art and science of teaching evaluation model · personal learning goals iexpectto learn:% whati+...
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Art and Science of Teaching Evaluation Model
Peggy Schooling, Ed.D. Immaculata University
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Agenda Learning Goals
for this Session
Problems of Prac?ce
Focus on DQ I Design DQ 5
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Session Learning Goals Par$cipants will: • Understand the connec?ons between DQ 1 and DQ 5
• Dis?nguish between various levels of the performance scale for Design Ques?ons 1 and 5
• Defend ra?ngs using the evalua?on instrument by sta?ng a claim and suppor?ng it with evidence for DQ 1 and 6
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Personal Learning Goals
I expect to learn:
What I value most for my personal learning today is:
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Quick Review of the Art and Science of Teaching hGps://youtu.be/8MKTNdZm-‐Mo
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Problems of Practice INDIVIDUALLY • Record two ques?ons you have. • Share with your group
GROUP Ø Prepare to share out any ques?ons for which you do not have an answer.
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From MET (2014)
• Observa?on is highly challenging: A classroom is a complex and unpredictable environment, and a lesson may include thousands of interac?ons. But accurate feedback and fair evalua?on demand that any observer focuses on the same small number of behaviors to reach the same conclusions that any other observer would draw, if scoring correctly. Compounding the challenge is the fact that observers come to the task with their own personal and professional biases, of which they may not be aware.
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Sir Ken Robinson
• hGps://www.youtube.com/watch?v=BUatQQYha3w
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Standardization of Teaching
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Guaranteed and Viable Curriculum
Intensive
Supplemental
Core
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Curriculum Instruction Assessment
Guaranteed and Viable Curriculum
Learning Goals And Scales
Assessment Grading and Repor?ng
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Marzano Teacher Evaluation Model • hGp://www.marzanocenter.com/files/Four-‐Domains-‐20130926.pdf
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Domain 1
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Writing Goals • The student will understand…(Declara?ve) • The student will be able to…(Procedural) • The student will understand and be able to…(Both)
The sentence starter used is dependent on the category of
knowledge into which the content falls.
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Learning Goal, Lesson Objective, Lesson Purpose
• Learning Goals within and across Units
District/School Level
• Learning Goals • Lesson Objec?ves
Classroom Level • Lesson Purpose
• Kid Friendly Goals and Objec?ves
Student
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Standards Based Not Standardized
Focuses on the Desired Outcome
Incorporates teacher developed rou?nes
leading to the Desired Outcome.
Guaranteed and Viable Curriculum does not mean that strategies must look the same.
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Learning Goals and Scales
• What is the rou?ne that might be established? • How is the learning goal made visible to the students? • Is there a scale? • If so, is the scale representa?ve of a con?nuum of difficulty? • Is it aligned to the standards? • Is it Kid Friendly? • How are students making meaning or sense of the goals?
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Scale Descrip$on Score 4.0 In addi$on to the score of 3, par$cipants will be able to:
Provide ac?onable, defensible and construc?ve feedback to teachers based on the data they have collected.
Score 3.0 Essen$al Target Knowledge (Standards)
Par$cipants will be able to: • Use the Art and Science of Teaching Protocol to dis?nguish between various levels of the performance scale by iden?fying dominant elements during classroom observa?ons • Defend ra?ngs using the evalua?on instrument by sta?ng a claim and suppor?ng it with evidence.
Score 2.0 Essen$al Founda$onal Knowledge
Par$cipants will be able to iden$fy key concepts within the Framework DQ Element Look For Teacher Evidence/Student Evidence Performance Scale Descriptors
Score 1.0 Par$cipants will be able to: Demonstrate par?al success at a 2.0
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Kahoot!
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Lesson Segments Involving Routine Events • June 2015\MP Lesson Segments Involving Rou?ne Events.pdf
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Unpacking the Protocol
Desired Effect
Teacher and Student Evidence
Scale
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Desired Effect • For each of the 41 elements, there is a specific desired effect on student learning if the teacher uses and monitors the strategy appropriately
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Focused Feedback
involves seeing thin slices of behavior
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Quick Review
I have a ques?on about…..
I am s?ll wondering…..
