from compliance to quality teacher effectiveness in pa: pil institute 2012 tracy hinish, sunny...
TRANSCRIPT
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From Compliance to Quality
Teacher Effectiveness in PA:
PIL Institute 2012Tracy Hinish, Sunny Minelli Weiland and Cristine Wagner-Deitch
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Housekeeping Items – Post-It Notes: Parking LotPolicyLegislationSpecific Domain/Rubric
WelcomeWelcome……
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Requirements for pilot schoolsHow their thinking about good teaching compares to the research about good teaching
That the Framework represents good common sense, and much that we already know, about teaching
The form and content of Domains 1, 2, 3 and 4
Learning Intentions: Learning Intentions: Participants will learn. . .Participants will learn. . .
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1. Defensible definition of teaching
2. Differentiation of evaluative processes
3. Evidence-driven process
4. The role of teacher learning
5. Transparency
5 “Best Practices” for Teacher Evaluation
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Worksheet #1
Wisdom of Good Practice
Qualities of Good Teaching Tied to Student Learning
Qualities of Good Teaching
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Directions
Independently, on the left side of your paper, please respond to the following question:
What are the qualities of teaching most tightly tied to student learning?
At the cue, Pair-Share your list with an elbow partner
Debrief
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1.Planning and Preparation
2.The Classroom Environment
3.Instruction
4.Professional Responsibilities
Connections to the Domains
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Think about feedback that you have given to a teacher on an observation report or feedback you have received as a teacher.
With a partner, share 2 examples and the impact the feedback had on you or the teacher.
Reflecting On Past Practice
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That telling a teacher what we think of their teaching will change it
That NOT telling them what we think will change it
That telling them what to do will cause it to happen
That one or few conversations will work
That our “superstars” don’t need real feedback
Evaluation Assumptions…
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Domains 1 and 4
Domains 1, 2 and 3
Domains 1, 2, 3, and 4
Domains 1, 2, 3, and 4
Agreed Upon Areas of Focus
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Start with a defensible definition of good
teaching that is studied, and understood, by all
stakeholders.
Best Practice…
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Let evidence, not opinion, anchor the process.
Best Practice…
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is a factual reporting of events
may include teacher and student actions and behaviors
may also include artifacts prepared by the teacher, students or others
is selected using professional judgment by the observer and/or the teacher
is NOT clouded with personal opinion or biases
Evidence…
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Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?”
Descriptions of observed teacher or student behavior:The teacher stands by the door, greeting students as
they enter.
Numeric information about time, student participation, resource use, etc.:Three students of the eighteen offer nearly all of the
comments during discussion.
An observed aspect of the environment:The assignment is on the board for students to do while
roll is taken.
Types of Observation Evidence
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Mr. Clean is extremely organized.
Ms. Oscar’s interactions with students are inappropriate.
Mr. Pedagogy demonstrated smooth transition between instructional activities.
Miss Iquotient knows a lot about what she is teaching.
Mr. Deadline is unaware of time constraints when it comes to paperwork.
Statements of Evaluation…
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Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Domains
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A Framework for Teaching:Components of Professional Practice
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism
Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content
and Pedagogy•Demonstrating Knowledge of Students•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning
Domain 2: The Classroom Environment•Creating an Environment of Respect
and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
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Identifying the Domain and Components Worksheet
Worksheet #2Identifying the Domain and Components
A. _____ Students are greeted at the door by Ms. G as they enter the room. B._____ Mr. J asks students, as part of the lesson, to brainstorm examples of primitive tools.
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Scavenger Hunt
At your table, please read each of the scenarios
As a table team, please decide which Domain and with which Domain, Component and Element the scenario best aligns. For those of you who have had Domain training, this will serve as a good refresher, and for those of you who have not had training, it will serve as a good introduction to navigate the framework.
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Ms. C. has organized the new unit of study on the water cycle around the science content standards and the scope and sequence outlined in the pacing guide.
Scenario #1…
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Domain 1: Planning and Preparation
1e: Designing Coherent Instruction
Element: Lesson and Unit Structure
Scenario #1…
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Following a series of lessons on the Bill of Rights, Mr. L. distributes a quiz to his grade 8 social studies class. The worksheet contains 25 multiple choice questions about the topic. The students are given 10 minutes to complete the quiz and then correct their own papers. In groups, students discuss the reasons for correct answers; Mr. L. circulates to offer assistance.
Scenario #2…
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Domain 3: Instruction
3d: Using Assessment in Instruction
Element: Student Self-Assessment and Monitoring of Instruction
Scenario #2…
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After his first hour geography class, Mr. M. concluded that the lesson was successful because everyone received an “A” on the quiz.
Scenario #3…
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Domain 4: Professional Responsibilities
4a: Reflecting on Teaching
Element: Accuracy
Scenario #3…
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The desks in Mr. T.’s second grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner.
Scenario #4…
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Domain 2: Classroom Environment2e: Organizing Physical Space
Element: Arrangement of Furniture and Use of Physical Space
Scenario #4…
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“Best” definitions of good teaching include more than that which we
can see, making observation important but insufficient in
teacher evaluation.
