Connect, Engage, Learn Teacher Evaluation Growth and Development November 15-16, 2012

1. Connect, Engage, Learn Teacher Evaluation Growth and Development November 15-16, 2012 Ann M. Delehant 1001 Hillsboro Cove Circle Webster, NY 14580 585-750 4499 Adelehant@gmail.com www.anndelehant.com

3. Norms S – share knowledge and experiences A – ask questions L – learn by doing S – stay present A – apply to your work and position

4. Participants will…. • Become familiar with the fundamentals and the new definition for Professional Learning. • Understand how to apply the new Standards for Professional Learning as a guide to strengthen and refine professional growth and development plans. • Consider how a teacher evaluation system aligned with professional learning results in more effective teachers and student success • Identify actions you will take as a result of what you have learned. (Share with Learning Forward VA board to analyze for next steps.) • Learn with and from one another.

5. I am concerned that too few teachers experience the quality of professional development and teamwork that would enable them to be more effective each day. We must make sure that what we know is essential to good teaching is embedded in the life of all teachers. Stephanie Hirsh, Executive Director, Learning Forward

6. Making Connections Teacher Evaluation Performance Standards • Professional Knowledge • Planning for Instruction • Delivery of Instruction • Assessment of and For Learning • Learning Environment • Professional Knowledge • Student Progress Professional Learning Standards • Learning Communities • Leadership • Resources • Data • Learning designs • Implementation • Outcomes

7. Professional Learning Professional Learning Event/Episode A learning experience designed to transfer knowledge and develop skill. Professional Learning Program Planned, coherent, in-depth engagement over time AND the support system designed and implemented to develop educators’ knowledge, skills, dispositions, and behaviors to improve student achievement.

8. Professional Learning Program Pair Share What percentage of the professional learning in your schools falls into each category? Courtesy of Learning Forward

9. Bruce Joyce and Beverly Showers (2002) Student Achievement Through Staff Development

10. Assessing Professional LearningEvaluating Professional Development, Tom Guskey, 2000 At the point of… DELIVERY……………… Did they like it? KNOWLEDGE …………. Did they learn it? APPLICATION …………. Are they using it? ORGANIZATION SUPPORT/CHANGE ……………. Did it impact the organization? RESULTS ……... Did it impact student learning?

11. Working independently review each assumption. use the codes to indicate your agreements with each statement and identify potential implications for teacher effectiveness. Be prepared to share your thoughts with others at your table. (Learning School) 1--Strongly Disagree 2--Somewhat Disagree 3—Uncertain 4--Somewhat Agree 5--Strongly Agree

12. New Definition of Professional Learning Why is this important? Proposed Amendments to Section 9101 (34) of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001

13. New Definition of Professional Learning(See handout.) With your “pair up” partner, work on the following task. TASK: Text Analysis (Adapted from the work of Joellen Killion) • Read the new definition of professional learning. • Identify 3-4 significant CHANGES in this new definition from the current practice in your district. • Identify two statements that SURPRISE you. • Identify one idea that you are glad is getting ATTENTION. • Identify one characteristic that you think is SOMETHING YOU CAN ACT ON now—at the school or district level • Name one action you will take to INTRODUCE these ideas to your teams.

14. New Definition • Return to your “natural team.” • How does this definition compare to what you described as a powerful professional learning experience? • In what ways are your current practices the same and different from the new definition of professional development? • What changes do you need to make to better align our practice with the definition? • What policies need to change? • Who needs to lead the change? • What steps are necessary? • What type of commitment will we make?

