BHS ADMINISTRATION

“BACK TO BASICS – THIS IS OUR TIME”

PART I

A Framework for TeachingPromoting Professional Learning and

Teacher Quality

Today’s Agenda

Teachers Are Like GardenersDefining Effective Practice: A Framework for Teaching – Charlotte Danielson

Standards Aligned System (SAS)

Danielson Group

Teaching Makes the Difference3

“The most important factor affecting student learning is the teacher….. an influence many times greater than poverty or per-pupil expenditures.”

Sanders, Wright and Horn 1997

“The effect of increases in teacher quality swamps the impact of any other educational investment, such as reductions in class size.”

Goldhaber, 2009

A Road Map….

Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching.

Charlotte Danielson

Defining Effective Practice

In order to create the conditions for improved teaching, one must first define it. Without such a definition of good practice, educators are, in effect, wandering in a swamp.

Charlotte Danielson

A Framework for Teaching:Components of Professional Practice

Domain 4: Professional Responsibilities

a. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional

Communitye. Growing and developing professionallyf. Demonstrating professionalism

Domain 3: Instructiona.Communicating with studentsb.Using questioning and discussion

techniquesc.Engaging students in learningd.Using assessment in instructione.Demonstrating flexibility and

responsiveness

Danielson 2007

Domain 1: Planning and Preparationa. Demonstrating knowledge of content

and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments

Domain 2: The Classroom Environment

a.Creating an environment of respect and rapport

b.Establishing a culture for learningc.Managing classroom proceduresd.Managing student behaviore.Organizing physical space

SAS / Danielson Group websites

Charlotte Danielson domain rubrics

Danielson Group

SIX “Pros” for Teacher Evaluation8

1. System is based upon a defensible definition of teaching

2. Procedures are differentiated

3. Evidence anchors the process

4. Promotes teacher learning

5. Transparency

6. Inner-Rater Reliability

Final Comments

Deck of Cards

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BHS ADMINISTRATION

“BACK TO BASICS – THIS IS OUR TIME”

PART II

A Framework for TeachingPromoting Professional Learning and

Teacher Quality

Agenda

Elements of Effective Teacher Evaluation

New Teacher Evaluation System

Teacher Self-Assessment rubrics

Professional Growth Meetings

Charlotte Danielson Resources

Charlotte Danielson domain rubrics

Danielson Group

Performance Levels: Key Words13

Unsatisfactory Basic Proficient Distinguished

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Performance Levels: Key Words14

Unsatisfactory Basic Proficient Distinguished

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Levels of cognition and constructivist learning increase

Performance Levels: Key Words15

Unsatisfactory Basic Proficient Distinguished

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Levels of cognition and constructivist learning increase

Performance Levels: Key Words16

Unsatisfactory Basic Proficient Distinguished

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Subtle

Skillful

Preventative

Leadership

STUDENTS

Always

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase

Danielson’s Levels of Performance

UnsatisfactoryThe teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the standards will enable the teacher to grow and develop in this area.BasicThe teacher appears to understand the concepts underlying the component and attempts to implement its standards. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other experienced teachers will enable the teacher to become proficient in this area.ProficientThe teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.DistinguishedTeachers at this level are master teachers and contribute to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated, engaged and assuming considerable responsibility for their own learning.

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Using the Levels of Performance18

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

FAQ’S: PA New Teacher Evaluation

What is PSEA’s role in developing the new system?

PSEA has been a highly vocal presence on this committee and has been particularly active in advocating for a system that is valid, reliable, and fair.

What specific measures of “student growth” will be a part of the new system?

PDE envisions a menu of several measures that could be used to measure “student achievement and growth,” depending upon individual teachers’ grade level and content area assignment.

How much will “student growth” count in a final teacher evaluation?

Department and legislature seem to be gravitating toward counting multiple measures of student achievement and growth as up to 50 percent of a teacher’s individual evaluation result, but no final decision has been made.

What will happen to other PDE-approved teacher evaluation systems once the new system is developed?

PSEA anticipates that the new system will replace current PDE evaluation forms 426, 427 and 428 systems.

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Evidence: JUST THE FACTS!

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 or

students. It is not clouded with personal opinion or

bias.

BHS Updated Walkthrough Look-Fors

Instructional Delivery: What is the teacher doing?Posted learning objectives and activitiesWhole class instruction- Lecturing, ExplainingHigher order questionsKnowledge/Comprehension questionsAppropriate wait-time for student responsesModelingGuided PracticeChecking for understandingSustaining student feedbackSeamless transition from one topic to anotherClosure: Student Centered

Student Engagement: What are the students doing?Percent engaged with instructionFollowing teacher directionsResponding to teacher questionsActively participating in activities or discussionWorking in groups or with partnersWorking alone, silently to complete tasksWriting open-ended responsesCompleting a worksheetListening to teacherStudent presentations Using technology or media

5501 Formal Observation Language

Category I: Personality = Domain 4 Professional Responsibilities

Category II: Preparation = Domain 1 Planning and Preparation

Category III: Technique = Domain 3 Instruction

Category IV: Pupil Reaction = Domain 2 Classroom Environment

Teacher Self-Assessment and Professional Growth Plan

This plan is recommended so that teachers as professionals understand their areas of strengths and areas for improvement. The following procedures are recommended for teacher self-assessment:

1. Review of the Framework for Effective Teaching that will be utilized for evaluation of performance.

2. Rate your performance for each element in the four domains using the rubrics of the framework. (Framework Rubrics)

3. Identify areas of strength.4. Identify areas of performance where there is recognition of need for

improvement.5. Make an analysis of the reasons for needed improvement.

6. Identify 1 specific goals per domain that would result in an improved performance.

7. Danielson Self-Reflection Rubrics / Growth Plan (Common I drive)  

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Professional Growth Plan Meeting24

Purpose: Allow the teacher and the principal to become oriented to the evaluation process.

Provide the teacher and the administrator with the opportunity to discuss the teacher’s effectiveness in terms of the framework.

Engage in professional dialogue and trust development.

The following are meeting procedures and guidelines:1. The teacher and administrator review the evaluation cycle.2. Teacher and administrator discuss the teacher’s understanding and

effectiveness in terms of the Framework for Effective Teaching.3. The teacher will share his/her performance goals. Suggestions and direction

will be given in terms of the framework and teacher growth.4. Evaluation activities are discussed and scheduled.5. The Professional Growth Plan Meeting form is completed and signed.

Professional Growth Calendar25

Domain 1Planning and Preparation

September / October • Professional Development• PG meetings• Walkthroughs

Domain 2:Classroom Environment

November / December • Professional Development• PG meetings• Walkthroughs

Domain 3:Instruction

January / March • Professional Development• PG meetings• Walkthroughs

Domain 4:Professional Responsibilities

April / May • Professional Development• PG meetings• Walkthroughs

Thank You26

Questions???