The Teacher Effectiveness Evaluation System Pilot Program Charlotte Danielson Model IMPLEMENTATION

1. The Teacher Effectiveness Evaluation System Pilot ProgramCharlotte Danielson Model IMPLEMENTATION New Jersey Association Federal Program Administrators – Atlantic City – May 29, 2013 Laura C. Morana, Ed.D. ~ Superintendent ~ moranal@rbb.k12.nj.us – (732) 758-1507

2. “Journey of one thousand miles begins with a single step…” Confucius “Followed by about two million difficult, challenging, continuous steps” David Meier

3. Goals for Teacher Effectiveness Evaluation System • Increase student achievement • Accurately assess teacher effectiveness so teachers can get meaningful feedback • Support ongoing improvement of all educators • Ensure appropriate training and links to professional development opportunities • Facilitate school-and district-wide collaborative cultures focused on continuous improvement • Foster a culture of openness and sharing

4. Teacher Observation and Evaluation System: Steps in Design • Establish the committee structure and decision-making process – what model to use • Conduct a gap analysis – design action plan • Identify a data management system • Establish procedures and timelines for novice and experienced teachers • Prepare forms and instruments/rubrics • Determine how judgments will be made • Determine training-support system for teachers • Design training-support system for evaluators

5. A Blueprint for Teacher Evaluation • Clear definition of teaching (the “what”) • Instruments and procedures that provide evidence of teaching (the “how”) • Trained evaluators who can make consistent judgments based on evidence • Process for teachers to understand the evaluative criteria • Process for making final judgment

6. 2012-13 Teacher Evaluation Pilot Observations Components Types Note: Informal observations less than 15 minutes (walkthroughs) are encouraged but not required by NJDOE

7. District’s Observation Schedule 2012-2013 Core = Language Arts – Mathematics – Science – Social Studies Non-Core= All other subjects

8. General Evaluation Procedures • Informal Observations: (Teachscape) • Classroom Walk-Throughs • Formal Observations: Charlotte Danielson’s Framework for Teaching • Pre-Observation Conference • Classroom Observation • Post-Observation Conference

9. Teacher Professional Development Support Continuum – TPDSC

10. Culture Shift

11. change • Standards of effective teaching practices • Focused professional development on teaching and learning • Online professional development and resources • Focused Professional Growth Plan • Ongoing articulation and nurturing teachers as reflective practitioners. • Practice of teaching linked to student achievement • TeachNJ – August 6, 2012

12. Lessons Learned • Capacity Building • Culture Shift • Change Both Technical and Adaptive • Challenges • Celebrations at the Student/Teacher/School/District

13. Resources for Teachers and observers • Time for Training Onsite/Online • Mutual Flexibility • Job-Embedded Coaching for Observers • The Framework for Teaching Evaluation Instrument - Book • Enhancing Professional Practice: A Framework for Teaching - Book • Binder with Rubrics and Protocols • iPad - Laptop • Teachscape APP • Curriculum Fidelity Checklists

14. 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 3: Instruction • Communicating With Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness THE FRAMEWORK FOR TEACHING • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism

15. Domain No. 1 – Pre-Observation Conference • 1. How does this learning “fit” in the sequence of learning for this class? • 2. Briefly describe the students in this class, including those with special needs. • 3. What are your learning outcomes for this lesson? What do you want the students to understand? • 4. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using. • 5. How will you differentiate instruction for different individuals or groups of students in the class? • 6. How and when will you know whether the students have learned what you intend? • 7. Is there anything else you would want me to know about the lesson?

16. Domain 1: Planning and Preparation • Teacher Name: ____________________________ Date:______________ Time: _ 

17. Domain 2: The classroom Environment • Teacher Name: ____________________________ Date:______________ Time: _ 

18. Domain 3: Instruction • Teacher Name: ____________________________ Date:______________ Time: _ 

19. Domain 4: professional responsibilities • Teacher Name: ____________________________ Date:______________ Time: _ 

20. Post-Observation Conference TEACHSCAPE Questions • 1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? • 2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? • 3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? • 4. Did you depart from your plan? If so, how, and why? • 5. Comment on different aspects of your instructional delivery (e.g. activities, grouping of students, materials, and resources). To what extend were they effective? • 6. If you had a chance to teach this lesson again to the same group of students, what would you do differently?

21.  Classroom Walk-Throughs • In collaboration with Teachscape, all administrators participated in training designed to support the development of instructional leaders as researchers and analyzers. • Training focused on the efficient collection, use, and analysis of critical data sources. Instructional leaders have been equipped with a process and technology too to help them promote, support, and sustain data-informed instructional improvement and student learning. District-Initiated Training Teachscape Classroom Walk-Throughs (CWT) DAY 1

22. The Role of the DEPAC • The factors that will contribute to the successful implementation of the Framework for Teaching as the foundation of the district’s evaluation system, with the support of the Framework as updated/revised at the district level. • The evaluation system that includes informal and formal classroom observation, and how the collection of teacher artifacts will be used as evidence of domains 1 and 4. • The review of forms and instruments to be used. Facilitate the Work of the District EvaluationPilot Advisory Committee (DEPAC) DAY 2

23. Introduction to the Framework for Teaching • This training session will provide background and the research foundation for using the Framework to enhance professional practice in different applications: teacher preparation, mentoring and induction, professional development, and teacher evaluation. • Administrators and lead teachers will explore the themes within the framework and become familiar with the components, their organizational structure, and are introduced to the rubrics that guide improving professional practice. Training for All Staff and Adminis-trators Resource:Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson, 2007. DAY 3

24. Observation Skills Training for Administrators, Master Teacher/Coaches, and Grade Level Team Leaders is designed to follow-up to the Introduction to the Framework. • Training will focus on developing administrators’ and teacher leaders’ observation skills. • Use of classroom videos, analysis, and discussion will provide a foundation to support the development of administrators and teacher leaders to become critical observers of classroom practice. • Topics included: understanding the difference between evidence and opinion, collecting evidence of practice based on the Framework for Teaching, analyzing the evidence against the rubrics, providing effective feedback, and using the Framework to promote reflective practice. Training for Teacher Leaders and Adminis-trators DAY 4-5

25. Job-Embedded Coaching/Targeted Ongoing Professional Development • Coaching focuses on developing administrators’ and teacher leaders’ observation and clinical model skills. • Topics include: understanding the difference between evidence and opinion, collecting evidence of practice based on the Framework for Teaching, analyzing the evidence against the rubrics, providing effective feedback Executive Coaching for ALL Evaluators TOTAL of 5 DAYS

26. Teachscape Online Professional Learning Resources is available to further support the integrity of the teacher evaluation process. • The system includes the online proficiency test designed to evaluate our administrators and teacher leaders ability to accurately interpret teacher performance using Framework For Teaching (FFT). • Release time for evaluators to engage in 20 hours of professional development. • Prepare for six-hour proficiency test Online Training and Proficiency Test Ongoing Training

27. Teachscape Reflectintegrates 360-degree, panoramic video and online collaboration tools with research-based frameworks to support professional growth and effective teaching practice. • This new and creative approach to professional development was introduced to all administrators and teacher leaders as an enhanced approach to promoting teachers as reflective practitioners. Supporting Teachers as Reflective Practitioners  Follow - Up Training

28. Collegial dialogue on the observation process led by teacher leaders • Use of faculty meeting time • Follow up sessions during school hours • Data-driven follow up training led by teacher leaders and administrators • Use of Reflect Video System on a voluntary basis • Access to Teachscape Library by all staff Follow Up Training for All Staff ONGOING SUPPORT