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Welcome to . . . Doing Teacher Evaluation Right: 5 Critical Elements. Observation-based Assessment: Process and Evidence. Pre-Observation: D1, D4 Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4.

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welcome to

Welcome to . . .

Doing Teacher Evaluation Right: 5 Critical Elements

PBevan, D.ED

observation based assessment process and evidence
Observation-based Assessment:Process and Evidence
  • Pre-Observation: D1, D4
  • Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

PBevan, D.ED

types of observation evidence
Types of Observation Evidence
  • Verbatim scripting of teacher or student comments:

“Could one person from each table collect materials?”

  • Descriptions of observed teacher or student behavior:

The teacher stands by the door, greeting students as

they enter.

  • Numeric information about time, student participation, resource use, etc.:

Three students of the eighteen offer nearly all of the comments during discussion.

  • An observed aspect of the environment:

The assignment is on the board for students to do while roll is taken.

2.2-A

PBevan, D.ED

building evaluator reliability
Building Evaluator Reliability
  • Reliability refers to similarity of conclusion/consistency
  • Consistency is a function of consensus-building activities
  • Evaluators must practice consensus building activities regularly

PBevan, D.ED

assess the lesson

Assess the Lesson

PBevan, D.ED

slide7

Who Collects/Provides Evidence?

Both teacher and evaluator

Evaluation is not done TO you; it is done with you and for you

PBevan, D.ED

observation based assessment process and evidence1
Observation-based Assessment:Process and Evidence
  • Pre-Observation: D1, D4
  • Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

PBevan, D.ED

the purpose of the post
The Purpose of the Post
  • To discuss the components of difference (not yet marked by observer)
  • To elicit any evidence that still remains to be added about the lesson
  • To arrive at an assessment on the rubric for components of difference.

PBevan, D.ED

words not to use in the post
Words NOT to Use in the Post
  • Defend
  • Prove
  • Argue
  • Convince

Avoid language that suggests opposition of that might bring about a defensive response

PBevan, D.ED

language for the post
Language for the Post
  • Say more about. . .
  • Comment on the evidence for. . .
  • Let’s look at the rubric for. . .
  • What is the best match for. . .
  • What’s the backstory for. . .

PBevan, D.ED

overarching question
Overarching Question

Who does the thinking? Therefore, who does the learning and growing?

PBevan, D.ED

5 rules for teacher evaluation
5 “Rules” for Teacher Evaluation
  • Defensible definition of teaching
  • Differentiation of evaluative processes
  • Evidence-driven process
  • Teacher learning integral
  • Transparency

PBevan, D.ED

rule 4
Rule # 4

Conduct evaluations in such a way that they produce teacher learning.

PBevan, D.ED

professional learning
Professional Learning

“Learning is done by the learner; it is mental WORK.”

- Charlotte Danielson

Who does the mental work in your evaluation process? (Overarching Question)

PBevan, D.ED

the nature of professional learning mental work for teachers
The Nature of ProfessionalLearning: Mental Work for Teachers
  • Reflection on practice
  • Collaboration
  • Self-assessment
  • Self-directed inquiry (action research)
  • Feedback based upon evidence

PBevan, D.ED

narrative free evaluation
“Narrative-Free” Evaluation
  • The rubric contains the narrative
  • Select the language that matches the evidence
  • The teacher participates in language selection
  • The highlighter is the tool
  • A summative domain statement is optional

PBevan, D.ED

5 rules for teacher evaluation1
5 “Rules” for Teacher Evaluation
  • Defensible definition of teaching
  • Differentiation of evaluative processes
  • Evidence-driven process
  • Teacher learning integral
  • Transparency

PBevan, D.ED

rule 5 transparency
Rule # 5: Transparency

Teachers must learn the rubrics and the process.

How might this happen in your setting?

PBevan, D.ED

involving all stakeholders
Involving All Stakeholders

Many teacher evaluation systems fail due to resistance that comes from the perception that the evaluation system resulted from the secret efforts of an elite few.

PBevan, D.ED

notification is not communication

Notification is NOT Communication

Communication is two-way, not one-way

PBevan, D.ED

5 rules for teacher evaluation2
5 “Rules” for Teacher Evaluation
  • Defensible definition of teaching
  • Differentiation of evaluative processes
  • Evidence-driven process
  • Teacher learning integral
  • Transparency

PBevan, D.ED

today s goals participants will learn
Today’s Goals: Participants will learn . .
  • Deeper meanings of the Framework for Teaching
  • The nature of differentiated teacher evaluation
  • How to collect accurate evidence of teaching and use it, with rubrics, to assess performance
  • How to conduct teacher evaluation appropriately
  • How to make changes in teacher evaluation that reduce suspicion and distrust

PBevan, D.ED

dr paula m bevan pbevan@penn com 814 371 1118

Dr. Paula M. Bevanpbevan@penn.com814/371-1118

The Danielson Groupwww.danielsongroup.org

PBevan, D.ED