TEACHER EVALUATION SUPPORT

ESU 10

DEC. 14TH, 2011

WHO’S “IN THE ROOM”?

WHERE HAVE WE BEEN?

After meeting this summer, Administrators….

• Want an evaluation tool based on the Nebraska Teacher “Standards”

• Would like it to be a mobile, electronic tool

• Want to work collaboratively

NEBRASKA TEACHER STANDARDS

• 40 Committee Members from State Educational Stakeholder Groups

• Used National Standards and The Framework for Teaching by Charlotte Danielson

• State Board of Education adopted the Teacher Performance Framework in Nov.

• Intended as best practice - not mandated

“To define effective practice in order to improve

teaching and learning.”-Standards Committee

PERFORMANCE FRAMEWORK

Evidence

Tool

Process

Measuring Teacher Growth

WHERE ARE WE GOING?

PERFORMANCE LEVELS

“UNPACK” EFFECTIVE PRACTICES

IDENTIFY EVIDENCE OF EFFECTIVE PRACTICE

DEVELOP A RUBRIC

INFORMING THE TECH TOOL

CONSIDER….

What questions do you want to ask of the data you collect?

WIKI

http://teacherperformanceframework.wikispaces.com/

BUILDING THE MODEL

CINDY BAUM

ESU 10

DEC. 14, 2011

The NewTeacher Project2010

Recommendations:

• Develop a rigorous, fair, credible teacher evaluation system.

•Avoid the pitfalls of past evaluation systems.

•Create evaluations that become useful tools for teachers & school leaders

3 COMPONENTS OF EFFECTIVE TEACHER EVALUATION

A clear definition of good teaching

Fair and reliable methods to elicit evidence of good

teaching

Trained evaluators who can make consistent judgments

based on evidence

TheWhat

The How

Evidence

--Teacher Evaluation to Enhance Professional Practice, Danielson & McGreal, ASCD 2000

DEFINE GOOD….HOW GOOD IS GOOD ENOUGH?

Levels of Performance

Effective Practice

Evidence of Teaching

FOUR LEVELS OF PERFORMANCE

Un

sati

sfac

tory

Teacher does not yet appear to understand the concepts underlying the component.

Bas

icAppears to understand but implementation is sporadic, intermittent, or not entirely successful.

Pro

fici

ent

Clearly understand s the concepts and implements well.

Dis

tin

gu

ish

ed

Master teachers that make a contribution to their field. Classroom operates as a community of leaders.

Experienced teachers

Hardly contained consistently

Characteristic of student teachers or those new to theprofession

Below licensingStandard. Time toIntervene.

Degrees of Good

Charlotte Danielson Enhancing Professional Practice

PERFORMANCE RATING SCALE

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

SCORING ON A RUBRIC

Innovating

4• New

strategies are created to meet the needs of specific students or class as a whole

Applying

3• Strategy is

used and monitored to see if it has desired effect

Developing

2• Strategy is

used but in a mechanistic way

Beginning

1• Strategy is

used but pieces are missing

Not Using

0• Strategy is

called for, but not used

* Example of a teacher rubric for self scoring the use of a specific strategy

Marazano

Assess the teacher’s performance in relation Professional Teaching Standards

Design a plan for professional growth

PURPOSES OF THE EVALUATION1. Measurement of performance

2. Guide for teachers

3. Basis for instructional improvement

4. Focus goals and objectives of schools and districts

5. Guide professional development programs

6. Tool in developing coaching and mentoring programs for teachers

7. Enhance implementation of curriculum

8. Inform higher education institutions

EVALUATIVE

Involves making judgments about the quality

of teaching for the following purposes:

• Certifying candidates to enter the profession• Deciding whether to offer tenure or a continuing

contract to teachers• Affirming the continuing skill of experienced

teachers• Determining whether an experienced teacher is

performing below standards (assistance plan)

REQUIRED EVIDENCE OF TEACHING

Must be specific about performance AND evidence provides such specificity.

What is that evidence and what does it look like?

VALID EVIDENCE MUST BE GROUNDED IN A CLEAR DEFINITION OF PRACTICE …..

DEFINE GOOD….HOW GOOD IS GOOD ENOUGH?

Levels of Performance

Effective Practice

Evidence of Teaching

DEVELOP A MODEL

Performance Framework that supports ongoing growth and professional learning of teachers

Overview of teaching & learning aligned to NDE’s 7 Teacher Effective Practices

Guides ongoing teacher learning - for each component and element of the framework, specific levels of performance describe a continuum of teaching, from unsatisfactory to distinguished.

Our work ahead of us …..

LET’S BEGIN ….

Determine Levels of Performance – Levels of Good or Evidence of Teaching

I. Number of columnsa. Middle or no-middle?b. Where does “good”

or “basic” fall?c. Think about the degrees of

“good”.

NEXT….

2. Adjectives to describe

those performance levels• -start with the middle

3. Finally, describe each level • –what does it look like?

SOMETHING LIKE THIS…..

BASIC

The teacher knows….

1

2

3

Group work -- drawn on chart paper.

REPORT OUT ….

Describe your product- How did you define Good

Number of categoriesRationale/discussions

OUR FRAMEWORK……CONSENSUS ON MODEL

1 I’ll fight it

2 I can’t live with it

3 It’s ok, I can live with it.

4 Agree

5 Absolutely

UNWRAPPING THE EFFECTIVE PRACTICES

1. Underline only those nouns or noun phrases that represent teachable concepts.

2. Circle only those verbs that represent what teachers are to do.

EFFECTIVE PRACTICE 1

The teacher demonstrates a

comprehensive knowledge of content,

pedagogy, students and standards

needed to provide each student with

effective opportunities for learning,

development and  achievement.

DO THE PERFORMANCE LEVELS STILL FIT?

WHAT DO YOU NEED THIS TOOL TO DO??