Using the Framework for teaching to support Effective Teacher Evaluation

1. Using the Framework for teaching to support Effective Teacher Evaluation Mary Weck, Ed. D Danielson Group Member

2. Domain Focus Domain 1 – Planning and Preparation What a teacher knows and does in preparation for teaching. Domain 2 – The Classroom Environment All aspects of teaching that lead to a culture for learning in the classroom. Domain 4 – Professional Responsibilities Professional responsibilities and behavior in and out of the classroom. Domain 3 – Instruction What a teacher does to engage students in learning.

3. Framework Vocabulary - p. 3 4 Domains 22 Components 76 Elements

4. Priorities of the FfT • Cognitive Engagement • “Proficient” = students must be engaged cognitively. • “Distinguished” = cognition, meta-cognition, and student ownership of their learning. • Constructivist Learning • Proficient practice must have evidence of learning experiences designed to facilitate students construction of knowledge.

5. A Framework for a career… • Novice Initial Teaching Certification • Master Teacher National Board Certification

6. Levels of Performance 6

7. Levels of Performance Unsatisfactory – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention

8. Levels of Performance Unsatisfactory – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic – Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance due to lack of experience

9. Levels of Performance Proficient - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.

10. Levels of Performance • Proficient - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. • Distinguished – Classroom functions as a community of learners with student assumption of responsibility for learning. (Based on research for NBPTS)

11. Evaluation as an intervention to improve student achievement • ESEA views teacher evaluation as an intervention to improve student achievement “Addressing gaps in access to teacher quality is the most critical element of a successful education reform agenda….students whose initial achievement levels are comparable have vastly different academic outcomes as a result of the sequence of teachers to which they are assigned… ” (Peske, Haycock, 2006)

12. RESEARCH FINDINGS: Cincinnati’s Use of the Framework for Teaching • Teachers have substantial effect on student achievement • Correlation between evaluation using the FFT and student achievement • Evaluation using the FFT found: • Unsatisfactory and basic: students had lower gains than expected (based on test scores from previous years) • Proficient: students made expected gains • Distinguished: students made positive gains IDENTIFYING EFFECTIVE CLASSROOM PRACTICES USING STUDENT ACHIEVEMENT DATA , National Bureau of Economic Research, 2010

13. Therefore… • …. Quality teaching = improved student learning • ESEA / RTTT emphasizes teacher evaluation models that emphasize feedback to improve learning and growth, and the use of research based criteria to assess teacher effectiveness

14. Evaluation Process

15. Evaluators Role

16. Considerations • Differentiation for career stages • Novice • Experienced • Needing assistance • Role of collaboration in teacher growth • Examination of the culture for learning in the district and the schools • Importance of a focus on cognitive engagement from “top” down • Being clear about expectations