teacher effectiveness for language learning

Teacher Effectiveness for Language Learning

Lisa A. Harris, Ed.D.Virginia Department of EducationSpecialist for Foreign Languages

Jennifer Carson, M.Ed.Virginia Beach City Public Schools

Coordinator, World Languages

After this session, participants will be able to: Identify correlations between the Virginia Standards for

the Professional Practice of Teachers of Foreign Languages(VSPPT-FL) and the Teacher Effectiveness for Language Learning (TELL) Framework.

Discuss how the TELL Criteria support the development of professional development plans for Foreign Language teachers.

Use the TELL Project’s products as a foundation for professional development planning on an individual, school, division, or state level

Learning Objectives

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THE VIRGINIA STANDARDS FOR THE PROFESSIONAL PRACTICE OF TEACHERS

(VSPPT)

Uniform Performance Standards

VSPPT/FL Background

Virginia Standards for theProfessional Practice

of Teachers

Approved by the Virginia Board of Educationon April 28, 2011, effective July 1, 2012.

http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf

How will teacher performance be documented?

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Multiple Data Sources

Observations

Portfolios/Documentation Logs

Student Surveys

Self-Evaluation

Measures of Academic Progress• Student Growth Percentiles• Student Achievement Goal Setting• Other Valid Measures

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Goal Setting for Student Progress

• Appropriate measures of academic progress are determined • During first month of school, teachers set goals for improving student

progress based on the results of performance measures • Midyear review of student progress goal; modify strategies• End-of-year review of goal attainment

Observations • Probationary teachers observed many times throughout the year• Continuing contract teachers observed several times a year• Additional observations at building administrator’s discretion • Observations last the duration of a full lesson

Documentation Log

• Includes both specific required artifacts and teacher-selected artifacts • Artifacts provide evidence of meeting selected performance standards• Provides teacher with opportunity to demonstrate quality work• Evaluator reviews annually (by end of first semester for probationary

teachers; before last week of school for all teachers)

Student Surveys

• Teachers survey their students prior to end of first semester (e.g., K-8: survey entire class; if students change classes, survey two classes;

9-12: survey two classes per semester)• Teachers enter summary of the results in their Documentation Log

Recommended Data Sources

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Data Collection Procedures

Data Collection Procedure Form(s) Evaluator Teacher

Informal Observations Informal Classroom Observation Form Formal Observations Formal Classroom Observation Form Student Surveys Student Survey Forms (1-2, 3-5, 6-8, 9-12)

Student Survey Summary Portfolios/Documentation Logs Table of Contents Self-Evaluation Teacher Self-Evaluation Form Measures of Academic Progress Goal Setting for Academic Progress Form Reviews/approves Selects/develops

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Teacher Performance Standard

Percentage Contribution to the Summative Rating

Standard 1 10%

Standard 2 10%

Standard 3 10%

Standard 4 10%

Standard 5 10%

Standard 6 10%

Standard 7 40%

Performance EvaluationStandard Weighting

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The Virginia Foreign Language Professional Development

Framework (VA-FLPD)

Based on the VSPPT and the TELL Project

VA-FLPD Framework

The Virginia Foreign Language Professional Development Framework

• Collaborative Effort• Research based• Model for individual, school, and/or

division level plans• Correlated with VSPPT/FL and the TELL

Project• On the Web at: www.flavaweb.org/

Uniform Standards

• Standard 1: Professional Knowledge• Standard 2: Instructional Planning• Standard 3: Instructional Delivery• Standard 4: Assessment of and for Student Learning• Standard 5: Learning Environment• Standard 6: Professionalism• Standard 7: Student Academic Progress

What is TELL?

TELL Guiding Principles

Core Beliefs

The identified teacher characteristics and behaviors

represent the model world language teacher.

Core Beliefs

World language teachers can become models if the model

teacher is defined.

Core Beliefs

The identified characteristics and behaviors are intended to guide

individual teacher growth toward the model and are not

necessarily tied to teacher appraisal.

