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Teacher Evaluation Phase III February 27 – 28, 2013

Teacher Evaluation Phase III February 27 – 28, 2013. Rosanne Javorsky and Dr. Patricia DiRienzo rosanne.javorsky@aiu3.net patricia.dirienzo@aiu3.net. Collaborative Code. Silence electronic devices Minimize the use of those devices during presentations and activities

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Teacher Evaluation Phase III February 27 – 28, 2013

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  1. Teacher Evaluation Phase IIIFebruary 27 – 28, 2013 Rosanne Javorsky and Dr. Patricia DiRienzo rosanne.javorsky@aiu3.net patricia.dirienzo@aiu3.net

  2. Collaborative Code • Silence electronic devices • Minimize the use of those devices during presentations and activities • Observe the time frames and signals • Limit sidebar conversations • Keep your materials organized

  3. Project Development - Goal • To develop a teacher effectiveness model that: • will reform the way we evaluate teachers • and identify critical components of teacher training and professional growth

  4. Project Development - Background • $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings • PDE is closely following the work of the Pittsburgh Public Schools – PPS recipients of $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes

  5. 2010-2011 Phase I The following were pilot sites for Phase I: Allentown School District Cornell School District Mohawk School District IU5 – Northwest Tri-County Intermediate Unit

  6. 2011-2012 Phase II • Participation Levels • 85 Districts • 11 CTCs • 11 IUs • 8 Charters

  7. 2011-2012 Phase II • Beginning in January, 2012 • One formal observation and one walk-through observation per participating teacher • Reporting the Evidence • Evidence collected and shared with Mathematica – not PDE

  8. 2012-2013 Phase III • Participants consist of: • Volunteer Districts • RTTT Districts • SIG Schools

  9. 2012-2013 Phase III • Volunteer District Requirements: • Choose the number of schools, administrators and teachers to be involved • One Observation and one walkthrough with each participating teacher • Collect data using PDE tools and submit to Mathematica

  10. 2012-2013 Phase III • RTTT District Requirements: • District-wide participation in both teacher and principal effectiveness • 3 year phased-in commitment as outlined by the Performance Measures (see RTTT LEA Grant Guidelines, Participant Resources, Pg. 8) • One observation and one walkthrough with each participating teacher • Collect data using PDE tools and submit to Mathematica

  11. 2012-2013 Phase III • SIG School Requirements: • School-wide participation in both teacher and principal effectiveness • One observation and one walkthrough with each participating teacher • Collect data using PDE tools and submit to Mathematica

  12. Next Steps – Value-Added Models – (15%) • Mathematica Policy Research Proposal • Develop value-added models (VAMs) for estimating the contribution of individual teachers and principals to growth in student achievement. • Provide estimates based on VAMs for teacher and principal evaluation. • Assess the strength of relationships between VAM-based and observation-based measures of performance, to inform decisions about which observation-based measures should be included and how to evaluate teachers in non-tested grades and subjects. • Develop and calculate summary performance indicators across value-added measures and between value-added and other measures. • Synthesize the findings in annual reports that document the model’s continual development over time.

  13. Next Steps – Teacher Reports and Student-Teacher Linkages (15%) • Teacher value-added reports for individual teachers by grade/subject/year using a robust statistical report. • Teacher diagnostic reports for insight on effectiveness with students by achievement level and subgroup. • Administrator summary reports for authorized users in a particular school or district. • Drill down capacity to individual student-level projections based on classroom rosters. • Teacher-level value-added reports require student-teacher linkages, which capture the instructor(s) responsible for a student’s learning in the tested grade/subject. It is critical that this linkage system provide accurate information that is validated by individual teachers. • Web-based teacher reporting for PSSA grades 4-8 • Web-based teacher reporting for PSSA grades 4-8 and Keystone Exams

  14. Multiple Measures of Teacher Evaluation - Anticipated Evidence (50%) • Principal/Supervisor classroom observations, including evidence that demonstrates behaviors associated with improving student achievement: • Domains (Danielson’s Framework for Teaching) • Planning and preparation • Classroom environment • Instruction • Professional responsibilities

  15. Teacher Evaluation Rubric • 4 Domains • 22 Components • 4 Levels of Performance for each component • Unsatisfactory • Progressing/Needs Improvement • Proficient • Distinguished

  16. Questions or Comments?

  17. Introduction to the Domains OBJECTIVES: Participants will learn… • How their thinking about good teaching compares to the framework we will use. • 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.

