rapps – rural alaska principal preparation and support program selecting and training evaluators

RAPPS – Rural Alaska Principal Preparation and Support ProgramSelecting and Training EvaluatorsMay 28 – 30, 2014Learning Groups 1, 2, and 3Hilton Hotel - Anchorage, AlaskaSession Leader: Al Bertani, RAPPS Senior Design Consultant

➜ Establishing criteria for selecting who can evaluate

➜ Preparing evaluators for inter-rater reliability

➜ Addressing issue of quality

Session Objectives

EE-4

ESTABLISHING CRITERIA FOR SELECTING WHO CAN EVALUATE

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012

Who will be eligible to conduct evaluations?

Will there be examples and explicit guidance in determining levels of proficiency and approval?

To what extent will training provide opportunities for guided practice paired with specific feedback to improve reliability?

Will evaluators be monitored regularly for reliability checks?

How will implementation fidelity be ensured?

SelectingAnd Training Evaluators

SelectingAnd Training Evaluators EE - 10

PREPARING EVALUATORS FOR INTER-RATER RELIABILITY

Observations of Teacher Classroom Performance – Guide to Implementation Resources for Applied Practice; Milanowski, Prince, Koppich; CECR; 2013

1. Start with an overview of the process — give evaluators the big picture.

2. Familiarize evaluators with the performance dimensions and rating scales.

3. Help evaluators recognize their own biases (e.g., for certain teaching styles).

4. Describe common judgment errors to be aware of and avoided.

5. Describe how to recognize and record evidence of performance.

6. Practice collecting evidence and observing.

7. Practice connecting evidence to performance dimensions.

8. Practice interpreting evidence relative to the rating scale.

9. Discuss rating conventions (e.g., What do you do if you do not have any evidence for a performance dimension? How do you interpret words like “consistently” or “frequently” when used in the rating scale?).

10. Practice rating samples of performance (e.g., videos, written scenarios, or cases).

Preparing EvaluatorsPreparing Evaluators

Washington State Teacher/Principal Evaluation Project; 2014http://tpep-wa.org/the-model/framework-and-rubrics/instructional-frameworks/danielson-framework/

Danielson At-A-Glance

EE-5 and 6

Washington State Teacher/Principal Evaluation Project; 2014http://tpep-wa.org/the-model/framework-and-rubrics/instructional-frameworks/marzano/

Marzano At-A-Glance

EE-7, 8 and 9

Beginning Teacher Support and Assessment; California Department of Education (CDE) and Commission on Teacher Credentialing (CTC); Web Address for Resources http://www.btsa.ca.gov

Video Simulation – BTSA CaliforniaAvailable on YouTube – BTSA Teacher Observation Videos

Step 1 Declare which framework you want for the practice round (D or M)

Step 2 Determine which grade and content example you want for practice.

Step 3 Join one of the four learning groups for the video simulation.

Step 4 Use the Danielson or Marzano rubric for practice purposes.

Step 5 Be prepared to talk about your simulation rating and evidence.

Beginning Teacher Support and Assessment; California Department of Education (CDE) and Commission on Teacher Credentialing (CTC); Web Address for Resources http://www.btsa.ca.gov

Video Resources – BTSA CaliforniaAvailable on YouTube – BTSA Teacher Observation Videos

6th Grade Math https://www.youtube.com/watch?v=QxLFTvodBBI

K Language Arts https://www.youtube.com/watch?v=fmCA5rn75Nc

9th Grade L.A. https://www.youtube.com/watch?v=7K4M2WJXNxQ

H.S. Dance Class https://www.youtube.com/watch?v=kFs1LlTXmJo

Over 400 videos include pre-observation conferences, classroom observations, and post-observation conferences.

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012

Will the state or districts offer specialized training for evaluators? Will the training provide opportunities for guided practice paired with specific feedback? Will the state or districts provide examples and explicit guidance in determining levels of proficiency? Will evaluators be monitored regularly by the state and/or districts? What opportunities will be provided for retraining evaluators?

Preparing EvaluatorsPreparing Evaluators

ADDRESSING ISSUES OFQUALITY

San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com

Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com

Observations Evidence vs. Opinion Training Calibrated Walk-Through

San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com

Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com

San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com

Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com

DemonstrationSan Diego Calibration VideosGrade 1Grade 3Grades 4/5Grade 6MS ScienceHS Algebra

Directions for Calibration Videos

San Diego County Office of Education; Teacher Effectiveness and Evaluation; Web Address for Resources http://www.teachereffectivenessandevaluation.com

Video Resources – San DiegoAvailable at http://www.teachereffectivenessandevaluation.com

Researching the Resources1.Decide which example you’d like to explore.2.Join that table for your chosen example.3.View the video example.4.Join your colleagues in discussing how the resource could be used. 5.Be prepared to discuss your suggestions for using the videos.