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Compass: Module 2. Professional Practice . Compass Requirements: Teachers’ Overall Evaluation Rating . Professional Practice Measured by the Compass Teacher Rubric Minimum of TWO observations (one formal, announced; one informal). Student Growth Student Learning Targets (SLTs)

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compass module 2
Compass: Module 2

Professional Practice

compass requirements teachers overall evaluation rating
Compass Requirements:Teachers’ Overall Evaluation Rating
  • Professional Practice
  • Measured by the Compass Teacher Rubric
  • Minimum of TWO observations
  • (one formal, announced; one informal)
  • Student Growth
  • Student Learning Targets (SLTs)
  • Value-added Score (VAM) where available
slide3
Compass focuses on supporting teachers, which will promote effective instruction and student achievement.

Evaluate Performance

-Student Growth

-Prof. Practice

Set Goals

-For Educators

-For Students

Use Data to inform decision making

Observation

Feedback

Support

why is teacher observation important
Why is teacher observation important?

Observations play a crucial role in any comprehensive teacher evaluation system. Through observation, we:

  • Assess the extent to which students are reaching rigorous learning goals.
  • Paint a fair and accurate picture of teachers’ instructional strengths and development areas in the classroom.
    • How did the teacher contribute to student learning?
    • How can the teacher maximize or improve his or her contribution to student learning?

Feedback from observations will guide the teachers’ continuous professional growth.

why is an observation rubric important
Why is an observation rubric important?

The observation rubric communicates a vision for instructional excellence.

  • The Role of an Observation Rubric
  • Communicates clear performance standards to teachers and evaluators that are aligned to the school or district’s instructional model and strategy
  • Establishes a common language for conversations about instruction and for high-quality developmental feedback
  • Ensures that evaluations result in accurate reflections of performance
  • Applies to teachers in all subjects and grade levels
louisiana s components of effective teaching reflect the highest impact instructional skills
Louisiana’s Components of Effective Teaching reflect the highest-impact instructional skills:

SETTING INSTRUCTIONAL OUTCOMES

MANAGING CLASSROOM PROCEDURES

USING QUESTIONING AND DISCUSSION TECHNIQUES

ENGAGING STUDENTS IN LEARNING

USING ASSESSMENT IN INSTRUCTION

compass teacher observation rubric
Compass Teacher Observation Rubric
  • Abridged version of Charlotte Danielson’s Framework for Effective Teaching.
  • Includes only the five components selected by LDOE and adopted by BESE.
  • As a result:
    • The rubric components include only the following:
      • 1c- Setting Instructional Outcomes
      • 2c Managing Classroom Procedures
      • 3b Using Questioning/Prompts and Discussion
      • 3c. Engaging Students in Learning
      • 3d Using Assessment and Instruction
each component in the compass teacher rubric is described generally via elements and indicators
Each component in the Compass Teacher Rubric is described generally via elements and indicators…

Domain

and more specifically via detailed descriptions attributes and examples for each performance level
…and more specifically via detailed descriptions, attributes, and examples for each performance level.

Descriptors

activity what does it mean to be highly effective
Activity: What does it mean to be Highly Effective?

Individual and small group activity

  • Individually, take 5 min. to read through all five components of the rubric.
  • In small groups, divide the components. In each group, make sure that at least one person is looking at one of the 5 components in depth.
    • Pay close attention to the differences between Effective: Proficient and Highly Effective for your component. These indicators lead to significant academic gains.
    • In your own words, summarize the performance you would expect to see from a Highly Effective teacher and how you would distinguish it from Effective: Proficient performance for this component.
  • In your group, go through each component and share the summaries of
  • Highly Effective performance.
activity what does it mean to be highly effective1
Activity: What does it mean to be Highly Effective?

Individual and small group activity

  • Individually, take 5 min. to read through all five components of the rubric.
  • In small groups, divide the components. In each group, make sure that at least one person is looking at one of the 5 components in depth.
    • Pay close attention to the differences between Effective: Proficient and Highly Effective for your component. These indicators lead to significant academic gains.
    • In your own words, summarize the performance you would expect to see from a Highly Effective teacher and how you would distinguish it from Effective: Proficient performance for this component.
  • In your group, go through each component and share the summaries of
  • Highly Effective performance.
activity rubric review text rendering
Activity: Rubric Review – Text Rendering

Individual and small group activity

1. Each table group explores one of the five components of the rubric.

2. Individually, take 5 minutes to Read and underline key words and phrases in the descriptors located in the Critical Attributes section of Effective: Proficient.

3. At your table, work with your group to list the key words on chart paper.

4. Groups will share charts with whole group.

post conference protocol
Post- Conference Protocol

Present evidence.

Identify area to be developed. The evaluator and teacher work together to define a specific area of development.

Plan concrete action. Develop clear, measurable steps the teacher can take to improve instruction.

Set a timeline. Establish when and how the teacher will show that the action has been accomplished.

Prioritize. Select one or two parts of the teacher’s practice most directly connected to student achievement.

Present evidence.

Identify the problem. The evaluator and teacher will work together to define a specific area of development.

Plan concrete action. Develop clear, measurable steps the teacher can take to correct the problem.

Set a timeline. Establish when and how the teacher will show that the action has been accomplished.

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remember
Remember:
  • Teacher Observations
    • At least two observations per teacher per year with feedback that includes commendations and areas for improvement.
    • -- At least one announced with a pre and post conference
    • --The other may be unannounced with a post-conference
  • Scores for each observation (no matter how many are conducted) will be totaled and averaged to arrive at the teacher’s final score for the year which will be 50% of the total score for the teacher (professional practice)
slide18

Questions?

Please contact your administration.