Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standards

Teacher Effectiveness: Fulfilling the Promise of the Common Core Standards

The Thoughtful ClassroomTeacher Effectiveness Framework

Presented byTr. Harvey F. Silver EdD.

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How effective has your current teacher evaluation process been in developing the expertise of your teachers and raising the achievement of your students?

1. Not effective2. Minimally effective3. Somewhat effective4. Effective5. Highly effective

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Teacher observation and evaluation is considered by many administrators to be…

“the third rail of education administration;

no one wants to touch it.”

Source: Pollock, J. E. & Ford, S. M. (2009). Improving Student Learning One Principal at a Time (p. 25). Alexandria, VA: ASCD.

Pollock & Ford (2009)

A common thought amongst most administrators regarding teacher observation and evaluation is that these processes

“...gobbled huge amounts of time and effort without g gmaking significant differences in teacher performance, student achievement, or organizational culture.”

Source: Pollock, J. E. & Ford, S. M. (2009). Improving Student Learning One Principal at a Time (p. 25). Alexandria, VA: ASCD.

Pollock & Ford (2009)

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According to a 2008 report called Rush to Judgment: Teacher Evaluation in Public Education…

Most current supervisory and evaluative practices are

How Effective is Your Present Teacher Evaluation Process?

Most current supervisory and evaluative practices are “superficial, capricious, and often don’t even directly address the quality of instruction, much less measure students’ learning.”

Toch & Rothman (2008)Rush to Judgment: Teacher Evaluation in Public Education

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Why Teacher Effectiveness?

1. Growing consensus around teacher effectiveness as the key to raising student achievement and improving schools.

2. Understanding that teacher effectiveness can’t be improved without first improving classroom instruction

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without first improving classroom instruction.

3. Recognition that improving teacher effectiveness is a shared responsibility.

4. Greater accountability for school leaders to raise student achievement by ensuring that all teachers are effective.

5. Belief that education is vital to the prosperity of our nation.

What does it mean

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to be thoughtful?

What’s the Difference Between…

and

and

starting an annuity buying a lottery ticket

planting a rose bush buying a bouquet

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and

anda grade on a report feedback on a report

buying your child a cupcake baking cupcakes with your child

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What’s the difference between a thoughtful teacher evaluation

d th t i d i dprocess and one that is designed simply to meet state mandates?

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A Thoughtful Teacher Evaluation Process is…

Manageable

MeasurableMeasurable

Meaningful

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Manageable

• Can it be adopted using available time and resources?

d il ll i d• Can educators easily collect, retrieve, and analyze data?

• Are there practical procedures and protocols to support the process?

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Measurable

• Are the dimensions and indicators of teacher effectiveness valid?

h b i d b li bl• Are the observers trained to be reliable assessors?

• Will the process help us predict teacher effectiveness?

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Meaningful

• Will it help teachers improve their instructional practice?

• Will it enhance communication about effective teaching between and among teachers and administrators?

• Will it have a positive effect on student achievement?

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A Thoughtful Framework

In this workshop we’ll be looking closely at The Thoughtful Classroom Teacher Effectiveness Framework.

Organization, Rules, and Procedures

Preparing Students for New

Learning

Positive Relationships

Deepening and Reinforcing

Presenting NewReflecting on and Celebrating New

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Reinforcing Learning

LearningCelebrating New

Learning

A Culture of Thinking

and LearningApplying Learning

Engagement and Enjoyment

Professional Practice

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Learning Goal

To understand where The Thoughtful Classroom Teacher Effectiveness Framework came from

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1. Research

40 years of educational research tell us what works…

Category Percentile Gain

Identifying Similarities & Differences 45/25

Research clearly indicates the impact of each of these on student learning:

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Identifying Similarities & Differences 45/25Summarizing & Note‐taking 34/39Reinforcing Effort & Providing Recognition 29Homework & Practice 28/21Non‐Linguistic Representation 27/19Cooperative Learning 27/17Setting Objectives & Providing Feedback 23/40Generating & Testing Hypotheses 23/10Questions, Cues, and Advance Organizers 22/33

Sources: From Classroom Instruction That Works by R. J. Marzano, D. J. Pickering, and J. E. Pollock, 2001, Alexandria, VA: ASCD © 2001 McREL.Classroom Instruction That Works 2nd Edition by C.B., Dean, E.R. Hubbell, H. Pitler, and B.Stone, 2012, Alexandria, VA: ASCD. © 2012 McREL..

1. Research

“The Thoughtful Classroom Program’s great power lies in its ability to explain 35 years of research in a way that is immediately accessible to teachers.”

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Robert J. Marzano, AuthorClassroom Instruction that Works,

and The Art and Science of Teaching

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1. Research

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Over the last five years, we’ve examined all the preeminent teacher effectiveness models and worked with hundreds of schools to assess their strengths, li bili i d bili h l h d

2. Preeminent Teacher Effectiveness Models and Studies

liabilities, and ability to help teachers and administrators improve.

