Pennsbury Educational Administrator Professional Development Workshop #1 Fall 2010

1. Pennsbury Educational Administrator Professional Development Workshop #1 Fall 2010

2. Please Find Your Seat… Open your binder to the salmon color worksheet and complete the starter activity

3. Discussion

4. Educational Administrators • Rationale for PD on Observation/Evaluation Processes • To improve observation / coaching skills • To develop effective feedback skills • To better match with evaluation forms • To promote consistency among admins and teachers • To raise expectations for quality • TO IMPROVE INSTRUCTION & STUDENT LEARNING

5. The Improvement of Student Learning is Job #1 for ALL Educational Administrators • The improvement of instruction - the performance of teachers – is the way we ensure the best opportunity for STUDENT LEARNING • We need to identify areas of strengths and needs • We need to support Differentiation • We MUST use factual evidence of teaching and learning

6. Instructional Supervision • Formative vs Summative • Provide feedback • Provide coaching • Promote development • Identify & Document Needs

7. Feedback is - providing individuals with information about their current behavior and performance based on observations. It tells people what they are doing well and what they need to improve Coaching is - providing direction and guidance to help individuals learn and discover how they can develop themselves and improve performance

8. Feedback without coaching is cruel! !

9. Effective Feedback • Requires dialogue between observer and observee • Focuses on behavior, not judgements • Behaviors are measurable actions • Judgements are subjective conclusions and are not actionable

10. Development occurs when a person: • knows what they are supposed to learn from the experience • engages in a variety of development experiences and receives feedback and coaching • accurately reflects on his or her practice

11. Educational Administrators • Rationale for PD on Observation/Evaluation Processes • Observation vs. Evaluation • To observe is to see • To evaluate is to tell • Observation Reports are not evaluation reports. They document what was seen. They provide feedback to the teacher. Observation reports should be formative. • Evaluations only occur using the evaluation forms – 426, 428, 5501. Evaluations are summative and binary – satisfactory or unsatisfactory .

12. Classroom Management Planning concerns Prep of materials Use of time in class Clarity of directions Recognizes misconceptions Confusing comments – lack of explicitness Clarity and value of goals Assessment practices Best practices Tone / Respect/ Rapport Pacing Engagement Physical space Questioning technique Accuracy and precision of language Teacher-centered v. Student-centered Quality or lack of feedback (timeliness) Recordkeeping Parent / collegial interactions Contribution to school Judgment / decision making Cruel Comments Concerns that can be factually addressed in Observation Reports

13. Educational Administrators • Rationale for PD on Observation/Evaluation Processes • Observation vs. Evaluation • Frameworks for Teaching • The Four Domains • 1. – Planning and Preparation – (requires dialogue) • 2. –The Classroom Environment – (observable) • 3. – Instruction – (observable) • 4. – Professional Responsibilities – (requires dialogue)

14. Educational Administrators • Rationale for PD on Observation/Evaluation Processes • Observation vs. Evaluation • Frameworks for Teaching • 4 Domains • Review of Binder Contents • Forms and Logistics - 426, 427, 428, 5501 • Wiki • Template language for Frameworks

15. Educational Administrators • Rationale for PD on Observation/Evaluation Processes • Observation vs. Evaluation • Frameworks for Teaching • 4 Domains • Review of Binder Contents • Forms and Logistics - 426, 427, 428, 5501 • Wiki • Template language for Frameworks • Managing Procedures Handout

16. Educational Administrators • Rationale for PD on Observation/Evaluation Processes • Observation vs. Evaluation • Frameworks for Teaching • 4 Domains • Review of Binder Contents • Forms and Logistics - 426, 427, 428, 5501 • Wiki • Template language for Frameworks • Managing Procedures Handout • Feedback – Head, Heart, Foot

18. Pennsbury Educational Administrator Professional Development Workshop #2 Fall 2010

19. As you find your seat, please review the yellow, Managing Classroom Procedures handout from meeting #1. Think about and Discuss : A. Were you able to implement this assessment form with any of your teachers? If so, how? If not, why not? B. Were all the elements of this component (2c) observable and measureable?

20. Discussion

21. Paired Review – dry erase boards • Frameworks has been described as a tool to promote student learning and professionalism. How do you define professionalism? • What is job #1 for Pennsbury educational admins? • Frameworks has 22 components, each with several elements, which make up the 4 Domains. Name the 4 Domains. • Name the types of stakeholders who benefit from using Frameworks for Teaching? • What is effective feedback? • What is the difference between feedback and coaching?

22. Chapter 1 - Handbook for Enhancing Professional Practice • At your table - Share one “nugget” from your reading of Chapter 1 • Evidence – • Evaluators use it for judgments (summatively); • Coaches use it for development (formatively) • Sources of Evidence – • direct observation (Domains 2 & 3) • Examination of artifacts (Domains 1 & 4)

23. Observations and Artifacts • “For professional conversations or the evaluation of teacher performance in the components of Domains 1 & 4…. artifacts are critical.” • “Student work is vitally important evidence.” • Planning documents provide evidence of how teachers develop concepts over time – adding complexity, independence, application – these issues cannot be directly observed. • Engaging students in “doing the work” CAN be directly observed.

