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Earn an ‘Excellent’ Ra.ng
Dr. Richard Voltz, Associate Director Illinois Associa.on of School
Administrators
Have previous teacher evalua.on experiences improved your
teaching?
Is teacher evalua.on in your school district an exercise in “compliance”
or an “intellectually engaging improvement experience?”
Two Parts
Teacher Prac)ce Student Growth
The Danielson Frameworks For Teaching is the State MODEL for the professional prac.ce part of the new performance based teacher evalua.on system.
Shall be research based rubric
Dr. Voltz’s interpreta.on of the rela.ve importance of the various components within the Danielson
Frameworks For Teaching
Shall consider the rela.ve importance of the various components…
All Domains are not equal. All components within the Domains are not equal.
One word keys to earn an “Excellent” ra.ng.
All
Intellectual
Engaged
Three Essen.al Domain 3 Elements
• Extend vocabulary • Use analogies and metaphors • Each lesson needs student reflec.on and closure
Voltz Evalua.on Protocol
Evaluator observes
Evaluator shares observa.on notes with teacher
Evaluator prepares reflec.ve ques.ons to ask teacher for any evidence judged to be less than
“excellent”
Evaluator – teacher talk
Example reflec.ve ques.ons
• How did you feel about the level of student engagement in this observa.on?
• What strategies have you used in the past to engage students in the ques.oning and discussion?
• What would an observa.on of ques.oning and discussion look like if 100% of the students were engaged?
• In your ideal class how would students demonstrate intellectual engagement?
Teacher prepares SMART goal that they want to improve
Evaluator checks back with teacher on progress of implementa.on of SMART
goal
The process starts over again…
Domain 3 is the most important Domain.
Danielson: “Students learn because of what they do not because of
what the teacher does.”
Danielson defini.on of engaged learning…
The student is intellectually engaged in
the work.
Evaluators look for “Engaged Learning Evidence”
What are the students learning?
Not what are the students doing.
h^ps://www.teachingchannel.org
Teaching Strategies
Student repea.ng…
Student adding on…
Silent Signal…
Opportunity to revise my thinking…
Whole class response…
Say it in hand…say it out loud…
Turn and talk… Explain what and why…
Student teaches…
Reflec.on & Closure
I think…
It’s Minds On – Not Hands On
Learning – not Doing
Use Video to Improve Your Prac.ce
HS English
Engaged Learning is even more important for the Common Core
Standards
Think about this…if you were an evaluator how would you record evidence of student engagement?
Develop a defini.on of what engaged learning looks like for your subject, grade level and students. Share this with your
evaluator.
The “Excellent” standard is ALL STUDENTS INTELLECTUALLY
ENGAGED.
Students…
• Modify learning task to make it more meaningful
• Have extensive choice on how to learn • Are involved in group work and suggest modifica.ons to grouping pa^erns
• Have reflec.on and closure on the lesson
Teacher ac.ons for 3c.
• Almost all students intellectually engaged • Learning tasks fully aligned with instruc.onal outcomes
• Defined beginning, middle and end of lesson • Pacing promotes student’s .me to intellectually engage & reflect
• Students may have choice • Students have to serve as resources to each other
For additional information contact: ���
Dr. Richard Voltz���[email protected]���
217-741-0466���http://richvoltz.edublogs.org