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The MET Project (Measures of Effective Teaching)• The largest study of teacher effectiveness ever undertaken.

• Ongoing study with regular reports.

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• Includes over 3,000 teachers, 44,000 students, and 7,000 observations.

• Funded by the Bill & Melinda Gates Foundation

Gathering Feedback for Teaching (2012)

MET Project Research Paper

Bill & Melinda Gates Foundation

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For example, we learned from the MET study that there is a new condition affecting educators called…

rubricitis.

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rub . ric . i . tis (n) a panic caused by the overwhelming number of rubrics an observer must use to evaluate a teacher

rubricitis.


“When observers are overtaxed by the cognitive load of tracking many different competencies at once, their powers of

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p , pdiscernment could decline.”




3. And most important, educators

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A Framework to Address the Challenges of Teacher Effectiveness

How do the challenges highlighted by these

administrators compare with your ideas?

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Learning Goal

To learn the components of The Thoughtful Classroom Teacher Effectiveness Framework and how it’s both simple and deep

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An Overview of the Framework

—or—

What makes The Thoughtful Classroom

Teacher Effectiveness Framework simple?

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Preparing Students

for New Learning

3 Components

10 Dimensions

The Thoughtful Classroom Teacher Effectiveness Framework

The Five Episodes of Effective Instruction



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Deepening and Reinforcing Learning

Presenting New Learning

Reflecting on and CelebratingLearning

Applying Learning

The Four Cornerstones of Effective Teaching


and Learning


Effective Professional Practice

Component One: The Four Cornerstones of Effective Teaching (Dimensions 1, 2, 3, & 4)

• Universal elements of quality instruction

• Always relevant in any l



classroom

• Without the cornerstones in place in the classroom, student learning will be compromised.

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and Learning


Component Two: Five Episodes of Effective Instruction (Dimensions 5, 6, 7, 8, & 9)

• Good instruction unfolds in a series of learning episodes

• Teachers use these


Learning

Teachers use these episodes to design high‐quality lessons and units

• Ensures observer and teacher are on the same page

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Presenting NewLearning

Reflecting on and Celebrating New

Learning

Applying Learning

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Component Three: Professional Practice(Dimension 10)

• Looking beyond the classroom

• Commitment to:– Ongoing learning

– The school community

– Professionalism

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—or—

Wh t k Th

A Closer Look at the Framework

What makes The Thoughtful Classroom Teacher Effectiveness Framework deep?

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The Value of Essential Questions

• Each of the ten dimensions is driven by an essential question.

• These essential questionsK h l f d h t’ i t t– Keep schools focused on what’s important.

– Promote school‐wide inquiry.

– Foster a common language for instruction and how to improve it.

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Let’s take a closer look at the essential questions for the Four Cornerstones…



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and Learning

Engagement and

Enjoyment

Preparing Students for New Learning


Presenting New Learning Reflecting on and CelebratingLearning



How do you organize your classroom to enhance

learning and establishrules and procedures

that clarify expectations?

How do you build meaningful relationships

with your students and among students to promote learning?

Applying LearningA Culture of Thinking and Learning


How do you develop a classroom culture that promotes serious learning and sophisticated

forms of thinking?

How do you motivate students to do their best work and inspire

the love of learning?

Professional Practice 35

Look at what four 2nd graders said when we asked them to explain what learning meant to them:

What is Learning?

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How do you organize your classroom to enhance learning




forms of thinking?




classroom to enhance learning and establish rules and procedures that clarify

expectations?

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What do we need to do to make….

• our classroom a good place for everyone to learn?

l d l f ( h• our classroom a good place for you (the student) to learn?

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Positive RelationshipsHow do you build meaningful

relationships with your students




forms of thinking?




relationships with your students and among students to promote

learning?

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What makes for a great class?

A recent Gallup Youth Survey asked students how good teachers helped them learnhow good teachers helped them learn.

The number one response: Students learn best when the teacher cares about and respects students.

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A Culture of Thinking and Learning

How do you develop a classroom




forms of thinking?




culture that promotes serious learning and sophisticated forms

of thinking?

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A Culture of Thinking and Learning

What is thinking?• The philosopher, Martin Heidegger said, “Thinking is an engagement of the mind that changes the mind.”g

• A great teacher, Richard Strong said, “Thought is the pursuit of purpose under conditions of uncertainty.”

• A second grader said, “Thinking is what you do when you don’t know what to do.”

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The Power of Pooh

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The Power of Pooh

Owl found Piglet in a whirlpool and Pooh in a honey pot.

What’s missing?

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How do you motivate students to




forms of thinking?






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A simple experiment

We asked over 200 teachers two questions:

1) Why did you become a teacher?

2) At your retirement dinner, what would you hope your students would say you taught them?

