From Compliance to Quality

Teacher Effectiveness in PA:

PIL Institute 2012Tracy Hinish, Sunny Minelli Weiland and Cristine Wagner-Deitch

Housekeeping Items – Post-It Notes: Parking LotPolicyLegislationSpecific Domain/Rubric

WelcomeWelcome……

Requirements for pilot schoolsHow their thinking about good teaching compares to the research about good teaching

That the Framework represents good common sense, and much that we already know, about teaching

The form and content of Domains 1, 2, 3 and 4

Learning Intentions: Learning Intentions: Participants will learn. . .Participants will learn. . .

1. Defensible definition of teaching

2. Differentiation of evaluative processes

3. Evidence-driven process

4. The role of teacher learning

5. Transparency

5 “Best Practices” for Teacher Evaluation

 Worksheet #1

Wisdom of Good Practice 

Qualities of Good Teaching Tied to Student Learning 

Qualities of Good Teaching

Directions

Independently, on the left side of your paper, please respond to the following question:

What are the qualities of teaching most tightly tied to student learning?

At the cue, Pair-Share your list with an elbow partner

Debrief

1.Planning and Preparation

2.The Classroom Environment

3.Instruction

4.Professional Responsibilities

Connections to the Domains

Think about feedback that you have given to a teacher on an observation report or feedback you have received as a teacher.

With a partner, share 2 examples and the impact the feedback had on you or the teacher.

Reflecting On Past Practice

That telling a teacher what we think of their teaching will change it

That NOT telling them what we think will change it

That telling them what to do will cause it to happen

That one or few conversations will work

That our “superstars” don’t need real feedback

Evaluation Assumptions…

Domains 1 and 4

Domains 1, 2 and 3

Domains 1, 2, 3, and 4

Domains 1, 2, 3, and 4

Agreed Upon Areas of Focus

Start with a defensible definition of good

teaching that is studied, and understood, by all

stakeholders.

Best Practice…

Let evidence, not opinion, anchor the process.

Best Practice…

is a factual reporting of events

may include teacher and student actions and behaviors

may also include artifacts prepared by the teacher, students or others

is selected using professional judgment by the observer and/or the teacher

is NOT clouded with personal opinion or biases

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.

Types of Observation Evidence

Mr. Clean is extremely organized.

Ms. Oscar’s interactions with students are inappropriate.

Mr. Pedagogy demonstrated smooth transition between instructional activities.

Miss Iquotient knows a lot about what she is teaching.

Mr. Deadline is unaware of time constraints when it comes to paperwork.

Statements of Evaluation…

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

The Domains

A Framework for Teaching:Components of Professional Practice

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Identifying the Domain and Components Worksheet

Worksheet #2Identifying the Domain and Components

  A. _____ Students are greeted at the door by Ms. G as they enter the room.  B._____ Mr. J asks students, as part of the lesson, to brainstorm examples of primitive tools.

Scavenger Hunt

At your table, please read each of the scenarios

As a table team, please decide which Domain and with which Domain, Component and Element the scenario best aligns. For those of you who have had Domain training, this will serve as a good refresher, and for those of you who have not had training, it will serve as a good introduction to navigate the framework.

Ms. C. has organized the new unit of study on the water cycle around the science content standards and the scope and sequence outlined in the pacing guide.

Scenario #1…

Domain 1: Planning and Preparation

1e: Designing Coherent Instruction

Element: Lesson and Unit Structure

Scenario #1…

Following a series of lessons on the Bill of Rights, Mr. L. distributes a quiz to his grade 8 social studies class. The worksheet contains 25 multiple choice questions about the topic. The students are given 10 minutes to complete the quiz and then correct their own papers. In groups, students discuss the reasons for correct answers; Mr. L. circulates to offer assistance.

Scenario #2…

Domain 3: Instruction

3d: Using Assessment in Instruction

Element: Student Self-Assessment and Monitoring of Instruction

Scenario #2…

After his first hour geography class, Mr. M. concluded that the lesson was successful because everyone received an “A” on the quiz.

Scenario #3…

Domain 4: Professional Responsibilities

4a: Reflecting on Teaching

Element: Accuracy

Scenario #3…

The desks in Mr. T.’s second grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner.

Scenario #4…

Domain 2: Classroom Environment2e: Organizing Physical Space

Element: Arrangement of Furniture and Use of Physical Space

Scenario #4…

“Best” definitions of good teaching include more than that which we

can see, making observation important but insufficient in

teacher evaluation.

“Best” definitions must be research-based, inclusive

and exclusive

Defensible Definition

Domains 1 and 4

Domains 1, 2 and 3

Domains 1, 2, 3, and 4

Domains 1, 2, 3, and 4

Agreed Upon Areas of Focus

Pre-Conference Video

1. Review the Pennsylvania Form for Domain 12. The teacher will be asked to complete this form

before the pre-observation conference3. What evidence will the teacher be providing for

the pre-observation conference? 4. Reflect on what clarifying and probing questions

you might ask5. At the cue, Pair-Share

1. Review the Pennsylvania Form for Domain 2 & 32. What evidence will you be collecting during the

observation? 3. At the cue, Pair-Share

Doing the Observation

Post-Conference Demonstration

What were your overall impressions of the conference?

