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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
http://illinoisasa.wikispaces.com/home
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
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 [email protected]
217-741-0466http://
richvoltz.edublogs.org