presenters dr. jane coughenour dr. karen chapman mr. michael matta
TRANSCRIPT
Student Achievement Through
Teacher Evaluation
Presenters
Dr. Jane Coughenour
Dr. Karen Chapman
Mr. Michael Matta
Staff at McKeesport Area School district worked to create an evaluation process that culminates with a teacher showing evidence of student growth.
District motto “Move, Engage, Assess” drives components of the evaluation process.
Members of the evaluation committee included:◦ Assistant Superintendent◦ Director of Federal Programs◦ District Technology Integrator◦ 2 Board Members◦ Principal◦ 9 teachers
EVALUATION COMMITTEE
Assign a Central Office Administrator to each building
Create a district wide informal observation form aligned to the Teacher Effectiveness Model
Create a district wide walkthrough and instructional round form
Creation of a teachers’ personal academic goal
Use of an online software package to collect and analyze data from teacher walkthroughs
EVALUATION OBJECTIVES
Student engagement and discourse drives instruction through:◦ Cooperative learning◦ Formative assessment ◦ Critical thinking activities◦ Performance activities◦ High level questioning
Teacher is a facilitator in the classroom, not a lecturer.
MOVE, ENGAGE, ASSESS
Students drive instruction, not subject content.
Formative assessment is an essential component of instruction achieved through: ◦ Individual whiteboards◦ Ticket out the door◦ Journaling◦ Technology◦ Questioning
MOVE, ENGAGE, ASSESS
These targeted strategies are reflected the District’s Motto: “Move, Engage, Assess”.
Using Activators (bell ringers, etc.) Setting the Purpose for Instruction Modeling the Task Chunking the Lesson Scaffolding Tasks Differentiating to Student Needs Adding Rigor to Each Lesson Use of Collaborative Groupings Real-Life Connections
TARGETED STRATEGIES
Increasing Student Discourse Techniques (i.e. Turn and Talks, Re-teaching, Group
Tasks, Group members’ Report-Outs, etc.), Formative and Random Assessment
Techniques (i.e. All-Student Response Systems,
Individual White Boards, Thumbs-Up/Down, Random Reporter, Popsicle-Stick Drawing, etc.
TARGETED STRATEGIES (continued)
Walk-through Instructional RoundFormal Observation Informal ObservationTeachers’ Personal Academic Goal
TEACHER OBSERVATION TOOLS
Walk-through is conducted 2 or 3 times each 9 weeks for each teacher.
Observation is only 5 minutes in length. Observer looking for components of district
motto “Move, Engage, Assess”. Walk-through is not evaluative. Walk-through encompasses 4 domains
◦ Student engagement◦ Teacher interaction◦ Evidence of district-wide expectations ◦ Positive climate and teacher efficacy
WALK-THROUGH
District motto drives what is observed during an Instructional Round.
Instructional rounds may consist of a principal, curriculum director, teacher(s), and/or central administrator.
Instructional rounds last 20 minutes. There is a group discussion to discuss group
members’ observations.
INSTRUCTIONAL ROUNDS
Teachers are encouraged to infuse specific targeted instructional strategies into their lesson design to increase:◦ Active teacher engagement◦ Active student engagement◦ Instructional rigor◦ Assessment for learning
INSTRUCTIONAL ROUNDS
To begin the process of including peers, we turned to teacher leaders who had success and a comfort level with Instructional Rounds (IRs).◦ Teachers district wide agreed to allow their peers
in to view, and reflect on, their showcase lessons. ◦ Teachers were asked to conduct a model showcase
lesson.◦ Teachers permitted video-taping of their lesson to
be placed on Teacher Compass for view by other staff members.
◦ Videos served as a means for professional development
THE ROLLOUT OF PIRs:Turn to Teacher Leaders
A Peer Invitation System was developed… ◦ We used an e-mail distribution list specific to
teachers’ period plans. If the PIR lesson was period 4 at the high school,
all teachers with plans in period 4 were invited. Building and district administrators were also invited.
Forms were prepared in advance:◦ PIR Post-Observation Meeting Agenda◦ PIR Signature Sheet (Act 48 purposes) ◦ PIR Ground Rules for Reflection ◦ PIR Form to Track Participation
THE ROLLOUT OF PIRs
For planning and performing a Peer Instructional Round (PIR)…◦ The teacher was awarded a Certificate of
Recognition signed by superintendent. ◦ The teacher was recognized on the district
web-page. ◦ For giving up a plan period to observe and
reflect on a peer’s lesson, the teacher was awarded ½ hour Act 48 Credit under professional development.
INCENTIVES TO PARTICIPATE IN PIRs
E-Mails of Invitations ◦ Invitations were sent 2 days prior to each PIR.◦ E-mails included the date, period, time, room
number and reminded invitees about the Act 48 incentive for viewing and reflecting on a PIR .
◦ The e-mail also gave the purpose of the PIR (to build a Professional Learning Community around engaging and rigorous instructional strategies).
A last minute reminder e-mail was sent the morning of each PIR. These encouraged last minute drop-ins.