What suggestions/feedback did the observer make to the teacher?

How did the teacher respond?

Individually:

What suggestions/feedback did the observer make to the teacher?

How did the teacher respond?What changes in Teacher Practice might you expect to see as a result of this conference?How would you know?

Debrief as a Group:

Try calling on genders more equally.

Make sure all students are paying attention.

Make sure your assessment actually matches the learning goals

Aim for posing more higher-order questions.

Make sure your feedback is substantive, accurate, constructive, timely, and specific.

ObserverSuggestions/Feedback

Language for the Post-Observation: Language for the Post-Observation: Words NOT to UseWords NOT to Use

DefendProveArgueConvinceAvoid language that suggests opposition Avoid language that might bring about a

defensive response

04/19/23 PBevan, D.ED

Language for the Post-Observation Language for the Post-Observation ConferenceConference

Say more about. . . Tell me about the evidence for. . .Let’s look at the rubric for. . . What is the best match for. . .Could you share background about…Could you share any professional development

that contributed to…In what ways have you reflected on…In your reflection, could you share what you

might change about…

04/19/23 PBevan, D.ED

Using Page 5 of Participant Materials, individually reframe the suggestions as questions.

Suggestions - questions

With your group:Discuss the questions created

Which ones might elicit the most teacher reflection? Why?

Suggestions - questions

Reflect for a moment –

How many hours on average do you spend on a complete “cycle” of teacher evaluation?

Estimate the total number of written evaluations you have done X hours = hours you have devoted

What impact has this had on improving teaching practice?

“This takes too much time.”

A few thoughts from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching…

Teaching is highly complex work…

The higher level of performance in the framework for teaching represent both greater experience and increased expertise…

Levels are levels of performance of teaching, not of teachers…

Wrap-Up…

Of all the approaches available to educators to promote

teacher learning, the most powerful is that of professional

conversation.

Talk About Teaching!Charlotte Danielson2009, Corwin Press

Pre-Observation Conference Priority component: 1e (Designing Coherent

Instruction)

Observation Priority components: 3c, 3d (Engaging Students in

Learning, Using Assessment in Instruction)

Post-Observation Conference

Walkthrough

Phase II Requirements

Next Steps…

Participation Options for TE:Teacher Evaluation Phase IIISIG Districts implementing a Transformational Model

Race to the Top RecipientsPrincipal Effectiveness is Coming As Well

Number of participants your choice: Teachers/Buildings/Administrators

IU Provides 2 days of Training for AdministratorsComplete

1 Formal Observation 1 Walk through

Report all DataShare reflections on the process

Phase III Volunteers

Required to Participate10% of teachers in 2012-13 IU to train Administrators (2 days)Complete

1 Formal Observation 1 Walk through

Report all DataShare reflections on the process

SIG Transformational Schools

District wide – not school wide IU Provides 2 days of Training for AdministratorsComplete

1 Formal Observation 1 Walk through

Report all DataShare reflections on the processMust have 100% of all buildings and all teachers by the end

of 3 yearsMust Participate in Principal Effectiveness Training

Race to the top districts

Strategic/Cultural LeadershipManagerial LeadershipLeadership for LearningSchool and Community Leadership

Domains for Principal Effectiveness

Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference

Teacher and Evaluator meet to discuss the upcoming lesson framed around the following:  

Question Stems:   1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for groups

or individual students? 1c. What do you want students to learn during this lesson?   1d. What resources were considered for this lesson and rejected? Why? What resources

will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like?   Evidence is added to the lesson plan document that emerges from the pre-observation

conference.

Step # 1: Pre-Observation(Focused on Domains 1 & 4)

Before

Before

Evaluator arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)  

Types of Observation Evidence: Scripting of Teacher or Student comments Descriptions of Teacher and Student behaviors Numeric information Environment

Remember:    Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a

good way?  Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric

data (tally marks) Evaluator does NOT retype observation

Step # 2: Observation(Focused on Domains 1,2, & 3)

During

During

Teacher and Evaluator do not need to meet during Step #3.

With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach.

Evaluator provides Teacher with completed observation form from Step #2.  

Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator

Teacher returns the observation form to Evaluator with their additions

Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference 

Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees

Step # 3: Preparing for the Post-Conference

(Focused on Domains 1,2, 3, & 4)AfterAfter

Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson  

Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.

Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.

Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the evidence for that in

this lesson

Step # 4: Post-Teaching Collaborative Assessment

(Focused on Domains 1,2, 3, & 4)AfterAfter

During the Post Observation Conference – an area of focus is determined

Plan of action determinedWalkthrough is conducted to monitor and provide feedback on the actions being taken to reach goals.

Teacher given a copy of the evidence by the end of the day

Step # 5: Walk-Through(Focused on agreed upon area of concentration)AfterAfter

How can you tie what you learned today into your existing PIL course?

Ticket out the door! Reflect on this process. Please

document connections to Pennsylvania Inspired Leadership Initiative and how you might facilitate this! Turn to a partner and share.

Thinking Ahead…