 2, 3
and 4 Teacher and Evaluator discuss agreed upon items Evaluator
invites teacher to discuss areas of disagreement Teacher develops
self-assessment summary Preparing for Post-Observation Domains 1,
2, 3 and 4 Evaluator provides Teacher with Evidence Collected
during the Observation Teacher self-assesses using highlighter and
rubric and gives to evaluator Evaluator assesses and marks all
agreed upon leaves areas of concern blank to discuss During the
Observation Domains 1, 2 and 3 Evaluator arrives early Walks the
WallsEvidence Collected during the lesson: Avoid Opinions
Pre-Observation Domain 1 and 4 2 days before: Teacher provides
evidence using Lesson Plan Form Teacher and Evaluator discuss
evidence provided; Evaluator Collects additional Evidence through
Questioning 108
Slide 109
Annotated Framework for Teaching Explore the document and: Note
the benefits of using the Framework within teaching and school
practice. How does it compare to the rubric itself? What is the
value of this document for developing teacher effectiveness?
109
Slide 110
Complete Framework for Teaching Self-Assessment Reflection Peer
Coaching Teacher Evaluation Mentoring and Induction Professional
Growth Plans 110
Slide 111
111 Building Evaluator Reliability Reliability refers to
similarity of conclusion/consistency Consistency is a function of
consensus- building activities Evaluators must practice
consensus-building activities regularly
Slide 112
Paradigm Shift Who Collects/Provides Evidence? Both teacher and
evaluator Evaluation is not done TO you; it is done with you and
for you 112
Slide 113
113 In Conclusion Deeper meanings of the Framework for Teaching
The nature of differentiated teacher evaluation How to collect
accurate evidence of teaching and use it, with rubrics, to assess
performance How to conduct teacher evaluations appropriately How to
make changes in teacher evaluation that reduce suspicion and
distrust
Slide 114
Now What? How do you make this happen? What supports do you
need? Resources: PDE website
www.education.state.pa.uswww.education.state.pa.us Teacher
Effectiveness Wiki http://iu3teacherevaluationpilot.wikispaces.com
http://iu3teacherevaluationpilot.wikispaces.com Binder materials
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