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The Common Core State Standards and Teacher Evaluation Making the Connection Name of School
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The Common Core State Standards and Teacher Evaluation
Making the Connection
Name of School
Objectives for Today
• Review the requirements in our teacher evaluation system and make connections to our transition to the Common Core State Standards.
Foundational Information
All Students College & Career Ready
The Outcome
• Demonstrate independenceComprehend & evaluate complex textsConstruct effective argumentsConvey intricate & multifaceted
informationDiscern a speaker’s key pointsAsk relevant questions
Defining College & Career Readiness
Build strong content knowledge Respond to the demands of
audience, task, purpose, & discipline
Comprehend as well as critique Value evidence Use technology & digital media
strategically Understand other perspectives
& cultures
College & Career Ready
Table Talk
How do these overarching goals of the
Common Core compare to the goals of past Florida state standards?
Many of the changes you are experiencing are necessary because of College & Career Readiness initiatives like the Common Core.
Success in College & Career Readiness initiatives requires systemic change... it’s more than just some new standards.
Requires Systems Change
FL DOE Summer Institute, 2012
In Florida…
The systemic changes include creation of new evaluation systems.
~and~ Effective use of the
evaluation systems is a necessary support for a successful transition to Common Core. FL DOE Summer Institute, 2012
Teacher Evaluation
Evaluation instruments are a tool to focus attention on research-based practices that impact student learning growth on academic standards. FL DOE Summer Institute, 2012
Using Evaluation Documents
The Florida evaluation INSTRUMENTS are intended to support:
More timely and useful feedback
A focus on issues that matter most to improve student learning
FL DOE Summer Institute, 2012
Teachers & Leaders Must Focus On…
The Right Content (Common Core & NGSSS)
High-Effect Size Instructional Practices
Teamwork
FL DOE Summer Institute, 2012
FL DOE Alignment Documents
Standards-Based Instruction (SBI)
• Evaluation instruments focus attention on research-based practices that impact student learning growth on academic standards
• Indicators in the evaluation instrument allow priority attention and feedback on SBI and Common Core
• In Florida, inter-related systemic elements come together... including how to use evaluation systems to support college & career readiness & Common Core transition
SBI & Common Core
State Model for Teacher Evaluation 42 indicators focus on SBI and Common Core
Danielson Framework for Teaching14 components and over 100 of the critical attributes focus on SBI and Common Core
Florida State ModelFramework for Teacher Evaluation
Domain 1: Classroom Strategies & Behaviors• Routine segments• Content segments• On-the-spot segments
41 elements
Domain 2: Planning & Preparation• Lesson and units• Use of materials & technology• Special needs of students
8 elements
Domain 3: Reflecting on Teaching• Evaluating personal performance• Professional growth plan
5 elements
Domain 4: Collegiality & Professionalism• Promoting positive environment• Promoting exchange of ideas• Promoting district and school
development
6 elements
Total 60 Elementswww.stlucie.k12.fl.us/
Domain 1: Classroom Strategies and BehaviorsThe focus of this domain is on the actions and behaviors that teachers demonstrate and the strategies that teachers use which have a direct effect on student achievement.
Standards-Based Instruction Alignments –Questions to consider in using the indicator to focus on SBI.
Design Question One: What will I do to establish and communicate learning goals, track student progress, and celebrate success?Indicator: Providing Clear Learning Goals and Scales (Rubrics)The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal.
Each course has assigned state standards (Common Core/NGSSS). Does the teacher use these standards as the basis for articulating a clear learning goal for students?
Does the learning goal clearly articulate a desired outcome that aligns to mastery of an appropriate standard?
Is the learning goal specific regarding the particular standard(s) that will be mastered?
Does the scale (rubric) clearly delineate the performance that will be required to determine mastery of the standard?
FL DOE Document: Alignment of State Model and SBI
State Teacher Model
Indicator: Providing Clear Learning Goals & Scales The teacher provides a clearly stated
learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal.
Sample questions that arise with this indicator…..
Does the teacher use the standards in the actual course description as the basis for articulating a clear learning goal for students?
Is the teacher designing learning goals that support, enhance or reinforce anchor standards for Common Core?
Does the learning goal clearly articulate a desired outcome that aligns to mastery of a Common Core or NGSSS standard for that course?
Does the scale (rubric) clearly delineate the performance that will be lead to mastery of a component in a Common Core or NGSSS standard?
Learning Activity 1
Using the guiding questions in the DOE alignment
document, develop 2-3 Common Core strategies related
to areas of focus in your deliberate practice plan.
Florida Approved ModelDanielson Framework for Teaching
Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments
6 elements
Domain 2: Classroom Environment2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space
5 elements
Domain 3: Instruction3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness
5 elements
Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
6 elements
Total 22 Elements http://www.highlands.k12.fl.us/sbhc/
Domain 1: The components in Domain 1 describe how a teacher organizes the content students are supposed to learn. This domain covers all aspects of instructional planning, beginning with a deep understanding of content and pedagogy and an understanding and appreciation of students and what they bring to educational encounters.
Standards-Based Instruction Alignments:Questions to consider in applying the component and its attributes to focus on SBI.
Component: 1a. Demonstrating Knowledge of Content and Pedagogy
The teacher’s plans and practice reflect extensive knowledge of the content, the structure of the discipline and instructional practices. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. The teacher stays abreast of emerging research areas, new and innovative methods and incorporates them into lesson plans and instructional strategies. Critical Attributes: Teacher makes use of extensive use of activities to
engage students in inquiry. Teacher scaffolds skills and relates concepts to
other disciplines. Teacher builds on students’ prior knowledge. Teacher demonstrates a wide range of knowledge of
strategies and best practices related to discipline.
