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practical applications synthesized data inspired professional development

TO DO:

n Chart paper n Sticky notes


Welcome Back!

Marzano Follow-Up Training Day

Module #6


First, let’s take time to…

n Re-Introduce n Reflect n Remind


Lost on a Desert Island

n You are allowed to bring one object to the island n  Something that represents you or n  Something that you enjoy


Lost on a Desert Island

n Teams of four n Work together to improve your chances of

survival by combining your objects n  If necessary, add more objects


Solo Reflection… 1.  What have been your experiences

observing teachers using the Framework? 2.  What changes are you noticing in

classrooms based on our TPEP work? 3.  Where are you most confident in the new

evaluation process? Strength 4.  Where are you less confident?

Opportunity


Group Processing – Fish Bowl n  4 in + 2 hot seats n You’re in the fishbowl for your assigned

question n Hot seats welcome anyone interested in

contributing


Last Time

n Teacher Development: Becoming a Reflective Teacher

n  Leadership Development: Coaching Classroom Instruction


Homework n Observation Report Trends n Mid-year Check Trends

n  3 Steps to Writing Effective Performance Assessments 1.  Evaluative Statement 2.  Cite Evidence 3.  Impact Statement


Summative Evaluation n Minimum of 2 evaluative statements n Rate each of the 8 criteria n Assure staff of the ‘satisfactory’ n Data collection for all TPEPers – no

teacher names


What must a district or school do?

q  Develop a common language of teaching q  Provide opportunities for focused feedback

and practice q  Provide opportunities for observing and

discussing effective teaching q  Require individual teacher growth and

development plans on a yearly basis

?


The Marzano Teacher Evaluation Model

n Two Purposes for Teacher Evaluation….


Two purposes for evaluation

n Measurement = Measure teaching competence

n Growth/Development = Improve teaching

skills

What should an evaluation system do?


During the past year…

Marzano Research Laboratory has surveyed just over 3,000 educators using a five point

scale for responses to the question of:

What should a good evaluation system do?


The scale we used:

1 = Only measure teacher competence 2 = More measurement than development 3 = Equally measure teacher competence

and promote teacher professional growth

4 = More development than measurement 5 = Only promote teacher growth


Table Family Discussion

What do you think about the purpose of an evaluation system?

Where should it be on the scale?

1…….2……..3…….4……..5


The results so far…

1 = 0% 2 = 2% 3 = 20% 4 = 76% 5 = 2%


Stated differently…

Evaluation should be used for both purposes but the development of

teachers’ professional skills should be the more important purpose.


Measurement vs. Development


Video Reflection

n What stood out to you about the conversation?

n Discuss with table groups


A Focus on Development… n  Develop a common language of teaching (the instructional

framework, four domains; rubric) n  Provide opportunities for focused feedback and practice

(teacher self-perception data, teacher self-observation data, observational data from peers, coaches, and supervisors)

n  Provide opportunities for observing and discussing effective teaching (instructional rounds, expert coaches, expert videos, teacher led PD, virtual communities)

n  Require individual teacher growth and development plans on a yearly basis (self-audit using teacher reflective scales, goal setting, tracking progress (using reflection logs, video, student surveys, achievement data))


Learning Targets: n Continual reminder of the emphasis on

professional growth n Some help with scoring n Research supporting the path we’ve

chosen as a state & district n  Leadership n  Changing culture n  Building capacity

n The future looks bright!


Today:

‘Putting it all Together’ • Revisiting the Toolkit ⏎ • Criterion Scoring Guidance • Leadership Traits • Changing Cultures and Building Capacity • Launching vs. Sustaining


Teacher Development Toolkit

n  http://www.marzanoresearch.com/documents/TeacherDevelopmentToolkit.pdf


Today:

‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance ⏎ • Leadership Traits • Launching vs. Sustaining


Summative Scoring


Document

n Criterion Scoring Methodology and Matrix: Guidance from the Washington State Framework Authors


Criterion Scoring Methodology and Matrix

n  Identify: Facilitator/Timekeeper n Final Word Protocol:

n  Read: •  Opening Paragraph, Guiding Principles, and

General Rules for Utilizing a Scoring Matrix

Identify 2-3 significant sentence/ideas from these sections.


Matrix


Matrix – Criteria 5 Fostering & Managing a safe, positive learning environment

U B P D Criterion Score

5.1 F P 5.2 FW P 5.3 F W S P 5.4 F S D 5.5 F S D 5.6 W S D

So what do we do about this?


How to Deal with a ?


