Aligning Academic Review and Performance Evaluation (AARPE) Session 1 Day One Virginia Department of Education Office of School Improvement

Aligning Academic Review and Performance Evaluation

(AARPE)

Session 1 Day One

Virginia Department of EducationOffice of School Improvement

Technical AssistanceInitially Offered 2014-15

1. Overview and Purpose• To improve instruction and instructional leadership practices by

strengthening the alignment between the Performance Standards for Teachers and Principals and the Lesson Planning, Lesson Observation, Professional Development, and Leadership Academic Review Tools.

• To develop sample evidence for the sample performance indicators in Teacher Performance Standards for professional knowledge, instructional delivery (planning), assessment of and for learning, and learning environment. The sample evidence for each performance indicator will become a tool that can enhance your observation tools. (District and School Leadership)

• To enhance feedback skills of building and district leaders.


2. Outcomes Each participant will• Set clear and measurable goals for his/her work.• Implement action steps with fidelity.• Monitor and provide feedback.• Adjust based upon monitoring and data.• Repeat the cycle.


3. Roles/responsibilities• District staff will lead this professional development for principals of

all second year accredited with warning schools. All OSI training materials will be available to district staff.

• Principals/district staff will use their own work as a starting point and will bring a predetermined number of completed walkthrough feedback forms and formal observation documents to each session throughout the year.

• Principals, appropriate district staff, and OSI-approved personnel will conduct monthly walkthroughs and formal observations per the established timeline. (OSI-approved personnel will not conduct walkthroughs and observations with second year warned schools.)

• District staff will support and monitor principals’ delivery of professional development on the sets of sample evidence developed to appropriate school staff.


4. Professional Development Norms• Arrive on time and stay the entire session.• Be an active participant. Complete in-session

and between-session work.• Reserve school/district/personal business for

established breaks.• Maintain confidentiality.• Use the Parking Lot to indicate additional

professional development needed/desired.

Essential Questions1. How do the components and criteria of

the selected academic review tools align with the Teacher Performance Evaluation Standards lesson observation tool?

2. How do we use these tools for school improvement?

3. How do we know we are making progress?

4. What are the next steps?

What is the Taught Curriculum?

The Taught Curriculum is the enactment or implementation of the Written Curriculum by a teacher with a specific group of students.

Evidence:• Lesson Plans• Lesson Observations (formal observations)

Main Components for both Lesson Plans and Lesson

Observations

• Alignment with/of Standards, Big Ideas, and Objectives

• Sequence/Pacing• Student Learning Experiences• Assessments• Supporting Resources

Reading the Tool

Term What it Means

No ImplementationNone or few of the elements are present for Functional Implementation; this component is ineffective.

Limited Implementation

Some or most elements of Functional Implementation are present; this component is partially effective.

Functional Implementation

All the elements needed for effectiveness are present.

Full ImplementationAll the elements for Functional Implementation are present AND at least one other element is in place for this component to be highly effective.

Basic Component: Alignment with/of Standards, Big Ideas, and Objectives (Lesson Observation: Handout pg 1)

Objectives

What the student will accomplish during the given lesson, including the:

• Behaviors students will exhibit to show learning

• Conditions under which the students will exhibit those behaviors

• Criteria the teacher will use to determine whether students meet the objective.

Why Objectives?

• Focus the learning for teachers and students.

• Students show increased achievement when teachers communicate clear objectives to students and provide quality formative feedback to students.

• Students take greater risks and persevere longer when they know the objectives and criteria.

(Brookhart, 2008; Hattie & Timperley, 2007; Shute, 2008).

Objectives and StandardsThe student will create and diagram a functioning series circuit

using dry cells, wires, switches, bulbs, and bulb holders. (Science 4.3b)

Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts.

Objectives and Standards

Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts.

