The Card SortThe Card Sort

Does this help?

◦Yellow ~ Domain 1◦Blue ~ Domain 2,◦Pink ~ Domain 3 ◦Green ~ Domain 4

Do you need to make a change?

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RewriteRewrite

Select one scenario at your table

Determine tentative LOP

Report out ~

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Pages 5 - 8

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Focus Questions for Domain 2

2a: The distinguished level of this component refers to individualizing respect. Give an example of what this means.

2b. What is the difference between this component, A Culture for Learning, and 2a, Respect and Rapport?

2c. At the distinguished level of this component, students manage some of the classroom procedures. Which procedures are appropriate for students to manage? Why?

2d: In the distinguished level of this component, the teacher’s management of student behavior is “subtle and preventive”. Give some examples of this type of management.

2e: What do students have to be specifically taught in order for them to function at the distinguished level of this component?

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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. The role of teacher learning5. Transparency

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Rule # 1Rule # 1

Start with a defensible definition of good teaching

that is studied, and understood, by all

stakeholders.

The Framework for Teaching!

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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

7

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

8

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

1. Defensible definition of teaching

2. Differentiation of evaluative processes

3. Evidence-driven process

4. Teacher learning integral

5. Transparency

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Differentiate the processes of evaluation for novices, experienced teachers and

teachers at risk.(growth plans, independent studies, etc.)

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Qualities of a Professional Growth Qualities of a Professional Growth Plan ~ Plan ~

1. The development of the plan begins with a self-assessment of the teacher’s current, typical practice on all 22 components of the Framework.

2. The project is narrow and deep, not broad and shallow. Usually one component of the Framework is the focus of the plan, for which the teacher articulates the current level of practice and the target level of practice.

3. The plan is focused upon improving student learning and articulates the evidence of this that will be collected. In other words, the plan should state what students will learn or learn differently because of the plan.

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Qualities of a Professional Growth Qualities of a Professional Growth Plan ~ Plan ~

4. The plan involves backward design and task analysis. That is, the teacher will state the target level of performance, what the features of that level are, and specifically what steps will be taken to achieve it.

5. The majority of the work done for the plan is job-embedded. This means that teachers will accomplish at least a portion of their plan during regular teaching.

6. The plan should articulate the amount and types of evidence to be collected, of both student learning and plan implementation. In other words, what is the evidence to be brought forth that shows a) that the plan was implemented, and b) that student learning was, or was not, changed. A well-designed, well-implemented plan could still result in student learning not being impacted, and this is not considered a fault of the work necessarily. What is important, rather, is that the evidence provided helps to explain the reasons, along with teacher reflections.

7. The professional growth plan concludes with the teacher’s self-assessment of their practice on all twenty-two components of the Framework.

8. The teacher articulates how the key learnings and outcomes of the plan will be shared with their colleagues.

04/20/23

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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Let evidence, not opinion, anchor the

process.

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Evidence or Opinion?Evidence or Opinion?1. The teacher has a warm relationship with the

students.2. The teacher said that the South should have

won the Civil War.3. The table groups were arranged in 2 x 2 pods. 4. The materials and supplies were organized well.5. Wait time was insufficient for student thinking.6. The teacher stated that students have learned

to add 2-digit numbers in preparation for today’s lesson.

7. 6 students, questioned randomly, did not know the day’s learning goals.

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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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Review of Evidence #1

The teacher’s directions were vague.

Specific: 7 students raised their hands to ask for clarification on the directions

The teacher made a smooth, major adjustment to the lesson.

Specific: The teacher stopped the lesson, said she could tell students were confused, and regrouped them according to their understanding

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SCENARIO E/O? Rewrite DCOpinion asEvidence

1. Ss in Mr. T’s biology class don’t seem to like him.

2.T has difficulty managing several instructional groups.

3.First day of class ~ Mrs. H takes roll “correct me if I mispronounce yourname.”

4.Ss experimenting with batteries, bulbsand wire. Two Ss borrow supplies totake home.

5.The classroom is attractive and cheerful

Discuss whether observation is:•E/O ? If O then,

• Rewrite• Domain/Componet

Daily Lesson Plan Daily Lesson Plan Questions…Questions…

1c: What will students learn?

1e: How will you teach it to them?