24. Domain 3 – Instruction Jigsaw • 4 groups – numbered heads • Select Reader(s), Recorder, Reporter • Kevin and Maureen model process-3a • read aloud • highlight salient points • discuss • record on chart paper (<8 bullet points) • present

25. Domain 3 – Component 3a Communicating with Students • Tchr language must be audible and legible Clarity of directions – oral and/or written • Tchr uses vivid & expressive language – doesn’t drone Vocab suitable to language of the discipline Tchr uses correct and expressive vocab • Lesson purpose is clear to students • Examples connect new w/ background knowledge • Everyone knows they are engaged in important work • Purposeful atmosphere • Academic & economic success depends on communication using standard English

26. Domain 3 – Instruction Jigsaw • Work in your group • read aloud • highlight salient points • discuss • record on chart paper (< 8 bullets) • Report to full group • Discuss

27. Take it and use it… • Using Assessment in Instruction

28. Feedback / Closure • Sentence stems

29. Pennsbury Educational Administrator Professional Development Workshop #3 Winter 2011

30. As you find your seat, please review the peach colored Saliency Slides from Domains 2 & 3 (chapter text has been provided for reference) Think, Pair, Share A. Review Domain 3 slides from last session B. Carefully read and discuss the new Domain 2 slides with a partner C. Prepare to discuss 2 points with full group

31. Discussion

32. Review of Workshops 1 & 2 • Job #1 • Difference between feedback and coaching • Evidence – artifacts and observation • Observation vs. Evaluation • FORMS – • All instructional I certificates (61) – 426 (2x per year) • All Instructional II certificates (62) – 428 (1x per year) • Non-Instructional certificates – nurse, counselor – 5501 • FTS – substitute evaluation form goldenrod handout

33. Feedback is - providing individuals with information about their current behavior and performance based on observations. It tells people what they are doing well and what they need to improve Coaching is - providing direction and guidance to help individuals learn and discover how they can develop themselves and improve performance

34. Video ClipConcentration on Domains 2 & 3 • Peach colored organizer and saliency slides for reference

35. Discussion

36. View post conference clip

37. Discussion

38. Observation Report Discussion • Examples / Samples • Format • Content • Feedback (data on what they are doing) • Coaching (how to improve instruction/learning) • Recommendations for Improving Student Learning (should be in every observation report)

39. Take it and use it… 1 f –Designing Student Assessments

40. Grading Issues - Coordinators • If time

41. Closure Ticket out the door…

42. Pennsbury Educational Administrator Professional Development Workshop #4 Spring 2011

43. The “Wow” Factor If you were to observe an excellent teacher, either in the classroom or another professional setting, what might you see or hear that would cause you to think that you were in the presence of an expert? What would make you think, “Wow, this is good! If I had a child this age, this is the class I would want to choose.” Working Alone: Write one idea per sticky note. Complete at least 5 sticky notes per person.

44. Discussion

45. Review of Workshops 1, 2 & 3 • Job #1 • Difference between feedback and coaching • Evidence – artifacts and observation • Observation vs. Evaluation • FORMS – 426 (2x per year); 428 (1x per year); 5501 (1 or 2x per year); FTS – substitute evaluation form • Coaching’s importance • Sample Observation reports review • Video clip review

46. Discussion: From the Exit Slips

47. Discussion: Resources for Developing Your Coaching Skills

48. Classroom Management Planning concerns Prep of materials Use of time in class Clarity of directions Recognizes misconceptions Confusing comments – lack of explicitness Clarity and value of goals Assessment practices Best practices Tone / Respect/ Rapport Pacing Engagement Physical space Questioning technique Accuracy and precision of language Teacher-centered v. Student-centered Quality or lack of feedback (timeliness) Recordkeeping Parent / collegial interactions Contribution to school Judgment / decision making Cruel Comments Concerns that can be factually addressed in Observation Reports

49. Mediational Questions Mediational questions help the colleague • Hypothesize what might happen. • Analyze what worked or didn’t. • Imagine possibilities. • Compare and contrast what was planned with what ensued. • Extrapolate from one situation to another. • Evaluate impact. Some mediational question stems include the following: • What’s another way you might . . . ? • What would it look like if . . . ? • What do you think would happen if . . . ? • How was . . . different from (like) . . . ? • What sort of impact do you think . . . ? • What criteria do you use to . . . ? • How did you decide . . . (come to that conclusion)? • When have you done something like . . . before?

50. Resource Texts • The Art and Science of Teaching (possible Book Club?) • Teacher Evaluation – Danielson • Differentiated Instructional Strats– Gregory/Chapman • What Successful Teachers Do - Glasgow/Hicks • Improving Student Learning: 1 Tchr at a time – Pollock • Becoming a Better Teacher – Kniep • Qualities of Effective Teachers – Strong • Classroom Instruction That Works – Marzano • Etc., etc., etc…..