Teacher Lead Evaluator TrainingModule 3

Presenters:

Dr. Regina Cohn

Dr. Robert Greenberg

January 2013

WelcomeWhere have we been?Where have you been? Where are we going?

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3

[The] essential message is not, “You are

broken and I am here to fix you.” Rather [the] message is, “You are so

valuable and worthy, our mission is so vital, and the future lives of our students are so precious, that we have a joint responsibility to one another...”

Doug Reeves,from Leading Change in Your Schools 4

Module 3 - AgendaAnalogy/Metaphor

◦ Shift keeps happeningSocial and Human CapitalCreate the environment for success

◦ Improve teacher development through observations

◦ Allow for PD decisions to be data-driven and differentiated

Video observations:◦ Use of rubrics to calibrate◦ Observable behaviors

Feedback and evaluation

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“The only one who truly likes change is

a wet baby.”

--Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004

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Elephant & Rider

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Current EnvironmentNCLB (Challenge or Support)RTTT (Challenge or Support)APPR (Challenge or Support)

Our OptionsParadigm ShiftParadigm Perfection

Table ExerciseOrganize the white and green

cards according to what you believe to be the most appropriate relationships.

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Teacher Evaluation:Incorporating Human and Social

Capital

Human Capital: analysis of individual teacher behavior

Social Capital: analysis of group actions and behaviors

Human Capital SupervisionEvaluation

Observation ProtocolsFramework for Instruction

Induction ProgramContinuous Cycle of

Improvement Teacher Rubrics

CompetenciesTeaching Philosophy

Continuous Cycle of Improvement

Plan

Do

Study

Act

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Human Capital (Resources)What is human capital?

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Social CapitalFeedbackChangeReflectionRisk-takingCollegial ConversationGrowthSupportData Driven PD

Social Capital Human Capital

Social Capital Human Capital

Teacher PerformanceStudent Outcomes

Social Capital Human Capital

Teacher Performance

Student Outcomes

“7 Keys to Effective Feedback”by Grant Wiggins

Educational LeadershipSeptember 2012

ReadWork with your table partnersChart:

Examples from the article that relate to teacher evaluation

are….

AlignmentUsing your district mission

statement and/or board goals, align the elements/indicators of your rubric with mission statement/goals◦Explain how the indicators will help

you achieve the goals

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How to ruin a perfectly good employee…Start with a program review

◦ Fail to trust them. ◦ Be unclear in your expectations.◦ Constantly change rules and procedures.◦ Never praise, but always punish.

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Examine and enhance your tools for implementing a system for teacher development

based on:

Calibration of scoring using rubrics

Use of observable behavior/data for feedback and evaluation

Inter-rater reliabilityUse of best practice for giving

effective feedback

Video - Mr. Moodie 7th Grade Language Arts/ELD NYS Teaching Standards

NYSUT Rubric3 Instructional Practice4 Learning Environment

A Framework for Teaching - DanielsonDomain 2 Classroom EnvironmentDomain 3 Instruction

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How can you both support and challenge (compliment and critique) Mr. Moodie in order to improve his performance and thereby produce positive student outcomes?

When is Feedback Most Effective?When it. . .

Helps inform a professional dialogue

Is based on evidence gathered from observations and other data

Prompts self-evaluationDeepens the teacher’s learning

and professional development

From: A-Z Coaching. National Union of Teachers 31

Celebrate successWhat:Student FocusedThe students ______ because you

_______Why:3:1 ratio is critical to promoting

positive and responsive school culture

Increases the likelihood that teachers will sustain effective practices

Builds rapportIncreases likelihood teacher will

hear and respond to “polisher”32

Recommend strategies for improvementWhat:Student Focused It’s important that students __________; in

order to do that, try ________Why:Limits focus for growth to manageable

number of tasksProvides clear teacher practice to improve

instructionProvides rationale for implementing

recommendationLinks rationale to student outcomes (keeps

focus on students) 33

Pete The Cat I Love My White Shoes