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...The love of learning

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...The love of learning

“The illiterate of the 21st century will not be those who read and write, but those who cannot learn, unlearn and relearn ”

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unlearn, and relearn.

– Alvin Toffler, futurist

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Taking the Cornerstones Out for a Test Drive

1. Break up into teams of four. Each member of the team will be responsible for one cornerstone.

2. Review the essential questions, teaching indicators, and student behaviors for your cornerstone. (Use the observation forms found in your materials).

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Taking the Cornerstones Out for a Test Drive Take 1

3. Together, we’ll be watching a classroom video. As you watch the video, use the observation form for your cornerstone.

4 Identify teaching behaviors and student4. Identify teaching behaviors and student behaviors that are evident in this classroom. Make notes on what you observed in the space labeled “Provide Evidence.”

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Taking the Cornerstones Out for a Test Drive Take 1

1. Meet with the members from other teams who had the same cornerstone as you.

2. Share and compare your observations.

3. Return to your home team. Share what you’ve learned about using your cornerstone to conduct a classroom observation.

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Observing Dimension One: Organization, Rules, and Procedures Essential Question: How does the teacher organize the classroom to enhance

learning and establish rules and procedures that clarify expectations?

Which instructional indicators are evident? REMEMBER: Quality instruction does not

mean addressing all indicators.

1.1: Organizing classroom space (e.g., seating, resources, technology, decoration) to ensure safety, maximize learning, and meet overall goals and objectives

1.2: Keeping the flow of activities in the classroom moving smoothly

1.3: Establishing a manageable set of classroom rules and procedures and communicating with students about them regularly (e.g., posting them, modeling them, explaining the rationale behind them, discussing their applications in the classroom, and refining them as needed)

1.4: Providing clear directions for classroom tasks using a variety of modalities (e.g., verbal, visual, physical demonstration) and checking to make sure students understand their roles and responsibilities

1.5: Developing an effective plan for managing student behavior that includes positive consequences, negative consequences, and an appropriate level of home involvement

1.6: Managing non-instructional duties (e.g., taking attendance, distributing materials and take-home notices, lunch counts) with minimal disruption to classroom learning

1.7: Working effectively with other adults in the classroom (e.g., co-teachers, paraprofessionals, aides, student teachers)

REMEMBER: The ultimate result of quality teaching is

quality learning. Look for these student behaviors, which are some of the sure signs of teacher effectiveness.

Students… Show respect for each other and the classroom. Have access to necessary supplies and resources. Understand and follow classroom rules and

procedures. Make good use of their time. Know what to do (self-directed). Take responsibility for their own learning. Have a positive attitude. Use conflict-resolution techniques when there is a

disagreement.

IMPACT ON STUDENT LEARNING

FEEDBACK NOTES Provide Evidence (Collect evidence that supports what you observed.) Praise (Recognize positive teaching behaviors that enhance learning.) Pose (Ask questions that foster reflection on the teacher’s decisions and their impact.) Propose (Decide—collaboratively, if possible—on how to improve practice.)

ASSESSMENT RUBRIC When you feel you have enough information, use this

rubric to assess the teacher’s overall effectiveness within this dimension. (Note: See the complete Four-Point Assessment

Rubric for a full description of each level of effectiveness.)

(1) Novice – Minimal or no commitment to this dimension (2) Developing – Initial commitment to this dimension (3) Proficient – Clear commitment to this dimension (4) Expert – Strong commitment to this dimension

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Observing Dimension Two: Positive Relationships Essential Question: How does the teacher build meaningful relationships

with the students and among students to promote learning?



2.1: Maintaining a positive and “with it” demeanor that shows students their teacher cares about what’s going on in the classroom and is committed to the idea that “we’re all in this together”

2.2: Getting to know students and incorporating their interests, aspirations, and backgrounds into the curriculum

2.3: Differentiating instruction and assessment so students of all styles and ability levels can experience the joys of success

2.4: Building a classroom community that insists on respect and mutual support for each student’s learning and provides opportunities for students to become familiar with each other

2.5: Designing learning experiences that call for high levels of collaboration, discussion, and interaction among students

2.6: Maintaining an open and appropriate level of communication with students and the home

2.7: Showing care and concern for students as individuals

REMEMBER: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which

are some of the sure signs of teacher effectiveness.

Students… Are respectful of each other and the teacher. Collaborate with each other. Participate in whole-class and small-group

discussions. Feel that “We’re all in this together.” Display empathy. Share their feelings. Resolve conflicts. Have a voice.







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Observing Dimension Three: Engagement and Enjoyment Essential Question: How does the teacher motivate students to

do their best work and inspire the love of learning?



