Central Columbia Teacher Observation/Evaluation

Central Columbia Teacher Observation/Evaluation

2013-14

EVALUATION = SUPERVISION

Fundamental Differences • PURPOSE • RATIONALE • SCOPE • RELATIONSHIP • DATA FOCUS • EXPERTISE • TEACHER PERSPECTIVE

Purpose • Supervision • An organizational function concerned with promoting teacher growth, whatever that current level is, and, as a consequence, improving student learning. • Evaluation • An organizational function designed to make comprehensive judgments about performance/minimal competence for personnel decisions such as tenure or continuing employment.

Rationale • SUPERVISION • Teaching is a complex, multi-faceted activity that can be better understood by two professionals collaborating to solve problems. • EVALUATION • The state has an obligation/mandate to protect children/adolescents from being harmed.

Scope • Evaluation • Global and comprehensive, looking at both instructional and non-instructional duties, e.g., Danielson’s 4 domains. • Supervision • The scope of supervision can and should be narrow and focused on one teaching standard salient to student learning & teacher interest/ownership.

Relationship • Evaluation • Hierarchical because the evaluator must be able to make objective and often difficult judgments about a teacher’s performance. • Supervision • Collegial and trusting, with both partners working together to do what is best for kids.

Data Focus • Evaluation • Must be uniform, standardized and due process- oriented. Everyone in the same job category must be evaluated by the same criteria. • Supervision • Should be individualized and and differentiatedto meet the needs of the teacher, e.g., selective verbatim of discipline statements or questioning techniques.

Expertise Supervision • Expertise is shared. Both partners bring different knowledge and skills to the process. No one knows the curriculum and the individual students more so than the teacher. Evaluation • The evaluator has more expertise. By law, only certificated personnel can perform evaluations. This implies special training.

Perspective Evaluation • Teachers see the evaluator as a drama critic. They need to put their best foot forward and “wow” the audience! Supervision • Teachers arefree to take risks, to experiment, and to try out new strategies and techniques with support from the supervisor. Again, the trust factor is paramount.

Our Focus Evaluation

Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Selecting Instruction Goals • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Assessing Student Learning 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 • Contributing to the School and District • Growing and Developing Professionally • Showing Professionalism Domain 3: Instruction • Communicating Clearly and Accurately • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A REVIEW FROM JUNE…A Framework for Teaching Off StageOn Stage

A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments 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 • Showing Professionalism Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness 11/19/2014 15

Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 11/19/2014 16

Component 1a: Demo. Knowledge of Content/Pedagogy • Teacher wrote a scholarly article • Lesson plans/structure/content/relevance • Teacher explanation of probable Ss misconceptions • Teacher’s answers to student questions during class • Teacher presented a workshop to faculty • Teacher explains the structure of discipline prior to lesson • Teacher tells observer how this lesson fits into the larger unit • Teacher adjusts the lesson midstream based on Ss misconceptions • Teacher poses different levels of content questions during the lesson • Teacher states how this lesson connects to content standards

A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments 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 • Showing Professionalism Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

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: Showing Professionalism

Domain 4 and Student Learning Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning.

Domain 2:The Classroom Environment 2a:Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space 11/19/2014 23

Domain 3 3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment During Instruction 3e: Demonstrating Flexibility and Responsiveness

Specific Examples of Domain Two and three Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!” Do not restate the rubric: Ms. T is rude to a student. Share with the person next to you. 11/19/2014 26

Central Columbia Evaluation Plan

PRE-OBSERVATION CONFERENCE: • Evaluator sets up Observation Date and Time with teacher being observed • Evaluator sets up Pre-Observation Conference Date and Time with teacher being observed • THREE days prior to the Pre-Observation Conference Evaluator sends Evidence of Domain 1 and 4 Form to teacher being observed • Teacher completes and returns to evaluator • Teacher and Evaluator discuss lesson in conference

OBSERVATION: • Evaluator conducts Observation by documenting ALL activity during lesson • Evaluator cuts and pastes evidence from observation onto Evidence of Domain 2 and 3 Form • BY THE NEXT MORNING, evaluator sends • Evidence of Domain 2 and 3 FormandDanielson Rubricthe following to the teacher • Teacher highlights rubric using form and returns to the evaluator

POST-OBSERVATION CONFERENCE: • Evaluator prints out teacher rubric in color. • Evaluator puts an “A” for agree next to highlights he/she agrees with, and highlights in a different color the statements disagreed with. • The differing statements are used as the focus of the teacher’s post-observation conference. • The Teacher and Evaluator set one goal to be the focus of a future walk-through

POST-OBSERVATION WALK THROUGH: Stay tuned…

Central Columbia Differentiated Supervision

Teachers Participating… • Must have tenure, be permanently certified, and have a minimum of 3 years of experience in his/her current position. • Must have received satisfactory ratings on the PDE 426 or 5501 3 years prior to this year. • Must be on the list of teachers participating each year.

Requirements… • Submit an action plan to his/her immediate supervisor for review and approval by the third Friday in September of the current school year. • Responsible for collection, analysis, and submission of all data agreed to in the action plan.

Complete and submit to his/her immediate supervisor a self-evaluation/reflection of the action plan at the end of each semester. • Successful completion of the plan will result in a Satisfactory rating on Domain 4 of the Danielson Teacher Effectiveness Instrument

Within a 4 year period, the teacher will cycle into Formal Observation for a 1 year period. At the end of this one year period, the teacher will cycle back into the Differentiated Supervision mode.

Required Forms… • Appendix B: Individual Action Plan • Appendix C: Evidence Collection • Appendix D: Mid-Year Review • Appendix E: Individual Action Plan Reflection

We’re all in this together…

Central Columbia Teacher Observation/Evaluation