Criteria for Success

Conditions

Behavior

The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. (Science 4.3b)

Basic Component: Sequence/Pacing (Lesson Observation:

Handout pg 2)

Basic Component: Suggested Learning Strategies

(Lesson Observation: Handout pg 3)

Strategies & Average Effect Sizes on Achievement*Strategies

Percentile Gain

Identifying similarities and differences 45

Summarizing and note taking 34

Reinforcing effort and providing recognition 29

Homework and practice 28

Nonlinguistic representations 27

Cooperative learning 27

Setting objectives and providing feedback 23

Generating and testing hypothesis 23

Questions, cues, and advance organizers 22

Building vocabulary 20

Interactive games 20

Student discussion/chunking 17

*Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

*Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

Strategies & Average Percentile Gain on Achievement*

Strategies Percentile Gain

Feedback 37

Instructional Quality 34

Instructional Quantity 30

Direct Instruction 29

Graded homework 29

Acceleration 27

Remediation/feedback 24

Personalized instruction 21

Challenge of goals 20

Peer Tutoring 19

Mastery Learning 19

Questioning 16

Advance Organizers 14

Simulation and games 13

Computer-assisted instruction 12

Instructional media 12

Basic Component: Assessment


The Power of Formative Assessment

“…the most powerful single influence enhancing achievement is feedback.”• Feedback from teachers to students

(e.g., specific feedback on strengths and areas for improvement)

• Feedback from students to teachers (e.g., what they know and do not know, effectiveness of strategies)

*Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

Basic Component: Supporting Resources


Why is Lesson Observation Important?

“…[T]he purpose of supervision should be the enhancement of

teachers’ pedagogical skills, with the ultimate goal of enhancing

student achievement.”

Marzano, R. & Frontier, T. (2011). Effective Supervision: Supporting the Art and Science of Teaching.

Teacher evaluation is not an end in

itself, but a means to an end —

TEACHER IMPROVEMENT.

Davis, D. R., Ellett, C. D., & Annunziata, J. (2002). Teacher evaluation, leadership and learning organizations. Journal of Personnel Evaluation in Education, 16(4), 287-301. p. 288.

Why Evaluation Only Is Not Enough

Making Permanent Changes: The Importance of Leadership

Explicit Training

and Expectations on Needed

Skills

Explicit, Sustaine

d Emphasi

s and Monitori

ng of New Skills

Change in

Practice

Focus of Evidence

STANDARDS & INDICATORS

Teacher Practice

Student Learning

(Evidence is the available body of facts or information indicating whether a belief or proposition is true or valid.)

Main Areas for Evidence Collection during ObservationsStandard 1: Professional Knowledge

Standard 2: Instructional Planning

Standard 3: Instructional Delivery

Standard 4: Assessment of/for Learning (formative assessment)

Standard 5: Learning Environment

Standard 6: Professionalism

Standard 7: Student Academic Progress

Documenting Evidence Tips• Avoid terms that express judgment

(“neat classroom,” “fun activity,” “caring attitude”)

• Avoid words that imply, but do not specify, quantity (“most,” “few,” “several”)

• Stick to the five senses• Remember Who, What, When, Where,

How

How can this evidence for Instructional Delivery be improved?

3.3 Differentiates instruction to meet students’ needs.

Spent the majority of the time on whole class instruction for math though several of the students demonstrated proficiency on the long division process in the first few minutes of class.

How much?How many?

How?

Better Example

3.3 Differentiates instruction to meet students’ needs.

The teacher spent 45 minutes reviewing the steps in the long division process with the whole class though four students correctly completed all steps in the process on the problem introduced during the warm-up activity.

How can this Learning Environment evidence be improved?

5.1 Arranges the classroom to maximize learning while providing a safe environment.

Classroom neatly arranged so students can work in small groups.

How? Desks in groups? Center

areas?

When during the lesson do students

work in small groups?

How is this defined?

Improve this Evidence: One Example

5.1 Arranges the classroom to maximize learning while providing a safe environment.

All desks are arranged in clusters of 5-6. During Explore activity, teacher distributed task cards to each cluster and had them work together to solve the Explore problem.

