Teacher Supervision Advanced Training in the Danielson Model

AAC #1193Dr. Richard Voltz

IASA Associate Director

Objectives

• Participants will be able to…– Collect data related to the Danielson Frameworks

for Teaching (FFT)– Analyze artifacts and teacher supplied data related

to FFT Domains 1 & 4– Use “coaching strategies” to improve teaching and

instruction as result of the data collection for FFT

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http://richvoltz.edublogs.org.

Coaching

• Teacher has successful experience.• Teacher is rated an effective teacher.• Teacher wants to improve.

Mentoring

• New teacher.• Teacher with a major change in subject and/or

grade level.

Directing (Telling)

• Teacher has been rated “Needs Improvement” or “Unsatisfactory” in any Domain/Component

• Teacher is unwilling to participate in either 4a. “Reflection on Teaching” or 4d. “Professional Learning Community”

New Teacher Evaluation Paradigm

• Evidence Gathering• Teacher Reflection• Conferencing– Coaching– Mentoring– Directing

• Professional Growth Plans

• Evaluator must conduct formal and informal observations — • including pre-observation meeting to

review lesson plan, • and post-observation meeting with

self-reflection• and evaluator feedback (including

relevant evidence).

Dr. Voltz’s Evaluation Protocol6 Steps To Success

Step 1Concentrate on the correct

Domain/Component

22 : 10 : 8 : 1 or is it 1 : 8 : 10 : 22?

Refer to Dr. Voltz’s Leadership Blog article on this subject at http://richvoltz.edublogs.org/

Teaching Strategies

Student repeating…

Student adding on…

Silent Signal…

Opportunity to revise my thinking…

Whole class response…

Say it in hand…say it out loud…

Turn and talk…Explain what and why…

Student teaches…

Reflection & Closure

I think…

It’s Minds On – Not Hands On

Learning – not Doing

Look for “Engaged Learning” evidence only

Danielson: “Students learn because of what they do not

because of what the teacher does.”

How will teacher’s demonstrate this so the evaluator

knows?

When a teacher is engaged in a

teacher centered activity how can

the evaluator record evidence of

student engagement?

Evidence Is…

• What the teacher says and does…• What the students say and do…

• Can it be counted?

• Can it be timed?• Can it be factually summarized?

What aboutDomain 1

(Planning & Preparation)

andDomain IV

(Professional Responsibilities)?

Step 2Get Buy-In On The Process

Involve teacher leaders on all training and discussion concerning

teacher evaluation.

Concentrate on Improving Teaching Not Rating Teaching

Couple teacher evaluation with

professional development

Dr. Tignor’s Idea

http://www.screencast.com/t/c5YjdmW2U

Step 3Change the Focus

First Observe the Student Then The Teacher

Step 4Observe

More

Teacher evaluation based on infrequent, announced classroom visits is

inaccurate, ineffective, and dishonest.

No more…

Increased observations

Teacher evaluations typically look like this...

Each teacher teaches 900 lessons per year, 1,800 for two years

Instead it should

look like this.

It needs to look more like a Gallop Poll, random and 10 times per cycle.

In other words, it will

like this...

10 Observations per cycle

1. Sept. 2013 – Informal Informal (3c. Engaging Students in Learning)

2. Nov. 2013 – Informal (3b. Questioning & Discussion)

3. Informal (3a. Communicating with Students)

4. Dec. 2013 – Informal (3d. Using Assessment In Instruction)

5. March 2014 –May 2014 – Formal

6. August 2014 – Informal (2a. Respect & Rapport)

7. October 2014 – (2b. Establishing a Culture for Learning)

8. January 2015 Informal (2c. Managing Classroom Procedures)

9. March 2015 – Informal (2d. Managing Student Behavior)

10. April 2015 – Formal

Step 5“Reflection is

Key”

The problem is...

After each observation the administrator needs to

REFLECT with the teacher

Does theteacherengage

in reflection

about his/her teaching?

We learn by thinking

about what we do.

Reflective Conversations are the most important part of the teacher

evaluation process.

Discuss and practice writingreflection questions.

Reflective questions

“If you had a chance to do it over, would

you do it the same or differently?”

• What do you want students to know and be able to do?

• How will you know if students know and are able to do it?

• What will you do with students who do not get it?

• What will you do with students who already know it?

Step 6Know When to Play

the Proper Role

When to Coach?When to Mentor?

When to Tell?

Dr. Voltz Teacher Evaluation Timeline

Review SMART Goal(s)

FourDomain 3 Informal Observations

First Formal Observation

FourDomain 2 Informal Observations

First Summative Evaluation

Conduct Reflective Conversation and set SMART goals

Second Formal Observation

Conduct Reflective Conversation and set SMART Goals

Final Summative Evaluation

Hold all teacher evaluation process meetings in the teacher’s classroom

Evaluator needs to sit/stand in the classroom to see the eyes of the

students

Step 1Review of previous SMART goals

Step 2Conduct four focused Domain 3 informal

observations

Step 3Conduct one formal observation

Pre-Observation

Formal Observation

Teacher and Evaluator analyze Domains 2 & 3

Evaluator asks reflection questions

Summative Evaluation including SMART goals

Step 4Teacher reviews status on SMART goals

Step 5Conduct four focused Domain 2

informal observations

Step 6Conduct second formal observation

Difficult Conversations

Coaching Strategies

Listen Deeply

• What is the primary area the teacher wants to improve?

• What has the teacher done in the past in an attempt to solve the issue? What was the outcome of these attempts?

• In what area do you as an evaluator think the teacher needs to improve.

Listen for Commitment

• What does the teacher want? (coaching, advice, feedback, etc…)

• Why is the teacher asking for coaching at this time? Is it just because of the evaluation process? Does the teacher really want to improve?

• What does the teacher want to happen?• What commitment do you hear from the

teacher?

Clarify the Facts

• Separate facts from interpretation and share your observations of the teaching.

• Are there areas needing improvement?• What does the teacher need to know?• What is getting in the way?• What has the person done to resolve their own

deficiencies?• What is your evidence of the person trying to

improve?

Generate Possible Solutions

• What are some solutions?• What could be done differently?

Design an Action Plan

• What specific action(s) is the teacher willing to make?

• By when?• What support is needed?• Put this in SMART goal format.• Follow-up.

Leader As Coach

• Are you a good listener?• Do you ask more questions than give answers?• Are you patient with the individuals’ problems

or do you jump in to solve before you have even heard the whole story?

• Do you give regular feedback to the teacher?

For additional information contact:

Dr. Richard Voltzrvoltz@iasaedu.org

217-741-0466http://

richvoltz.edublogs.org