3.1: Engaging students in diverse forms of thinking (e.g., practical, analytical, creative, exploring feelings and values)

3.2: Using key “motivational levers” like controversy, choice, competition, challenge, and creativity to increase students’ commitment to learning

3.3: Maintaining a high level of student excitement and on-task behavior using a wide variety of tools and strategies

3.4: Communicating and maintaining a passion for teaching, learning, and quality work throughout lessons and units

3.5: Tapping into the power of “selfhood”: encouraging students to pursue their own interests, make their own choices, develop their own perspectives, and express their values and dreams

3.6: Creating a classroom environment that has the capacity to inspire and delight (e.g., through enthusiasm, humor, novelty, color, movement)



Students… Are energetic and enthusiastic. Display effort. Enjoy themselves in the classroom. Express their own interests, ideas, and insights. Are on-task and motivated. Stretch their minds with different forms of

thinking.







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Observing Dimension Four: A Culture of Thinking and Learning Essential Question: How does the teacher develop a classroom culture that

promotes serious learning and sophisticated forms of thinking?



4.1: Challenging students’ minds with rigorous texts and content and equipping them with the skills they need to handle rigorous content

4.2: Engaging students in extended, higher-order thinking challenges (e.g., inquiry, investigation, problem-based learning, action research projects)

4.3: Encouraging and challenging students to support their written and spoken ideas with evidence

4.4: Probing, extending, and clarifying student responses using effective questioning and recognition techniques

4.5: Encouraging discussion, dialogue, and debate around important ideas

4.6: Requiring students to use critical academic vocabulary in their speaking and writing

4.7: Using technology as a tool for fostering critical thinking, creative expression, and problem solving

4.8: Teaching students how to use strategies on their own, as tools and frameworks for thinking and learning (e.g., moving from using Compare & Contrast to teaching students how to conduct their own comparative analyses)



Students… Use different forms of critical thinking. Show curiosity. Use thinking and learning strategies. Support their thinking with evidence. Use academic vocabulary. Ask meaningful questions. Challenge themselves. Apply technology in meaningful ways. Exhibit habits of mind to work through problems.







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Let’s take a closer look at the essential questions for the five episodes…


Learning

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Reflecting on and Celebrating New Learning

Applying Learning









How do you help students solidify their understanding

d k ll ?

How do you present new information and provide

opportunities for students to

How do you establish your purpose, activate students’ prior

knowledge, and prepare students for learning?



How do you help students look back on their learning and refine


How do you establish your purpose activate students’ prior



and practice new skills?


forms of thinking?

How do students demonstrate their learning and what kinds of evidence do you collect to assess

their progress?

actively engage with content? their learning process?



Professional PracticeHow do you demonstrate your commitment to professional learning and

to the school community?

purpose, activate students prior knowledge, and prepare students for learning?

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Dimension 5: Preparing Students for New Learning Indicators of Quality Teaching Behavior

5.1 Selecting relevant standards that are appropriate to your content and grade level5.2 “Unpacking” standards and turning them into clear, measurable learning goals and

targets5.3 Using essential questions to guide learning and promote deep thinking5.4 Beginning lessons and units with engaging “hooks”—thought‐provoking activities

or questions that capture student interest and activate their prior knowledge

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or questions that capture student interest and activate their prior knowledge5.5 Introducing students to the key vocabulary terms they will need to know and

understand to successfully learn the content5.6 Assessing students’ background knowledge, skill levels, and interests relative to

learning goals and targets5.7 Helping students develop insights into the products they’ll be creating,

performances they’ll be delivering, and/or tasks they’ll be completing to demonstrate what they’ve learned (e.g., providing models of high‐quality work, rubrics, checklists, etc.)

5.8 Encouraging students to establish personal learning goals and plans for achieving them

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Some teacher evaluation frameworks separate planning, instruction, and assessment.

The Thoughtful Classroom TeacherThe Thoughtful Classroom Teacher Effectiveness Framework integrates planning, instruction, and assessment within each of the five instructional episodes.

Here’s how…

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PLANNING INDICATORS5.1 Selecting relevant standards that are appropriate to your content and grade level

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to your content and grade level

5.2 “Unpacking” standards and turning them into clear, measurable learning goals and targets


INSTRUCTIONAL INDICATORS5.3 Using essential questions to guide learning and promote deep thinking

5 4 B i i l d i i h i

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5.4 Beginning lessons and units with engaging “hooks”—thought‐provoking activities or questions that capture student interest and activate their prior knowledge

5.5 Introducing students to the key vocabulary terms they will need to know and understand to successfully learn the content

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ASSESSMENT INDICATORS5.6 Assessing students’ background knowledge, skill levels, and interests relative to learning goals and targets

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5.7 Helping students develop insights into the products they’ll be creating, performances they’ll be delivering, and/or tasks they’ll be completing to demonstrate what they’ve learned (e.g., providing models of high‐quality work, rubrics, checklists, etc.)

5.8 Encouraging students to establish personal learning goals and plans for achieving them

Students…• Understand/restate learning goals in their own words.• Ask questions about learning goals.K h t th h t d d h t’ t d

Dimension 5: Preparing Students for New Learning Impact on Student Achievement

• Know what they have to produce and what’s expected of them.

