october dlt powerpoint danielson calibration final

7/31/2019 October DLT Powerpoint Danielson Calibration Final

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Photos by Susie Fitzhugh

Principal District Leadership Team MeetingDanielson Calibration

October 2011



•

Welcome & Introductions• Review agenda

• Housekeeping

• Parking Lot

• Norms

– Begin and end on time

– Be fully present

– Speak your truth

– Accept non-closure

Setting the Stage

2



Pillar 1: Great principals who are highly skilled

instructional leaders.

Pillar 2: Great teachers who are highly skilled in

meeting the needs of all students.

Our Big Goals

3



Reading:1. Develop a common language for the change process.

Calibration:

1. Identify connections between Domain 1 and Domain 3.

2. Collect and interpret evidence using the Danielson

Framework.

3. Calibrate ratings and evidence with Charlotte Danielson.

Session Outcomes

4



SharedUnderstanding

of QualityInstruction

Effective Useof Tools

Successful PG&EImplementation

Ability toNavigate the

Human Side of Change

5



Switch: How to Change Things When Change is

Hard by Chip and Dan Heath

How do we create lasting change and guide

teams to a growth mindset?

Introducing Our Next Anchor

Reading

7



Direct the Rider: "What looks like resistanceis often a lack of clarity.“

Motivate the Elephant: "What looks like laziness

is often exhaustion.“

Shape the Path: "What looks like a people

problem is often a situation problem."

Switch – The Framework

8



Review the text and identify 2-3 passages thatyou feel may have important implications for

your work in elevating teacher practice at your

school.

Switch – Chapter 1: Three

Surprises About Change

9



1. One person uses up to 3 minutes to:

LEVEL 1: Read aloud one passage

LEVEL 2: Describe what he/she thinks about the passage

(interpretation, connection to past experiences, etc.)LEVEL 3: Discuss the implications it has on his/her leadership

as we work to elevate the quality of teaching in our schools.

2. The group responds (for a total of up to 2 minutes)

3. After all rounds are complete, debrief the process

Three Levels Text Protocol

10



How are you managing (or better yet, inspiring)

the change process within your building?

How have you directed the rider? Motivated

the elephant? Shaped the path?

Which one of these three could you spend more

time focusing on while leading your staff?

Written Reflection & Whole

Group Discussion

11



Review Domain 5 & 6 in the Principal

Evaluation Tool

As we work on calibrating around the

Danielson Framework, which components

within the Principal Evaluation Tool are we

strengthening?

Linking Our Work

12



Calibration refers to a periodic assessment of

whether raters are continuing to score reliably

and the degree to which an evaluation may“drift” from the original training.Adapted from National Comprehensive Center for Teacher Quality

Calibration

13



October Calibration Data

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All

Levels Unmet N/A Basic Proficient Innovative 3A (143) 1 (1%) 0 (0%) 22 (15%) 98 (69%) 22(15%) 3B (146) 5 (3%) 0 (0%) 82 (56%) 52 (36%) 7 (5%) 3C (143) 5 (3%) 0 (0%) 57 (40%) 79(55%) 1 (.7%) 3D (129) 6 (5%) 6 (5%) 61 (47%) 54 (42%) 2 (2%) 3E (104) 4 (4%) 6(6%) 46 (44%) 48(46%) 0 (0%)



Domain 1: Planning and Preparation

1a Demonstrating knowledge of content

and pedagogy

1b Demonstrating knowledge of students

1c Setting instructional outcomes

1d Demonstrating knowledge of resources1e Designing coherent instruction

1f Designing student assessments

Domain 2: The Classroom Environment

2a Crating and Environment of Respect

and Rapport

2b Establishing a Culture for Learning

2c Managing Classroom Procedures

2d Managing Student Behavior2e Physical Space

Domain 4: Professional Responsibilities

4a Reflecting on Teaching

4b Maintaining Accurate Records4c Communicating with Families

4d Participating in Professional Learning

Communities

4e Growing and Developing Professionally

4f Showing Professionalism

Domain 3: Instruction

3a Communicating with Students

3b Using Questioning and DiscussionTechniques

3c Engaging Students in Learning

3d Using Assessment in Instruction

3e Demonstrating flexibility and

Responsiveness

The Framework for Teaching:

Components



1. Review Domain 3 individually, reading 3c

carefully and noting “Look Fors”

2. Table Discussion: What do you notice about

1e and 3c?

