the teacher effectiveness evaluation system pilot program charlotte danielson model implementation

THE TEACHER EFFECTIVENESS EVALUATION SYSTEM PILOT PROGRAMCHARLOTTE DANIELSON MODEL IMPLEMENTATION

New Jersey Association Federal Program Administrators – Atlantic City – May 29, 2013Laura C. Morana, Ed.D. ~ Superintendent ~ moranal@rbb.k12.nj.us – (732) 758-1507

“Journey of one thousand miles begins with a single step…”

Confucius

“Followed by about two million difficult, challenging, continuous steps”

David Meier

GOALS FOR TEACHER EFFECTIVENESS EVALUATION SYSTEM

Increase student achievement Accurately assess teacher effectiveness so

teachers can get meaningful feedback Support ongoing improvement of all educators Ensure appropriate training and links to

professional development opportunities Facilitate school-and district-wide collaborative

cultures focused on continuous improvement Foster a culture of openness and sharing

TEACHER OBSERVATION AND EVALUATION SYSTEM: STEPS IN

DESIGN Establish the committee structure and

decision-making process – what model to use Conduct a gap analysis – design action plan Identify a data management system Establish procedures and timelines for novice

and experienced teachers Prepare forms and instruments/rubrics Determine how judgments will be made Determine training-support system for teachers Design training-support system for evaluators

A BLUEPRINT FOR TEACHER EVALUATION

Clear definition of teaching (the “what”) Instruments and procedures that provide

evidence of teaching (the “how”) Trained evaluators who can make consistent

judgments based on evidence Process for teachers to understand the

evaluative criteria Process for making final judgment

6

2012-13 TEACHER EVALUATION PILOT OBSERVATIONS

Pre-Conference· Establish purpose/focus for observation· Discuss lesson, orientation of students· Determine data to be collected· Schedule observation and post conference

Post-Conference· Share analysis of/feedback with teacher · Discuss specific strengths, areas of improvement · Develop plan to improve instruction, including professional development

Double-Scored· More than one evaluator independently scoring same lesson on same rubric· Can occur in classroom or via video capture· Required to promote/analyze inter-rater agreement

External· Performed by thoroughly trained educators not serving in direct supervisory capacity in teacher’s school· Required to reduce bias (positive or negative) and increase reliability/quality of feedback

OBSERVATIONAt least 15 minutes

· Counts toward summative evaluation

Components

Types

Note: Informal observations less than 15 minutes (walkthroughs)

are encouraged but not required by NJDOE

6

  Non-Tenured Teachers Tenured TeachersType of Observation 5

Core3

Non-Core4

Core2

Non-Core

Formal observation with pre- and post- observation conference/ feedback

 2

 1

 1

 1

Unannounced observation with post-observation conference

External evaluator (Superintendent or Supervisors) and post conference

 2

 1

 2

 1

30 minute-observation 5 3 4 2Double-scored observation and post conference (2 administrators observe/debrief – one report is completed.

 1

1 1 0

Total number of minutes 150 90 120 60NJ DOE recommended 105 60 90 45

Core = Language Arts – Mathematics – Science – Social StudiesNon-Core = All other subjects

District’s Observation Schedule 2012-2013

GENERAL EVALUATION PROCEDURES

Informal Observations: (Teachscape) Classroom Walk-Throughs

Formal Observations: Charlotte Danielson’s Framework for Teaching Pre-Observation Conference Classroom Observation Post-Observation Conference

Teacher Professional Development Support Continuum – TPDSC

Ongoing & Diversified Assessments

Data-Driven Professional

Development

High Quality Teaching

Home-School -Community Connection

IMPROVED STUDENT LEARNING

Effective Instructional Leadership

Culture Shift

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CHANGE

Standards of effective teaching practices

Focused professional development on teaching and

learning

Online professional development and resources

Focused Professional Growth Plan

Ongoing articulation and nurturing teachers as reflective

practitioners. Practice of teaching linked to student achievement

TeachNJ – August 6, 2012

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LESSONS LEARNED

Capacity Building

Culture Shift

Change Both Technical and Adaptive

Challenges

Celebrations at the

Student/Teacher/School/District12

RESOURCES FOR TEACHERS AND OBSERVERS

Time for Training Onsite/Online Mutual Flexibility Job-Embedded Coaching for Observers The Framework for Teaching Evaluation

Instrument - Book Enhancing Professional Practice: A Framework

for Teaching - Book Binder with Rubrics and Protocols iPad - Laptop Teachscape APP Curriculum Fidelity Checklists 13

THE FRAMEWORK FOR TEACHING

Domain 3: Instruction• Communicating With Students• Using Questioning and Discussion Techniques• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation• Demonstrating Knowledge of Content

and Pedagogy• Demonstrating Knowledge of Students• Setting Instructional Outcomes• Demonstrating Knowledge of Resources• Designing Coherent Instruction• Designing Student Assessments

Domain 2: The Classroom Environment• Creating an Environment of Respect

and Rapport• Establishing a Culture for Learning• Managing Classroom Procedures• Managing Student Behavior• Organizing Physical Space

Domain 4: Professional Responsibilities• Reflecting on Teaching• Maintaining Accurate Records• Communicating with Families• Participating in a Professional

Community• Growing and Developing Professionally• Showing Professionalism

DOMAIN NO. 1 – PRE-OBSERVATION CONFERENCE 1. How does this learning “fit” in the sequence of learning for this

class? 2. Briefly describe the students in this class, including those with

special needs. 3. What are your learning outcomes for this lesson? What do you

want the students to understand? 4. How will you engage the students in the learning? What will

you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using.