• Assess own knowledge of vocabulary.• Call up their prior knowledge.• Generate questions about content or personal goals.• Understand the plan for learning.

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A “Simple and Deep” Framework

Indicators of Quality Teacher

Beha ior

Impact on Student Learning

Dimensions of Teacher Effectiveness (Essential Questions)

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Behavior (Essential Questions)

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Learning Goal

To learn the five episodes of effective instruction

Preparing St d t

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Students for New Learning


Presenting New Learning

Reflecting on and Celebrating

Learning

Applying Learning

Taking the Episodes Out for a Test Drive Take 1

We’ll be looking at a classroom in which a teacher is preparing students for new learning (Dimension 5). As you watch the video, use the short form to identify relevant indicators andshort form to identify relevant indicators and student behaviors.

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Taking the Episodes Out for a Test Drive Take 1

How did you do?

Share and compare your observation notes with your group.

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Text Box

Forms will be distributed


Learning Goal

To learn how to use the 4Ps to better feedback

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The 4Ps to Better Feedback

Provide Evidence: Collect evidence that supports what you observed.

Praise: Recognize positive teaching behaviors that enhance learning.

Pose: Ask questions that foster reflection on the teacher’s decisions and their impact on student learning.

Propose: Decide—collaboratively, if possible—on how to improve practice.

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1. Provide Evidence (List specific, evidence to support what you observed.)Standards were clear and posted as student‐friendly learning goals.Hook was used to activate prior knowledge.

2. Praise (Recognize positive teaching behaviors that enhance learning.)Great hook! Using a “what if” question really engaged students and got them to tap into their prior knowledge


4. Propose (Decide—collaboratively if possible—on how to improve practice.)The targets were posted, but I think it’s important that all students really internalize those targets. You might try the 5‐S Goal Sharing tool to accomplish

3. Pose (Ask questions that foster reflection on teacher’s decisions and their impact.)I was really interested in how you used the Backward Learning tool Whatp g

Used the Backwards Learning tool to help students understand what they needed to know and do by unit’s end.

them to tap into their prior knowledge.

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g g y g pthis.I was really interested in how you used the Backward Learning tool. What effect does it have on student focus and self‐assessment over the week?

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Based on your observation of the last classroom we observed…

• What specific evidence do you want to provide to the teacher?teacher?

• What do you want to praise?

• What question(s) do you want to pose?

• What would you propose?

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Weather Report

What is it?

A check‐for‐understanding tool that tells us what students are clear about and what’s still foggystudents are clear about and what s still foggy.

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Weather Report

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What’s your weather report for today’s workshop?

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Learning Goal

To learn how to conduct a formal observation using The Thoughtful Classroom Teacher Effectiveness Framework

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The Formal Observation Process

Classroom Observation

Pre‐Observation

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Post‐Observation

Written Evaluation

Observation

Pre‐Observation Questions

• Where are you in your lesson sequence?• What are the learning goals for the particular lesson I’ll be observing?• How will student learning be assessed?• What learning opportunities will you provide to achieve your goals? • What questions do you have about the lesson?

These questions provide focus, but on their own may not lead to deep thinking and learning. To make sure that our teacher conferences lead to high levels of thinking and learning, we can look to the insights from cognitive coaching.

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Agree or Disagree?

• New teachers have a greater capacity for growth than seasoned teachers.

• With all the research we now have, it is possible to develop a recipe or formula that ensures effective instruction.

• Teachers’ observable behaviors are based on internal thinking and decision‐making processes.

• The primary job of an instructional coach is to expose internal thinking so that it can be explored, refined, and turned into better classroom practice.

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Improving Conferences with Cognitive Coaching

Cognitive Coaching Assumptions

• All human beings are capable of change and continue to grow cognitively.

• Teaching cannot be reduced to a formula or a recipe.g p

• Teachers’ observable behaviors are based on their internal thinking and decision making.

• Skillful coaches can significantly enhance a teacher’s cognitive processes. This, in turn, leads to better decisions and better teaching.

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For formal observations, observers typically use a four‐point rubric to assess the teacher’s effectiveness.


Classroom Ob ti

Pre‐Observation

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Post‐Observation

Written Evaluation

Observation

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See next page for activity sheet

Agree or Disagree

Agree Disagree

New teachers have a greater capacity for growth than seasoned teachers.

Agree Disagree

With all the research we now have, it is possible to develop a recipe or formula that ensures effective instruction.

Agree Disagree

Teachers’ observable behaviors are based on internal thinking and decision‐making processes.

Agree Disagree

The primary job of an instructional coach is to expose internal thinking so that it can be explored, refined, and turned into better classroom practice.