Division Leadership Basic Components Evaluation Tool

School Leadership Basic Components Evaluation Tool

Division/School Professional Development Evaluation Tool

Using a Standards-Based Observation Form

Standard 1: Professional Knowledge (Teacher)

Sample Performance Indicators:1.1 Effectively addresses appropriate curriculum standards.1.2 Integrates key content elements and facilitates students’ use of

higher level thinking skills in instruction.1.3 Demonstrates an ability to link present content with past and future

learning experiences, other subject areas, and real world experiences and applications.

1.4 Demonstrates an accurate knowledge of the subject matter.1.5 Demonstrates skills relevant to the subject area(s) taught.1.6 Bases instruction on goals that reflect high expectations and an

understanding of the subject.1.7 Demonstrates an understanding of the intellectual, social, emotional,

and physical development of the age group.1.8 Communicates clearly and checks for understanding.

Example Observation1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Effectively addresses appropriate curriculum standards.

Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction.

Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.

Demonstrates an accurate knowledge of the subject matter.

Demonstrates skills relevant to the subject area(s) taught.

Bases instruction on goals that reflect high expectations and an understanding of the subject.

Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.

Communicates clearly and checks for understanding.

Evidence:• Facilitates students’ use of higher level thinking skills in instruction: During

Focus Lesson group discussions, many students state their answers followed by “because” and a verbal justification of how they found the answer. Teacher Uses open-ended questions that encourage student thinking during Focus Lesson whole group debrief (“Can you please tell me what your group found out about your Entrance Cards?”)

Standard 1: Instructional Leadership (Principal)

Sample Performance Indicators:1.1 Leads the collaborative development and sustainment of a compelling shared

vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the division’s strategic plan.

1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to school improvement.

1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness.

1.4 Possesses knowledge of research-based instructional best practices in the classroom.

1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum.

1.6 Provides teachers with resources for the successful implementation of effective instructional strategies.

.

Standard 1: Instructional Leadership (Principal)

Sample Performance Indicators:1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment

to provide timely and accurate feedback to students and parents, and to inform instructional practices.

1.8 Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time.

1.9 Provides the focus for continued learning of all members of the school community.

1.10 Supports professional development and instructional practices that incorporate the use of achievement data and result in increased student progress.

1.11Participates in professional development alongside teachers when instructional strategies are being taught for future implementation.

1.12 Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams).

1.13 Evaluates the impact professional development has on the staff/school improvement and student academic progress.

Standard 1 – Look Fors

Step One: Individual Work - Look through your observations, walkthroughs, and/or written feedback and highlight and label (1.1, 1.2, etc.) any examples of “Look Fors” for Performance Standard 1 Sample Performance Indicators.

Step Two: Assigned Pairs – Combine Look Fors and brainstorm additional examples of “Look Fors” for each of the Performance Standard 1 Sample Performance Indicators. Be sure to have multiple examples for each of the 8 indicators.

Step Three: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table email the list to (INSERT NAME HERE). Include the names of all participants at your table at the bottom of your list. (INSERT EMAIL HERE)

Step Four: (Day Two a.m.) Facilitators share combined lists. Group discusses examples and determines a final list of sample “Look Fors” for each Performance Standard 1 Sample Performance Indicator.

Closure Day 1: Aligning Performance Standards with

Academic Review Tools

Step One: Pairs– Review the Sample Performance Indicators for Teacher Standards 1 and 3 (handouts) and the implementation criteria for the School Lesson Observation Evaluation Tool (handout). Place the number of the Sample Performance Indicator (1.1, 3.1, etc.) beside the “best fit” implementation criteria on the School Lesson Observation Evaluation Tool.

Step Two: Table Groups– Share “best fits” and rationales for choices. Select

what you would consider 3 key “best fits” to share with the whole group.

Step Three: Table to Table– Share insights and uses.

