1 / 86

RTTT Teacher Evaluator Training

RTTT Teacher Evaluator Training. Teacher Leader Effectiveness February 2 and 3, 2012 Presenters Teri Calabrese-Gray Bonnie L. Berry. Objectives. Participants will: Increase their ability to collect accurate and objective evidence for use in evaluation

dalia
Download Presentation

RTTT Teacher Evaluator Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. RTTTTeacher Evaluator Training Teacher Leader Effectiveness February 2 and 3, 2012 Presenters Teri Calabrese-Gray Bonnie L. Berry

  2. Objectives Participants will: • Increase their ability to collect accurate and objective evidence for use in evaluation • Establish a common language around Student Learning Objectives (SLOs) and have an awareness of what it will mean for schools to adopt the use of them in school year 2012-13

  3. Objectives Participants will: • Understand the timeline for district based decision points throughout the spring of 2012 • Review processes for districts to carry out the work associated with the first three decision points of the SLO Road Map.

  4. What role does observation play in teacher evaluation? • 60/20/20 • Brainstorm with your table team all the possible ways to objectively observe a teacher’s work.

  5. Picking Up Where We Left Off Review the evidence of Effective Teacher/Student Behaviors

  6. Effective Teacher Observation & Calibration of Collected Evidence Building tools and resources for effective teacher performance evaluation

  7. Theory of ActionImproved Student Outcomes Logic Model Outcome SOCIAL CAPITAL STRATEGY Analysis of Individual Administrator Behaviors & Actions Improved Administrative and Teacher Performance & Improved Student Achievement Group Actions and Behaviors (e.g. using teacher evaluation process for continuous professional growth focused on learning and renewed beliefs) HUMAN CAPITAL STRATEGY Analysis of Individual Teacher Behaviors & Actions

  8. Effects of Support and Challenge on Teacher Development high Retreat Growth Challenge Status Quo Confirmation low low high Support Barber, 2003 ReVision Learning

  9. Designing teacher effectiveness approaches that support quality teaching and learning through: 1. Definition 2. Review 3. Feedback/Support Teacher Development Framework 2 3 1

  10. Unpacking the Rubrics Activity • In your group, use the indicator your group selected from the rubrics and write it in the center of the chart paper. • List teacher behaviors/teacher work and student behaviors/student work associated with the standard/indicator.

  11. Teacher Behavior Teacher Work Teacher Standard Indicator Student Behavior Student Work

  12. Identifying The Evidence: • In your group, complete the identifying the evidence worksheet. • Using the chart created, identify what pieces of evidence are Qualitative? Quantitative? Subjective? Objective? • How would you gather these data?

  13. Observation protocols Scripting Selected Verbatim Engagement Tally

  14. Scripting • A written record of exactly what is said, verbatim, by teachers and students ReVision Learning Partnership, 2011

  15. Selective Verbatim • Refers to specific types of verbal events selected beforehand, such as: • set and closure, giving directions, or using student ideas • Not all verbal communication is recorded • Observer records what is said within a specific category of concern for a teacher • Observer acts as a sorter, recording statements that fit the identified category ReVision Learning Partnership, 2011

  16. Selective Verbatim • T: ???? • S: • T: No, it is not that. Jonah? • Jonah • T: (Repeats answer)…? • Maria • T: Ok, Spain rules Cuba and (repeats answer)….? • Sarah • T: That’s right, like Sarah said (repeats answer)…?

  17. Engagement Tally • Captures teacher behaviors in four categories • Instruction, Behavior Correction, Monitoring, Praise, and Waiting • Indicates whether or not individual students are on task during a given class period • + On Task 0 Off Task

  18. Time On Task Classroom Observation Name _______Start Time_____ End Time_____ Student #____ Teacher Behaviors I Instruction BC Behavior Correction M Monitoring P Praise W Waiting Student Behaviors + On Task 0 Off Task

  19. Engagement Tally Total Number of Teacher Observations ___Total Number of Student Observations___

  20. Engagement Tally/Time on Task

  21. Homework • Please bring an evidence-based observation tool to share tomorrow.

  22. Integrating Initiatives

  23. Activating Schema: Shifts in Practice 6 Shifts in Mathematics 6 Shifts in ELA/Literacy Focus Coherence Fluency Deep Understanding Applications Dual Intensity Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 25

  24. ELA/Literacy Shift 1: Balancing Informational and Literary Text www.engageNY.org 26

  25. ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines www.engageNY.org 27

  26. ELA Shifts 1 & 2 Popcorn Style: Name a non-fiction text you’ve recently seen a teacher using effectively. 28

  27. ELA/Literacy Shift 3: Staircase of Complexity www.engageNY.org 29

  28. ELA Shift 3 Think about a classroom where you’ve seen a teacher effectively teaching a grade level complex text. Popcorn Style: Share one teacher behavior that makes a close reading of a grade level complex text effective. 30

  29. ELA/Literacy Shift 4: Text Based Answers www.engageNY.org 31

  30. ELA/Literacy Shift 5: Writing from Sources www.engageNY.org 32

  31. ELA Shifts 5 & 6 In two sentences or less, share a recent example of students engaged in evidence-based conversation or writing about text. 33

  32. ELA/Literacy Shift 6: Academic Vocabulary www.engageNY.org 34

  33. Shift 6 In two sentences or less, share an example of innovative ways of embedding academic vocabulary and/or taking advantage of the ways students acquire vocabulary through reading. 35

  34. Mathematics Shift 1: Focus www.engageNY.org 36

  35. Priorities in Math www.engageNY.org 37

  36. Math Shift 1 In two sentences or less, share a success story of a school, classroom, or grade level that has successfully conducted a “flab analysis” to protect instructional time for the priority standards. 38

  37. Mathematics Shift 2: Coherence www.engageNY.org 39

  38. Mathematics Shift 3: Fluency www.engageNY.org 40

  39. Key Fluencies www.engageNY.org 41

  40. Math Shift 3 Raise your hand if you’ve seen fluency work in a classroom in the last month. 42

  41. Mathematics Shift 4: Deep Understanding www.engageNY.org 43

  42. Deep Conceptual Understanding In two sentences or less, describe a moment where you watched a student reach deep conceptual understanding in Math. In two more sentences: What were the teacher moves that got the student there? 44

  43. Mathematics Shift 5: Application www.engageNY.org 45

  44. Mathematics Shift 6: Dual Intensity www.engageNY.org 46

  45. Connecting Indicators with Common Core Lens CCLS in our Teacher Evaluation Rubrics 47

  46. Resources: Handout – Increasing Rigor Throughout the Lesson: Data-Driven Classroom Best Practices NYS Common Core Learning Standards Cards (NCTRC)

  47. Setting the Stage for Student Learning Objectives and Evidence-Based Performance Evaluation

  48. Alignment of our Priorities and Goals “Sound strategy starts with having the right goal.” ~ Michael Porter

More Related