16. Why Standards? • They establish the attributes for effective professional learning. • They establish criteria for the design, implementation, and evaluation of professional learning. • They define the purpose of professional learning for educators to develop the knowledge, skills, practices, and dispositions to help students perform at high levels. 16

17. Revision Rationale • Integrate the current research • Establish high expectations for equity and excellence in professional learning • Strengthen the link to student achievement • Guide the design, implementation, and evaluation of professional learning • Identify policy recommendation 17

18. Prerequisites • Educators commit to ensuring all students succeed. • Educators are ready to learn. • Professional learning fosters collaborative inquiry and learning. • Educators learn in different ways and at different rates. 18

19. Link to Student Results 19

20. Core Concepts 20

21. Standards Layout • Stem: Professional learning that increases educator effectiveness and results for all students… • Introduction: Brief overview • Core (key) elements: three per standard • Related research: five foundational citations per standard

22. Learning ForwardStandards for Professional Learning • Learning Communities, PP. 24-27 • Leadership, PP. 28-31 • Resources, PP. 32-35 • Data, PP. 36-39 • Learning Designs, PP.40-43 • Implementation, PP. 44-47 • Outcomes, PP. 48-51

23. Standards Showcase Break into seven small groups. Assign standards. Refer to the handout and the standards briefing guide. Review the information about your standard. • 1. Read the core concepts embedded in the new standards • 2. Prepare a “windowpane” for your standard. • 3. Identify one person to share your team’s windowpane. • 4. Take notes on each standard duringthe showcase. 23

24. WINDOWPANE FOR STANDARD: ______________________

25. How to Use the Standards • To stimulate dialogue, discussion, and analysis that lead to increased effectiveness in professional learning. • To benchmark existing opportunities for professional learning against the standards to identify strengths and areas for improvement. • To set policies. 25

26. Working Together None of us is as smart as all of us. ~ Pogo

27. Linking Teacher Evaluation and Professional Learning

28. I am concerned that too few teachers experience the quality of professional development and teamwork that would enable them to be more effective each day. We must make sure that what we know is essential to good teaching is embedded in the life of all teachers. Stephanie Hirsh, Executive Director, Learning Forward

29. Shifts in the Teacher Evaluation Systems

30. Accountability/Support: 5 Critical Processes -Share perspectives on professional and instructional practices -Identify ways to enhance instructional practice and student achievement linked to the standards -Tie goals to the attainment of school and district goals Who’s Responsible? Teacher Mentor/Coach/ PAR Consultant Principal Self-Reflection/GoalSetting How well is an individual teacher doing? Summative Evaluation -Accountability Evaluator Peer Reviewer Consultant Scoring Evaluator PAR Coach Mentor Peer Coach -What evidence provides information? -Summative/Accountability -Formative/Support Feedback -What areas of strength and growth? -Formative/Support Teacher Evaluator Mentor Coach ( e.g. Peer, Instructional coaches) Diagnosis Administrator Coach Mentor PD coordinator Curriculum Leader Peers -What kinds of support are needed? -Formative/Support -Develop the Teachers Learning Plan Support

31. Feedback Refer to Wiggins article in the supplementary materials. • Make a list of three things that you have learned about giving feedback. • Stand Up, Hand Up, Pair Up. • Share your three key ideas. • Gather key ideas from the group.

32. Research Shows that Ineffective Conferences Tend to … • Be dominated by the evaluator • Be focused on narrow concerns • Threaten teacher self-esteem • Be influenced by an unequal power relationship • Lack teacher reflection and self-evaluation • Lack reasoning and critical thinking – Summarized by Blase & Blase (2004)

33. Focus on Professional Growth Consider the tension between rating teacher practice and improving teacher practice and discuss these questions with your group: • What is achieved by assigning a rating to a teacher’s practice? • What is achieved by a collaborative discussion about practice? • Which type of feedback will be more likely to result in teacher growth and student achievement?

34. Elements of a Professional Growth Plan • acquisitionof new knowledge and skills, • applicationof new knowledge and skills, • changesin instructional practices, • enhancedreflective practices, • contributionsto learning communityand • improvedstudent achievement

35. Professional Growth Plan (See Handout) LEARN HOW TO REVIEW DATA/ LOOKING FOR LEARNING OPPORTUNITIES • Look at sub-component scores • Review formative and summative evaluation reports. • Identify areas of strength and areas for growth. • Describe the data that informs the goals/targets • Note opportunities for alignment with teaching standard(s) • Note opportunities for alignment with building/district goal(s) LEARN HOW TO WRITE…. • Objective(s) • Targets/Goals • Select and Sequence Activities to ensure that teacher will achieve objective (note the activities, needed resources, team members and due data) • Mid Year Review/Progress Check • Final Progress Report Refer to supplementary materials.

