Good Morning! Welcome to Day 2 of Educator Effectiveness Training

1. Good Morning!Welcome to Day 2 ofEducator Effectiveness Training Please reflect on yesterday’s learning. If you have any questions, please write the question on a sticky note and place in the parking lot.

2. Welcome to . . . Doing Teacher Evaluation Right: 5 Critical Elements

3. List the domain and 2-3 key word that characterize the domain Complete the sentence Educator Effectiveness is…

4. The Card Sort • Use a sticky note • Identify: • Domain • Component • Element • Share with table mates as instructed; reach consensus

5. Rewrite • Select one scenario at your table • Determine tentativeLevel of Proficiency • Rewrite at higher & lower levels using rubric characteristics

6. Levels of PerformanceConclusions Failing: Potential for harm Needs Improvement:Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components 6

7. Learning Intentions: Participants will. . . • Gain an overview of the Phase III Implementation. • Review the content of the Danielson Framework and its role in teacher growth. • Explore best practices in teacher evaluation. (5 “Rules” of Supervision/Evaluation) • Learn how to conduct teacher evaluations to accommodate quality assurance and professional learning. • Practice collecting accurate evidence of teaching and use it with rubrics to assess performance. • Create a plan for implementation and increased buy-in for all stakeholders.

9. Observation/Evidence (50%) • Based on Danielson’s Domains • Planning & Preparation • Classroom Environment • Instruction • Professional Responsibilities • PDE-Adapted Rubric • Focus of Phase III Educator Effectiveness Implementation.

10. Additional Information • State forms/process are encouraged but NOT mandated. District tools/process MUST focus on Danielson Framework and be approved by PDE • Additional rubrics/process being developed for “specialists” and administrators (targeted for January 2013).

11. Phase III Requirements • Pre-Observation Conference • Observation • Post-Observation Conference • Walkthrough

12. Before Step # 1: Pre-Observation(Focused on Domains 1 & 4) • Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference • Evidence is added to the lesson plan document that emerges from the pre-observation conference. • T and E meet to discuss the upcoming lesson framed around the following:   Question Stems: • 1a. What is the content being taught? What prerequisite for learning is required? • 1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students? • 1c. What do you want students to learn during this lesson?   • 1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? • 1e. List very briefly the steps of the lesson. • 1f. How will you measure the goals articulated in 1c? What does success look like?  

13. During Step # 2: Observation(Focused on Domains 1,2, & 3) • E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2) • Types of Observation Evidence: • Scripting of Educator or Student comments • Descriptions of Educator and Student behaviors • Numeric information • Environment Remember: • Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way?  • Non-negotiable - Record observation on standard form • Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) • Evaluator does NOT retype observation

14. Overarching Question Who does the thinking? Therefore, who does the learning and growing?

15. Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher.

16. Rule #3: Let’s Review With a partner at your table, rewrite these statements as evidence. • The class was out of control. • The students didn’t understand expectations. • The students were engaged in the lesson. • That was a great lesson!

17. Reviewing Yesterday’s Pre-Conference With a partner at your table, review the Pre Conference with Mr. Greenberg • 1c: What will students learn? • 1e: How will he teach it to them? • 1f: How will he measure which students learned it? • 4e: How has he grown professionally?

18. 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.

19. Collecting Evidence for D2 & D3 • Watch the lesson. • Collect evidence of what you see and hear. • If you aren’t sure where to write the evidence, just write it. • This is practice; relax.

20. Points about Evidence • All questions are not about 3b • Engagement is about the nature of the work and who does it • Formative assessments should assess whether EACH student met the objectives.

21. Rubrics Educating is a performance. Performances are measured using rubrics.

22. Distinguished... Proficient... Needs Improvement... Failing...

23. Performance Levels: Key Words • Review the components from the Framework for Teaching for the assigned Domain. Scan the language used to describe each Level of Performance (LoP). • What key wordswould you use to characterize or describe each level? • Synthesize your thinking as a group and choose two key wordsthat represent each level. Write the two key words on the designated chart paper.

24. Performance Levels: Key Words

25. Performance Levels: Key Words

26. Performance Levels: Key Words Levels of cognition and constructivist learning increase

27. Performance Levels: Key Words Levels of cognition and constructivist learning increase

28. Performance Levels: Key Words Levels of cognition and constructivist learning increase

29. What are some ways teachers can use the levels of performance to promote their learning and growth? • Lesson planning • Self assessment • Developing professional learning goals • Reflecting on teaching and learning • Talking about teaching Using the Levels of Performance

30. Mark Components of Agreement Using the teacher rubric self-assessment from Mr. Greenberg, work as a group and mark the level of performance. Do NOT mark components with which you are not in agreement. DO mark the components of agreement.

31. Concluding about the Lesson Whole group debrief: Where did you mark the lesson at or above proficient? Where did you mark below proficient?

32. Thoughts about the Lesson • Planning for this lesson (or the evidence we have of it) is not especially strong; • Assessment was not planned for; and • Objectives were not particularly specific.

33. Thoughts about the Lesson • Overall, Domain 2 was a strength, with the exception of 2b • 2b Culture for Learning and 3c Engaging Student in Learning were not strengths of this lesson • The lesson relied on volunteers almost solely • If a person did not volunteer, s/he could have done nothing in the lesson except the three review division problems of the “Do Now” • ”Listening” is not learning • The structure of the group activity allowed for one person to do all the learning • Most of the activity was at the lower end of Bloom’s

34. After Step # 3: Preparing for the Post-Conference(Focused on Domains 1,2, 3, & 4) • Educator and Evaluator do not need to meet during Step #3. • With prerequisite training, the Educator can engage in Step #3 independently or with the support of a coach. • Evaluator provides Educator with completed observation form from Step #2. • Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator • Teacher returns the observation form to Evaluator with their additions • Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference • Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees

35. Let’s Watch… • Observer’s Reflection • Teacher’s Reflection • Danielson’s Observation

36. 5 “Rules” for Educator/supervisor Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

37. 1. Pre-Observation: D1, D4 2. 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 Observation-based Assessment:ProcessandEvidence

38. A Collaborative Process Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done WITHyou and FORyou.

39. 1. Pre-Observation: D1, D4 2. 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 Observation-based Assessment:Process andEvidence

40. Remember… • Teachers get a copy of the evidence immediately following the lesson. • Teachers may add to the evidence. • Teachers use the evidence to complete a self-assessment. • Teachers assess the lesson by highlighting the appropriate rubric phrases. • Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE. • The observer reviews the teacher’s evidence prior to the post. • The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post. • The observer LEAVES BLANK the components of difference prior to the post.

41. After Step # 4: Post-Teaching Collaborative Assessment(Focused on Domains 1,2, 3, & 4) • Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson   • Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components. • Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis. Conversation Stems: • Comment on the evidence for . . . • Let’s look at the rubric for . . . • Tell me more about …. • What’s the backstory for . . . • Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson

42. 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.

43. Words NOT to Use in the Post • Defend • Prove • Argue • Convince Avoid language that suggests opposition if that might bring about a defensive response.

44. Language for the Post • Say more about. . . • Tell me 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. . .

45. Framing Suggestions As Questions

46. Overarching Question Who does the thinking? Therefore, who does the learning and growing?

47. 5 “Rules” for Educator Supervision/Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

48. Rule # 4 Conduct evaluations in such a way that they produce teacher learning.

49. 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)

50. The Nature of Professional Learning: Mental Work for Teachers • Reflection on practice • Collaboration • Self-assessment • Self-directed inquiry (action research) • Feedback based upon evidence