improving teacher practice - national sam … katnik - slides.pdfimproving teacher practice ....
TRANSCRIPT
THE OFFICE OF EDUCATOR QUALITY
Missouri Department of Elementary and Secondary Education
February 1, 2014
Improving Teacher Practice
Wasting Leadership Talent 3
4
The Old Paradigm
… found that teacher evaluation
systems were INDIFFERENT to
variations in teacher performance.
~ The Widget Effect, 2009
Why Change?
We can’t afford not to…
A teacher’s effectiveness –
the most important factor for schools in improving student achievement –
is not measured, recorded or used to inform decision-making in any meaningful way.
~The Widget Effect, 2009
Findings from the Widget Effect
66% of new teachers rated greater than satisfactory
81% of administrators: a tenured teacher in their school performs poorly
57% of teachers: a tenured teacher in their school performs poorly
43% of teachers: a tenured teacher in their school should be dismissed for poor performance
Percentages are higher in high-poverty schools
Findings from the Widget Effect
All teachers are rated good or great (94% or higher)
Excellence goes unrecognized
Poor performance goes unaddressed
Inadequate professional development
No special attention to novices
8
The greatest challenge that most students experience is the level of competence of the
teacher.
~ John Hattie
But what we really need is a conception of teacher evaluation as part of a teaching
and learning system that supports continuous improvement, both for individual
teachers and for the profession as a whole. Such a system should enhance teacher
learning and skill, while at the same time ensuring that teachers who are retained
and tenured can effectively support student learning throughout their careers.
~Linda Darling Hammond
The New Paradigm
9
First, it helps to be clear about why we even have teacher evaluation. Laws, of course,
require it. But why are there laws? The first and most fundamental reason is because public
schools are public institutions; they take public money, and the public has a right to expect
high-quality teaching.
~Charlotte Danielson
The true promise of classroom observations is the potential to identify strengths and
address specific weaknesses in teachers’ practice.”
~ Gathering Feedback for Teaching
MET Project Report, 2012
The New Paradigm
10
“The effects of ‘increases in teacher quality’ swamps the impact of any other educational
investment, such as reductions in class size”
~ Goldhaber
“Having a high-quality teacher throughout elementary school can substantially offset or
even eliminate the disadvantage of low socio-economic background”
~ Rivkin, Hanushek, & Kain
The New Paradigm
Continuous Improvement 11
Improvement and Evaluation 12
The most valuable evaluation model will not only meet
state legislative requirements, it must produce gains in
student learning. The model must evaluate teachers and,
just as importantly, improve their classroom performance
over time.
~ Robert Marzano
TEACH ~ A new film
by
Davis Guggenheim
13
Student: “Someone who inspires you to do something better with your life – that’s
what I think a teacher is”
Principal: “79% of his students moved two years or more in math; that’s amazing!
So, the opportunities now for those kids going into 5th grade are immense. That’s the
potential he has once he develops his understanding of reading”
Teacher: “Their success is my success”
INVESTMENT OF TIME 14
Multiplying Your Effort 15
Missouri Theory
of Action
Assess baseline performance
accurately and reliably to
identify growth opportunities
Identify new strategies and
receive focused feedback to
address growth opportunities
Validate and replicate improved educator
performance
Creates an effective and
aligned system producing
increased student achievement
16
Essential Principles of Effective Evaluation
Principles of Structure
Research-based, proven practices
Differentiated levels of performance
Results inform employment policies and decisions
Structure
Use of Evaluation
Results
Clear Expectations
Differentiated Performance
Levels
Process
Evaluator Training
Regular, Meaningful Feedback
Student Measures
Probationary Period
Principles of Process
• Highlight the probationary period of new educators
• Use measures of growth in student learning
• Provide meaningful feedback
• Include initial and periodic training for evaluators
Research-based and Proven Practices 18
Something tells
me this is gonna
be a long day…
Focused on the right target
Research-based and Proven Practices 19
Missouri Educator Standards
•Gap analysis by McREL to the InTASC Standards •Comparison of the NBPT Standards to Proficient Teacher Level •Crosswalk of NBC Principals Standards to Leader Standards •Alignment to Senate Bill 291 •Crosswalk with research-based Marzano strategies •Crosswalk to research done by John Hattie •Crosswalk to Teach Like a Champion Techniques •Crosswalk to Balanced Leadership research •Reviewed against the Charlotte Danielson Framework •Review by EDC, ETS and UCEA
20
Differentiated Levels of Performance 21
Self-improvement is the name of
the game,
and your primary objective
is to strengthen yourself,
not to destroy an opponent
~Maxwell Maltz
Differentiated Levels of Performance 22
•Typically includes a minimum of 4 differentiated levels •Contain clear statements of differentiation •Each level allows for discrete, independent, measureable elements •Reliably describes current practice •Clearly provides direction for growth or desired level of practice
23
Rationale: Improve
student proficiency in
content
24
Goal: Weekly formal
and informal student
assessment data to
determine an increase
of students’ correct use
of academic language
Quality Indicator 1: Content
Knowledge and Academic Language
Standard 1: Content Knowledge
Aligned with Appropriate
Instruction
Focus: Increase
students’ accurate use
of academic
language
Strategy:
Engage students in a regular formal and
informal review of content that highlights
critical information and essential
academic language
Tracking
teacher goals
(indicators)
and baseline
performance
data results in
focused
observations
and targeted
feedback
25
Use of Evaluation Results 26
It’s only when the tide goes out
that you learn who’s been
swimming naked.