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Classroom Observation<none>

4—ExpertStrong commitment to effective instruction that shows advanced expertise. The teacher applies relevant instructional practices and is able to adapt them to students’ needs and particular learning situations. These practices have a consistently positive impact on student learning.

3—ProficientClear commitment to effective instruction. The teacher applies relevant instructional practices that have a positive impact on

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student learning.

2—DevelopingInitial commitment to effective instruction. The teacher is using relevantinstructional practices but the practices need further refinement. With refinement, the impact on student learning can be increased.

1—NoviceMinimal or no commitment to effective instruction. The practices are not being used or need reconsideration because they are not having their intended effects on student learning.

Instructional Rubrics

(4) Expert – Strong commitment to effective instruction that

h d d i


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shows advanced expertise.

– The teacher applies relevant instructional practices and is able to adapt them to learning situations.

– These practices have a consistently positive impact on student learning.


Now, based on your notes and this teacher’s learning goals, reflect on the overall effectiveness of the lesson. Use the instructional rubric to assess this Classroom

Ob ti

Pre‐Observation

teacher’s effectiveness.

Post‐Observation

Written Evaluation

Observation

1 Novice: Minimal or no commitment to effective instruction.

2 Developing: Initial commitment to effective instruction.

3 Proficient: Clear commitment to effective instruction.

4 Expert: Strong commitment to effective instruction that shows advanced expertise.

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Post‐observation questions are guided by 5 Rs:

Review:What happened?

React:What were your reactions? What were students’ reactions?

Reasons:What caused you to think/feel this way?

Post‐Observation


Pre‐Observation

What caused students to think/feel this way?

Rethink: What have you learned?

What would you do differently?

Reflect: How did the entire observation process help you? How can we improve it together?

Post‐Observation

Written Evaluation

Observation

Learning Goal

To learn how The Thoughtful Classroom Teacher Effectiveness Framework promotes continuous learning and growth

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Promoting Teacher Growth

Professional Growth Plan

Teacher Self‐Assessment

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Targeted Professional Development and PLCs

Assessing Teacher Growth

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Text Box

See next page for activity sheet

Post‐Observation Protocol Using the 5 Rs

Review: – What happened in the lesson? – What did you do? – What did the students do? – What was the sequence of questions, statements, and activities?

React:

Reasons:

Rethink:

Reflect:

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Teacher Self‐Assessment Guide

The Teacher Self‐Assessment Guide allows teachers to reflect on and assess their classroom practice according to the same dimensions and indicators that



dimensions and indicators that administrators use to guide observations.

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Why Self‐Assessment?

We know self‐assessment is one of the most powerful tools for enhancing student learning. It’s also a powerful tool for enhancing adult learninglearning.

Self‐assessment leads to growth.

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Why Self‐Assessment?

• What is a goal that you’d like to achieve or have recently achieved?

• What are some of the steps you’d need to take or took to achieve your goal?took to achieve your goal?

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Teacher Professional Growth Plan



Plan

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The Framework is integrated with PD 360, the most extensive professional development video lib i th t

Targeted Professional Development



library in the country.

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• Online• On‐demand 24/7• Research‐based• Ultimate flexibility



For observers…

Based on observation data, observers select relevant PD 360 videos that correspond to identified needs


identified needs.

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For teachers…

Teachers build a customized professional growth plan using the Teacher‐Self Assessment Guide and the PD 360 video library


and the PD 360 video library.

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Targeted Professional Developmentand Professional Learning Communities (PLCs)

To facilitate the development of Professional Learning Communities (PLCs) and help teachers grow together, we’ve also developed Strategic Teacher PLC Guides with ASCD.

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A comprehensive assessment includes looking beyond the classroom.

How Do We Assess Teacher Growth?



Learning


Deepening and P i N

Reflecting on and

Commitments:Ongoing learning and professional growthThe school community Professionalism

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gReinforcing Learning


Reflecting on and Celebrating Learning


and LearningApplying Learning



How Do We Assess Teacher Growth?

For these three “commitments” to professional practice, what are some of the indicators of teacher behavior you might look for?Professional Growth

Plan


A commitment to…• Ongoing learning and professional growth?

• The school community?• Professionalism?

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INDICATORS

10.1 Self‐assessing and working to improve his or her own classroom practice.

Commitment to Professional Growth

RUBRIC(1) Novice: The teacher is reluctant or resistant to professional growth. (2) Developing: The teacher has made an initial commitment to professional growth p

10.2 Developing and implementing a professional growth plan.

10.3 Seeking out professional development and continuous learning opportunities.

10.4Working with colleagues to improve practice throughout the building as part of a professional learning community.

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p gand applies new learning in the classroom. (3) Proficient: The teacher has made a clear commitment to professional growth and regularly applies new learning in the classroom. (4) Expert: The teacher has made a strong commitment to professional growth that is highly evident. The teacher is adept at translating new learning into improved classroom practice. In addition, the teacher has taken an active role in promoting professional learning throughout the school.

