a framework for teaching promoting professional learning and teacher quality
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A Framework for Teaching Promoting Professional Learning and Teacher Quality. BHS Administration “Back to Basics – This is Our time” Part I. Today’s Agenda. Teachers Are Like Gardeners Defining Effective Practice: A Framework for Teaching – Charlotte Danielson - PowerPoint PPT PresentationTRANSCRIPT
BHS ADMINISTRATION
“BACK TO BASICS – THIS IS OUR TIME”
PART I
A Framework for TeachingPromoting Professional Learning and
Teacher Quality
Today’s Agenda
Teachers Are Like GardenersDefining Effective Practice: A Framework for Teaching – Charlotte Danielson
Standards Aligned System (SAS)
Danielson Group
Teaching Makes the Difference3
“The most important factor affecting student learning is the teacher….. an influence many times greater than poverty or per-pupil expenditures.”
Sanders, Wright and Horn 1997
“The effect of increases in teacher quality swamps the impact of any other educational investment, such as reductions in class size.”
Goldhaber, 2009
A Road Map….
Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching.
Charlotte Danielson
Defining Effective Practice
In order to create the conditions for improved teaching, one must first define it. Without such a definition of good practice, educators are, in effect, wandering in a swamp.
Charlotte Danielson
A Framework for Teaching:Components of Professional Practice
Domain 4: Professional Responsibilities
a. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional
Communitye. Growing and developing professionallyf. Demonstrating professionalism
Domain 3: Instructiona.Communicating with studentsb.Using questioning and discussion
techniquesc.Engaging students in learningd.Using assessment in instructione.Demonstrating flexibility and
responsiveness
Danielson 2007
Domain 1: Planning and Preparationa. Demonstrating knowledge of content
and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments
Domain 2: The Classroom Environment
a.Creating an environment of respect and rapport
b.Establishing a culture for learningc.Managing classroom proceduresd.Managing student behaviore.Organizing physical space
SAS / Danielson Group websites
Charlotte Danielson domain rubrics
Danielson Group
SIX “Pros” for Teacher Evaluation8
1. System is based upon a defensible definition of teaching
2. Procedures are differentiated
3. Evidence anchors the process
4. Promotes teacher learning
5. Transparency
6. Inner-Rater Reliability
Final Comments
Deck of Cards
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BHS ADMINISTRATION
“BACK TO BASICS – THIS IS OUR TIME”
PART II
A Framework for TeachingPromoting Professional Learning and
Teacher Quality
Agenda
Elements of Effective Teacher Evaluation
New Teacher Evaluation System
Teacher Self-Assessment rubrics
Professional Growth Meetings
Charlotte Danielson Resources
Charlotte Danielson domain rubrics
Danielson Group
Performance Levels: Key Words13
Unsatisfactory Basic Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Performance Levels: Key Words14
Unsatisfactory Basic Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Levels of cognition and constructivist learning increase
Performance Levels: Key Words15
Unsatisfactory Basic Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Levels of cognition and constructivist learning increase
Performance Levels: Key Words16
Unsatisfactory Basic Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Teacher-directed success!
Student-directed success!
Levels of cognition and constructivist learning increase
Danielson’s Levels of Performance
UnsatisfactoryThe teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the standards will enable the teacher to grow and develop in this area.BasicThe teacher appears to understand the concepts underlying the component and attempts to implement its standards. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other experienced teachers will enable the teacher to become proficient in this area.ProficientThe teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.DistinguishedTeachers at this level are master teachers and contribute to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated, engaged and assuming considerable responsibility for their own learning.
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Using the Levels of Performance18
What are some ways teachers can use the levels of performance to promote their learning and growth?
Lesson planning
Self assessment
Developing professional learning goals
Reflecting on teaching and learning
Talking about teaching
FAQ’S: PA New Teacher Evaluation
What is PSEA’s role in developing the new system?
PSEA has been a highly vocal presence on this committee and has been particularly active in advocating for a system that is valid, reliable, and fair.
What specific measures of “student growth” will be a part of the new system?
PDE envisions a menu of several measures that could be used to measure “student achievement and growth,” depending upon individual teachers’ grade level and content area assignment.
How much will “student growth” count in a final teacher evaluation?
Department and legislature seem to be gravitating toward counting multiple measures of student achievement and growth as up to 50 percent of a teacher’s individual evaluation result, but no final decision has been made.
What will happen to other PDE-approved teacher evaluation systems once the new system is developed?
PSEA anticipates that the new system will replace current PDE evaluation forms 426, 427 and 428 systems.
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Evidence: JUST THE FACTS!
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 or
students. It is not clouded with personal opinion or
bias.
BHS Updated Walkthrough Look-Fors
Instructional Delivery: What is the teacher doing?Posted learning objectives and activitiesWhole class instruction- Lecturing, ExplainingHigher order questionsKnowledge/Comprehension questionsAppropriate wait-time for student responsesModelingGuided PracticeChecking for understandingSustaining student feedbackSeamless transition from one topic to anotherClosure: Student Centered
Student Engagement: What are the students doing?Percent engaged with instructionFollowing teacher directionsResponding to teacher questionsActively participating in activities or discussionWorking in groups or with partnersWorking alone, silently to complete tasksWriting open-ended responsesCompleting a worksheetListening to teacherStudent presentations Using technology or media
5501 Formal Observation Language
Category I: Personality = Domain 4 Professional Responsibilities
Category II: Preparation = Domain 1 Planning and Preparation
Category III: Technique = Domain 3 Instruction
Category IV: Pupil Reaction = Domain 2 Classroom Environment
Teacher Self-Assessment and Professional Growth Plan
This plan is recommended so that teachers as professionals understand their areas of strengths and areas for improvement. The following procedures are recommended for teacher self-assessment:
1. Review of the Framework for Effective Teaching that will be utilized for evaluation of performance.
2. Rate your performance for each element in the four domains using the rubrics of the framework. (Framework Rubrics)
3. Identify areas of strength.4. Identify areas of performance where there is recognition of need for
improvement.5. Make an analysis of the reasons for needed improvement.
6. Identify 1 specific goals per domain that would result in an improved performance.
7. Danielson Self-Reflection Rubrics / Growth Plan (Common I drive)
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Professional Growth Plan Meeting24
Purpose: Allow the teacher and the principal to become oriented to the evaluation process.
Provide the teacher and the administrator with the opportunity to discuss the teacher’s effectiveness in terms of the framework.
Engage in professional dialogue and trust development.
The following are meeting procedures and guidelines:1. The teacher and administrator review the evaluation cycle.2. Teacher and administrator discuss the teacher’s understanding and
effectiveness in terms of the Framework for Effective Teaching.3. The teacher will share his/her performance goals. Suggestions and direction
will be given in terms of the framework and teacher growth.4. Evaluation activities are discussed and scheduled.5. The Professional Growth Plan Meeting form is completed and signed.
Professional Growth Calendar25
Domain 1Planning and Preparation
September / October • Professional Development• PG meetings• Walkthroughs
Domain 2:Classroom Environment
November / December • Professional Development• PG meetings• Walkthroughs
Domain 3:Instruction
January / March • Professional Development• PG meetings• Walkthroughs
Domain 4:Professional Responsibilities
April / May • Professional Development• PG meetings• Walkthroughs
Thank You26
Questions???