Aligning Academic Review and Performance Evaluation

(AARPE)

Session One Day Two

Virginia Department of EducationOffice of School Improvement

Standard 1: Professional Knowledge (Teacher)

Sample Performance Indicators:1.1 Effectively addresses appropriate curriculum standards.1.2 Integrates key content elements and facilitates students’ use of






Standard 3: Instructional Delivery (Teachers)

Sample Performance Indicators:3.1 Engages and maintains students in active learning.3.2 Builds upon students’ existing knowledge and skills.3.3 Differentiates instruction to meet the students’ needs.3.4 Reinforces learning goals consistently throughout the

lesson.3.5 Uses a variety of effective instructional strategies and

resources.3.6 Uses instructional technology to enhance student

learning.3.7 Communicates clearly and checks for understanding.

Example Observation3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

Engages and maintains students in active learning.

Builds upon students’ existing knowledge and skills.

Differentiates instruction to meet the students’ needs.

Reinforces learning goals consistently throughout lessons.

Uses a variety of effective instructional strategies and resources.

Uses instructional technology to enhance student learning.

Communicates clearly and checks for understanding.

Evidence:• Communicates clearly and checks for understanding: Directions for Focus

Lesson posted on chart paper and on student worksheets. Walks around and informally checks independent work on Entrance Card/Warm-Up and provides a sticky note. Uses Exit Cards during Whole Group Closure.

• Differentiates instruction to meet students’ needs: All students work on the same activities and receive the same lesson during small group/center time. Teacher spends 15 minutes working with groups A and B and 20 minutes working with group C, who showed difficulty with the material during the Entrance Card/Warm-up activity.

Standard 3 – Look Fors Activity

Step One: Individual Work - Look through your observations, walkthroughs, and/or written feedback and highlight and label (3.1, 3.2, etc.) any examples of “Look Fors” for Performance Standard 3 Sample Performance Indicators.

Step Two: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table email the list to (Enter Name). Include the names of all participants at your table at the bottom of your list. (Enter Email)

Step Three Whole Group - Facilitators share combined lists. Group discusses examples and determines a final list of sample “Look Fors” for each Performance Standard 3 Sample Performance Indicator.

Standard 1: Professional Knowledge

(Final Look For Round)Sample Performance Indicators:1.1 Effectively addresses appropriate curriculum standards.1.2 Integrates key content elements and facilitates students’ use of






Tying It All Together(Making It Real)

Step One: Individual Work - Select one of the observations that you brought with you today. (It can be one from previous activities or a totally different one.) With the sample “Look Fors” list as a tool, revise written feedback for Standards 1 and 3 to provide more specific feedback.

Step Two: Assigned Pairs – Share your revisions with your partner. Partners will provide feedback to each other. Does the written feedback:

Avoid terms that express judgment? Avoid words that imply quantity? Stick to the five senses? Indicate Who, What, When, Where, How? (Remember you do not have to describe

everything, but the more descriptive you are, the more teachers will get from the feedback and the more evidence you will have for the summative rating.)

Step Three: Group Presentations – Each participant will share their revised feedback with their table. Tables will provide feedback based upon bullets in Step Two.

Step Four: Personal reflection: What are my strengths and weaknesses based upon the work from these 2 days? What are my individual next steps based on this reflection?

Questions to Consider:

How Do We Know We Are Making Progress?

1. Are we focusing on teaching and learning in terms of measurable student progress?

2. Have we developed a process for progress monitoring at the classroom level, the school level, and the division level?

3. Do we make adjustments based upon progress monitoring?

Classroom, School, Division

• Set clear and measurable goals• Implement action steps with fidelity• Monitor and provide feedback• Adjust based upon monitoring and data• Repeat the cycle

How Do We Know We Are Making Progress?

Next Steps (Completed by ENTER DATE)

1. Division staff will meet with principals to develop plans for the principals’ delivery of professional development on the sets of sample evidence developed to appropriate school staff. Plans need to include date, time, draft agenda items and be incorporated under the appropriate indicator and task in the SIP.

Next Steps (Completed by ENTER DATE)

2. District/School Next Steps:

Documents

Aligning Academic Review and Performance Evaluation (AARPE) Session 1 Day One Virginia Department of Education Office of School Improvement