Teacher Evaluation Presentation Township of Ocean School District

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2012-2013

…“adoption of a research based observation

framework and rubric that includes at least four

differentiated levels of performance.”

Acting Commissioner

February 8, 2012

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www.oceanschools.org

Summer Training for Administrators

July 17, 18 2012

Objectives

To use a rubric to distinguish between four levels of performance

To internalize the indicators of teaching effectiveness

To apply the Framework for Teaching to instructional practice

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Domains

Components

Elements

Framework for Teaching

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The Domains

Domain 1: Planning and Preparation Domain 2: The Learning Environment Domain 3: Instructional Practice Classroom Strategies & Behaviors

Domain 4: Professional Responsibilities & Collegiality

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The Framework for Teaching

Domain 1: Planning & Preparation

• Demonstrating Knowledge of Content and Pedagogy

• Setting Instructional Goals

• Designing Coherent Instruction

• Plans Aligned with NJCCCS/CCSS

Domain 3: Instructional Practice, Classroom Strategies & Behaviors

• Communicating Clearly and Accurately

• Using Questioning and Discussion Techniques

• Engaging Students in Learning

• Using Assessment in Instruction

• Demonstrating Flexibility and Responsiveness

Domain 2: The Learning Environment

• Creating an Environment of Respect and Rapport

• Establishing a Culture of Learning

• Managing Classroom Procedures

• Managing Student Behavior

Domain 4: Professional Responsibilities

• Participating in a Professional Community

• Demonstrating Professionalism

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ELEMENT

Levels of Performance

Directions

and

Procedures

Teacher

directions and

procedures are

confusing to

students.

Teacher

directions

and

procedures

are clarified

after initial

student

confusion.

Teacher

directions

and

procedures

are clear to

students.

Teacher directions

and procedures

are clear to

students and

anticipate possible

student

misunderstanding.

Ineffective Partially

Effective

Effective Highly Effective

DOMAIN 3: INSTRUCTIONAL PRACTICE

CLASSROOM STRATEGIES AND BEHAVIORS

Component: Communicating Clearly and Accurately

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P L A N N I N G A N D P R E P A R A T I O N

P l a n s a r e a l i g n e d w i t h N J C C C S a n d C C S S

L e v e l o f P e r f o r m a n c e

INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE

Standards are not identified in the submitted plans.

Plans are aligned to standards, but not the most current.

Plans are

aligned to

the most

current,

appropriate

standards.

Plans are aligned to the most current, appropriate standards and reflect interdisciplinary alignment.

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This distinction is significant, because it reflects the fact that performance is highly variable; whereas at a general level there are patterns and consistencies, any individual lesson may be highly successful or it may fall apart.

Source: From Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (p. 39), by C. Danielson, 2007, Alexandria, VA: ASCD.

The levels of performance are of teaching, not of teachers.

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Let’s Summarize

Ineffective: The teacher does not appear to understand the concepts underlying the component. (Drowning)

Partially Effective: The teacher appears to understand the concepts

underlying the component and attempts to implement its elements, but implementation is not entirely successful. (Dog Paddle)

Effective: The teacher clearly understands the concepts underlying the

component and implements it well. (Good swimmer)

Highly Effective: The teacher exhibits very high performance in the component. (Competitive swimmer)

Source: From Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (p. 39), by C. Danielson, 2007, Alexandria, VA:

ASCD.

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After viewing the following video, rate the lesson: Ineffective, Partially Effective, Effective, or Highly Effective.

Domain 3: Instructional Practice, Classroom Strategies and Behaviors •Using Questioning and Discussion Techniques:

A few students dominate the discussion

Teacher makes a genuine attempt to engage students, with uneven results (Ineffective) •Engaging Students in the Learning:

Inappropriate for students’ age and background

Students are not mentally engaged(Partially Effective) •Using Assessment in Instruction: Teacher’s feedback to students is uneven and its timeliness is inconsistent (Partially Effective)

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Domain 3: Instructional Practice, Classroom Strategies & Behaviors Component: Demonstrating Flexibility and Responsiveness

Use the rubric provided to determine the level of teaching for the component, Demonstrating Flexibility and Responsiveness.

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Confidential

Ineffective

Partially Effective Effective Highly Effective

Township of Ocean School District Teacher Observation

Teacher: Date Observed: 05/15/2012

Department/Subject Area: Time:

Observer: Marion Conrad School:

Objective

Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Setting Instructional Goals Designing Coherent Instruction Lesson Plans are aligned with NJCCCS or CCSS

Learning Environment Creating an Environment of Respect and Rapport Establishing a Culture of Learning Managing Classroom Procedures Managing Student Behavior

Instructional Practice and Classroom Strategies

Communicating clearly and accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness

Professional Responsibilties & Collegiality

Participating in a Professional Community Demonstrating Professionalism Summative Lesson Rating

Levels of Performance Descriptors

The teacher does not appear to understand the concepts underlying the components. The teacher appears to understand the concepts underlying the components but implementation is not entirely successful.

The teacher clearly understands the concepts underlying the components and implements them well. The teacher exhibits very high performance. J

Time for Questions

and Comments

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