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Making Sense, Improving
LearningTeacher Evaluation Implementation
Moving from Compliance to Coherence:Enhancing Professional Learning and Growth
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Objectives
Participants will…
Reflect on current district/school efforts and plan ahead for implementing 2015-16 educator evaluation and support systems
Interact with practical resources and tools to support the work of educator evaluation and professional learning in your district/school
Explore ways to improve existing systems and better integrate key initiatives
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What We Intend To Convey:
1. Keep The ‘Big Picture’ In Mind
2. Collaborative Process with All Stakeholders
3. Communicate So Everyone Knows the Work
4. Align District Work With Reform Initiatives
5. Modify and Adjust Continuously Improve
6. Purpose All to Improve Teaching and Student Learning
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What Do You Think?
Read the article, “What It Takes to Change Ineffective Practice”, by Atul Gawaude (5-7 Min)
Look for What does this article have to do with our theme, Moving from Compliance to Coherence?
Partner up and discuss the implications for district school leaders (5 Min)
Share ‘takeaways’ as a whole group (5 Min)
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What Constitutes Coherence?
The quality of being logically integrated: work together in an integrated way to implement an articulated strategy
Achieve coherence by:
1.Connecting the instructional core with a district-wide strategy for improvement
2.Highlighting the district elements that can support or hinder effective implementation
3. Identifying interdependence among district elements
4.Recognizing forces in the environment that have an impact on the implementation of strategy
Childress, Elmore, Grossman, King (2007)
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Strategy
Set of actions a district deliberately undertakes to strengthen the instructional core with the objective of raising student performance district-wide
Gaining coherence among actions at the district, school and classroom levels will make a chosen strategy more scalable and sustainable
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Here Is One Approach….Making Meaning Work Through TEVAL System
Background of the Waterford Public Schools
2012-13 SY Piloted the SEED Model of TEVAL
Prior to that only non-tenured teachers observed, tenured teachers had professional goals
District focus on Literacy and understanding and implementing the Common Core Standards
Additionally to build capacity of teacher leaders
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Pre-Step: What will be the Context of the Process?
Honored current practice
Commitment to Continuous Improvement
Not ‘one more thing’ Next Level of Work
Sane Approach Use of time (District PD, Monthly Faculty Meetings,
Weekly afterschool PLC, and strategic release time)
Regular and on going support of Instructional Coaches
Teacher Leader leads (Grade level / Department) PLC
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1. Big Picture How Will This Improve Student Learning
Building on the work Coaching and feedback Have a well thought out collaborative process that makes
sense and translates external mandates into the work of the district
Summer Admin Retreat Unpack summative data
Set focus for the work (goals and PD)
Convocation Handout: District Theory In Action
Yearlong Focus
Tangible Support (Time, Training, & Feedback)
Annual Report
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“Theory of Action” Definition
Set of beliefs, understandings, and assumptions about which improvement efforts will generate what desired changes and why
A mental map that shows the relationship between improvement strategies and intended results
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Importance of a Theory of Action
“Connect the dots” among the work at various levels and in various divisions of the district
Points the way to strategic decisions that align structures and resources
Allows for distributing leadership by building collective ownership and understanding of improvement efforts
Provides vehicle for organizational (collective) learning providing explicit and testable hypothesis
Shines the light on where in the organization (and on what) you should be looking for evidence of improvement
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Theory of Action:Simple Visual
Point A:
Current Reality(AS IS)
Point B:
Desired State(TO BE)
ImprovementStrategies
Theory of Action: beliefs,
assumptions, understandings
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Theory of Action:Brief Review
A through-line from beliefs about teaching and learning…
To the main hypothesis (if/then statements)… and drivers…
To your specific leadership action plans/drivers…
Includes “how you will know” evidence…
Is practical and looks forward…
Makes your leadership theory explicit
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Establishing Priorities from a District Theory of Action
Standards and essential understandings for student achievement for all
Efficacy as a belief system to promote achievement
Data as the vehicle for examining progress
Collaboration as an environment to focus on learning
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2. Collaborative Process with All Stakeholders
SEED
Instructional Rounds
Professional Development and Evaluation Committee Diverse Committee
Discussions through reading of articles (Handouts)
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3. Communicate So Everyone Knows the Work
Admin Summer Retreat
District Goals
Reoccurring Topic at Ad Team Meetings
Teachers Convocation
Faculty Meetings
Goal Setting
Post Observation Conferences
Board of Ed District Theory of Action
Convocation
Annual Update Report
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4. Align District Work with Reform Initiatives
We can not do it all at once
What is the Next Level of Work that provides us with the biggest levers to improve instruction?
CT Professional Learning System
Smarter Balanced Assessm
ent
CT Core Standards and Other
Relevant Content Standards
Educator Evaluation and Support
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The Instructional Core
Content
Student Teacher
Learning Task
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5. Modify and Adjust Continuously Improve
First version of TEVAL not seeing improvement in student learning, compared to the time spent on formal write ups. Adjustment Focus of this system should be the post
conferences, to afford coaching to improve instruction
Professional Development Ad team time on what good instruction looks like and what to prioritize as a discussion point in a post conference
Professional Development Instructional Rounds Process
Moved from all Formal Comprehensive Observations to more Formal Mini Observations Why how much time is sufficient to gather conversation
points
Why Which is more authentic schedule observations or drop in observations?
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6. Purpose All to Improve Teaching and Student Learning
Instructional Coaches Literacy
Math
Technology
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Are We Achieving Coherence?
Have we connected the instructional core with a district-wide strategy for improvement?
Have we highlighted the district elements that can support or hinder effective implementation?
Have we identified interdependencies among district elements?
Have we recognized and addressed forces in the environment that have an impact on the implementation of strategy?
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Moving from Compliance to Coherence
Move from Mechanical Use and Routine to Refinement and Integration
Continue to develop new systems, structures and efficiencies in order to increase feasibility of implementation
Expand levels and types of support provided to individual educators, schools and districts to support implementation
Support professional learning that enhances educator practice and, in turn, results in improved student outcomes
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Final Thoughts
Keep The ‘Big Picture’ In Mind
Collaborative Process with All Stakeholders
Communicate So Everyone Knows the Work
Align District Work With Reform Initiatives
Modify and Adjust Continuously Improve
Purpose All to Improve Teaching and Student Learning
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Thank You For Participating
Please Complete the Survey
Feel Free to Stay and Ask Questions