Document

n Comprehensive/Focused Evaluation—Marzano—Certificated Classroom Teacher


Solo Thinking

n Appreciate:

n Questions:

n Wonder:


Group Processing

n Appreciate: n Questions: n Wonder:


Today:

‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance • Leadership Traits ⏎ • Changing Cultures and Building Capacity • Launching vs. Sustaining


Descriptions of Effective Principals

n Consider the attributes of effective principals from the Wallace Study.

n Reflect on your current practice.


Teacher survey investigated two factors

The Wallace Study

Instructional Actions…

principal’s effort to create a

vision for learning

Instructional Climate….

what the principal does to enact

that vision


Wallace sub-study:

Explored the perceptions of teachers and the actions of principals in instructional improvement.

Quantitative and Qualitative data collection

Quantitative data: Teacher survey Qualitative data: Teacher interviews


Wallace sub-study:

Principals whose teachers’ ratings placed them in the top 20% were labeled “high-scoring principals” (HSP). Principals whose teachers’ ratings placed them in the bottom 20% were labeled “low-scoring principals” (LSP).


+

What actions and behaviors are most associated with high performing principals?

…establish a vision centered on

high student achievement which includes a “personal vision”


High Scoring Principals: n  Discuss the time needed to invest in developing the

school’s vision, gathering research information, and applying it to local setting.

n  Vision is non-negotiable, expectations are high and teachers know it. n  Low Performing Principals: Don’t have a vision or have a

typical “mission” then don’t reinforce it.

n  Believe all students can achieve at high levels. n  Low Performing Principals: Yes, but...


High Scoring Principals, Continued:

n  This vision is what gets them out of bed in the morning keeps them awake at night.

n  Want to stay in their current school until “mission is accomplished.”

n  Also have a personal vision- i.e. ultimate goal is “that economically disadvantaged children will break the cycle of generational poverty.” n  Low Performing Principals: Care more about doing

their job than impacting lives.


Solo Thinking

n What is your “personal vision” for your school (particularly around teacher evaluation)?

n Have you--or how will you--share it with your staff?


+


They have an acute awareness of teaching and learning in their schools.


High Scoring Principals n  Attend team meetings and is an active member. n  Are able to discuss and articulate instructional

issues. n  Provide or locate resources. n  Gain awareness by collecting and examining

lesson plans. n  Encourages collaborative work among staff.

n  Low Performing Principals: Describe a “hands off” approach to leadership or believe all instructional leadership should be delegated to coaches, APs, department heads…


Table Team Discussion

n What are the predominant instructional practices in your school?

n How do you know?


+


…direct and frequent involvement with teachers, providing them with formative assessment of teaching and learning


High Scoring Principals n  Observe classrooms for short periods making

20-60 visits a week. n  Observations were often spontaneous. n  Complete formative observations that were

clearly about learning and professional growth. n  Follow-up conversations with well-defined

instructional ideas and issues.


Low Scoring Principals n  Completed fewer observations per week—less

than 10. n  Visits were not for instructional purposes. n  Informal observations were planned in advance

so teachers knew principal would be stopping by.

n  Teachers received little or no feedback--feedback that was given was non-threatening (all positive).

n  Visits decrease over year.


Solo Thinking

n How often do you visit classrooms? n  When? n  Why? n  How long? n  Follow-up?


+


…the ability and interpersonal skills to empower teachers to learn and grow according to the vision established for the school.


High Scoring Principals n  Believe in order for students to learn and grow,

teachers need to learn and grow. n  Goal is to enhance every teacher’s practice. n  They are responsible for the professional development

in their schools. n  Example: Provide Saturday workshops to catch up new

teachers and involves other staff members in workshops. n  Low Performing Principals: Seldom suggested or supported

professional growth opportunities.

n  Seek out and provide differentiated opportunities for teachers to learn and grow.

n  Guide and support teaching and learning and encourage data use for planning student needs.


Table Family Discussion

n How do you—or will you—provide professional growth opportunities for your teachers (particularly around the instructional framework)?


Brain Break!

n SLAP Count ü 21 ü 29


Today:

‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance • Leadership Traits • Changing Cultures and Building Capacity⏎ • Launching vs. Sustaining


Education Development Center, Inc.

Changing Cultures and Building Capacity:

An Exploration of District Strategies for Implementation of Teacher Evaluation

Systems


Context

n Na*onal a,en*on on teacher evalua*on

n  Focus on districts

n  Systems change as framework

7/8/13 64


Research Ques*ons

1.  What challenges are districts facing as they design and implement new teacher evaluation systems?

2.  What strategies have districts developed to

address these challenges?

