Welcome to . . .Welcome to . . .

Doing Teacher Evaluation Right: 5 Critical Elements

04/19/23 PBevan, D.ED

Why Evaluate TeachingWhy Evaluate Teaching

Quality Assurance

Professional Learning

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Today’s Goals: Participants Today’s Goals: Participants

will learn . .will learn . . The five best practices of teacher

evaluation

The nature of the distinguished level of performance and how to work toward it

How to conduct a walk-through

How to conduct coaching conversations in the post-teaching conference

04/19/23 PBevan, D.ED

5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. The role of teacher learning5. Transparency

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Overarching QuestionOverarching Question

Who does the thinking? Therefore, who does the learning and growing?

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Rule # 1Rule # 1

Start with a defensible definition of good

teaching that is studied, and understood, by all

stakeholders.

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The DomainsThe Domains

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice

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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

1.3-B

Defensible DefinitionDefensible Definition

“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

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RubricsRubrics

Teaching is a performance. Performances are

measured using rubrics.

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L E V E L O F P E R F O R M A N C E

UNSATISFACTORY NEEDS IMPROVEMENT OR

PROGRESSING PROFICIENT DISTINGUISHED

Classroom interactions, both between the teacher and students and among students are negative, inappropriate, or insensitive to students’ cultural backgrounds, and are characterized by sarcasm, put-downs, or conflict. Standards of behavior are not clear or visible in the classroom.

Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Minimal evidence of clear standards of behavior being visible in the classroom.

Classroom interactions, between teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Standards of behavior are clear and visible and there is evidence that standards are consistently maintained.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. Evidence that the teacher places a high priority on appropriate and respectful behavior and interaction and behavior standards are clear and consistent.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Figure 6.7

Distinguished Distinguished PerformancePerformanceExtensiveIntensiveAnticipatory/preventiveIndividualizedIntegratedStudent-ledAccuratePersistent

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Exploring the Distinguished Exploring the Distinguished LevelLevel

List the components that articulate students’ roles as leaders of learning

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The Role of StudentsThe Role of Students

1f2a, 2b, 2c, 2d, 2e3b, 3c, 3d4b, 4c

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What do students need to learn What do students need to learn to be able to behave in these to be able to behave in these ways? ways?

Be specific in your language about the necessary learnings for students.

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““formulate high-level formulate high-level questions”questions”Teach levels of questions: Bloom’sInvite students to locate such questions

in their workInvite students to pose questions

across the taxonomy, about their workInvite students to pose questions of youInvite students to pose questions of

each other. Provide feedback Track performance

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““and insure that all voices and insure that all voices are heard”are heard”Techniques for tracking Ss

participation for youShare these with SsAsk them to use these on specific

occasionsProvide feedback

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““insuring all voices are insuring all voices are heard” heard” Invitational languageQuestions posed to unheard

voicesProvide feedbackGeneral other stems

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Where Can I Teach It?Where Can I Teach It?

What are some “entry points” in the existing curriculum for teaching these learnings over time?

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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

04/19/23 PBevan, D.ED

Overarching QuestionOverarching Question

Who does the thinking? Therefore, who does the learning and growing?

04/19/23 PBevan, D.ED

5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

04/19/23 PBevan, D.ED

Rule # 3Rule # 3

Let evidence, not opinion, anchor the process.

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Observation-based Observation-based Assessment:Assessment:Process Process and and EvidenceEvidence

1. Pre-Observation: D1, D4

2. Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and

addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment

Rubric: Teacher leads

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The Walk-ThroughThe Walk-ThroughUnannounced“Quick-take”5 – 15 minutesCan be of off-stage domains

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EvidenceEvidence

Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher.

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1.5-A

Types of Observation Types of Observation EvidenceEvidence 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.

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2.2-A

Who Collects/Provides Evidence?

Both teacher and evaluator

Evaluation is not done TO you; it is done with you and for

you

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Overarching QuestionOverarching Question

Who does the thinking? Therefore, who does the learning and growing?

04/19/23 PBevan, D.ED

5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

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““Narrative-Free” Narrative-Free” EvaluationEvaluationThe rubric contains the narrative

Select the language that matches the evidence

The teacher participates in language selection

The highlighter is the toolA summative domain statement is optional

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Rule # 4Rule # 4

Conduct evaluations in such a way that they produce

teacher learning.

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Professional LearningProfessional Learning

“Learning is done by the learner; it is mental WORK.”

- Charlotte Danielson

Who does the mental work in your evaluation process? (Overarching

Question)

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Supporting Teachers Supporting Teachers CorrectlyCorrectly

Directive Collaborative Non-Directive

From evaluator to teacher

Back and forth From teacher to evaluator

Immoral, illegal, dangerous, no ideas to contribute

Both have ideas to contribute

The teacher deserves to take the lead

Drowning Swimming Championship Swimming

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The Post Teaching The Post Teaching ConferenceConference

Evaluator is positioned as a learner

Directive behavior only when called for

Evidence and the rubric are the focus◦ “Say more about. . .”◦ “What is the evidence saying. . . ?”◦ “Provide an analysis of the evidence. . .”◦ “What other facts. . . ?”

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Framing Suggestions as Framing Suggestions as QuestionsQuestions

Telling is less effective than asking.

Asking produces teacher thinking.

04/19/23 PBevan, D.ED

5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. Teacher learning integral5. Transparency

04/19/23 PBevan, D.ED

Today’s Goals: Participants Today’s Goals: Participants

will learn . .will learn . . The five best practices of teacher

evaluation

The nature of the distinguished level of performance and how to work toward it

How to conduct a walk-through

How to conduct coaching conversations in the post-teaching conference

04/19/23 PBevan, D.ED

Dr. Paula M. BevanDr. Paula M. Bevanpbevan@penn.compbevan@penn.com814/371-1118 814/371-1118

The Danielson Groupwww.danielsongroup.org

04/19/23 PBevan, D.ED