1f: How will you measure which students learned it? (look

at handout ~ Formative Assessment Tools)

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Domain 1:Domain 1: Planning and PreparationPlanning and Preparation

Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments

Domain 4: Professional Responsibilities

Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

Domain 4 and Student Domain 4 and Student LearningLearning

Skim the rubrics in Domain 4.

Have a table conversation about HOW these

components might impact student learning.

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Step # 1: Pre-ObservationStep # 1: Pre-Observation(Focused on Domains 1 & 4)(Focused on Domains 1 & 4)

Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference

T and E meet to discuss the upcoming lesson framed around the following:  

Question Stems:   1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson

for groups or individual students? 1c. What do you want students to learn during this lesson?   1d. What resources were considered for this lesson and rejected? Why? What

resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look

like?   Evidence is added to the lesson plan document that emerges from the pre-

observation conference. 04/20/23 22

Step # 2: ObservationStep # 2: Observation(Focused on Domains 1,2, & 3)(Focused on Domains 1,2, & 3)

E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)  

Types of Observation Evidence: Scripting of Teacher or Student comments Descriptions of Teacher and Student behaviors Numeric information Environment

Remember:    Collect evidence from Students – “What are you learning?; Is what you’re

doing hard in a good way?  Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record

relative numeric data (tally marks) Evaluator does NOT retype observation

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Step # 3: Preparing for the Post-Step # 3: Preparing for the Post-ConferenceConference

(Focused on Domains 1,2, 3, & 4)(Focused on Domains 1,2, 3, & 4)

Teacher and Evaluator do not need to meet during Step #3.

With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach.

Evaluator provides Teacher with completed observation form from Step #2.  

Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator

Teacher returns the observation form to Evaluator with their additions

Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference 

Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees 04/20/23 24

Step # 4: Post-Teaching Collaborative Step # 4: Post-Teaching Collaborative AssessmentAssessment

(Focused on Domains 1,2, 3, & 4)(Focused on Domains 1,2, 3, & 4)

Teacher meets with Evaluator to reflect on lesson –

Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.

Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.

Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the

evidence for that in this lesson 04/20/23 25

Teacher Observation Map ResourceTeacher Observation Map Resource

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Before During AfterStep #1 - Pre-Observation: D1, D4 Step #2 - Observation: D1, D2, D3 Step #3 – Preparing for the Post-

Teaching Conference: D1, D2, D3, D4

Step #4 –Post-teaching Collaborative Assessment: D1, D2,

D3, D4T completes Step #1 lesson plan in advance and sends to evaluator two days in advance of planning conference T and E meet to discuss the upcoming lesson framed around the following: Question Stems: 1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like? Evidence is added to the lesson plan document that emerges from the pre-observation conference.

E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2) Types of Observation Evidence:

-Scripting of T or Ss comments

-Descriptions of T and S behaviors

-Numeric information

-Environment Remember: Collect evidence from Ss – “What are you learning?; Is what you’re doing hard in a good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks)

E does not retype observation

T and E do not need to meet during Step #3. With prerequisite training, the T can engage in Step #3 independently or with the support of a coach.  E provides T with completed observation form from Step #2. T is provided with an opportunity to add evidence to the observation form that may have been overlooked by E T returns the observation form to E with their additions T completes the self-assessment rubric (they may highlight phrases in multiple levels of the same component) and returns back to E prior to the post-teaching conference E highlights or checks only the areas on the self-assessment with which they agree

T meets with E to reflect on lesson -Evidence not required for each D4 component for this one lesson  E. notes components of agreement and then invites teacher to take the lead in discussing the other components. Conversation Stems: -Comment on the evidence for . . .-Let’s look at the rubric for . . .-Tell me more about …. -What’s the backstory for . . .-Describe what led you to …-Expand on your thinking about . . . -What are your thoughts on your reasons for . . . -Talk about your thinking for that choice .. . -Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson Avoid: Avoid language that suggests opposition that may bring about a defensive response (language that suggests “defend, prove”) Components are collaboratively rated. Evaluator is the rater of record in the event of non-agreement. Evidence is the basis.

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

27

Collecting Evidence Collecting Evidence Watch the 3rd grade lesson preconference and classroom lesson.

Collect evidence of what you see and hear.

If you aren’t sure where to write the evidence, just write it.

