Presentation Transcript

1. Instructional Leader Training Fall 2010
2. EDUCATEAlabama Contacts Leadership & Evaluation Ms. Chris Wilson 334/353-8646 cwilson@alsde.edu Mrs. Telena Madison 334/353-5230 tmadison@alsde.edu Dr. Tony Thacker 334/353-4810 tthacker@alsde.edu
3. Contact Mr. John Bell 334/242-8191 jbell@alsde.edu For Information On The Professional Educational Personnel Evaluation (PEPE) Program or 2009 - 2010 EDUCATEAlabama Moodle Modules Professional Learning Units (PLUs)
4. Today’s Agenda Background & Rationale Process Lunch Implementing EA using the Standards & Continuum Debrief Questions & Answers Breaks – Group Consensus !
5. Meeting Materials
6. Purpose Provide background and rationale for refining EDUCATEAlabama (EA) Offer guidelines for implementing the refined EA process Create a common understanding of the structure, content, and intended uses of the: Alabama Quality Teaching Standards Alabama Continuum for Teacher Development Respond to Frequently Asked Questions
7. Practitioners’ Perspective Refining EDUCATEAlabama
8. EDUCATEAlabama Survey 2010 Conducted online July 2010 1, 007 Practitioner Responses 80 + Pages of Comments
9. Survey Results Said
10. I felt like I was [on] an island while learning this system.
11. ...We need clear direction …
12. Time was a challenge
13. “On average. . .20 hours to complete the paperwork for one teacher.” “ I spent nearly 7-8 hours per teacher. . .”
14. Too much paperwork
15. Consolidate the forms. CSR was too long. . . .need ONE post observation form. . .
16. Make the PLP a working document that can be incorporated into observations and dialogue throughout the year. P L P
17. Focus on no more than - Indicators
18. If the information could be automatically imported that would be GREAT!
19. F O R M S Drop down menus for simple comments on the forms would be very beneficial. I would like to see the forms transfer common data… indicator information from the observation form to the CSR…
20. I was struggling to keep my head above water.
21. Contradictory information during training sessions
22. Teachers didn’t understand their role… …SDE should have explained to teachers… Never assume teachers and administrators know what they are suppose to be doing… I did not understand it as an administrator…
23. Face to face meetings are essential.
24. Positive notes
25. The dialogue is a step in the right direction. Having face to face dialogue with teachers is a collaborative effort that is extremely beneficial.
26. I like that it is formative based. EDUCATEAlabama is an excellent reflective tool.
27. The developmental Continuum was excellent.
28. My teachers had many questions and I worked with them to develop a deeper understanding of the Standards and how to self-evaluate.
29. …teachers’ self-assessment …best tool for all.
30. No announced observations are excellent.
31. Novice teachers should receive a minimum of two formal observations.
32. On-line videos for teachers to observe lessons focusing on [the standards] would be very helpful.
33. Two more
34. When you are headed down the runway at 150 miles per hour and realize you don’t have enough asphalt for takeoff, it’s a little late to order an extension of the runway.
35. I believe there is a better way to make this mousetrap work.
36. SDE Communication Criteria FAQ Document
37. Online Training Available Late Fall 2010 For those unable to attend an instructional leader training or educator orientation, trainings will be available online at http://www/alex.state.al.us/leadership under the Educator Evaluations tab.
38. To receive EDUCATEAlabama information electronically Please check with your central office to ensure your e-mail address is accurate.
