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Teacher Evaluation & Classroom Walkthroughs:. Establishing a Common Instructional Language & Supporting Teacher Development. Dr. Jim Lloyd, Assistant Superintendent Olmsted Falls City Schools. The Preamble to Our Conversation.

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teacher evaluation classroom walkthroughs

Teacher Evaluation & Classroom Walkthroughs:

Establishing a Common Instructional Language & Supporting

Teacher Development

Dr. Jim Lloyd, Assistant Superintendent

Olmsted Falls City Schools

slide3

In public education, there are several waves of change approaching for the purpose of:

Ensuring high school graduates have the necessary skills to qualify for and succeed in college level courses and postsecondary job training

we will have choices to make
we will have choices to make
  • Victim of Change

Or

  • Acceptor of Change

Or

  • Leader of Change
slide5

Becoming a Master Teacher &Licensure Changes

New Achievement Tests (2014-15)

New Standards in Science and Soc. Studies (2014-15)

New Evaluation Process for Teachers & Principals (2014-15)

Common Core Standards in ELA & Math (2014-15)

slide6

New Achievement Tests (2014-15)

Becoming a Master Teacher &Licensure Changes

New Standards in Science and Soc. Studies (2014-15)

New Evaluation Process for Teachers & Principals (2014-15)

Common Core Standards in ELA & Math (2014-15)

2014-15

simultaneous change
Simultaneous Change

Curriculum, Instruction & Assessment

Educator Credentialing

New Ohio Teacher & Principal Evaluation

Master Teacher Program

Tiered Licensure

Critical thinking

New Learning Standards in Other Areas

Common Core

PARCC Assessments for Common Core

Problem-Solving

ODE Assessments in Sci and SS

By 2014-15 School Year

Improved Outcomes for Students

fundamental question 1
Fundamental Question 1?

You are all school leaders so…

…what do you want for middle/high school learners?

Turn and talk to someone near you to quickly brainstorm what you want from your middle school/high school learners.

what do you want my thoughts
What do you want? My Thoughts
  • Post secondary readiness
  • Readers
  • Engaged learners
  • Critical thinkers
  • Problem-solvers
  • Productive citizens
  • Difference makers

…AND…

  • High levels of student achievement
  • High levels of student growth
fundamental question 2
Fundamental Question #2?

How can secondary school administrators help achieve these aims?

…how do you help teachers make this possible?

Turn and talk to someone near you to quickly brainstorm how you can help.

how do you help my thoughts
How do you help? My Thoughts
  • Focus on the right things
    • Things that can be more universally applied (macro strategies v. micro strategies)
  • Focus on only a few things
    • i.e. The Hedgehog concept (see Jim Collins)
  • Seek evidence of implementation and be relentless in your pursuit
our purpose today discussing how to bring it to scale
Our Purpose Today—Discussing How to Bring It to Scale
  • What do we want?
    • —Prepared Students
  • How can secondary school administrators help?
    • –Focus
    • —Implement
    • —Support
  • What is THE method whereby we can get what we want and help make it happen?

Supervision/Evaluation

what is the purpose of supervision evaluation
What is the purpose of supervision/evaluation?
  • Too Narrow
    • To renew a teacher contract
    • To follow a negotiated agreement
what is the purpose of supervision evaluation1
What is the purpose of supervision/evaluation?
  • To determine building (and ultimately district) implementation of our agreed upon non-negotiables.
  • To validate our common instructional language
  • To ensure effective instructional practices
  • To direct resources to support the development of teachers

Anything else that you can think of?

the supervisory behavior continuum
The Supervisory Behavior Continuum

Listening Clarifying Encouraging Reflecting Presenting Problem-Solving Negotiating Directing Standardizing Reinforcing

T

t

What factors influence whether you are an “s” or an “S”?

s

S

T=Maximum teacher responsibility

S=Maximum supervisor responsibility

t=Minimum teacher responsibility

s=Minimum supervisor responsibility

Nondirective

Collaborative

Directive Informational

Directive Control

evaluation system transition
Evaluation System Transition

What will be required of us?

the ohio teacher evaluation system will be
The Ohio Teacher Evaluation SystemWill Be:
  • Grounded in teacher performance standards (50%)
    • Effective instructional planning
      • Focus for learning
      • Prior content; sequence and connections
      • Knowledge of Students
    • Effective instruction and assessment
      • Lesson delivery
      • Differentiation
      • Effective use of teaching resources
      • Classroom Environment
    • Professionalism
      • Communicating with students and families
marzano waters mcnulty 2005
Marzano, Waters & McNulty, 2005
  • Communication—classroom walkthroughs (CWTs) help to establish strong communication lines between teacher and student
  • IntellectualStimulation—CWTs help ensure faculty is aware of most current instructional research and practice
  • Monitoring/evaluating—CWTs help monitor effective practice.
  • Situational Awareness—CWTs help identify details and undercurrents of situations.
  • Visibility—CWTs help admins be visible
things we know from more research
Things we know from more research
  • Cotton (2003). Principals and Student Achievement: What the Research Says
    • Visibility and accessibility; collaboration; instructional leadership; observation and feedback to teachers
  • Strong, Richard, & Catano (2008). Qualities of Effective Principals
    • Building and sustaining school vision; shared leadership; leading a learning community; using data to make instructional decisions; monitoring CIA
cwts to improve teaching and learning
CWTs: To Improve Teaching and Learning

Kachur, Stout & Edwards (2010)

  • CWTs are not teacher evaluations
  • CWT identify opportunities for improvement and support sharing
  • CWTs should be used to evaluate instructional and curricular practices; not people
bringing it to scale
Bringing It To Scale
  • Get administrators on the same page
    • Collaboratively define HQ instructional elements
  • Establish an agreed upon pedagogy that has demonstrated high effectiveness (e.g. AfL)
  • Utilize leadership structures (DLT, BLTs and TBTs) to define what the short-term and long-term focus will be
  • Honestly determine what support is needed (Prof Dev) to help staff get there
bringing it to scale1
Bringing It To Scale
  • Use the OTES/OPES as an opportunity to build a common instructional language
  • Gather real time instructional exemplars

http://www.youtube.com/watch?v=RX5iwws52AI