“Best” definitions must be research-based, inclusive
and exclusive
Defensible Definition
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Domains 1 and 4
Domains 1, 2 and 3
Domains 1, 2, 3, and 4
Domains 1, 2, 3, and 4
Agreed Upon Areas of Focus
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Pre-Conference Video
1. Review the Pennsylvania Form for Domain 12. The teacher will be asked to complete this form
before the pre-observation conference3. What evidence will the teacher be providing for
the pre-observation conference? 4. Reflect on what clarifying and probing questions
you might ask5. At the cue, Pair-Share
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1. Review the Pennsylvania Form for Domain 2 & 32. What evidence will you be collecting during the
observation? 3. At the cue, Pair-Share
Doing the Observation
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Post-Conference Demonstration
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What were your overall impressions of the conference?
What suggestions/feedback did the observer make to the teacher?
How did the teacher respond?
Individually:
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What suggestions/feedback did the observer make to the teacher?
How did the teacher respond?What changes in Teacher Practice might you expect to see as a result of this conference?How would you know?
Debrief as a Group:
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Try calling on genders more equally.
Make sure all students are paying attention.
Make sure your assessment actually matches the learning goals
Aim for posing more higher-order questions.
Make sure your feedback is substantive, accurate, constructive, timely, and specific.
ObserverSuggestions/Feedback
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Language for the Post-Observation: Language for the Post-Observation: Words NOT to UseWords NOT to Use
DefendProveArgueConvinceAvoid language that suggests opposition Avoid language that might bring about a
defensive response
04/19/23 PBevan, D.ED
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Language for the Post-Observation Language for the Post-Observation ConferenceConference
Say more about. . . Tell me about the evidence for. . .Let’s look at the rubric for. . . What is the best match for. . .Could you share background about…Could you share any professional development
that contributed to…In what ways have you reflected on…In your reflection, could you share what you
might change about…
04/19/23 PBevan, D.ED
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Using Page 5 of Participant Materials, individually reframe the suggestions as questions.
Suggestions - questions
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With your group:Discuss the questions created
Which ones might elicit the most teacher reflection? Why?
Suggestions - questions
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Reflect for a moment –
How many hours on average do you spend on a complete “cycle” of teacher evaluation?
Estimate the total number of written evaluations you have done X hours = hours you have devoted
What impact has this had on improving teaching practice?
“This takes too much time.”
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A few thoughts from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching…
Teaching is highly complex work…
The higher level of performance in the framework for teaching represent both greater experience and increased expertise…
Levels are levels of performance of teaching, not of teachers…
Wrap-Up…
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Of all the approaches available to educators to promote
teacher learning, the most powerful is that of professional
conversation.
Talk About Teaching!Charlotte Danielson2009, Corwin Press
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Pre-Observation Conference Priority component: 1e (Designing Coherent
Instruction)
Observation Priority components: 3c, 3d (Engaging Students in
Learning, Using Assessment in Instruction)
Post-Observation Conference
Walkthrough
Phase II Requirements
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Next Steps…
Participation Options for TE:Teacher Evaluation Phase IIISIG Districts implementing a Transformational Model
Race to the Top RecipientsPrincipal Effectiveness is Coming As Well
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Number of participants your choice: Teachers/Buildings/Administrators
IU Provides 2 days of Training for AdministratorsComplete
1 Formal Observation 1 Walk through
Report all DataShare reflections on the process
Phase III Volunteers
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Required to Participate10% of teachers in 2012-13 IU to train Administrators (2 days)Complete
1 Formal Observation 1 Walk through
Report all DataShare reflections on the process
SIG Transformational Schools
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District wide – not school wide IU Provides 2 days of Training for AdministratorsComplete
1 Formal Observation 1 Walk through
Report all DataShare reflections on the processMust have 100% of all buildings and all teachers by the end
of 3 yearsMust Participate in Principal Effectiveness Training
Race to the top districts
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Strategic/Cultural LeadershipManagerial LeadershipLeadership for LearningSchool and Community Leadership
Domains for Principal Effectiveness
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Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference
Teacher and Evaluator meet to discuss the upcoming lesson framed around the following:
Question Stems: 1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for groups
or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What resources
will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like? Evidence is added to the lesson plan document that emerges from the pre-observation
conference.
Step # 1: Pre-Observation(Focused on Domains 1 & 4)
Before
Before
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Evaluator arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)
Types of Observation Evidence: Scripting of Teacher or Student comments Descriptions of Teacher and Student behaviors Numeric information Environment
Remember: Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a
good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric
data (tally marks) Evaluator does NOT retype observation
Step # 2: Observation(Focused on Domains 1,2, & 3)
During
During
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Teacher and Evaluator do not need to meet during Step #3.
With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach.
Evaluator provides Teacher with completed observation form from Step #2.
Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator
Teacher returns the observation form to Evaluator with their additions
Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference
Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees
Step # 3: Preparing for the Post-Conference
(Focused on Domains 1,2, 3, & 4)AfterAfter
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Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson
Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.
Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.
Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the evidence for that in
this lesson
Step # 4: Post-Teaching Collaborative Assessment
(Focused on Domains 1,2, 3, & 4)AfterAfter
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During the Post Observation Conference – an area of focus is determined
Plan of action determinedWalkthrough is conducted to monitor and provide feedback on the actions being taken to reach goals.
Teacher given a copy of the evidence by the end of the day
Step # 5: Walk-Through(Focused on agreed upon area of concentration)AfterAfter
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How can you tie what you learned today into your existing PIL course?
Ticket out the door! Reflect on this process. Please
document connections to Pennsylvania Inspired Leadership Initiative and how you might facilitate this! Turn to a partner and share.
Thinking Ahead…