39. Locally Approved EA Professional Study2010 - 2011 Superintendents are encouraged to approve locally developed professional study for PLU and/or Continuing Education Unit (CEU) credit. Optional Online Tools for Local Use ACLD Evaluation Matrix Library of: Professional study modules Instructional videos
40. Online Library Resources http://www.alex.state.al.us/leadership Modules Standards and Continuum: Overview Collaborative Conversations Organization & Management of the Learning Environment (Indicators 2.1, 2.3) Student Learning Goals (Indicators 2.4, 2.5) Formative Assessment (Indicator 2.8) Feedback from Formative Assessment (Indicator 2.8) Cultural, Ethnic, and Social Diversity (Indicator 4.1) Cultural, Ethnic, and Social Diversity (Indicator 4.3) Investigating the Impact of Instruction (3 Modules)
41. Online Library Resources continued http://www.alex.state.al.us/leadership Dialogues - Collaborative Conversations *Four (4) Videos Snow Rogers Elementary, Jefferson County Self-Assessment/PLP Development North Jefferson Middle, Jefferson County Post Observation Dialogue Gardendale High, Jefferson County Post Observation Dialogue Chalkville Elementary, Jefferson County End of Year Collaborative Dialogue * Permission to use - Granted by Jefferson County Board of Education Summer 2010
42. Online Library Resources continued http://www.alex.state.al.us/leadership Instructional Demonstration Videos Elementary - Seven (7) Videos Fractions (Parts 1,2)- George Hall Elementary Mobile County Ellis Island (Parts 1,2) - George Hall Elementary Mobile County Environmental Center - George Hall Elementary Mobile County Dealing with Coins (Parts 1,2)- Brighton Middle Jefferson County
43. Online Library Resources continued http://www.alex.state.al.us/leadership Instructional Demonstration Videos Middle-Intermediate-Junior High School - Four (4) Videos Middle School Science- Hayden Middle Blount County Junior High School English- Mt. Brook Junior High Mt. Brook City 9th Grade Biology - Mt. Brook Junior High Mt. Brook City 5th Grade Science - Tarrant Intermediate Tarrant City
44. Online Library Resources continued http://www.alex.state.al.us/leadership *Instructional Demonstration Videos High School - Five (5) Videos Geometry (Parts 1,2)- Spain Park High, Hoover City Treaty of Versailles- Winterboro High, Talladega County Business Education - Winterboro High, Talladega County English - Tarrant High, Tarrant City * All elementary, middle, and high school instructional demonstration videos were developed in cooperation with The Governor’s Commission on Quality Teachingand selected schools and local education agencies.
45. To Begin Now in 2010 Prior to Web-based Process Availability
46. I - SELF ASSESS Download the Continuum http://www.alex.state.al.us/leadership Click on Educator Evaluations Every educator completes self-assessment using this document Print copy Carefully consider all 39 indicators Circle level that best describes current teaching practice Complete self-assessment, addressing all 39 indicators Schedule time for dialogue with instructional leader
47. II - DIALOGUE Based on the educator’s completed self-assessment, the dialogue between the instructional leader and educator should: Be a meaningful reflective conversation Support the educator in setting professional goals and pursuing professional development Dialogue Outcomes Collaboratively select and agree upon 2-5 indicators that will become the focus for this year’s Professional Learning Plan (PLP)
48. III - Develop the PLP Establish the 2-5 indicators agreed upon during the dialogue as the focus for the PLP For each indicator: Determine what educator wants/needs to learn Estimate timeframe for learning Determine how educator will implement (Identify specific actions/strategies) Estimate timeframe from implementation Identify other supporting evidence educator mayprovide(data, other roles/responsibilities, courses, achievements, publications, other) Identify expected outcomes for student achievement
49. IV - Un-announced Observations Two un-announced observations will be conducted for all educators (novice, non-tenured, tenured/veteran) on full evaluation cycle May be conducted at any time during the school year after the PLP has been developed Collaborative conversation and dialogue between the instructional leader and educator after each observation is best practice
50. If the educator has alreadydeveloped a PLP for this year, must a new one be developed? If a PLP has already been developed this year, must a new PLP be developed?
51. When can instructional leaders and educators transfer all completed “hard copy” EDUCATEAlabama information to the web-based system?
52. Web-based Process Under Development 2010 - 2011
53. Collaborative Effort Alabama Supercomputer Authority SDE Information Systems SDE Leadership and Evaluation
54. User Accounts for EA System Everyone (superintendents, instructional leaders, and educators) will login using their assigned User Name and Password. If the user does not have an account previously created in the SDE’s Education Directory, he/she must create the account by accessing the SDE’s Education Directory application.
55. Currently, superintendents and principals have access to the SDE’s Education Directory application. In the near future, the following will have access to the application to create a user account: Assistant Principals Educators/Teachers Others
56. How/when will LEAs be notified that the SDE Education Directory is ready for assistant principals and educators/teachers to create an account? The SDE will send email notification to the superintendents, principals, evaluation coordinators.
