Enhancing Professional Practice: A Framework for Teaching

1. Enhancing Professional Practice: AFramework for Teaching

2. Where do you fit? • Draw a picture or a design of anything you wish using each symbolshown below: the TRIANGLE, the SQUARE, the CIRCLE, and the SQUIGGLE. Draw each of the symbols one time and also draw one symboltwo times.

3. We are attracted to shapes that mirror our personalities A square… thrives in a stable environment with clear directions on what to do; is conservative and likes things orderly; if given a task, will work on it until it is finished, even if it is repetitious and cumbersome; thinks logically, sequentially and collects data; has trouble making decisions; is an organizer But if the square becomes a rectangle…. you are a leader, decisive and able to focus on a goal. You enjoy learning new things and are confident about your opinions. You are the only shape who is not frozen

4. A circle…. is a people person; has no hard edges; is the shape with the most empathy, perception, and consideration for others; always makes sure people communicate and there is harmony; listens and communicates well; is a harmonizer A triangle…. is a leader; is decisive and able to focus on a goal; gets motivated by the accomplishment; looks at big-long term issues but might forget the details

5. A squiggle … is off the wall and creative; feels best doing new and different things; gets bored with regularity; when given a task, comes up with bright, new ideas; dislikes the mundane and gets bored easily; is an innovator

6. Who am I teaching? are always working towards something in a logical, systematic way are creative, extroverted, and intuitive; reach out to others but are not always dependable

7. EE4NJ Teacher Evaluation System Goals The NJDOE’s goals for a teacher evaluation system are to improve the effectiveness of all educators in New Jersey’s schools by • establishing a universal vision of highly effective teaching practice based on a common language and clear expectations • implementing teacher practice measures that yield accurate and differentiated levels of performance • providing teachers with targeted professional development opportunities aligned to assessment and feedback to support their growth • recognizing excellence, helping novice teachers and helping those experiencing difficulty

8. Key Elements of an Effective Evaluation System • Annual teacher evaluations based on standards of effective teaching practices • Every teacher, regardless of experience, deserves meaningful feedback on teaching performance each year • Multiple measures of teaching performance and student performance • With student academic progress/growth as a key measure • Four summative rating categories that clearly differentiate levels of performance; used in the summative (annual) evaluation only • highly effective, effective, partially effective, ineffective • A link from the evaluation to professional development that meets the needs of educators at all levels of practice

9. Pilot District Observation Requirements External evaluator: must be appropriately trained and certified or demonstrated proof of mastery; must not be working in the school where he is observing

10. Pilot Student Achievement Components

11. Student Growth Percentile (SGP) • Method to measure student growth from one year to the next • Year 1 students are grouped with those who scored in the same range as they did • In year 2 their progress is evaluated by comparing it to how others in their previous year’s group scored– higher, lower, or stayed the same • Video http://survey.pcgus.com/njgrowth/player.html

12. Pilot District Requirements for Summative Evaluation

13. Additional Questions • How will Special Education teachers, specifically ICS teachers be evaluated? • How will specialists be evaluated? • Will our lesson plans change as a result of this new evaluation model? • How formal will the reflection process be? • Will teachers have input before the evaluation is written? • Can I have a “do-over”? • How can subjects without state tests show student growth? • How does this affect tenure? • How often will the committee report back to the faculty?

14. Timeline • January , 2013 Teaching practice instrument • November, 2012 District Evaluation Advisory Committee (DEAC) • ASAP (ongoing) Communicate for evaluation activities • Ongoing Establish awareness & support from the community • January, 2013 Create & maintain webpage about evaluation January-August, 2013 Test and refine observation frameworks and rubrics for full implementation September 2013 June, 2013 Thoroughly train teachers on the teacher practice instruments August, 2013 Thoroughly train observers to ensure fair and consistent application of the instruments

15. What to expect

16. Take a break!

17. The Evaluation Instrument

18. The Framework In this framework, the complex activity of teaching is clustered into four domains of teaching responsibility and divided into 22 components of professional practice which is broken down into 72 smaller units. (Danielson, 2007)

20. Framework Vocabulary 4 Domains22 Components76 Elements

21. Evaluating Classroom Environment

22. Domain 2: Classroom Environment Reference pp. 32-39 in the Rubric Packet or p. 69 in Enhancing Professional Practice

23. Evaluating Instruction

24. Domain 3: Instruction Reference pp. 54-57 in Rubric packet or p. 82 in Enhancing Professional Practice

25. What does good teaching look like?

26. What does good teaching look like? During a highly effective lesson, what would you as the observer see and hear?

27. Where does it fit?

28. BREAK

31. Exit Card • List 3 things you learned from this workshop that helped you have a better understanding of the evaluation process • List 2 questions or concerns you still have about the process that we should address