Teacher evaluations using technology

transcript

Teacher Evaluations Using Technology

Goals for Presentation

“Think of Students First”

To be able to know, describe and inform teachers what is effective

instruction

Resources for Teacher Evaluation

• Danielson Frameworks

“Fundamental Fairness”

Learn how to use technology to

enhance classroom walkthroughs and teacher evaluation

Performance Counts Act

Largest PAC donor in Illinois, $1.8M

A great teacher and principal for every student.

Data systems that tell us if students are on track and principals

and teachers are helping their students adequately progress.

College and career ready graduation

standards

Four out of five citizens believe it

should be easier for principals to let

ineffective teachers go – even if they

have tenure.

Three quarters of citizens believe that

we should base tenure on how

effective a teacher is at getting students to grow academically – not just on seniority.

Teacher Evaluation

Principal Evaluation

Administrators need to do more...

• We need to evaluate teachers better.

• Need accountability systems

• Pressure will be on administrators

2009 Urban Institute book.Its conclusion: Firing the least effective 6 to 10 percent of teachers would catapult American kids from near the bottom of the international pack in academic achievement to the top ranks.

Widget Effect

What does the research say?

Linda Darling-Hammond (2010)

• Under half of all teachers receive continuous professional development, mentoring or coaching or engage in peer observation as a result of evaluation.

• Ninety percent of teachers participate in one or two-day workshops or conferences to fulfill professional development requirements

• Professional development should center on

• Student achievement

• Lesson study

• Peer observation and coaching

• Ongoing learning opportunities embedded in practice.

NASSP Statement• States and districts should include multiple measures of

performance.

• Evidence of a teacher’s knowledge of subject matter;

• Skill in planning, delivering, monitoring, and assessing students’ learning;

• Skill in developing and maintaining positive relationships with students, parents, and colleagues;

• Knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs;

• Commitment to students’ learning to their utmost potential

Thomas Friedman

“75 percent of young Americans, between the ages of 17 to 24, are unable to enlist in the military today because they have failed to graduate from high school, have a criminal record, or are physically unfit.”

Do you need some inspiration to act courageously?

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Being an effective evaluator is hard!

School leadership is second only to

classroom teaching as an influence on

pupil learning.Source: International Center for Leadership in Education

“Without substantive conversations about real classroom practice, not

much transfer, reflection or application to teaching

practice will occur.”(Hord & Summers, 2008, p. 104)

"It is our job to know what is effective teaching practices and to hold

teachers accountable."Dr. Mike Schmoker

Do all your teachers?

• Check for understanding?

• Teach the adopted district curriculum?

• Utilize common assessments on a regular basis?

• Provide remediation based on data?

• Engage students?

• Teach bell to bell?

• Have students read, write, and discuss?

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Would you train teachers to learn how to pass out papers?

No Opt Out

Student does not know answer, teacher goes to another student. First

student is called on again to state answer.

Do you believe teachers can improve

by watching other excellent teachers?

Classroom Walkthroughs

Gather data points on teacher performance and discuss with all teachers.

Look for active engaged student learning.

Look for teachers who require students to read, discuss, and write about what they have read.

Checking for understanding is very important.

Have a common core curriculum and common quarterly assessments.

Doug Reeves• Classroom walkthroughs can be valuable

if they

• Are not judgmental

• Have the fingerprints of local teachers and administrators all over them

• Provide timely and effective feedback to teachers

• Are used primarily for improving teaching and learning

Secretary Duncan“The New Normal: Doing More With

Less”

Do not slash instructional timespent on task, eliminate the arts and foreign languages,

abandon promising reforms, and lay offtalented, young teachers.

Choose Documents from the drop down “more” menu.

Choose “Form” from the

“Create New” menu

Name the form, whatever you name the form that is what it will

be saved as.

You can include text below name to explain purpose of the

Determine Purpose

• Staff Development

• Evaluative Purposes

Do Not Mix The Two

If Staff Development

• Recommend building administrators not participate in their own teachers.

• Determine a focus based on research on good teaching.

• Limit visit to three to five minutes.

• Get in. Get out. Gather 300 or more data points.

If Evaluation

• Make it perfectly clear to teachers.

• “When I (building administrator) am doing walkthroughs data could be used for evaluative purposes.”

Walkthroughs counter pre-

arranged “teacher observation-evaluation”

process.

Determine what data you want to

collect.

Examples• Student engaged learning.

• Student centered objective posted and communicated.

• Student knowledge of lesson objective.

• Technology being used.

• What is teacher doing?