~Warren Buffet
Using Evaluation Results 27
If results are significant, only then do they contribute to the systematic improvement of student learning
If performance matters at all, it should matter for any significant decision that affects the quality of instruction students receive
Evaluation results should have meaningful implications, both positive and negative
Evaluation results should produce information that districts can easily factor into important decisions about development, intervention, support, tenure, compensation, hiring, promotion, and dismissal ~Teacher Evaluation 2.0
WHAT ? SO WHAT ?? NOW WHAT ???
Essential Principles of Effective Evaluation
Principles of Structure
Research-based, proven practices
Differentiated levels of performance
Results inform employment policies and decisions
Structure
Use of Evaluation
Results
Clear Expectations
Differentiated Performance
Levels
Process
Evaluator Training
Regular, Meaningful Feedback
Student Measures
Probationary Period
Principles of Process
• Highlight the probationary period of new educators
• Use measures of growth in student learning
• Provide meaningful feedback
• Include initial and periodic training for evaluators
Probationary Period 29
The man with the best job in the
country is the Vice-President.
All he has to do is get up every
morning and say,
“How is the President?”
~Will Rogers
Teacher Attrition Rates
30
17% 33%
46%
0%
10%
20%
30%
40%
50%
1 year 3 years 5 years
Teac
he
rs L
eav
ing
Pro
fess
ion
Why They Leave
Cynthia Kopkowski
NEA Today (April 2008)
The Fiscal Hurt
31
It is estimated that teacher attrition has grown by 50 percent over the past 15 years—costs roughly $7 billion a year, as districts and states recruit, hire, and try to retain new teachers. NEA Today Magazine, 2008
Comprehensive Induction
A SMART INVESTMENT
For A LOT of reasons
32
Support for new teachers
33
SUCCESSFUL NOVICE
TEACHER
District-wide Professional Development
Induction Process
Mentoring
Year Round Support
34
Focus Areas and Timeline
35
1st Year for the New Teacher
Sugg
este
d In
dic
ato
rs o
f Fo
cus
For
Each
Tim
efra
me
Suggested
Indicators
1.1
2.3
3.1
4.2
6.1
8.3
9.1
Suggested
Indicators
1.2
2.1
5.1
5.2
6.2
7.1
9.1
Suggested
Indicators
2.2
4.1
4.3
5.2
7.3
7.5
Suggested
Indicators
1.5
2.4
3.2
6.1
7.2
7.5
Suggested
Indicators
2.5
5.2
7.4
7.6
8.1
9.2
Suggested
Indicators
1.2
2.2
4.3
7.2
7.5
Co
mp
lete
New
Tea
cher
Sum
mat
ive
Eval
uat
ion
Fo
rm
Suggested
Indicators
2.5
7.4
7.6
8.1
9.1
Suggested
Indicators
8.1
8.2
Time
Frame Prior to
School
First Month
Year Begins
2nd-3rd
Month
Quarter 1
4th-5th
Month
Quarter 2
6th Month
Mid-Year
7th-8th
Month
Quarter 3
By March
15
9th-10th
Month
Quarter 4
End of the
Year
Use of Student Growth Measures 36
DJ, age 4, stepped on
the bathroom scale
and asked,
“How much do I cost?”
