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Rethinking Teacher Supervision and Evaluation Dudley-Charlton – Kim Marshall – April 29, 2011. Your role?. Principal Assistant principal Teacher Union official Instructional coach District official Consultant Education advocate University or college Other. 10.
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Mike Schmoker, 1992
Except for a few instances, the traditional evaluation process is exhausting and fruitless.
Kathleen Elvin, Brooklyn principal, 2008
Principal evaluation of teachers is a low-leverage strategy for improving schools, particularly in terms of the time it requires of principals.
Richard DuFour & Robert Marzano, 2009
from a coach or administrator
when they have different definitions of quality.
The single most important thing
that a school leader can do
is reach agreement with the staff about quality.
Fisher and Frey, 2010
A “collusive deal” – utterly bogus
Restaurant owner’s concerns…
It has been said that when a principal walks into a room, it has the same effect as seeing a state trooper pull out onto the highway – the students straighten up and “take their foot off the gas”, even if they weren’t speeding (er, misbehaving).Peter Hall, Nevada principal (2005)
“I want to see teachers at their best.”
“It is my firm belief that mediocre teachers will hang themselves whether announced or unannounced.”
“I have never met a bad teacher who didn’t look horrible despite an announced visit.”
No school effectiveness lists include supervision/eval.
Marzano, DuFour, Saphier: a “weak lever” for change
Core problem: full-lesson evaluations that are infrequent, announced, time-consuming, not focused on results
Lots of mediocre, ineffective teaching under the radar
How can we get good teaching in every class, every day?
Here’s my 4-part proposal…
a system for:
Showing the flag
Learning walk/ Instructional rounds
In e-mail, people talk at you; in conversation I can talk with [people], and a casual remark can lead to a level of discussion that neither party anticipated from the beginning. I am more likely to learn from someone in a conversation than in an e-mail exchange, which simply does not allow for the serendipity, intensity and give-and-take of real-time interaction.
Steven Levy, Newsweek, June 11, 2007
the power of talking to people in person
Giving the teacher “private” feedback on the spot
Sending e-mail feedback from a laptop while in class
Written feedback that “ends there”
Several-day delay before giving feedback
Bureaucratic checklist, robotic use of technology
Distracted – “He’s there but he’s not there.”
Perfunctory – I’m checking you off my list.
Not giving all teachers feedback all the time
Arizona district: trio visit, pullout, demoNine ineffective practices
Paul Bambrick-Santoyo, 2010
See sample fifth-grade nutrition unit
• Clarity on end-of-year learning goals for each grade
Dylan Wiliam and Ian Beatty, 2009
4 – Highly Effective
3 – Effective
2 – Improvement Necessary
1 – Does Not Meet Standards
- Posts clear criteria for proficiency, including rubrics and exemplars of student work.
- Diagnoses students’ knowledge and skills up front and makes small adjustments based on the data.
- Frequently checks for understanding and gives students helpful information if they seem confused.
- Has students set goals, self-assess, and know where they stand academically at all times.
- Regularly posts students’ work to make visible and celebrate their progress with respect to standards.
- Uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
- Takes responsibility for students who are not succeeding and gives them extra help.
- When necessary, refers students for specialized diagnosis and extra help.
- Analyzes data from assessments, draws conclusions, and shares them appropriately.
- Reflects on the effectiveness of lessons and units and continuously works to improve them.
Goal: understanding, trust, investment in improvement
Rubrics negotiated, shared and discussed up front
Voluntary self-assessment and goal-setting
In May/June, each teacher fills out the rubric.
Input in areas where principal lacks information.
Meet, compare, discuss the evidence
Finalize, celebrate, set goals
Think of a teacher you know well.
Pick one domain (Classroom Management?)
Read across each line circling 4, 3, 2, or 1
The best description of that teacher’s performance.
What strikes you about using rubrics?