teacher effectiveness for language learning
DESCRIPTION
Teacher Effectiveness for Language Learning. Lisa A. Harris, Ed.D . Virginia Department of Education Specialist for Foreign Languages. Jennifer Carson, M.Ed. Virginia Beach City Public Schools Coordinator, World Languages. Learning Objectives. - PowerPoint PPT PresentationTRANSCRIPT
Teacher Effectiveness for Language Learning
Lisa A. Harris, Ed.D.Virginia Department of EducationSpecialist for Foreign Languages
Jennifer Carson, M.Ed.Virginia Beach City Public Schools
Coordinator, World Languages
After this session, participants will be able to: Identify correlations between the Virginia Standards for
the Professional Practice of Teachers of Foreign Languages(VSPPT-FL) and the Teacher Effectiveness for Language Learning (TELL) Framework.
Discuss how the TELL Criteria support the development of professional development plans for Foreign Language teachers.
Use the TELL Project’s products as a foundation for professional development planning on an individual, school, division, or state level
Learning Objectives
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THE VIRGINIA STANDARDS FOR THE PROFESSIONAL PRACTICE OF TEACHERS
(VSPPT)
Uniform Performance Standards
VSPPT/FL Background
Virginia Standards for theProfessional Practice
of Teachers
Approved by the Virginia Board of Educationon April 28, 2011, effective July 1, 2012.
http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf
How will teacher performance be documented?
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Multiple Data Sources
Observations
Portfolios/Documentation Logs
Student Surveys
Self-Evaluation
Measures of Academic Progress• Student Growth Percentiles• Student Achievement Goal Setting• Other Valid Measures
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Goal Setting for Student Progress
• Appropriate measures of academic progress are determined • During first month of school, teachers set goals for improving student
progress based on the results of performance measures • Midyear review of student progress goal; modify strategies• End-of-year review of goal attainment
Observations • Probationary teachers observed many times throughout the year• Continuing contract teachers observed several times a year• Additional observations at building administrator’s discretion • Observations last the duration of a full lesson
Documentation Log
• Includes both specific required artifacts and teacher-selected artifacts • Artifacts provide evidence of meeting selected performance standards• Provides teacher with opportunity to demonstrate quality work• Evaluator reviews annually (by end of first semester for probationary
teachers; before last week of school for all teachers)
Student Surveys
• Teachers survey their students prior to end of first semester (e.g., K-8: survey entire class; if students change classes, survey two classes;
9-12: survey two classes per semester)• Teachers enter summary of the results in their Documentation Log
Recommended Data Sources
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Data Collection Procedures
Data Collection Procedure Form(s) Evaluator Teacher
Informal Observations Informal Classroom Observation Form Formal Observations Formal Classroom Observation Form Student Surveys Student Survey Forms (1-2, 3-5, 6-8, 9-12)
Student Survey Summary Portfolios/Documentation Logs Table of Contents Self-Evaluation Teacher Self-Evaluation Form Measures of Academic Progress Goal Setting for Academic Progress Form Reviews/approves Selects/develops
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Teacher Performance Standard
Percentage Contribution to the Summative Rating
Standard 1 10%
Standard 2 10%
Standard 3 10%
Standard 4 10%
Standard 5 10%
Standard 6 10%
Standard 7 40%
Performance EvaluationStandard Weighting
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The Virginia Foreign Language Professional Development
Framework (VA-FLPD)
Based on the VSPPT and the TELL Project
The Virginia Foreign Language Professional Development Framework
• Collaborative Effort• Research based• Model for individual, school, and/or
division level plans• Correlated with VSPPT/FL and the TELL
Project• On the Web at: www.flavaweb.org/
Uniform Standards
• Standard 1: Professional Knowledge• Standard 2: Instructional Planning• Standard 3: Instructional Delivery• Standard 4: Assessment of and for Student Learning• Standard 5: Learning Environment• Standard 6: Professionalism• Standard 7: Student Academic Progress
What is TELL?
TELL Guiding Principles
Core Beliefs
The identified teacher characteristics and behaviors
represent the model world language teacher.
Core Beliefs
World language teachers can become models if the model
teacher is defined.
Core Beliefs
The identified characteristics and behaviors are intended to guide
individual teacher growth toward the model and are not
necessarily tied to teacher appraisal.