ADVERTISE A PIR
Each visiting teacher was given a copy of the Peer Instructional Round Form as they entered the showcase lesson. They were told they didn’t need to use it, but could use it for reference. They were told that the form would drive the post-conference reflection.
POST-OBSERVATION REFLECTION, AND DISCUSSION
All visitors were reminded of the ground rules. ◦ Positive Comments Only ◦ Identify where and when in the lesson targeted
strategies were observed ◦ Share strategies that were successes in their own
classroom
POST-OBSERVATION REFLECTION AND DISCUSSION
During the post PIR reflection, the targeted instructional strategies are read from the PIR form and teachers identify if and when the strategies were viewed in the lesson.◦ Teachers are encouraged to share strategies
that have been effective for them in their lesson design and implementation. This facilitates professional growth, not only
through the viewing of the lesson, but also through these discussion and reflection.
POST-OBSERVATION REFLECTION AND DISCUSSION
Teachers with 1 to 3 years of teaching experience Teacher will have 2 observations using the 426
observation rubric and evaluation system Each observation will last a minimum of 35
minutes A post conference is held after each observation Employee must attain an additional 24 credits at
a University or AIU Following attainment of 24 credits and 6
satisfactory ratings, professional employee may apply for level II certification through TIMS (www.state.pa.us)
TEMPORARY EMPLOYEES
FORMAL OBSERVATIONS
Level II employees in years 3 – 6 receive a formal observation
Professional employees MUST receive a formal observation every three years
Career level employees are observed using PDE’s Teacher Effectiveness Model for their formal observation.
Through a differentiated model, teachers may select an informal observation between years of their required formal observations
FORMAL OBSERVATION
Principal/Supervisor conducts classroom observations, including evidence that demonstrates behaviors associated with improving student achievement
TEACHER EFFECTIVENESS MODEL
PARADIGM SHIFT
Who collects/provides evidence?
Both teacher and evaluator
Evaluation is not done TO you; it is done with you and for you
BENEFITS OF A FRAMEWORK FOR TEACHING
Common language Similar vision for good teaching and how it
can be improved Greater validity and reliability in the
teacher evaluation process Changes in novice thinking Opportunities for collaboration
Generic: applies to all grade levels, content areas
Not a checklist◦ Evidence based/reflective
Not prescriptive: tells the “what” of teaching, not “how”
Comprehensive: not just what we can see
Inclusive: Novice to Master teacher
FEATURES OF A FRAMEWORK FOR TEACHING
TEACHER EVALUATION SYSTEM
Pennsylvania has adopted Charlotte Danielson's Framework for Teaching as the overarching vision for effective instruction in the Commonwealth. The model focuses the complex activity of teaching by defining four domains of teaching responsibility:
Domains (Danielson’s Framework for Teaching)◦ Planning and Preparation◦ Classroom Environment◦ Instruction◦ Professional Responsibilities
PROJECT GOAL OF PDE
4 Domains 22 components
4 possible ratings for each component Unsatisfactory – Potential for harm Progressing / Needs Improvement - Inconsistent, novice
Proficient - Competent Distinguished - Unusually excellent, no one “lives” here permanently in all components
TEACHER EVALUATION RUBRIC
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students Setting instructional objectives Demonstrating knowledge of resources Designing coherent instruction Designing student assessments
DOMAIN 1: PLANNING AND PREPARATION
Teacher wrote a scholarly article Lesson plans/structure/content/relevance Teacher explanation of probable students’
misconceptions Teacher presented a workshop to faculty Teacher explains the structure of discipline
prior to lesson Teacher tells observer how this lesson fits into
the larger unit Teacher states how this lesson connects to
content standards
COMPONENET 1a: DEMONSTRATING KNOWLEDGE OF PEDAGOGY
Creating an environment of respect and rapport
Establishing a culture of learning Managing classroom procedures Managing student behavior Organizing physical space
DOMAIN 2: THE CLASSROOM ENVIRONMENT
RUBRIC EXAMPLE 2A
ELEMENT
L E V E L O F P E R F O R M A N C E
UNSATISFACTORY NEEDS IMPROVEMENT OR
PROGRESSING PROFICIENT DISTINGUISHED
Teacher Interaction with Students
Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.
Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.
Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.
Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.
Student Interaction
Student interactions are characterized by conflict, sarcasm, or put-downs.
Students do not demonstrate negative behavior toward on another.
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another as individuals and as students.
DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements: Teacher interaction with students Student interaction
Figure 6.7
Communicating with students Using questioning and discussion techniques
Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness
DOMAIN 3: INSTRUCTION
Teacher’s answers student questions during class
Teacher adjusts the lesson midstream based on students’ misconceptions
Teacher poses different levels of content questions during the lesson
Use of formative assessment during instruction
Student led / cooperative instruction Higher order questioning utilized by teacher
(not all recall in nature)
ELEMENTS OF INSTRUCTION OBSERVED
Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Growing and developing professionally Showing professionalism
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
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Concluding about the Lesson
Where did your group mark the lesson at or above proficient?
Where did your group mark below proficient?
Teacher selects the day and time of the conference
Teacher receives the worksheet encompassing domain 1 and 2 prior to the pre-conference
During the pre-conference, teacher will speak about the lesson to be observed, noting standards, instructional strategies to be used, etc.
