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Observation and Evaluation using the Framework for Teaching WELCOME!

Observation and Evaluation using the Framework for Teaching WELCOME!. Elaine Phillips www.danielsongroup.org.

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Observation and Evaluation using the Framework for Teaching WELCOME!

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  1. Observation and Evaluation using the Framework for TeachingWELCOME! Elaine Phillips www.danielsongroup.org Sumter County Schools June 2 & 3, 2011

  2. “Of all the factors that contribute to student learning, the quality of teaching is the single most important. This research validates what every parent (and many students) already knows: if they want to really understand complex subject matter, or to find it interesting and engaging, there is no substitute for high-quality teaching. Furthermore, the one system in place in most schools to ensure the quality of teaching is the teacher evaluation system.”Charlotte Danielson, 2006 Sumter County Schools June 2 & 3, 2011

  3. Workshop Objectives • Understand the priorities of the Framework • Deepen understanding of Framework components and levels of performance • Hone observation skills to focus • Evidence collection • Alignment of evidence with components • Scoring level of practice based on evidence • Begin to establish inter-rater reliability of evaluator interpretations and judgments of teaching practice • Collaborate with colleagues Sumter County Schools June 2 & 3, 2011

  4. Agenda Day 1 • Teaching Scenarios: Quick Review • Evaluation and The Nature of Bias • Evaluation and Evidence vs Opinion • Priorities of Framework • Observation: Engagement in Learning • Observation Cycle #1: Lesson Plan/Pre Conf – Observation – Reflection/Post Conf • Closure Sumter County Schools June 2 & 3, 2011

  5. Domain 1: Planning and Preparation • Demonstrating knowledge of content and pedagogy • Demonstrating knowledge of students • Selecting instructional outcomes • Demonstrating knowledge of resources • Designing coherent instruction • Designing student assessment • 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 • Domain 4: Professional Responsibilities • Reflecting on teaching • Maintaining accurate records • Communicating with families • Participating in a professional community • Growing and developing professionally • Demonstrating professionalism • Domain 3: Instruction • Communicating with students • Using questioning and discussion techniques • Engaging students in learning • Using Assessment in Instruction • Demonstrating flexibility and responsiveness A Framework for Teaching:Components of Professional Practice Sumter County Schools June 2 & 3, 2011

  6. Teaching Scenarios • With your “home group”, read and discuss each scenario and determine • The Domain it represents • The Component and Element (s) within the domain • Attach a Post-it Note to each card with your answer. • If time permits, discuss the level of performance Sumter County Schools June 2 & 3, 2011

  7. Sumter County Essential Components • Domain 1 • 1c: Setting Instructional Outcomes • 1e: Designing Coherent Instruction • Domain 4 • 4b: Maintaining Accurate Records • 4c: Communicating with Families • 4d: Participating in a Professional Community • 4e: Growing and Developing Professionally • Domain 2 • 2b: Establishing a Culture for Learning • 2d: Managing Student Behavior • Domain 3 • 3a: Communicating with Students • 3b: Using Questioning and Discussion Techniques • 3c: Engaging Students in Learning • 3d: Using Assessment in Instruction Sumter County Schools June 2 & 3, 2011

  8. Principles governing a revised evaluation system… • Foundation is research-based definition of good teaching, A Framework for Teaching • Orientation of teachers is prerequisite • Observation must be augmented by other sources of evidence • Training for observers should include evidence collection, interpretation and assessment using components of the framework • Since so much rests on the outcome of any observation, it is critical that the observation yields a picture of teaching that is fair, reliable and valid. Danielson & McGreal, 2000 Sumter County Schools June 2 & 3, 2011

  9. Fairness • Reliability • Validity Sumter County Schools June 2 & 3, 2011

  10. Bias Definition: Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking. A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness. • Example: “Mrs. T does so much for the school, she is an excellent teacher. “ The actual classroom evidence may not support the rating of the teacher as “excellent.” Sumter County Schools June 2 & 3, 2011

  11. Threats to evaluator accuracy • Assessor bias • Leniency • Central Tendency • “Halo” or “Horns” Effect Sumter County Schools June 2 & 3, 2011

  12. Evidence • Evidence is a factual reporting of events. It may include teacher and student words and actions. It may also include artifacts prepared by the teacher, students or others. Evidence is selected using professional judgment by the observer and/or the teacher. It is not clouded with personal opinion or biases. Sumter County Schools June 2 & 3, 2011

  13. The Evidence Cycle COLLECTDATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions NO! Impact on learning… Support needed… Sumter County Schools June 2 & 3, 2011

  14. Types of Observation Evidence • Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” • Non-evaluative statements 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. Sumter County Schools June 2 & 3, 2011

  15. Priorities of theFfT-Based Rubrics • Cognitive Engagement • Constructivist Learning The LEARNING is done by the LEARNER! Sumter County Schools June 2 & 3, 2011

  16. Unsatisfactory / Requires Attention – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic / Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance Levels of Performance Sumter County Schools June 2 & 3, 2011

  17. Effective / 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. Highly Effective / Exemplary– Classroom functions as a community of learners with student assumption of responsibility for learning. Levels of Performance Sumter County Schools June 2 & 3, 2011

  18. Classroom Observation • Collect evidence from Lesson Plan. • Collect evidence from Pre-Conference (add to D1 notes) and Observation (D2 &3). • Self-check questions (next slide!) • Discuss your evidence with partner. • Develop questions you would pose to the teacher. Sumter County Schools June 2 & 3, 2011

  19. Self – Check Questions • Record of Evidence: • Have I recorded only facts? • Is my evidence relevant to the criteria? • Have I quantified words such as few, some, and most? • Have I used quotation marks when I have quoted the teacher / student? • Does my selection / documentation of evidence indicate personal / professional preferences? Have I included opinions? • Have I made inferences or drawn conclusions too soon? Sumter County Schools June 2 & 3, 2011

  20. Observation and Evaluation using the Framework for TeachingDay 2 Elaine Phillips www.danielsongroup.org Sumter County Schools June 2 & 3, 2011

  21. Agenda Day 2 • Closer look at Levels of Performance • Observation Cycle #2: Lesson Plan – Observation – Assessment • Domain 4: Professional Responsibilities • Observation Cycle #3 Independent • Next Steps/ Closure Sumter County Schools June 2 & 3, 2011

  22. Observation Process Scoring Rubric Sumter County Schools June 2 & 3, 2011

  23. established but uneven efficient and effective specific examples students contribute to maintenance nonexistent smooth individualized trivial learning students formulate many of the high level questions inappropriate partial knowledge highly accurate whole class groups of students Key Words Sumter County Schools June 2 & 3, 2011

  24. Sumter County Schools June 2 & 3, 2011

  25. 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: Demonstrating Professionalism Sumter County Schools June 2 & 3, 2011

  26. THE CYCLE Collecting evidence Interpreting the evidence Assessing using levels of performance Providing feedback to support teacher growth Sumter County Schools June 2 & 3, 2011

  27. Contact Information Elaine Phillips 612.940.9264 phillipsde247@msn.com www.danielsongroup.org Sumter County Schools June 2 & 3, 2011

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