• What are students doing?

• Teaching bell to bell?

What are you looking

Do you need to explain

the question?

Click on pencil to

Click here to make

recorder answer this question.

Question possible answers.

To add items click on “Add

item” in upper left

corner.

When sending form make sure you do it from “Form” drop down box, and then “Send form.”

Do not send from spreadsheet.

Enter email addresses here

Smartphones

iPads or Tablets

Link to my podcasthttp://bit.ly/IPA-

Voltz T-Square Teacher Evaluation

Process

Classroom observation form…

beginning of lesson

What is actually observed.

This half of the paper is what the evaluator actually observes.

Analysis and SuggestionsBeginning of lesson

Begins lesson promptly Review Statement of student

centered objectives Measures student knowledge Prepares appropriate

materials

Actual suggestions for improvement will be stated here for observations.

Actual Classroom Observation

2:10 p.m. Students are talking

What is a force?

Push and pull

What is work?

Use force, energy is needed

When you apply force to an object, what happens?

Force is used to move an object

Next unit is machines

What machines have you used this morning?

Toaster, stove, microwave, car, bus, alarm, fan, clock, bike, TV, computer, toilet, light, super-nintendo

• Simple machines have none or one working part

Yes – begins lesson promptlyYes – reviewsNo – gave no student objectivesYes – measures student knowledgeYes – prepares appropriate materials

Teacher calls on students who have hands raised

Calls on Natalie but she offers no answer and teacher goes to another student, next time use the “wait” concept and stay with student and give clues until student answers.

Anecdotal Notes Analysis & Suggestions

middle of lesson

Analysis and SuggestionsMiddle of lesson

Teaches to objectives Uses guided practice Re-teaches when appropriate Uses independent practice Varies teaching technique Actively engages all students Involves students equitably Demonstrates appropriate proximity Demonstrates knowledge of subject matter Uses proper transition between activities

Actual suggestions for improvement will be

stated here for observations.

Simple machine has no or few moving partsAmanda – can I write all items that are simple machines in my home for extra credit.Teacher asks students to get out supplies for assignment in class.Several students do not have supplies.Teacher becomes aggravated at students for not having materials and goes up to one girl’s box of crayons and dumps the crayons on the floor and tells the girl that she had previously been told to better organize her box and to start over now to organize.

Yes - Teaches to objectives No - Uses guided practice No - Re-teaches when appropriate No - Uses independent practice No - Varies teaching technique Yes - Actively engages all students Yes - Involves students equitably No - Demonstrates appropriate proximity No - Demonstrates knowledge of subject

matter No - Uses proper transition between

activities

Student makes comment and teacher ignores. Teacher could have offered to all class or could have re-directed student to task on hand.

You should never embarrass a student in front of all the other students. This was not the only student with an unorganized crayon box. You should have taught organizational skills earlier

end of lesson

Analysis and SuggestionsEnd of lesson

Assesses student progress Summarizes main points Provides appropriate homework Utilizes full period for instruction Uses consistent and equitable

praise Maintains rapport and respect

with students

Actual suggestions for improvement will be stated here for observations.

No - Assesses student progress Yes - Summarizes main points No - Provides appropriate homework Yes - Utilizes full period for instruction No - Uses consistent and equitable praise No - Maintains rapport and respect with

students

This student consistently interrupts you, corrects your teaching and you cannot control her behavior. You need to have a personal conference with her and explain your expectations and hold her accountable and apply consisted discipline for infractions.

You could have made this unit much more interesting by bringing in simple machines, by demonstrating the use of a lever, pull nail from wood, etc…

•What is a machine?

•What is a simple machine?

•What is a moving part?

•Tess – I didn’t know you had a screwdriver in your kitchen.

•What did you learn today?

•Simple machine

•3 parts to a lever

•Asks several different students what they learned in calls.

•For extra credit you need to make a lever from this handout.

•This will not work with paper, you will have to use cardboard.

•Reminds students to take science papers home tonight.

The Rest of the “Story”Evaluate all teachers on a regular

basis with daily observations by administrators.

Dismiss “questionable” non-tenure teachers.

Keep the “heat” on teachers who fail to improve.

Instead of going through the State of Illinois “Teacher Dismissal Process” make life “tough” on poor teachers. Force the poor teacher into resigning with

or without a buyout.

Reflective Conference

Let evidence,not opinion,

author the process

Concept of Inter-Rater Reliability

Fundamental Due Process

Have you shared everything with the

teacher?

Parent Comments

Discipline Records

Drop Ins

Student Performance Facts