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INDICATORS

10.6 Maintaining open communication with the entire school community

Commitment to the School Community

RUBRIC(1) Novice: The teacher is not contributing to the school community beyond his or her classroom.

(e.g., administrators, teachers, parents, students).

10.7 Assuming appropriate leadership roles (e.g., mentor, instructional coach, teacher‐leader).

10.8 Helping maintain and build a positive school culture (e.g., through athletic coaching, volunteerism, and other forms of non‐required participation or contribution).

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(2) Developing: The teacher will contribute to the larger school community, but often requires prompting from colleagues or superiors. (3) Proficient: The teacher is a regular and active contributor to the school community. (4) Expert: The teacher contributes to the school community consistently and with passion and enthusiasm. The teacher is recognized as a leader and role model within the school community.


INDICATORS

10.8Maintaining a high level of professionalism at all times.

Commitment to Professionalism

RUBRIC(1) Novice: The teacher needs to be reminded of school rules and has little to no awareness of larger educational policy (e.g., state and national

10.9 Becoming aware of and adhering to legal responsibilities and current educational policies of the school, district, and state.

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p y ( g ,initiatives).(2) Developing: The teacher generally follows school rules but has only a basic awareness of educational policy beyond the school walls. (3) Proficient: The teacher adheres to school rules and is generally aware of major changes in educational policy. (4) Expert: The teacher is a committed professional who follows and promotes school rules. The teacher understands the purpose of educational policies and how they affect classroom practice and the educational community.

Learning Goal

To learn how to use The Thoughtful Classroom Teacher Effectiveness Framework to make better summative evaluations

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“Evaluation systems should include multiple measures, not just observations or value‐addedalone.”

“Because teaching practice varies from lesson to

Summative Evaluation

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g plesson, multiple observations will be necessary when high‐stakes decisions are to be made.”

Gathering Feedback for Teaching (2012)MET Project Research Paper



What measures of teacher effectiveness do you think should be included in a final evaluation?

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Multiple MeasuresInstructional Practice (Dimensions 1‐9) ________ × ________% = ________Professional Practice/Divided by Dimensions Observed(Dimension 10) ________ × ________% = ________

Student Performance DataStandardized Test Data × % =

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Standardized Test Data ________ × ________% = ________

Local Assessments ________ × ________% = ________

Other ________ × ________% = ________

Student Feedback/Surveys ________ × ________% = ________

Other Measure ________ × ________% = ________

Other Measure ________ × ________% = ________

TOTAL ________

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Assessing Instructional & Professional Practice

4 3 2

3 3 3

100

3 3 3

3 3 2

2 3 3

Assessing Instruction & Professional Practice

3 3 4

2 2 2

101

2 2 2

1 2 2

4 4 4

Assessing Instruction & Professional Practice

4 3 3

N/O=Not Observed 2 N/ON/O

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2 N/O

2 N/O 2

3 2 2

N/O

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Multiple MeasuresInstructional Practice (Dimensions 1‐9) ________ × ________% = ________Professional Practice(Dimension 10) ________ × ________% = ________

Student Performance DataStandardized Test Data ________ × ________% = ________

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Other ________ × ________% = ________


Other Measure ________ × ________% = ________

Other Measure ________ × ________% = ________

TOTAL ________


“Any meaningful evaluation of a teacher's work must include attention to the state tests.”

—Susan Kreisman, Principal,

Manhattan Hunter Science High School

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1—Novice: Results are well‐below state average for similar students or district goals if no state test)

2—Developing: Results are below state average for similar students (or district goals if no state test).

3—Proficient: Results meet state average for similar students (or district goals if no state test).

4—Expert: Results are well‐above state average for similar students (or district goals if not state test).

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Other ________ × ________% = ________


Other Measure ________ × ________% = ________

Other Measure ________ × ________% = ________

TOTAL ________

Local Assessments

“We felt that if we were going to close the achievement gap we must first close the vocabulary gap. We also focused on students’ ability to read and comprehend rigorous texts, make critical comparisons, develop arguments, and reflect on their learning. That is why we chose to develop our local assessments basedThat is why we chose to develop our local assessments based around the Common Core State Standards.”

—Cindy Weber, Superintendent

Durand Area Public Schools

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Local Assessments

In Durand, MI the district focused on two learning goals.

1. Students’ understanding of core vocabulary terms.

2. Thinking and literacy skills based on the Common Core.Core.

Let’s quickly explore why and how Durand assessed their first learning goal.

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Why Vocabulary?

• Is a concern of every teacher, regardless of grade level or content area

• Leads to significant increases in student achievement

• Improves students’ comprehension and their ability to learn

• Fuels deeper thinking and more powerful communication

• Can help students build self‐esteem and improve their access to academic and career opportunities

• Is a manageable task for schools and districts

• Can level the playing field for disadvantaged students and, in the process, help us close the achievement gap

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How Did Durand Select Core Concepts?