This is practice; relax.04/20/23 28

Evidence collection handout

Quick practice…

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Domain1: Content and Pedagogy, Knowledge of Students, Selecting Outcomes, Knowledge of Resources,

Coherent Instruction, Designing Assessment

Domain 4: Reflection, Recordkeeping, Family Communication, Professional Community, Growing and Developing

Professionally, Professionalism

Domain 2: Respect and Rapport, Culture for Learning, Managing Procedures, Managing Student

Behavior, Organizing Physical Space

Domain 3: Communication, Questioning, Engagement,

Assessment, Flexibility

Level of Performance ~ 3Level of Performance ~ 3rdrd Grade VideoGrade Video

Now look over the Assessment and Commentary Handout

Discuss LOPs

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Points about EvidencePoints about EvidenceAll questions are not about 3b

Engagement is about the nature of the work and who does it

Formative assessments should assess whether EACH student met the objectives.

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Remember…Remember…• Teachers get a copy of the evidence immediately following the

lesson.

• Teachers may add to the evidence.

• Teachers use the evidence to complete a self-assessment.

• Teachers assess the lesson by highlighting the appropriate rubric phrases.

• Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE.

• The observer reviews the teacher’s evidence prior to the post.

• The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post.

• The observer LEAVES BLANK the components of difference prior to the post.

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The Purpose of the PostThe Purpose of the PostTo discuss the components of

difference (not yet marked by observer)

To elicit any evidence that still remains to be added about the lesson

To arrive at an assessment on the rubric for components of difference.

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Engaging Students …Engaging Students …

What is the Bloom’s nature of the work?

How many students have to do each task?

Do the tasks have multiple correct pathways/responses?

Are the tasks” mental tippy toes” for students?

Is there genuine struggle involved?

Are they connected to daily life? Do students “build” their own

learning?

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35

PDE’s Latest…PDE’s Latest…

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Teacher Rating – Act 82

Failing = Unsatisfactory

Needs Improvement (first time in 10 years) =

Satisfactory Needs Improvement (second

time in 10 years) = Unsatisfactory

Proficient = Satisfactory

Distinguished = Satisfactory

About The PDE Evaluation Form

Expected release in late spring 2013 (must use spring 2013-2014)

Will be based on numerical scores by Domain (0-3)

Off Stage Domains Each = 20% (40% of Danielson portion of the pie)

On Stage Domains Each = 30% (60% of Danielson portion of the pie)

There will be cut scores to be rated Satisfactory or Unsatisfactory

This form will replace 5501, 426, 427 & 428

About The PDE Evaluation Form

Domain 1 = 20%

Domain 2 = 30%

Domain 3 = 30%

Domain 4 = 20%2

1

4

3

Summative Form…Summative Form… Classroom Teacher Rating Form…

Domain

Title *Rating

(A)

Factor

(B)

Earned

Points (A X B)

Max Point

s

I. Planning and Preparation

  20%   .60

II. Classroom Environment

  30%   .90

III. Instruction 

  30%   .90

IV. Professional Responsibilities

  20%   .60

Rating Value

Failing 0

Needs Improvement

1

Proficient 2

Distinguished

3

Multi Measure Calculations…Multi Measure Calculations…

Building Level Score (0 – 105)

82.0

(2) Building Level Score Converted to 3 pt. rating

2.10

(3) Teacher Specific Rating 1.80

(4) Elective Rating 1.80

Conversion to Performance Conversion to Performance Rating…Rating…

Total Earned Points Rating

0.00 – 0.49 Failing

0.50 – 1.49 Needs Improvement

1.50 – 2.49 Proficient

2.50 – 3.00 Distinguished

Final Teacher Effectiveness Rating ~ Final Teacher Effectiveness Rating ~ All MeasuresAll Measures

Measure Rating (C)

Factor (D)

Earned Points (C X D)

Max Points

(1)Total teacher Practice Rating

2.30 50% 1.15 1.50

(1)Building Level Rating

2.25 15% 0.34 0.45

(1)Teacher Specific Rating

2.30 15% 0.35 0.45

(1)Elective Rating 0.00 20% 0.00 0.60

Total Earned Pts     1.83 3.00

DRAFT(4/15/13)

DRAFT(4/15/13)

DRAFT(4/15/13)

DRAFT(4/15/13)

DRAFT(4/15/13)

DRAFT(4/15/13)

04/20/23 Region 5

Questions…Questions…

47

Cheryl Giles-Rudawski(717) 732-8400 X8639cgiles@caiu.org

04/20/23 Region 5

Contact InformationContact Information

48