57. Assign Indicators to PLP
58. Finalizing the EA Evaluation D. All educators Add SUMMARY (optional) CLOSE END-OF-YEAR PLP After the PLP is CLOSED, the following becomes an option: Entire evaluation becomes “Read Only” Educator Self Assessment and PLP are available to view next year
59. Next School Year E. Educator Self Assessment and PLP are available to view next year From the login screen the EDUCATOR may: View the previous year ‘sEducator Self Assessment or PLP Restart the process at Part A
60. A Few Bugs ? Possibly
61. Purposes and Uses Alabama Quality Teaching Standards and Continuum for Teacher Development
62. Alabama Quality Teaching Standards Standard 1: Content Knowledge Standard 2: Teaching and Learning Standard 3: Literacy Standard 4: Diversity Standard 5: Professionalism
63. Activity #1: Your Current Comfort Level with Indicators and Evidence Directions: As we review the indicators associated with each of the five Alabama Quality Teaching Standards, reflect on the extent to which you understand the meaning of each indicator and how it would look in practice (“the evidence”). Place an “X” on each continuum between CU and DNU where: CU = I completely understand this indicator, and I know the type of evidence I would look for to determine my own or a colleague’s level of progression in this area. DNU = I do not understand this indicator, and I am uncertain as to the type of evidence I would look for to determine my own or a colleagues level of progress in this area. This is a self-assessment—for your eyes and use only!
64. Standard 3: Literacy Teachers model and teach effective oral and written communication, integrating basic reading, math and technology as appropriate.
65. Standard 3: Literacy Indicators Oral and Written Communication 3.1 Demonstrates standard oral and written communications. . . . 3.2 Fosters and responds to effective verbal and nonverbal communications Development of Reading Skills and Accessing K-12 Literacy Resources 3.3 Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy components 3.4 Integrates narrative and expository reading strategies across the curriculum Development of Mathematical Knowledge and Skills across Content Areas Utilizing Technology
66. Standard 3: Literacy Indicators Oral and Written Communication Development of Reading Skills and Accessing K-12 Literacy Resources Development of Mathematical Knowledge and Skills across Content Areas 3.5 Solves mathematical problems across subject areas 3.6 Communicates mathematical concepts, processes, and symbols within the content taught Utilizing Technology 3.7 Identifies and integrates available emerging technologies into the teaching of all content areas 3.8 Facilitates learners’ individual and collaborative use of technology. . . .
67. ContinuumBuilds on and Elaborates the Standards The Continuum adds muscle and fiber to the Standards and indicators—making them concrete, specific, and contextualized to the classroom and school communities. The Continuum provides levels of development for each indicator associated with each Standard to enable teachers with a tool for reflection, learning, and growth situated in a professional community.
68. Understanding The Continuum Continuum describes five levels of development Beginning—The educator is: Internalizing foundational knowledge and skills associated with a particular indicator; then Applying these in the classroom setting. Emerging—The educator is: Expanding personal repertoire of skills associated with a given indicator ;and Using core skills at a level of automaticity. Applying—The educator is: Accomplished in his/her practice related to a specified indicator; and is a Contributing member of the professional community.
69. Understanding The Continuum continued Continuum describes five levels of development Integrating—The educator : Knows relationship between a given strategy and student learning outcomes. Demonstrates flexibility in selecting and matching strategies to different contexts. Assists colleagues in developing their practice in the area stipulated by the indicator. Innovating—The educator is: Continually seeking to create more effective approaches. Assumes a real leadership role in developing colleagues’ practice in indicated areas.
70. Understanding The Continuum Movement across different levels of development occurs as a result of intentional reflection, learning, and growth. The progression is not related to length of service, nor does it occur automatically.
71. Primary Purposes of The Continuum Encourages and informs individual and collegial reflective practice Serves as focus for: Observations by peers and instruction coaches Follow-up conversations and formative feedback conferences Facilitates the identification of professional growth opportunities
72. EDUCATEAlabama uses the Standards’ indicators as the foci for formative assessment/evaluation. The Standards The Continuum
73. FORMATIVE ASSESSMENT What is it? Why is it important for educator development? How does it differ from summative assessment/evaluation?
74. Activity 2 - Encouraging Individual Reflection and Improvement Planning Skim Standard Two: Teaching and Learning Organization and Management of Learning Environment Indicators 2.1-2.3 Pages 12-13, Alabama Continuum for Teacher Development As you view the video, imagine that you are this educator. After the video, you will be asked to self-assess your level of performance based upon this lesson.
75. Activity 3 - Encouraging Individual Reflection and Improvement Planning Imagining that you are the videotaped educator: Self-assess your level of development, as exhibited by this videotaped lesson, on Indicators 2.1, 2.2, and 2.3. Please complete this task individually and silently. As you decide upon a level of development, think about the “evidence” that led you to this assessment. Given the results of your self-assessment, what might you do to build upon your strengths and address identified areas for growth?