The Virginia Standards
• Standard 1: Professional Knowledge• Standard 2: Instructional Planning• Standard 3: Instructional Delivery• Standard 4: Assessment of and for Student Learning• Standard 5: Learning Environment• Standard 6: Professionalism• Standard 7: Student Academic Progress
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TELL FrameworkPreparing for Student Learning
AdvancingStudent Learning
Supporting Student Learning
EEnvironment
LEThe Learning Experience
CCollaboration
PPlanning
APerformance and Feedback
PRProfessionalism
LTLearning Tools
VSPPT #5
VSPPT #2
VSPPT #3
VSPPT #4
VSPPT #5
VSPPT #6
VSPPT #6
Teache r Effec t i veness f o r Language Lea rn ing
Introduction Framework Implementation
SELF-ASSESSMENTS
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SCENARIO 1
Division Implementation
Division Implementation
Curriculum Leader - Full-day Workshop• research on student achievement• 3 core beliefs of TELL• small group discussions about characteristics
Division Implementation
Teachers • use self-assessment tool to determine current adherence to the criteria.• Select top 3 choices for growth for the semester.• Inform the supervisor.
A Division Coordinator’s Perspective
“I believe the TELL Project will help us better support teachers and retain them in our profession. Teachers, like students, need to have clear expectations and understandings of what an effective teacher looks like and how they should strive to perform in today’s world language classroom and community.”
Dawn Samples, SC
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SCENARIO 2
School-level Implementation
Department Implementation
• Present research on student achievement.• Study the 7 domains in meetings & in-service days.• Take the Self-Assessment.• Make a decision about professional
development needs based on Self-Assessment results.
• Administrators support implementation.
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SCENARIO 3
Individual Teacher Implementation
Individual Teacher Implementation
• Review the 7 domains.• Take the self-assessments to determine areas
for growth.• Tape lessons and use observation instruments.
Foundational Criteria
Framework Documents Foundational Criteria
Choosing goal areas
• Full TELL Self-Assessment Inventory– All domains and criteria– Just one or two of the 7 domains
• Foundational Criteria Inventory– Starting with the essential criteria in all 7 domains
Decide on the assessment method that is appropriate for you or your group, using:
Using goals to enhance individual professional development
Select goal areas
Identify related topics and questions
Search for professional development options related to the goal:– College courses– Conference sessions– Regional workshops– Look for correlations in offerings
Teachers’ Perspectives
“The TELL document has helped me to re-evaluate my teaching from a variety of standpoints; from how I plan and assess, to how I collaborate with students and other stakeholders, to how I set goals for becoming a more effective teacher.”
Dorothy McFarland
Teachers’ Perspectives
“I recommend it be used like a pilot uses his checklist before, during, and after flight as a guide to focus on all the many facets that are instrumental in assisting our kids navigate their journey as they learn a new language and culture.” Dennis Groters, TX
Resources for Implementation
• Correlations to VSPPT• Formative Observation Instruments• Administrative observation
instruments• Correlations to research• Research and articles• Exemplars
TELL Self-Assessment and VSPPT/FL
TELL Criteria and PD
Partner Initiatives
• FLAVA conference correlations• Washington & Lee University FLTWS
(webinars)• VCU Title VI grant applications• Regional PD workshops• VDOE support
VDOE
• State-wide survey• MOPI Institute• Archived videos• Teacher Direct• PD calendar (SOL Events)
Teacher Direct
More direct line of communication with classroom teachers and educators
Includes:• Content-specific news and information for
teachers & students• Information about new instructional resources• Professional development calendar• Grant opportunities
SOL Events
• Searchable online calendar• TELL survey will help determine offerings• Updated as events are identified
– VDOE– Professional organizations– Community groups– Regional trainings– Online sessions
Self-Assess
Describe the correlation between the VSPPT and TELL
Discuss how the VSPPT relate to foreign language teaching.
Tell how the VA-FLPD supports professional development for Foreign Language teachers.
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Find information and resources on the Virginia Standards for the Professional Practice of Teachers and Student Goal Setting on the Web at:http://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml
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Find information and resources for the TELL project on the Web at:
www.tellproject.org
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WWW.FLAVAWEB.ORG/
Find the VA-FLPD Framework on the web at:
Do TELL!
Teachers can take the professional development goals survey at:
http://www.surveymonkey.com/s/75Y5LHT
Thank You!
For information about foreign language initiatives in Virginia please contact:
Lisa A. HarrisSpecialist for Foreign LanguagesVirginia Department of Education
P.O. Box 2120Richmond, VA 23218-2120
Tel: 804-225-3666Fax: 804-786-1597
E-mail: [email protected]