Is It a Core Concept?1. Why is this term important to know?2. What’s the big idea implied in this concept?3. What other vocabulary terms are embedded in the explanation of this

term? (For example, to explain photosynthesiswell, you’d probably need l d h l k b d d d hl h ll )

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to include other terms like carbon dioxide, oxygen, and chlorophyll.)4. How is this word applied or used in the content you are teaching?5. How much vocabulary is appropriate for primary, elementary, and

secondary?6. What might the effects on future learning be if students didn’t

understand this term?7. What do you expect your students to know about the term? What will

you be looking for in their explanation that would demonstrate deep understanding?

1 2 3 4

MisunderstandingStudent doesn’t recognize the word, misunderstands it, or knows only the most superficial

Partial Understanding

Student recognizes the word and knows a little about the term, but is not able

General Understanding

The student can articulate the critical attributes of the term.

Deep Understanding

The student can articulate the critical attributes of the term, uses the

How Did Durand Assess Student Understanding?

For example, at level 1, a student

might define a predator as an

At level 2, a student might define a predator as an

At level 3, the student’s definition would include all the critical attributes of a predator:

H nts and kills

After listing the critical attributes, a student developed

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information about it. to articulate all its critical attributes and/or may still show some signs of misunderstanding.

term in speaking and writing, and can demonstrate how the term fits into a larger context.

animal. predator as an animal that is a meat eater.

• Hunts and kills other animals

• Has body parts (e.g., claws, teeth, beak) to kill and eat other animals

• Is fast or uses stealth to catch live animals

the level 4 work that demonstrates how predatorsrelate to the larger ecological context and other related vocabulary terms (habitat, prey)

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What Level of Understanding is This?

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I know that I know

First, I know that

In addition, I know that

a personal narrative is a story about an experience in your life.

a personal narrative is suppose to show

what a personal narrative is.


In addition, I know that

Finally, I know that a personal narrative uses dialogue to help

the reader understand what the people in

the story are like.

a personal narrative is suppose to show

the reader what is happening not tell them.




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Other ________ × ________% = ________


Other Measure ________ × ________% = ________

Other Measure ________ × ________% = ________

TOTAL ________


“Student feedback promises greater reliability because it includes many more perspectives based on many more hours in the classroom.”y

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Other ________ × ________% = ________


Other Measure ________ × ________% = ________

Other Measure ________ × ________% = ________

TOTAL ________


“We feel the self‐evaluation and professional growth plan

are an essential part of our evaluation system. They give

teachers an opportunity to reflect on their teaching

practices, set personal growth goals, and track theirpractices, set personal growth goals, and track their

progress throughout the year.”

—Cindy Weber, Superintendent,

Durand Area Public Schools

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Multiple MeasuresInstructional Practice (Dimensions 1‐9) ________ × ________% = ________Professional Practice/Divided by Dimensions Observed(Dimension 10) ________ × ________% = ________

Student Performance DataStandardized Test Data × % =

3 50 1.50

2 15 0.30

3 10 0 30

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Standardized Test Data ________ × ________% = ________


Other ________ × ________% = ________


Other Measure ________ × ________% = ________

Other Measure ________ × ________% = ________

TOTAL ________

3 10 0.30

3 15 0.45

4 10 0.40

2.95

(Professional Growth Plan)

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Summative Evaluation Rubric

A teacher’s final evaluation is based on the summation from h l i l f d


3.01‐4.00

2.01‐3.00

the multiple sources of data and converted into a number based on your district’s rubric.

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2.01 3.00

1.01‐2.00

0.00‐1.00

Learning Goal

To learn how to develop a culture that helps everyone improve

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What Kind of Culture Are We Building?

In my school, we don’t call them “Walkthroughs.” We call them “Walkovers.”

A T h— Anonymous Teacher

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Tools for Building a Positive Culture for Improvement

What is a Learning Walk?

A tool for gathering a wealth of data about classroom instruction quickly and regularly. By moving from the concept of “Walkthrough” to amoving from the concept of Walkthrough to a Learning Walk, we put the emphasis on learning and create a collegial environment more conducive to improvement.

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Tools for Building a Positive Culture for Improvement

Learning Walks rely on the PDQs process.

Provide a focus for assessment based on clear, observable criteria.

Describe what you see and hearDescribe what you see and hear.

Question what you observe. What questions do you have about teaching/learning?

Summarize and share what you have learned.

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90

100

Effective Teachers

How Much Do Teachers Matter?

Cumulative Effect on Student Achievement Highly Effective vs. Ineffective Teachers

0

10

20

30

40

50

60

70

80

Percen

tile Points

1

Average Teachers

Highly Effective Teache

rs

Effective Teache

rs

Ineffective

Teache

rs

Highly Ineffective Teachers

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How Much Do Teachers Matter?

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