5. How will you differentiate instruction for different individuals or groups of students in the class?

6. How and when will you know whether the students have learned what you intend?

7. Is there anything else you would want me to know about the lesson?

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DOMAIN 1: PLANNING AND PREPARATION  Teacher Name: ____________________________ Date:______________ Time: _ 

1a. Demonstrating knowledge of content and pedagogy

1b: Demonstrating knowledge of students

1c: Selecting Instructional outcomes 1d. Demonstrating knowledge of resources

1e. Designing coherent instruction1f. Designing student assessment

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DOMAIN 2: THE CLASSROOM ENVIRONMENT

  Teacher Name: ____________________________ Date:______________ Time: _ 

2a: Creating an Environment of Respect and Rapport

2b: Establish a Culture for Learning

2c: Managing Classroom Procedures 2d. Managing Student Behavior

2e. Organizing Physical Space

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DOMAIN 3: INSTRUCTION  Teacher Name: ____________________________ Date:______________ Time: _ 

3a. Communicating with Students

3b: Using Questions and Discussion Techniques

3c. Engaging Students in Learning 3d. Using Assessment in Instruction

3e. Demonstrating Flexibility and Responsiveness

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES  Teacher Name: ____________________________ Date:______________ Time: _ 

4a: Reflecting on Teaching4b: Maintaining Accurate Records

4c: Communicating with Families 4d: Participating in a Professional Community

4e: Growing and Developing Professionally

4f: Showing Professionalism

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POST-OBSERVATION CONFERENCE TEACHSCAPE QUESTIONS

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding?

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning?

4. Did you depart from your plan? If so, how, and why?

5. Comment on different aspects of your instructional delivery (e.g. activities, grouping of students, materials, and resources). To what extend were they effective?

6. If you had a chance to teach this lesson again to the same group of students, what would you do differently? 20

DAY 1

District-Initiated Training

Teachscape

Classroom Walk-

Throughs (CWT)

 Classroom Walk-Throughs In collaboration with Teachscape, alladministrators participated intraining designed to support thedevelopment of instructional leadersas researchers and analyzers.

Training focused on the efficient collection,

use, and analysis of critical data sources.Instructional leaders have been equipped

with a process and technology too to help

them promote, support, and sustain data-

informed instructional improvement and student learning.

DAY 2

 Facilitate the Work

of the District

EvaluationPilot

Advisory Committee

(DEPAC)

The Role of the DEPAC The factors that will contribute to the

successful implementation of the Framework for Teaching as the foundation of the district’s evaluation system, with the support of the Framework as updated/revised at the district level.

The evaluation system that includes informal and formal classroom observation, and how the collection of teacher artifacts will be used as evidence of domains 1 and 4.

The review of forms and instruments to be used.

DAY 3

 Training

for All Staff

and Adminis-trators

Resource: Enhancing Professional Practice: A Framework for Teaching by Charlotte

Danielson, 2007. 

Introduction to the Frameworkfor Teaching This training session will provide

background and the research foundation for using the Framework to enhance professional practice in different applications: teacher preparation, mentoring and induction, professional development, and teacher evaluation.

Administrators and lead teachers will explore the themes within the framework and become familiar with the components, their organizational structure, and are introduced to the rubrics that guide improving professional practice.

DAY 4-5

 Training

for Teacher Leaders

and Adminis-trators

Observation Skills Training forAdministrators, MasterTeacher/Coaches, and Grade Level

TeamLeaders is designed to follow-up to the Introduction to the Framework. Training will focus on developingadministrators’ and teacher leaders’ observation skills. Use of classroom videos, analysis, anddiscussion will provide a foundation tosupport the development of

administratorsand teacher leaders to become criticalobservers of classroom practice. Topics included: understanding thedifference between evidence and opinion,collecting evidence of practice based on

theFramework for Teaching, analyzing theevidence against the rubrics, providingeffective feedback, and using the

Frameworkto promote reflective practice.

TOTAL O

F 5 DAYS

  Executive Coaching for ALL

Evaluators

Job-Embedded Coaching/Targeted Ongoing Professional Development

Coaching focuses on developingadministrators’ and teacher leaders’ observation and clinical model skills.

Topics include: understanding thedifference between evidence and opinion,collecting evidence of practice based on

theFramework for Teaching, analyzing theevidence against the rubrics, providingeffective feedback

ON

GO

ING

TRAININ

G

  Online Training and Proficiency Test 

Teachscape Online ProfessionalLearning Resources is availableto further support the integrity of the

teacherevaluation process. The system includes the online

proficiencytest designed to evaluate our

administratorsand teacher leaders ability to accurately interpret teacher performance using Framework For Teaching (FFT).

Release time for evaluators to engage in 20 hours of professional development.

Prepare for six-hour proficiency test 

FOLLO

W - U

P TRAININ

G

Supporting Teachers as Reflective

Practitioners 

Teachscape Reflect integrates 360-degree,

panoramic video and online collaboration tools

with research-based frameworks to support

professional growth and effective teaching practice.

This new and creative approach to professional development was introduced

to all administrators and teacher leaders as

an enhanced approach to promoting teachers

asreflective practitioners.

ON

GO

ING

SUPPO

RT

 Follow UpTraining

for All Staff

Collegial dialogue on the observation process led by teacher leaders

Use of faculty meeting time

Follow up sessions during school hours

Data-driven follow up training led by teacher leaders and administrators

Use of Reflect Video System on a voluntary basis

Access to Teachscape Library by all staff