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Presentation made by Dr. Richard Voltz at the IPA Assistant Principals' Conference on February 8, 2011.
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Teacher Evaluations Using Technology
Goals for Presentation
“Think of Students First”
To be able to know, describe and inform teachers what is effective
instruction
Resources for Teacher Evaluation
• Danielson Frameworks
“Fundamental Fairness”
Learn how to use technology to
enhance classroom walkthroughs and teacher evaluation
Performance Counts Act
Largest PAC donor in Illinois, $1.8M
A great teacher and principal for every student.
Data systems that tell us if students are on track and principals
and teachers are helping their students adequately progress.
College and career ready graduation
standards
Four out of five citizens believe it
should be easier for principals to let
ineffective teachers go – even if they
have tenure.
Three quarters of citizens believe that
we should base tenure on how
effective a teacher is at getting students to grow academically – not just on seniority.
Teacher Evaluation
Principal Evaluation
Administrators need to do more...
• We need to evaluate teachers better.
• Need accountability systems
• Pressure will be on administrators
2009 Urban Institute book.Its conclusion: Firing the least effective 6 to 10 percent of teachers would catapult American kids from near the bottom of the international pack in academic achievement to the top ranks.
Widget Effect
What does the research say?
Linda Darling-Hammond (2010)
• Under half of all teachers receive continuous professional development, mentoring or coaching or engage in peer observation as a result of evaluation.
• Ninety percent of teachers participate in one or two-day workshops or conferences to fulfill professional development requirements
• Professional development should center on
• Student achievement
• Lesson study
• Peer observation and coaching
• Ongoing learning opportunities embedded in practice.
NASSP Statement• States and districts should include multiple measures of
performance.
• Evidence of a teacher’s knowledge of subject matter;
• Skill in planning, delivering, monitoring, and assessing students’ learning;
• Skill in developing and maintaining positive relationships with students, parents, and colleagues;
• Knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs;
• Commitment to students’ learning to their utmost potential
Thomas Friedman
“75 percent of young Americans, between the ages of 17 to 24, are unable to enlist in the military today because they have failed to graduate from high school, have a criminal record, or are physically unfit.”
Do you need some inspiration to act courageously?
QuickTime™ and aJVT/AVC Coding decompressorare needed to see this picture.
Being an effective evaluator is hard!
School leadership is second only to
classroom teaching as an influence on
pupil learning.Source: International Center for Leadership in Education
“Without substantive conversations about real classroom practice, not
much transfer, reflection or application to teaching
practice will occur.”(Hord & Summers, 2008, p. 104)
"It is our job to know what is effective teaching practices and to hold
teachers accountable."Dr. Mike Schmoker
Do all your teachers?
• Check for understanding?
• Teach the adopted district curriculum?
• Utilize common assessments on a regular basis?
• Provide remediation based on data?
• Engage students?
• Teach bell to bell?
• Have students read, write, and discuss?
QuickTime™ and aJVT/AVC Coding decompressorare needed to see this picture.
Would you train teachers to learn how to pass out papers?
No Opt Out
Student does not know answer, teacher goes to another student. First
student is called on again to state answer.
Do you believe teachers can improve
by watching other excellent teachers?
Classroom Walkthroughs
Gather data points on teacher performance and discuss with all teachers.
Look for active engaged student learning.
Look for teachers who require students to read, discuss, and write about what they have read.
Checking for understanding is very important.
Have a common core curriculum and common quarterly assessments.
Doug Reeves• Classroom walkthroughs can be valuable
if they
• Are not judgmental
• Have the fingerprints of local teachers and administrators all over them
• Provide timely and effective feedback to teachers
• Are used primarily for improving teaching and learning
Secretary Duncan“The New Normal: Doing More With
Less”
Do not slash instructional timespent on task, eliminate the arts and foreign languages,
abandon promising reforms, and lay offtalented, young teachers.
Choose Documents from the drop down “more” menu.
Choose “Form” from the
“Create New” menu
Name the form, whatever you name the form that is what it will
be saved as.
You can include text below name to explain purpose of the
form.
Determine Purpose
• Staff Development
• Evaluative Purposes
Do Not Mix The Two
If Staff Development
• Recommend building administrators not participate in their own teachers.
• Determine a focus based on research on good teaching.
• Limit visit to three to five minutes.
• Get in. Get out. Gather 300 or more data points.
If Evaluation
• Make it perfectly clear to teachers.
• “When I (building administrator) am doing walkthroughs data could be used for evaluative purposes.”
Walkthroughs counter pre-
arranged “teacher observation-evaluation”
process.
Determine what data you want to
collect.
Examples• Student engaged learning.
• Student centered objective posted and communicated.
• Student knowledge of lesson objective.
• Technology being used.
• What is teacher doing?
• What are students doing?
• Teaching bell to bell?
What are you looking
for?
