Teacher Evaluation Conversations (#14)

1. Teacher Evaluation Conversations (#14) Principal Cluster Nov. 30, 2010

2. A Flawed System • Outdated, limited, evaluative criteria • Few shared assumptions about teaching • Lack of precision in evaluation • Hierarchical, one-way communication • Same procedures for novices and experienced professionals • Limited evaluator expertise • Limited data

3. Modern Researchers: • Robert Marzano • Doug Revees • Thomas McGreal • Charlotte Danielson • Linda Darling-Hammond • James H. Strong • And a host of others

4. Purposes of Teacher Evaluation • Quality Assurance • Professional Learning

5. What Does the current Research Share? Activity - • Working in Groups of 4 – • The graphic organizers • The Venn Diagram (Side 1) • The Notetaking Columns (Side 2) • The “My Conclusions” Box (Side 2) Dave

6. 8 Passages using Teacher Evaluation as their theme • Each are printed to a different color of cardstock • Each has current research/information concerning Teacher Evaluation Dave

7. Your Task – • Select any 2 of the colored cardstock • Read the 2 articles • Using the Venn Diagram • Compare, Contrast, Find the Similarities of the two passages you have chosen • Share your findings with your tablemates Dave

8. As your Tablemates share their learnings and insights • Use the Column side (Side 2) of your Organizer Sheet to capture - • Essence of the Passage • Interesting Findings • Possible “Take Homes” Dave & Beth

9. My Conclusions Box • Capture, based upon what you read, heard and/or learned - • Something that interested you • something you will do or implement when you return to school Dave

10. Break time… • Take 10 minutes

11. The Complexity of Teaching • Physically demanding • Emotionally demanding • Cognitively demanding It is useful to think of teaching as similar to not one but several other professions, combining the skills of business management, human relations, and theater arts. Charlotte Danielson, 1996, 2007

12. A Blueprint for Teacher Evaluation • Clear definition of teaching (the “what”) • Instruments and procedures that provide evidence of teaching (the “how”) • A process for determining the “what” and the “how” • Trained evaluators who can make consistent judgments based on evidence Charlotte Danileson, 1996, 2007

13. Activity – • Does the Teacher Evaluation Instrument your district currently use assess the - • “What” of teaching? • The “How” of teaching? • The process for determining the “What” and “How”? • Were you trained to evaluate and make consistent judgments based on evidence? Dee

14. “The Framework for Teaching” Charlotte Danielson • Wide Range of Purposes • From meeting novices’ needs to enhancing veteran’s skills • Serves as a road map of the complexities of teaching • Identifies a shared understanding of teaching

15. The 4 Domains • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities Deb

16. Where is the State of Nebraska headed? • Rule 10 • requires the district’s evaluation system/form be on file at NDE • requires the form on file BE the current district evaluation system • NDE allows districts to • Review, revise, implement new systems as long as it is filed with NDE • Will NOT dictate, nor endorse an evaluation system to be used by a NE district • It may suggest a model or two

17. Next Principal Cluster - • January 25, 2011 • 8 AM- 12 N • Topic - 21st Century Skills, Changing School Culture