Do lesson plans illustrate how learning will move from an understanding of foundational content to application of information in authentic ways in alignment with the rigor of NGSSS and Common Core standards?
Does the teacher describe how content is related to previous lessons, units or other content specific to course standards?
Does the teacher organize content that builds upon previous information, thereby scaffolding essential critical information present in the course standards?
Has the teacher identified elements of the Common Core standards or NGSSS that will help students make these connections?
Alignment of the Danielson Framework & SBI
Danielson Framework…Component: 1a. Demonstrating Knowledge of Content and Pedagogy
The teacher’s plans and practice reflect extensive knowledge of the content, the structure of the discipline, and instructional practices. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. The teacher stays abreast of emerging research areas, new and innovative methods, and incorporates them into lesson plans and instructional strategies.
Questions That Arise… Do lesson plans illustrate how learning will move from an
understanding of foundational content to application of information in authentic ways in alignment with the rigor of NGSSS and Common Core standards?
Does the teacher describe how content is related to previous lessons, units, or other content specific to course standards?
Does the teacher organize content that builds upon previous information, thereby scaffolding essential critical information present in the course standards?
Is the teacher identifying information which is essential to unpacking the standard for the students?
Has the teacher identified elements of the Common Core standards or NGSSS that will help students make these connections?
Learning Activity 1
Using the guiding questions in the DOE alignment
document, develop 2-3 Common Core strategies related
to areas of focus in your deliberate practice plan.
FCPCS Performance IndicatorsFlorida Consortium of Public Charter Schools
Instructional Design & Lesson Planning
The Learning EnvironmentInstructional Delivery &
Facilitation Assessment Continuous Professional
Improvement Professional Responsibility
& Ethical Conduct
Based on the Florida Educator Accomplished Practices (FEAPs)
Learning Activity 1
Using the guiding questions in the DOE alignment
document, develop 2-3 Common Core strategies related
to areas of focus in your professional
growth plan.
College and Career Readiness
Next Generation Standards
Instructional Shifts: English Language Arts & Literacy
Informational TextText ComplexityAcademic Vocabulary
Text-Based AnswersWriting from SourcesLiteracy in All Contents
Learning Activity 2
Review and discuss the
instructional shifts and reflection
questions for ELA at your tables. Be prepared to share
whole group.
Instructional Shifts: Mathematics
FocusCoherenceFluency
Deep Understanding
Application-Real World Math
Duel Intensity
Learning Activity 2
Review and discuss the
instructional shifts and reflection
questions for math at your tables. Be prepared to share
whole group.
Visible Learning
Finding Best Practices
Hattie, J. (2009) Visible Learning. Rutledge. New York
The major message is simple – what teachers’ do matters.According to Hattie, the most effective teachers:
“…provide students with multiple opportunities and alternatives for developing learning strategies based on the surface and deep levels of learning of content or domain matter, leading to students building conceptual understanding of this learning which is used in future learning.”
The major message is simple – what teachers’ do matters.According to Hattie, the most effective teachers:
“…provide students with multiple opportunities and alternatives for developing learning strategies based on the surface and deep levels of learning of content or domain matter, leading to students building conceptual understanding of this learning which is used in future learning.”
Learning Activity 3After discussing
Hattie’s description of the
most effective teachers, respond
to the reflection question and be
prepared to share your responses
whole group.
Surface LearningDeep LearningConceptual Learning
The foundational purpose of
instruction must center on moving
all students to conceptual
understanding.
Learning Activity 4After reading the information from Hattie on surface,
deep, and conceptual learning, discuss the reflection questions at your table and be prepared to share
your thinking whole group.
AssessingCollege and
Career Readiness
Next Generation Assessments
PARCC Consortium:
A critical element to creating Next Generation Assessments is the development of innovative items that support the implementation of the CCSS and the shifts in instructional practice.
Learning Activity 5
PARCC Prototype
Assessment ItemsELA
Grade 3 TECR Item: RI 3.1 & RI. 3.3Technology Enhanced Constructed Response
Egg
Larva
Pupa
Adult
Traditional items might have asked students to choose one option to “fill in the blank” on a graphic (with three steps already provided), this item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them.
Grade 7: (PCR) Prose-Constructed Response from Research Simulation TaskSummary Essay and Analytical Essay
Grade 10: EBCR RL.10.1 & RL. 10.2Evidenced-Based Constructed Response
Students read a passage from “Daedalus and Icarus” from
Ovid's Metamorphoses Volume Two and
respond to a series of
questions & tasks.
Learning Activity 5
PARCC Prototype
Assessment ItemsMath
Grade 3: 3.OA (Operations & Algebraic Thinking).7, MP (Mathematical Practice).7
The task illustrates a fluency standard. Each grade K-6 includes one or two fluency standards that set an explicit expectation for accurate and reasonably fast computation.
Grade 7: 7.RP.2b., 7.RP.2d & MP.2Ratios & Proportional Relationships
57
High School Math: Performance Based TaskItem from the Charles A. Dana Center
Golf Balls In Water
Final Thoughts
Evaluation as a Connecting Tool
Teacher Evaluation Systems
High-Effect Instructional Practices
Common Core
Questions and Reflection