Administrator will work through domain 1 at this time (planning and preparation), taking notes during the meeting.
Some elements of domain 4 (professionalism) may be answered at this time.
THE PRE-CONFERENCE PROCESS
Observation is to last a minimum of 35 minutes Administrator will take notes on what is
“OBSERVED” in domains 2 (classroom environment) and domain 3 (instruction)
Administrator’s notes are to relate what is observed and cannot be subjective
All elements in domain 2 and 3 will receive a rating of unsatisfactory, needs improvement, proficient, or distinguished
FORMAL OBSERVATION
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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.
Teacher will receive the teacher effectiveness rubric to “self-assess” their lesson observed.
Teacher will have no more than one week to complete the rubric and return it to the administrator that observed him / her.
Administrator will schedule a post-conference upon completion of the teacher self-assessment
FOLLOWING THE OBSERVTION
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PURPOSE OF THE POST-OBSERVATION CONFERENCE
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.
To select and agree upon two areas of instruction that will be highlighted and looked for during the walkthrough
Observation will be placed in Teacher Compass Teacher and administrator will sign the signature
form for meeting attendance
A walk-through utilizing the appropriate PDE form will be conducted by the administrator
The walk-through is unannounced Only the two areas identified during the post-
conference will be noted during the walk-through The walk-through will last 15 minutes The administrator will take notes and the walk-
through will be placed in Teacher Compass
FORMAL WALK-THROUGH
MASD INFORMAL
OBSERVATION
Informal observation is unannounced Observation is 15 minutes in length Informal observations may be conducted on
Level II professional employees after 6 years of service
Danielson’s rubric are utilized in the informal observation
A summary is written of components seen during the observation
Observer looking for components of the district motto.
INFORMAL OBSERVATION
Planning and Preparation◦ 8 elements
Classroom Environment◦ 10 elements
Instruction◦ 14 elements
Professionalism◦ 7 elements
INFORMAL RUBRICS
Teachers are evaluated in all 39 elements Teachers receive a:
◦ Yes - was observed◦ No - was not observed◦ NA - not applicable
Not applicable was included for those education professionals who may not teach in a classroom
Observation notes are included after each domain
Notes are to show what saw “seen” and not perceptions or opinions of the administrator
INFORMAL OBSERVATION
What is a personal academic goal? What am I to assess? What happens if my students don’t show
growth? How much growth do students need to
show? Will I receive an unsatisfactory rating?
DISCOURSE
Goal must address a standard within the teachers’ grade level and/or academic area.
Goal is to be attainable and not all encompassing. Goal is to be submitted to building administrator
for approval. Every student who takes / has that particular
class with the teacher are to be assessed◦ Example: All students who take gym◦ Example: All 8th grade students that take World
Language (rotated through 4 nine week grading periods)
TEACHERS’ ACADEMIC GOAL
Teacher is to collect data by testing students on the academic goal chosen.◦ Elementary teachers test class◦ Secondary teachers test every student of that
course / class First test given at the start of the school
year. Same data collection tool used after May
15. ◦ Teacher to submit data to building principal as
evidence of student growth / regression
TEACHERS’ ACADEMIC GOAL
1. Hello A. Hola B. Guten Morgen C. Bonjour D. Guten Tag
2. How are you?
A. Wie geht’s? B. Ça va? C. ¿Qué tal? D. Comme çi comme ça?
3. Please
A. Merci B. Por favor C. Danke D. Bitte
4. My name is…
A. Me llamo… B. Es fruet mich… C. Ich heisse… D. Je m’appelle…
5. See you later…
A. A tout a l’heure B. Bis später C. Auf wiedersehen
Bitten schön
PERIOD 6 0KB 5 4 -1MB 5 8 3AC 5 8 3SF 2 6 4BH 3 3 0CJ 4 5 1MK 1 6 5JP 1 7 6HS 5 6 1JS 2 5 3RT 1 4 3MW 5 8 3PERIOD 8 0AK 2 4 2SB 6 5 -1HD 3 5 2LE 3 6 3JE 6 7 1PH 2 6 4KJ 2 2 0KL 2 7 5JM 6 5 -1MR 0 3 3TT 2 3 1CR 2 7 5
Baseline Score Final Score GrowthAVERAGES 3.514705882 5.805970149 2.083333333
TEACHER EVALUATION SYSTEM
50% - Teacher Observation 15% - PSSA / Keystone Data 15% - Teacher Specific Data
◦ Personal Academic Goal◦ Students receive pre- post test on a standard
selected by the teacher 20% - Elective Data
◦ Attendance data◦ Common Assessments◦ Plato Testing, Dibbles, etc.
TEACHER EVALUATION SYSTEM
Teacher Compass is an on-line program that houses all district observations / evaluations.
Reports can be generated for individual teachers and the building.
Videos for professional development are available to attach to teacher observations.
TEACHER COMPASS
Components of Teacher Compass:◦ Teacher listing◦ Rubrics◦ Videos for professional development◦ Individual teacher reports◦ Building report for Walk-throughs◦ Data analysis for building / teacher strengths and
concerns
TEACHER COMPASS