Multi Measure Educator Effectiveness

1. Multi Measure Educator Effectiveness Cheryl Giles-Rudawski (717) 732-8400 X8639 cgiles@caiu.org

2. Teacher EvaluationProject Goal • To develop a teacher effectiveness model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth

3. Multi-Measure Teacher Evaluation • Subsidized by Gates Foundation Grant • Portion developed in collaboration with Charlotte Danielson • Phase 2 Pilot began 2011-12 • 100+ buildings in Phase 2 Pilot • Implementation 2013 • Phase 3 began summer 2012!

7. Student Learning Objectives (as demonstrated through:) • District Designed Measures and Examinations • Nationally Recognized Standardized Tests • Industry Certification Examinations • Individual Teacher Developed Examinations • Student Projects Pursuant to Local Requirements • Student Portfolios Pursuant to Local Requirements

8. Who are Educational Specialists? • Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs). • Currently CSPG 75 through 81 list the following specialist certifications: • Dental Hygienist • Elementary School Counselor • Home and School Visitor • Instructional Technology Specialist • Secondary School Counselor • School Nurse • School Psychologist • PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified specialist groups

9. Observation/Evidence (50%) • Based on Danielson’s Domains • Planning & Preparation • Classroom Environment • Instruction • Professional Responsibilities • PDE-Adapted Rubric* • Focus of Pilot Groups • What we are doing today 

10. Multiple Measures of Student Achievement (50%) • 15% - Building Level Data • 15% - Teacher Specific Data • 20% - Elective Data • What we are not doing today 

11. Current Evaluation System • Discuss with a partner what could be done differently to make an evaluation of your performance more effective… Based on evidence… Not subjective… Rubrics… Fair…

12. Where do you stand? • In your corner, discuss your experience with the Framework. • What is something you know (or think) about the Danielson Framework? • What is a benefit of the framework? • What is one question you hope to have answered by the end of this training?

13. 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 3: Instruction • Communicating Clearly and Accurately • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • 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 A Framework for Teaching:Components of Professional Practice 1.3-B Region 5

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15. Review of the Forms…

16. THE COMPONENTS OF PROFESSIONAL PRACTICE Domain 1: Planning and Preparation

18. The process… • Pre-Observation Conference (Teacher submits evidence prior…) • Observation (Evaluator leaves notes…) • Post-Observation Conference • Walkthrough (5 touches…)

19. Review of Observation-based Assessment: Process and Evidence

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21. 5 “Rules” for Teacher Evaluation • Defensible definition of teaching • Differentiation of evaluative processes • Evidence-driven process • The role of teacher learning • Transparency

22. Worksheet #1 Wisdom of Practice: Collecting our thinking about good teaching… What are the qualities of teaching most tightly tied to student learning? What is great teaching?

23. Wisdom of Practice • Take a quick look at the list of an elbow partner, comparing for similarities and differences. • How many have identicallists. (Same words, same order, etc.) • Was your list highly similar to your elbow partner? Region 5

24. The Domains First pg in handout • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities

25. Multiple Measures of Teacher Effectiveness – Observation/Evidence and the Danielson Framework • Classroom observations by Principal/supervisor, including evidence that demonstrates behaviors associated with improving student achievement: • Planning and preparation, including selecting standards-based lesson goals and designing effective instruction and assessment; • Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time; • Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs; and • Professional responsibilities, including using systems for managing student data and communicating with student families

26. 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 A Framework for Teaching:Components of Professional Practice Page 2  Adjust List…Domain 4?

27. Wisdom of Practice Worksheet #1 Looking at the qualities of teaching you identified ~ distinguish which domain/component is related to each quality…

28. Worksheet #2 Region 5

29. 2 • 3 • 1 • 4 • 1 • 2 • 4 • 1 • 3 • 4 • 2 How did you do?

30. Features of A Framework for Teaching Generic: applies to all grade levels, content areas Not a checklist Comprehensive: not just what we can see (Off Stage/On Stage) Inclusive: Novice to Master teacher 30

31. Rubrics Teaching is a performance. Performances are measured using rubrics.

32. Distinguished... Proficient... Needs Improvement… Failing... Region 5

34. After worksheet # 2 • Look at PA Rubric • Levels • Power Components • Common Vision

35. Needs Improvement or Progressing • Proficient • Distinguished • Unsatisfactory Failing

36. Distinguished Performance • Extensive • Intensive • Anticipatory/preventive • Individualized • Integrated • Student-led • Accurate • Persistent

37. Exploring the Distinguished Level List the components that articulate students’ roles as leaders of learning

38. Role of Students… 1f 2a, 2b, 2c, 2d, 2e 3b, 3c, 3d 4b, 4c

39. Conclusions about the Levels of Performance (reminder) Unsatisfactory/Failing: Potential for harm Needs Improvement/Progressing: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components 9/6/2014 pbevan 39

40. Why Evaluate Teaching? • Quality Assurance • Professional Learning

41. Benefits of Using a Framework for Teaching Common Language Similarity of vision for teaching that improves teaching: the qualities of the distinguished level Greater validity and reliability potential for teacher evaluation Changes in novice thinking Opportunities for collaboration

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43. 3b Using Questioning and Discussion TechniquesQuality of Questions Student Participation Region 5

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45. 4b Maintaining Accurate Records (Systems for Managing Students’ Data)Student Completion of AssignmentStudent Progress in Learning Region 5

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47. 3b Using Questioning and Discussion TechniquesQuality of Questions3c Student Engagement in LearningGrouping of Students Region 5

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49. 4a Reflecting on TeachingAccuracy1f Designing Student AssessmentCongruence with Instructional Outcomes ??? Region 5

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