~Head Jammer
37
Student growth
measures
Observation Survey
Data
Other
A Piece of the “Educator Effectiveness” Puzzle
38
Meaningful Feedback 39
Feedback is a
business term
which refers to the
joy of criticizing
other people’s work
~Dilbert cartoon
40
Strategy
Provide Meaningful Feedback
Content of Feedback
Data is accurate, specific to the indicator and irrefutable: “I noted three students who did not respond to your directions when you began the learning activity”
Focus of Feedback
Focus specifically on one particular skill or goal: Skill: “You demonstrated wait time effectively as you prompted your students to brainstorm possible solutions to the problem” Goal: “Students actively responded to the discussion you had on the plot of the story”
Use Descriptive Language
Avoid evaluative language that provides a value judgment: “Your students were not engaged so I think your lesson seemed a bit boring” Avoid giving advice and calling it feedback: “I think you should use some essential questions when setting up your lesson activity to ensure students are clear on the important concepts” Descriptive language creates clarity: “You gave a slight nod and a smile when you received the response that seemed to most accurately address your question”
Cognitive Dissonance
Create a moderate gap between the actual behavior and the desired behavior to motivate change that is realistic and yet represents a stretch “I hear you saying you want all of your students to improve. What would you think about setting a starting point of 80% of your students scoring 5 points higher on the next quiz?”
Reflection, Response and Interaction
Encourage reflection and response through prompts: “So how do you feel about the response of your students in their presentations?” Encourage making the process a dialogue: “What might be some ways you can offer a little more encouragement to the four students in your red group?”
41
Strategy
Deliver Feedback Effectively
Feedback Without Delay and Documented
When scheduling, include the date/time of BOTH the observation itself and when you’ll provide feedback to ensure they occur as close together as possible. Use feedback forms to document the evidence, your comments and the teacher’s comments
Positive- 1st Person and 2nd Person
Use different types of language when providing feedback that supports or affirms and feedback that challenges and motivates: “YOU were successful in motivating your class to learn the content in today’s lesson. Students appeared engaged and excited about the activity you had them doing. When asked, they could tell me exactly what they were learning about.”
Challenges- 3rd Person
“In observing the flow of the transition period, it appeared the students were unclear on the specific steps to follow when transitioning from English into Science. They had confused looks and questioned each other about what to do next and what they needed.”
Depersonalize Difficult Conversations
Depersonalize challenging feedback to increase receptivity: “Student data on this final math exam of the first quarter seems to indicate a lack of mastery by a majority of students. Any thoughts on why they struggled so much with this content?”
Consider Location When appropriate, meet with teachers in their classroom when students are not present to reduce defensiveness and distractions and ensures your feedback is provided face-to-face and allows for some measure of control by the person receiving it.
42
Strategy
Document the Feedback
Include Multiple Samples
Multiple observations provide multiple samples of performance data creating higher levels of reliability and increased opportunities for feedback and growth
Focus on the Data and the Evidence
The data and evidence collected should connect directly to the growth target identified on the growth guide. Documentation of feedback should be specific to the data and evidence
Document using a Feedback Form
Use one or both of the feedback forms to provide documentation of both the observation and the follow-up conversation. Ensure that the document does not replace the dialogue; use of the form(s) should support and focus the feedback.
Include Professional Dialogue
Professional dialogue regarding the evidence and data and an actionable response is at the core of effective feedback which causes improvement. The documentation does not replace the dialogue but rather provides a record of the process.
Include Mutual Signatures and Comments
Document the dialogue that occurs and include signatures and dates as a record of the process.
43
Clarity in what to LOOK FOR ??
Tracking
teacher
observations,
subject matter,
date and
grade level;
emphasizing
new teachers
Training Evaluators 45
For a Spring Training Drill
Yogi instructed his players to:
“Pair off in threes”
~Yogi Berra
46
47
Essential Principles of Effective Evaluation
Principles of Structure
Research-based, proven practices
Differentiated levels of performance
Results inform employment policies and decisions
Structure
Use of Evaluation
Results
Clear Expectations
Differentiated Performance
Levels
Process
Evaluator Training
Regular, Meaningful Feedback
Student Measures
Probationary Period
Principles of Process
• Highlight the probationary period of new educators
• Use measures of growth in student learning
• Provide meaningful feedback
• Include initial and periodic training for evaluators
Growing Your Team 49
50
51
52
