Welcome to . . .

1. Welcome to . . . Doing Teacher Evaluation Right: 5 Critical Elements PBevan, D.ED

2. Observation-based Assessment:Process and Evidence • Pre-Observation: D1, D4 • Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads PBevan, D.ED

3. Types of Observation Evidence • Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” • Descriptions 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. 2.2-A PBevan, D.ED

4. Building Evaluator Reliability • Reliability refers to similarity of conclusion/consistency • Consistency is a function of consensus-building activities • Evaluators must practice consensus building activities regularly PBevan, D.ED

5. Compare your evidence. PBevan, D.ED

6. Assess the Lesson PBevan, D.ED

7. Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you PBevan, D.ED

8. Observation-based Assessment:Process and Evidence • Pre-Observation: D1, D4 • Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads PBevan, D.ED

9. The Purpose of the Post • To discuss the components of difference (not yet marked by observer) • To elicit any evidence that still remains to be added about the lesson • To arrive at an assessment on the rubric for components of difference. PBevan, D.ED

10. Words NOT to Use in the Post • Defend • Prove • Argue • Convince Avoid language that suggests opposition of that might bring about a defensive response PBevan, D.ED

11. Language for the Post • Say more about. . . • Comment on the evidence for. . . • Let’s look at the rubric for. . . • What is the best match for. . . • What’s the backstory for. . . PBevan, D.ED

12. Overarching Question Who does the thinking? Therefore, who does the learning and growing? PBevan, D.ED

13. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • Teacher learning integral • Transparency PBevan, D.ED

14. Rule # 4 Conduct evaluations in such a way that they produce teacher learning. PBevan, D.ED

15. Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson Who does the mental work in your evaluation process? (Overarching Question) PBevan, D.ED

16. The Nature of ProfessionalLearning: Mental Work for Teachers • Reflection on practice • Collaboration • Self-assessment • Self-directed inquiry (action research) • Feedback based upon evidence PBevan, D.ED

17. “Narrative-Free” Evaluation • The rubric contains the narrative • Select the language that matches the evidence • The teacher participates in language selection • The highlighter is the tool • A summative domain statement is optional PBevan, D.ED

18. Supporting Teachers Correctly PBevan, D.ED

19. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • Teacher learning integral • Transparency PBevan, D.ED

20. Rule # 5: Transparency Teachers must learn the rubrics and the process. How might this happen in your setting? PBevan, D.ED

21. Involving All Stakeholders Many teacher evaluation systems fail due to resistance that comes from the perception that the evaluation system resulted from the secret efforts of an elite few. PBevan, D.ED

22. Notification is NOT Communication Communication is two-way, not one-way PBevan, D.ED

23. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • Teacher learning integral • Transparency PBevan, D.ED

24. Today’s Goals: Participants will learn . . • Deeper meanings of the Framework for Teaching • The nature of differentiated teacher evaluation • How to collect accurate evidence of teaching and use it, with rubrics, to assess performance • How to conduct teacher evaluation appropriately • How to make changes in teacher evaluation that reduce suspicion and distrust PBevan, D.ED

25. Dr. Paula M. Bevanpbevan@penn.com814/371-1118 The Danielson Groupwww.danielsongroup.org PBevan, D.ED