teacher evaluation training and update glenn maleyko, executive director, ph.d elementary forum...
TRANSCRIPT
Teacher Evaluation Training and Update
Glenn Maleyko, Executive Director, Ph.D
Elementary Forum September 23, 2014
A portion of this information is based on Training from Dar Axtell from the Danielson
Group in addition to referenced material from Learner Focused Conversations by Lipton and
Wellman (2013)
Calibrating
Guiding Question: What are the gaps/growth areas indicated for this teacher based on the present performance levels and the standards
Calibrating Function
Articulating StandardsUsing data to identify gaps
between expected standards and present results
Defining problemsPrescribing results
Calibrating Role in Planning
Determining Teacher actions/goalsNaming success criteriaEstablishing timelines
Calibrating Cautions
Take care not to let personal preferences become prescriptions. Judgments must be supported by clear, external criteria.
Use literal observation notes, classroom artifacts and assessment data to avoid subjectivity or bias
Consulting Guiding Question
What information, ideas and technical resources will be most useful to this teacher at this time?
Consulting Function
Clarifying StandardsUsing data to analyze gaps between
expected standards and present results
Offering information and ideasProviding problem analysis and
perspectivesNaming principles of practice
Consulting Role in Planning for Action
Proposing teacher action/goalsDefining Success criteriaConfirming timelines
Consulting Cues
Credible VoiceUsing neutral language or personal
pronouns as in “I think that”“It is important to”“Here is one way to thank about
that”
Consulting Cautions
Monitor and manage the impulse to help or rescue. Stay learning-focused and don’t let personal passion overcome patience with the developmental process
Be aware that overuse of the consulting stance may build dependency on the supervisor for problem solving
Collaborating Guiding Question
What are some ways to balance my contributions with this teacher’s experiences and expertise?
Collaborating Function
Jointly Clarifying standardsUsing data to co-analyze gaps
between expected standards and present results
Co-generating information and ideasCo-analyzing problemsExpanding perspectives
Collaborating Role in Planning
Co-constructing teacher action/goals
Co-developing success criteriaAgreeing on timelines
Collaborating Cautions
Resist the impulse to dominate the conversation and provide the bulk of the analysis and thinking
Monitor for balance in idea production. Don’t allow personal enthusiasm or preferences to override the intention to co-create ideas and options.
Coaching Guiding Question
What mental and emotional resources might be most useful for this teacher at this time?
Coaching Functions
Referencing standards as a focal pointUsing data to explore gaps between
expected standards and present resultsFacilitating teacher idea productionMediating teacher problem-framing and
analysisEnhancing teacher capacities for
planning, reflecting, problem-solving, and decision making.
Coaching Role in Planning for Action
Exploring Teacher actions/goalsEliciting success criteriaClarifying timelines
Coaching Cautions
Reduce potential frustration by posing developmentally appropriate questions.
Questions should stretch not strain thinking.
Be sure that questions allow for multiple responses and do not signal that there is a preferred answer.
Numbered Head Activity
Students sit in groups and each group member is given a number. The teacher poses a problem, prompt or question and all four students discuss. The teacher then calls a number and the student with that number stands up in each group. Then the teacher calls on an individual student with that number to respond.
5 Words 3 Words
Ask participants to individually write down five words that come to mind when they think of the topic to be studied. They then share their words with the rest of the group of 3-4 students and as a team come to a consensus on the three words upon which all of the group can agree.
Questions
1. Describe the assigned Learning Focused Strategy Using the 5 word 3 strategy.
2. What type of situation would this strategy be useful to implement?
3. Can you give examples when you or someone in your group used the strategy?
Multiple Measures for Teacher Effectiveness
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Professional Responsibilities
Professional Practice
Student Growth
5 Standards
Winston Churchill
True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.
A Quote from Maya Angelou
“People will forget what you said. People will forget what you did.
But they will never forget how you made them feel”
Commencement Address, 2002
Maria Montessori
One test of the correctness of educational procedure is the happiness of the child.
2013-14 Teacher Evaluation Weights to Comply with State Legislation
75% will be based on Observation Protocol and the 5 Standards for Effective Teaching.
• This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards.
• Professional Responsibilities are included as one of the standards.
2013-14 Teacher Evaluation Weights to Comply with State Legislation
Student Growth Data (25%)
The administrator and teacher will meet to determine growth measures that follow the weighted formula listed below.
Growth Data Formula Measures• 5% District growth based on state
accountability measures
• 10% Building Growth based on state or building or district common assessments
• 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments
Building Measures Examples
• Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments.
• Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore.
• High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.
Classroom Measures Examples
Performance or product measures or other formative assessments, pre and post tests are required
Dearborn Teacher Evaluation Weights
“Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )
Developing Student Growth GoalsStudent growth” refers to the change in students’ knowledge and skills over time
1.Determine needs from District/building/classroom assessment
2.Create specific learning goals based on pre-assessment
3.Implement teaching and learning strategies (discuss with principal)
4.Monitor student progress through ongoing formative assessment
5.Determine whether students achieved the goals
Developing Student Growth GoalsMonitor services and progress:•How are your students progressing toward the goal you set? How do you know? •Which students are struggling/exceeding expectations? What are you doing to support them? •What additional resources do you need to support you as you work to achieve your goal for your students? •Are there any student attendance issues substantial enough to affect your student growth objectives? •Are ELL, Title I, SE, RTI students receiving the services they are entitled to?
Non Observable Domain…...
A domain that we do not typically see from observation directly. They can be best demonstrated through:
•Record keeping (Such as data for RTI meetings, PTC, etc)
•Behavior/ Phone/communication log
•Letter to parents /Involvement in school programs and initiatives
•Documents from professional development
•Suggested to gather evidence through interview, artifacts, and teacher’s self
reflection
Professional Growth GoalsUsing the Gap area(s) identified through self Assessment, write a professional growth goal that answers:
1.How has my self reflection and assessment informed this goal?2.What professional development will help me accomplish my Professional Growth Goal? 3.What do I want to change about my instruction that will effectively impact student learning4.What are the measures of success I can use?5.How will achieving my professional growth goal improve student learning and engagement?6.How might I team with colleagues and seek support staff assistance to achieve my goal?
Professional Growth Goal is based on Self Assessment; However it must directly correlate with:
•Classroom Environment & Instruction
•Relevance to the school’s specific area of focus
•Should involve relevant colleagues
Discuss in Groups
1. How are teachers/other staff doing with developing goals?
2. What are some examples of good goals?
3. What recommendations or questions do you still have?
Teachscape
We have over 70 Administrators that have passed the assessment. We are now starting the third cohort
In order to pass it requires between 20-40 hours of training.
Proposed Legislation in Lansing
Bill has passed the House and the Senate. Separate items. Coming out of committee for a resolution.
State kicked the can down the road. Dearborn Evaluation Committee will
meet on September 25, 2014 Looking at Danielson Model