Do you need to explain
the question?
Click on pencil to
edit.
Click here to make
recorder answer this question.
Question possible answers.
To add items click on “Add
item” in upper left
corner.
When sending form make sure you do it from “Form” drop down box, and then “Send form.”
Do not send from spreadsheet.
Enter email addresses here
Smartphones
iPads or Tablets
Link to my podcasthttp://bit.ly/IPA-
AP11
Voltz T-Square Teacher Evaluation
Process
Classroom observation form…
beginning of lesson
What is actually observed.
This half of the paper is what the evaluator actually observes.
Analysis and SuggestionsBeginning of lesson
Begins lesson promptly Review Statement of student
centered objectives Measures student knowledge Prepares appropriate
materials
Actual suggestions for improvement will be stated here for observations.
Actual Classroom Observation
2:10 p.m. Students are talking
What is a force?
Push and pull
What is work?
Use force, energy is needed
When you apply force to an object, what happens?
Force is used to move an object
Next unit is machines
What machines have you used this morning?
Toaster, stove, microwave, car, bus, alarm, fan, clock, bike, TV, computer, toilet, light, super-nintendo
• Simple machines have none or one working part
Yes – begins lesson promptlyYes – reviewsNo – gave no student objectivesYes – measures student knowledgeYes – prepares appropriate materials
Teacher calls on students who have hands raised
Calls on Natalie but she offers no answer and teacher goes to another student, next time use the “wait” concept and stay with student and give clues until student answers.
Anecdotal Notes Analysis & Suggestions
Classroom observation form…
middle of lesson
What is actually observed.
This half of the paper is what the evaluator actually observes.
Analysis and SuggestionsMiddle of lesson
Teaches to objectives Uses guided practice Re-teaches when appropriate Uses independent practice Varies teaching technique Actively engages all students Involves students equitably Demonstrates appropriate proximity Demonstrates knowledge of subject matter Uses proper transition between activities
Actual suggestions for improvement will be
stated here for observations.
Actual Classroom Observation
Simple machine has no or few moving partsAmanda – can I write all items that are simple machines in my home for extra credit.Teacher asks students to get out supplies for assignment in class.Several students do not have supplies.Teacher becomes aggravated at students for not having materials and goes up to one girl’s box of crayons and dumps the crayons on the floor and tells the girl that she had previously been told to better organize her box and to start over now to organize.
Yes - Teaches to objectives No - Uses guided practice No - Re-teaches when appropriate No - Uses independent practice No - Varies teaching technique Yes - Actively engages all students Yes - Involves students equitably No - Demonstrates appropriate proximity No - Demonstrates knowledge of subject
matter No - Uses proper transition between
activities
Student makes comment and teacher ignores. Teacher could have offered to all class or could have re-directed student to task on hand.
You should never embarrass a student in front of all the other students. This was not the only student with an unorganized crayon box. You should have taught organizational skills earlier
Anecdotal Notes Analysis & Suggestions
Classroom observation form…
end of lesson
What is actually observed.
This half of the paper is what the evaluator actually observes.
Analysis and SuggestionsEnd of lesson
Assesses student progress Summarizes main points Provides appropriate homework Utilizes full period for instruction Uses consistent and equitable
praise Maintains rapport and respect
with students
Actual suggestions for improvement will be stated here for observations.
Actual Classroom Observation
No - Assesses student progress Yes - Summarizes main points No - Provides appropriate homework Yes - Utilizes full period for instruction No - Uses consistent and equitable praise No - Maintains rapport and respect with
students
This student consistently interrupts you, corrects your teaching and you cannot control her behavior. You need to have a personal conference with her and explain your expectations and hold her accountable and apply consisted discipline for infractions.
You could have made this unit much more interesting by bringing in simple machines, by demonstrating the use of a lever, pull nail from wood, etc…
Anecdotal Notes Analysis & Suggestions
•What is a machine?
•What is a simple machine?
•What is a moving part?
•Tess – I didn’t know you had a screwdriver in your kitchen.
•What did you learn today?
•Simple machine
•3 parts to a lever
•Asks several different students what they learned in calls.
•For extra credit you need to make a lever from this handout.
•This will not work with paper, you will have to use cardboard.
•Reminds students to take science papers home tonight.
The Rest of the “Story”Evaluate all teachers on a regular
basis with daily observations by administrators.
Dismiss “questionable” non-tenure teachers.
Keep the “heat” on teachers who fail to improve.
Instead of going through the State of Illinois “Teacher Dismissal Process” make life “tough” on poor teachers. Force the poor teacher into resigning with
or without a buyout.
Reflective Conference
Let evidence,not opinion,
author the process
Concept of Inter-Rater Reliability
Fundamental Due Process
Have you shared everything with the
teacher?
Parent Comments
Discipline Records
Drop Ins
Student Performance Facts