3. Prepare your note-taking template

Preparing for the Observation

17



18

Why Be Descriptive?

Descriptive scripting consists only of what you see and hear,

without writing positive or negative inferences or judgments

from what you see and hear.

• Allows us to analyze what we see as opposed to debating ourown idea of effective instruction.

• Helps us search for cause and effect relationships between

what we observe teachers and students doing and whatstudents actually know and are able to do as a consequence.

Adapted from Elmore, Instructional Rounds in Education, Chapter 4



• SPS Teacher

• SPS Students

•

SPS Classroom• Multiage

• Everyday Math curriculum

• Better audio and visual

Your input is important to us!

Why this Clip?

19



Step 1: On your note-taking form, individually label

evidence by component.

Step 2: Use the graphic organizer to align

evidence to the elements within 3c. If there is time,

complete the extension activity.

Step 3: Rate the lesson.

Interpreting Evidence

Independently

20



Purpose: We are collecting rating data to assess how

calibrated we are as a system and to inform our PD not to

practice the process you will go through in evaluating and supporting teachers. Before assigning a rating to a teacher,

you will collect, discuss and analyze a large body of

evidence with a teacher through a thoughtful and thorough

process.

Why Are We Rating?

21



A statement that a teacher performs a certainteaching skill or carries out a certain pattern in his or

her instruction (thus, a generalization). Claims are

used in written teacher evaluations and are alsouseful when discussing building trends.

Examples:

•

She communicated high expectations for learning.• The expectations weren’t enforced in the class.

What is a Claim?

22



• Rooted in appropriate and sufficient evidence!

• Aligned with the language in the rubric.

•

Precise, carefully worded and clear• Accurately interprets observation – avoids

exaggeration or “mind reading”

•

Avoids vague language, needless words andpassive voice

What Makes a Strong Claim?

23



•

Mrs. Green has built – and clearly protects – a climate inwhich students feel safe to take risks.

• The pacing of the lesson was slow because the teacher

wasn’t prepared.

• Ms. Smith’s discussion techniques led to the engagementof all students.

• Ms. Finn used a range of instructional strategies to help

students reach her intended outcome.

Claim Examples

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• Mr. Robinson’s discussion techniques are

innovative.

• Mrs. Smith stated the outcome, reviewed the

agenda and activated prior knowledge.

How Would You

Modify These Claims?

25



Step 1: Compare your evidence to a partner.

Step 2: Turn & Talk - What do you notice?

Step 3: Table Discussion - Share your ratings

and rationale. Refer back to your evidence andsee if you can come to consensus.

Interpreting Evidence Together

26



• Which tables were able to come to consensus

on a rating for one of the components in

Domain 3? Two? Three? Four? Five?

• Where is there disagreement? What is the

rationale for each side?

• Which tables were able to come to consensus

on a rating for all of Domain 3?

Whole Group Share

27



What would your next step be with this teacher

to help elevate his practice?

What support or resources might you provide?

Next Steps

28



Catch-up sessions for those who didn’t attend

the first training:

Session I: Friday, Dec. 2, 8:30 – 3:30 at JSCEE

&

Session II: Thursday, Dec. 8, 4:30 – 7:30 at JSCEE

Teacher Facilitator Training

29



Second session (Focus on Domains 1, 2 and 4)

for those who participated in session I:

• Thursday, Nov. 3, 8-11 at JSCEE

• Saturday, Nov. 5, 9:00 – Noon at JSCEE

•

Thursday, Dec. 8, 4:30 – 7:30 at JSCEE

Teacher Facilitator Training II

30



• Executive Director: Phil Brockman

•

Principal #1: Vicki Sacco

• Principal #2: Kristina Bellamy-McClain

Educational Impact Winners

31

october dlt powerpoint danielson calibration final

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