The Virginia Standards

• Standard 1: Professional Knowledge• Standard 2: Instructional Planning• Standard 3: Instructional Delivery• Standard 4: Assessment of and for Student Learning• Standard 5: Learning Environment• Standard 6: Professionalism• Standard 7: Student Academic Progress

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TELL FrameworkPreparing for Student Learning

AdvancingStudent Learning

Supporting Student Learning

EEnvironment

LEThe Learning Experience

CCollaboration

PPlanning

APerformance and Feedback

PRProfessionalism

LTLearning Tools

VSPPT #5

VSPPT #2

VSPPT #3

VSPPT #4

VSPPT #5

VSPPT #6

VSPPT #6

Teache r Effec t i veness f o r Language Lea rn ing

Introduction Framework Implementation

SELF-ASSESSMENTS

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SCENARIO 1

Division Implementation

Division Implementation

Curriculum Leader - Full-day Workshop• research on student achievement• 3 core beliefs of TELL• small group discussions about characteristics

Division Implementation

Teachers • use self-assessment tool to determine current adherence to the criteria.• Select top 3 choices for growth for the semester.• Inform the supervisor.

A Division Coordinator’s Perspective

“I believe the TELL Project will help us better support teachers and retain them in our profession. Teachers, like students, need to have clear expectations and understandings of what an effective teacher looks like and how they should strive to perform in today’s world language classroom and community.”

Dawn Samples, SC

Sharon Deering, TX

Division Practices

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SCENARIO 2

School-level Implementation

Department Implementation

• Present research on student achievement.• Study the 7 domains in meetings & in-service days.• Take the Self-Assessment.• Make a decision about professional

development needs based on Self-Assessment results.

• Administrators support implementation.

Alyssa Villarreal, TN

Role of Principal

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SCENARIO 3

Individual Teacher Implementation

Individual Teacher Implementation

• Review the 7 domains.• Take the self-assessments to determine areas

for growth.• Tape lessons and use observation instruments.

Foundational Criteria

Framework Documents Foundational Criteria

Choosing goal areas

• Full TELL Self-Assessment Inventory– All domains and criteria– Just one or two of the 7 domains

• Foundational Criteria Inventory– Starting with the essential criteria in all 7 domains

Decide on the assessment method that is appropriate for you or your group, using:

Using goals to enhance individual professional development

Select goal areas

Identify related topics and questions

Search for professional development options related to the goal:– College courses– Conference sessions– Regional workshops– Look for correlations in offerings

Teachers’ Perspectives

“The TELL document has helped me to re-evaluate my teaching from a variety of standpoints; from how I plan and assess, to how I collaborate with students and other stakeholders, to how I set goals for becoming a more effective teacher.”

Dorothy McFarland

Teachers’ Perspectives

“I recommend it be used like a pilot uses his checklist before, during, and after flight as a guide to focus on all the many facets that are instrumental in assisting our kids navigate their journey as they learn a new language and culture.” Dennis Groters, TX

Resources for Implementation

• Correlations to VSPPT• Formative Observation Instruments• Administrative observation

instruments• Correlations to research• Research and articles• Exemplars

TELL Self-Assessment and VSPPT/FL

TELL Criteria and PD

Partner Initiatives

• FLAVA conference correlations• Washington & Lee University FLTWS

(webinars)• VCU Title VI grant applications• Regional PD workshops• VDOE support

VDOE

• State-wide survey• MOPI Institute• Archived videos• Teacher Direct• PD calendar (SOL Events)

Teacher Direct

More direct line of communication with classroom teachers and educators

Includes:• Content-specific news and information for

teachers & students• Information about new instructional resources• Professional development calendar• Grant opportunities

SOL Events

• Searchable online calendar• TELL survey will help determine offerings• Updated as events are identified

– VDOE– Professional organizations– Community groups– Regional trainings– Online sessions

Self-Assess

Describe the correlation between the VSPPT and TELL

Discuss how the VSPPT relate to foreign language teaching.

Tell how the VA-FLPD supports professional development for Foreign Language teachers.

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Find information and resources on the Virginia Standards for the Professional Practice of Teachers and Student Goal Setting on the Web at:http://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

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Find information and resources for the TELL project on the Web at:

www.tellproject.org

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WWW.FLAVAWEB.ORG/

Find the VA-FLPD Framework on the web at:

Do TELL!

Teachers can take the professional development goals survey at:

http://www.surveymonkey.com/s/75Y5LHT

Thank You!

For information about foreign language initiatives in Virginia please contact:

Lisa A. HarrisSpecialist for Foreign LanguagesVirginia Department of Education

P.O. Box 2120Richmond, VA 23218-2120

Tel: 804-225-3666Fax: 804-786-1597

E-mail: lisa.harris@doe.virginia.gov