TCRP TEACHER ADVISORY PANEL MEETINGOctober 2011

Derrick Chau, VP Instruction

Diane Fiello, TCRP Coach

http://TCRPalliance.wordpress.com/

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• To learn the process of how evaluators will collect evidence for rating during the teacher evaluation process

• To provide feedback on the options for determining overall teacher evaluation ratings

Objectives

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1. Introductions

2. Evidence Collection in the Teacher Evaluation Process

3. Overall Teacher Evaluation Rating Determination Options

Agenda

• Opportunity to learn more about TCRP• Conduit of information to school staffs• Opportunity to shape TCRP systems• Leadership and growth opportunity• Provide critical feedback from many different

perspectives (schools, grades, content areas)

Teacher Advisory Panel Purpose

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DRAFT

Teacher Evaluation ProcessStage 1

Lesson Plan

Teacher

1) Reviews student data2) Prepares lesson plan/ submits to observer

Observer

1) Reviews lesson plan2) Collects evidence using lesson plan3) Formulates questions

Evidence GatheredDomain 1

Pre-Observation Conference

Teacher

1) Prepares presentation2) Shares with observer3) Answers observer’s questions

Observer

1) Hosts conference2) Listens to presentation3) Asks questions4) Collects evidence

Evidence GatheredDomain 1

Stage 2

Classroom Observation

Teacher

1) Teaches lesson2) Collects student work from the lesson

Observer

1) Observes lesson2) Speaks with students3) Collects evidence4) Provides evidence collected to teacher

Evidence GatheredDomain 2Domain 3

Stage 3

Reflection

Teacher

1) Prepares and submits: -student work samples -lesson reflection -self-ratings

Observer

1) Reviews student work samples and lesson reflection2) Collects evidence 3) Prepares initial ratings

Evidence GatheredDomain 4

Post-Observation

Conference

Teacher

1) Discusses student work analysis and reflection2) Discusses self-ratings3) Makes suggestions for improvement

Observer

1) Hosts conference2) Discusses student work samples, reflection, and initial ratings3) Makes suggestions for improvement5) Finalizes ratings

Ratings Finalized

Domains 1-4

Evidence is a factual reporting of events• It may include teacher and student actions

and/or 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.

What Is Evidence?

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• Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.”

• Non-evaluative statements of observed teacher or student behavior:Teacher presented the content from the front of room.

• Numeric information about time, student participation, resource use, etc.:[9:14 – 9:19] Two groups started on the assigned project immediately, one group talked for five minutes before starting.

• An observed aspect of the environment:Desks were arranged in groups of four with room to walk between

each group.

Types of Observation Evidence

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• Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking.

• A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness.

Example: “Mrs. T does so much for the school, she is an excellent teacher.” The actual classroom evidence may not support the rating of the teacher as “excellent.”

Defining Bias

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• Assessor bias• Leniency• Central tendency• “Halo” or “Horns” effect

Other Threats to Observer Accuracy

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The teacher says today’s activities are an extension of the math unit.

Evidence, but could be stronger by using quotes

The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior.

Opinion. Teacher spent 8 minutes 9:05-9:13 distributing materials for the lesson. David and Jose played around. Brandee laid her head on her desk. Janette wrote a note and passed it to her neighbor.

Evidence v. Opinion

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The new table arrangement encourages concentration and controlled interaction with neighbor

Opinion. All students at all tables contributed to group discussion

“I assure you that today’s lesson will be quite interesting.”

Evidence. Quote is directly from the teacher.

Evidence v. Opinion

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• Based on the lesson plan for Ms. Battey, what evidence would you select for 1.1A Selection of Learning Objectives?

Topic: Patterns; Linear & quadratic equations

This lesson is a continuation of the study of patterns; recognizing, describing, and extending patterns

Learning Intentions / Lesson Objectives: What do you expect students to know?

Understanding of linear functions as a mathematical representation of proportional relationships (M3e); Solves equations symbolically, graphically, and numerically, especially linear, quadratic, and exponential equations; and the use of the quadratic formula for solving quadratic equations (M3j).

Success criteria: What will students do to demonstrate that they have attained the objective?• Students will recognize, describe, and extend patterns with linear and quadratic

equations• Students will represent patterns numerically, algebraically, and geometrically• Students will use problem solving strategies, and will explain the strategies and

rationale for selecting specific strategies.

Practice Collecting Evidence

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• Now look over the exemplar evidence collection for the lesson plan you received

• What questions/concerns do you have about this process?

Practicing Evidence Collection

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• Evaluators have been certified in the process of evidence collection and rating

• Certification involves alignment across evaluators to ensure calibration for evidence collection and ratings

• The teacher evaluation process is designed to be based on evidence collected throughout the evaluation process

Evidence Collection

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• All teachers are expected to receive mid-year and end-of-year evaluations.

• Overall evaluations (especially Domains 1-3) consist of multiple ratings events.– Example: End-of-year overall rating for Domain 2

includes ratings from two formal observations and several unannounced observations

• How should the overall teacher evaluation ratings be determined?

Overall Teacher Evaluation Ratings

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1. Read through the descriptions individually.

2. Answer any questions about the options.

3. Without discussion, poll representatives.

4. Pair and share

5. Brainstorm questions/issues/concerns/other options?

6. Poll representatives again

Feedback on Overall Ratings

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• Thank you for your participation in the TCRP Teacher Advisory Panel!

• Please complete the four square session feedback form

• Sign out and leave your form next to the sign out sheet

Exit Ticket