76. Activity 4: Encouraging Team Reflection and Improvement Planning First, name a facilitator, recorder, and timekeeper for your group. Moving through each Indicator 2.1 - 2.3: Share where you placed yourself on the Continuum: Explain why by providing specific “evidence” (discrete “look-for” behaviors, artifacts, and other). Discuss similarities and differences in your assessments and rationales. Imagine you are in a team meeting where you are considering what you can do to: Share and build upon identified strengths. Support one another in planning and implementing activities/strategies for learning and growth.
77. Debrief What insights did you have as you engaged in the last two activities? What questions do you have? What might you do in your leadership role to encourage individual and team self-assessment using The Continuum for Teacher Development?
78. Activity 5: The Alabama Quality Teaching Standards How can these be used for observation and formative feedback? Skim through questions associated with Indicators 2.4 – 2.7 on page 3 - Guiding Questions and Evidence matrix. As you view the video, assume your assigned role (the videotaped educator OR an observer in this classroom). After the video, take a few minutes to: Decide the level of development for indicators 2.4-2.7. Develop an evidence-based rationale for your assessment.
79. Activity 5: The Alabama Quality Teaching Standards continued Assuming your assigned role (educator or observer) assess the level of development on each of the Indicators 2.4, 2.5, 2.6, and 2.7. Please complete this task individually and silently. As you decide upon a level of development, think about the “evidence” that led you to this assessment. Given the results of your assessment, what might you do to build upon strengths and plan for growth in identified areas?
80. Praise, Question, Polish (PQP)A Process for Engaging in Conversations Related to Formative Assessments PQP is a tool for the structured conversation following the observation. Two essential components Inclusion of affirmations Provision of non-directive feedback through questions, which give educators opportunities to reflect on practice Gloria Neubert, Improving Teaching Through Coaching, PDK Fastback 277. Guiding Questions Document
81. Effective Feedback …most often asks the observed educator to reflect and identify personal growth objectives. Evaluate performance and “tell” how to improve
82. Praise Identify what went well in the observed lesson. Remember the focus of the observation and relate the positive comments to that focus. Ask your colleague, “What do you think went well?”
83. Characteristics of Effective Praise
84. Clarifying Questions are used to: Gather additional information Help understand something you observed Express reservations in a non-directive way Examples: What were expected outcomes of the cooperative group activity? How have you helped your students become more active listeners? What might have happened if. . . ? Question
85. Question Eliciting Questions Help educator hypothesize or speculate. Extend educator thinking. Examples: What do you think contributed to ….? What assumptions were you making about students’ prior knowledge?
86. Polish Your main job is to LISTEN. Ask questions that will help the observed educator reflect and make decisions that will stretch his/her performance.
87. Give “Polish” Feedback in theForm of Questions Leading Questions Ask, don’t tell Give educator final decision about classroom strategies Encourage reflection on specific methodology Examples: What if you had provided students with primary source material for this activity? In what ways did this lesson utilize the principles of strategic teaching? What would it take to actively engage the reticent learners?
88. Simulated Feedback Conference First, jot down a few ideas for each of the three categories, Praise, Question, Polish, on the form designed for your assigned role (educator or observer). When directed, pair with someone who is assuming a different role so that an “observer” and “educator” are paired together. Using the P-Q-P format, engage in a feedback conference that incorporates formative assessment.
89. Debrief What insights did you have as you engaged in the P-Q-P Conference? What questions do you have? In what ways might you use the P-Q-P as you seek to advance formative assessment?
90. Activity 6: Feedback Video Juxtapose your feedback conference with the one shown on the video. How did that conference differ from the one you just took part in? What do you think went well? How did the conference in the video differ from most post observation conferences? What could you learn from the video?
91. Formative Assessment and Communications What does it sound like? Highly interactive—consider using the 20/80 rule “The Sound of Silence” because it involves a lot of active listening and thinking Questions that invite reflection Feedback that is specific, relevant, and grounded in evidence
92. The Words We Choose Reflect Our IntentFormative LanguageSummative Language Reveals, Responds, and Advances Elevates and Promotes Practice Describes, Discusses, and Develops Enhances, Enriches, and Expands Rates, Ranks, and Assigns Evaluates and Pigeonholes Practice Tallies, Totals, and Tells Complies, Conforms, and Categorizes
93. Questions ?