  18. Having an Impact • If we want to impact student achievement and growth… • Then we must impact teaching and learning • And of course, we know what good teaching is…

  19. Worksheet #1- Pg.3Participant Materials Let’s begin by collecting our thinking about good teaching.

  20. Wisdom of Practice What are the qualities of teaching most tightly tied to student learning?

  21. The Domains • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities

  22. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • 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 • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice

  23. Worksheet #2-pg 4Participant Materials Identifying the Domains Extending our learning of the domains

  24. A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism Domain 3: Instruction a. Communicating with Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness

  25. Generic: applies to all grade levels, content areas Not a checklist Evidence based/reflective Not prescriptive: tells the “what” of teaching, not “how” Comprehensive: not just what we can see Inclusive: Novice to Master teacher Features of A Framework for Teaching

  26. Let’s Review… • Find the handout entitled “Framework Assessment” • Complete on your own • Review with at your table.

  27. A Framework for Teaching:Components of Professional Practice • Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • 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 • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

  28. Domain 3 Components 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment During Instruction 3e Demonstrating Flexibility and Responsiveness 32

  29. An In-Depth Look at Domain 3 • In your supply box, there are little cards with letters on them • Distribute one to each person • Take Worksheet 3a (p. 5) out of your binder along with the rubric • Find the table with your letter and introduce yourself to the others in this new group.

  30. An In-Depth Look at Domain 3 • Each group will be working on one of the components within Domain 3: • Groups A & F – Component 3a • Groups B & G – Component 3b • Groups C & H – Component 3c • Groups D & I – Component 3d • Groups E & J – Component 3e

  31. Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!” Do not restate the rubric: Ms. T is rude to a student. Worksheet #3a – Pg. 5 Participant Materials

  32. What do all the examples of unsatisfactory have in common? What do all the needs improvement/progressing examples have in common? Proficient? Distinguished? Worksheet #3b – Pg. 6Participant MaterialsGeneralizing about Levels of Performance

  33. Unsatisfactory: Potential for harm Progressing/Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components Conclusions: Levels of Performance

  34. Components of Domain 3: Engagement 3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness

  35. A Framework for Teaching:Components of Professional Practice • Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • 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 • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

  36. 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments Domain 1: Planning and Preparation

  37. Component 1a: Demonstrating Knowledge of Content and Pedagogy • Teacher wrote a scholarly article • Lesson plans/structure/content/relevance • Teacher explanation of probable Students’ misconceptions • Teacher’s answers to student questions during class • Teacher presented a workshop to faculty • Teacher explains the structure of discipline prior to lesson • Teacher tells observer how this lesson fits into the larger unit • Teacher adjusts the lesson midstream based on Students’ misconceptions • Teacher poses different levels of content questions during the lesson • Teacher states how this lesson connects to content standards

  38. Component 1a: Demonstrating Knowledge of Content and Pedagogy • Teacher wrote a scholarly article • Lesson plans/structure/content/relevance • Teacher explanation of probable Students’ misconceptions • Teacher’s answers to student questions during class • Teacher presented a workshop to faculty • Teacher explains the structure of discipline prior to lesson • Teacher tells observer how this lesson fits into the larger unit • Teacher adjusts the lesson midstream based on Students’ misconceptions • Teacher poses different levels of content questions during the lesson • Teacher states how this lesson connects to content standards

  39. Read the Domain 1 questions. Why are they important? Worksheet #4 – Pg. 7Participant Materials

  40. Lesson Plan Data Collection Tool • Page 7- Worksheet #4 • Practice Evidence Collection • Write what is said - not what you think about it/your interpretation of it.

  41. A Framework for Teaching:Components of Professional Practice • Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • 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 • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

  42. Domain 2: The Classroom Environment 2a:Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space

  43. Browse Domain 2 of your Rubric Reflect and answer questions on Worksheet #5 Independently Table Share Worksheet #5 – Pg. 8Participant Materials

  44. A Framework for Teaching:Components of Professional Practice • Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • 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 • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

  45. Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism

  46. Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning. Go to an “expert” group(get a numbered card from your supply box) and move to the table for that group. Develop a Distinguished response for your component. Worksheet #4 – Pg. 7Participant Materials

  47. Domain 4 “Expert” Groups • Groups 1 & 7 – Component 4a • Groups 2 & 8 – Component 4b • Groups 3 & 9 – Component 4c • Groups 4 & 10 – Component 4d • Groups 5 & 11 – Component 4e • Groups 6 & 12 – Component 4f

  48. Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans Uses of A Framework for Teaching

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