7/8/13 65


Approach

n  Conducted semi-‐structured interviews with 16 district representa*ves

n  Employed an emergent code strategy to transcripts and interview notes to iden*fy key themes

7/8/13 66


Findings: 2 Major Challenges

1.  Changing district and school level culture

2.  Building district and school level capacity

7/8/13 67


Findings: Strategies for Changing Culture

1.  Focus on effective teaching

2.  Engage stakeholders in the design process

3.  Involve the teachers union

4.  Align professional development

5.  Establish differentiated and direct communication

strategies

7/8/13 68


Findings: Strategies for Building Capacity

1.  Invest in training evaluators and teachers

2.  Establish district-‐level, cross-‐func*onal teams

3.  Iden*fy new roles and fill gaps in exper*se

4.  Sequence implementa*on strategies

7/8/13 69


Focus on Effective Teaching n  Develop shared vision of effective teaching and

learning. n  The driving goal of the reform is to improve

instruction. n  Most effective strategy for making progress is

building the trust/support of teachers. n  Have real conversations about effective practice. n  Provide feedback to teachers.


Reflection

n  # off by 9’s n Google Share n  1 min share out 1.  Reflect on this year...how have we

addressed this? 2.  What are the implications for next year?


Engage Stakeholders in the Design Process

n Teachers and school-level leaders as partners.

n All help to develop tools. n  Implementation of design teams.

n  Change from something that is happening TO teachers to something that they are doing themselves to improve the district.


Involve the Teachers Union

n Collaborative work with union representatives. n  United front. n  Sit on steering committees and working

groups.


Align Professional Development n Teacher evaluation reform as an

opportunity to align other key aspects of their human capital systems. •  Align PD with the new evaluation system.

n Develop digital libraries of effective practices, aligned with the new evaluation rubrics.

n With heightened accountability comes heightened support.


Establish Differentiated and Direct Communication Strategies

n Focused attention on how messages about the new evaluation system get to teachers.

n District must be aware of the various stakeholder audiences for whom messages about the new system will be crafted.


Findings: 2 Major Challenges

1.  Changing district and school level culture

2.  Building district and school level capacity ⏎

7/8/13 76


Invest in Training Evaluators and Teachers

n Reorient principals to support the improvement of ALL teachers.

n Address a range of needs: n  Understand the rubric n  Improve skills in collecting evidence n  Give effective formal/informal feedback n  Use data to make decisions


Establish District-Level Cross-Functional Teams

n Changes in the way the central office works.

n Facilitate collaboration across traditional boundaries within the central office.

n Distribute work across multiple district offices and ensure that the reform is a coherent and systemic effort.


Identify New Roles and Fill Gaps in Expertise

n New roles to manage the different system components.

n External partners. n Principals can’t do it all.


Sequence Implementation Activities

n Be strategic about how to sequence the rollout of the new system. n  To address limitations in district capacity and

engendering support by carefully selecting which elements of the new system will be most palatable in the initial phase of reform.


Today:

‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance • Leadership Traits • Changing Cultures and Building Capacity • Launching vs. Sustaining ⏎


Launching

n Reflect on how you chose to ‘launch’ the new teacher evaluation system with your staff: n  Celebrations n  Concerns n  Lingering Questions


Reminders n  Develop a common language of teaching (the instructional

framework, four domains; rubric) n  Provide opportunities for focused feedback and practice

(teacher self-perception data, teacher self-observation data, observational data from peers, coaches, and supervisors)

n  Provide opportunities for observing and discussing effective teaching (instructional rounds, expert coaches, expert videos, teacher led PD, virtual communities)

n  Require individual teacher growth and development plans on a yearly basis (self-audit using teacher reflective scales, goal setting, tracking progress (using reflection logs, video, student surveys, achievement data))


Sustaining

n What does ‘sustaining’ look like in your district/school for next year? n  Celebrations n  Concerns n  Lingering Questions


Worries/Fears

n Anonymously write a fear or worry that you have. n  Be as specific and as honest as possible, but

not in such a way that you could be easily identified.

n  After everyone is done writing a fear/worry (including the group leaders), collect each sheet into a large hat.


Worries/Fears n  Take turns reading one fear aloud, and each

reader should attempt to explain what the person who wrote the fear means. Do not allow any sort of comments on what the reader said. Simply listen and go on to the next reader.

n  After all fears have been read and elaborated, discuss as a whole group what some of the common fears were.


Closure


Thank you!

Learning Targets: Continual reminder of the emphasis on professional growth Some help with scoring Research supporting the path we’ve chosen as a state & district

Leadership Changing culture Building capacity

The future looks bright!

to do - staff portal camas school district

Documents