36. Understanding Attainment and Growth Attainment Growth

37. Teacher Learning Plan • FACILITATIVE • Self-directed – proposed by the educator, written in collaboration with an evaluator • Connected to the evaluation outcomes/Teaching Standards • Highlights areas for focused teacher development • Product and process • Identifies both a goal and the process for realizing that goal • Fluid – may be revised during implementation in response to results or research • Teacher Improvement Plan (TIP) • DIRECTIVE • Designed to help educator in need of improvement • Directed - usually must specify in writing the areas in need of improvement • Help educator to target specific weaknesses in professional practice through a collaborative, supportive process • Differentiate learning activities to support teachers’ improvement in areas of identified weakness • Must include a timeline and assessment for achieving improvement

38. Elements of a Learning Plan • acquisitionof new knowledge and skills, • applicationof new knowledge and skills, • changesin instructional practices, • enhancedreflective practices, • contributionsto learning communityand • improvedstudent achievement

39. LINKING EVALUATION RESULTS AND PROFESSIONAL SUPPORT ..move from targets of change to agents of change Reform of professional development, and reform as professional development are the dual generative themes of the future. Sykes (1996)

40. INTEGRATING INDIVIDUAL PROFESSIONAL LEARNING INTO COMPREHENSIVE LEARNING SYSTEMS • Review Hayes Mizell’s Discussion Protocol to Guide Planning • Seek clarity about the intersection of the Teacher Evaluation and Individual Professional Learning systems. • Think about how these systems support the district’s broader goals for professional learning and student learning. • Discuss when and how to use the two parts of this protocol.

41. Protocol

42. Learning Forward Virginia • With your table team, expand the list of ways that Learning Forward Virginia can advance excellent practices in professional learning all across the state of Virginia.

43. Reflection • Share highlights. EXIT TICKET On an index card, complete the 3-2-1 activity. Turn it in on the way out. 3 Make a list of THREEthings you learned at the Learning Forward VA conference? 2 Make a list of TWO actions you are going to take as a result of the conference. 1 Write ONE question you have for the Learning Forward VA Board.

44. Next Steps… Please Read…. A Playbook for Professional Learning by Stephanie Hirsh and Shirley Hord. Learning Forward, 2012. National Comprehensive Center for Teacher Quality (i.e. 3 research and policy briefs listed in the notes above): http://www.tqsource.org/alignEvalProfLearning.php Learning Forward’s “stance” on teacher effectiveness : http://www.learningforward.org/advancing/implementingthecommoncore.cfm Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well Issue Brief, April 2010 • Andrew Croft, Jane G. Coggshall, Ph.D. Megan Dolan, Ed.D. Elizabeth Powers, With Joellen Killion

45. Linking Teacher Evaluation to Professional Development Three Levels of Text: Check-in (1-2 minutes per person) • Read a sentence/passage you have selected from article • Share what you think about the passage (e.g. interpretation, connect to past experiences) • Share implication of this sentence/passage relevant to work about teacher evaluation and professional learning 3-2-1 Protocol3 - What are 3 ideas from the article that you think should be foundational or non-negotiable for our work?2 - What are 2 questions or 2 areas we need to gather data on for our work?1 - What is 1 recommendation you have to align Teacher Evaluation and Planning for Professional Learning?  

46. Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning • Six organizing features 1. High-quality standards for instruction 2. Multiple standards-based measures of teacher effectiveness 3. High-quality training on standards, tools, and measures 4. Trained individuals to interpret results and make professional development recommendations 5. High-quality professional growth opportunities for individuals and groups of teachers 6. High-quality standards for professional learning National Comprehensive Center for Teacher Quality

47. Standard’s Briefswww.learningforwardvirginia.org

48. Forum Discussion Board