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Scales: Levels of Performance
Desired Effect Innova$ng (4) Applying (3) Developing (2) Beginning (1) Not Using (0)
The teacher adapts and creates new strategies for unique student needs and situa?ons
ALL
In addi?on to using the strategy correctly, the teacher monitors the impact that the strategy has on student learning MOST
The teacher uses the strategy correctly
The teacher uses the strategy incorrectly or with parts missing
The strategy was called for but not exhibited
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On Innovation
• hGps://www.youtube.com/watch?v=4ZkwBK0zq2s
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Questions to Ask at the Innovating Level • Is the desired effect evident for all students? • Are there obvious adaptations being made for
special groups of students (or individuals)? • Is a combination of sub-strategies being used
to ensure the desired effect on all students? • Is the teacher making adaptations on a one-to-
one basis as he/she moves around the classroom?
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Quick Review
I have a ques?on about…..
I am s?ll wondering…..
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Observation Process
• Review the protocol
Before
• Record what the teacher is doing
• Record what the students are doing
During • Review the evidence
• Rate the element
Aner
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One Way To Observe: T-Chart
Teacher Student(s) Teacher said “Today we are going to learn how to solve for x Wrote the learning goal on the board All students took out notebooks, and copied
what the teacher put on the board
Teacher asked students “What do you expect to learn? Or What are you having difficulty with?” Students instructed to write it in their notebooks.
Students recorded their own learning goals in their notebooks
Teacher asked J, T, L to share their goals and recorded them on the board, then asked for a class thumbs up for agreement
Students responded by indica?ng agreement
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Types of Observation Evidence
33
• “Could one person from each table collect materials?” Verba$m scrip$ng
• The teacher stands by the door, gree?ng students as they enter Non-‐evalua$ve statements
• Three students of the eighteen offer nearly all of the comments during discussion.
Numeric informa$on about $me, student par$cipa$on,
resource use, etc.:
• The assignment is on the board for students to do while roll is taken.
An observed aspect of the environment:
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Lesson Segment Enacted on the Spot
Design Question 5 What will I do to engage students?
Design Question 7 What will I do to recognize and acknowledge
adherence and lack of adherence to classroom rules and procedures?
Design Question 8 What will I do to establish and maintain effective relationships with students?
Design Question 9 What will I do to communicate high
expectations for all students?
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Table Group Brainstorm: Describe a Highly Engaged Classroom You Visited this Year.
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DQ 5 Student Engagement
Student engagement happens as a result of a teacher’s careful planning and implementation
of specific strategies.
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It is important to distinguish between….. because
Compliant Behavior Cognitive
Engagement
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The Role of Memory
Sensory Memory
Working Memory
Permanent Memory Outside World
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EMOTIONS INTEREST IMPORTANCE SELF EFFICACY
Attention and Engagement
How do I feel? Am I interested? Is this important? Can I do this?
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Effective teachers make instructional decisions that foster student attention and engagement
Do I have their aGen?on?
Yes
No Raise Emo?onal Tone of the Classroom
Are they engaged?
Yes
No Help students recognize
important content
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Attention and Engagement
How do I feel?
Classroom Energy Level
Teacher Demeanor
Perceptions of Acceptance
Am I Interested?
Game-Like Activities
Unusual Information
Questioning
Is this important?
Connecting to Students Lives
Encouraging application of knowledge
Choice
Can I do this?
Tracking Student Progress
Using effective verbal feedback
Teaching Self Efficacy
AT T E N T I O N E N G A G E M E N T
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DQ 5 – What will I do to Engage Students?
• 24. Noticing and reacting when students are not engaged
• 25. Using academic games and inconsequential competition
• 26. Managing Response Rates
• 27. Using Physical Movement
• 28. Maintaining a Lively Pace
• 29. Demonstrating Intensity and Enthusiasm
• 30. Using Friendly Controversy
• 31. Providing Opportunities for Students to Talk about themselves
• 32. Presenting Unusual or Intriguing Information
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Group Activity
• Form table groups of four • Review elements 24-‐28 • Break • Large group debrief • Review elements 29-‐32 (30 minutes)
• Large group debrief
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Group Task: How would you group these strategies
• Should they be just enacted on the spot or should they be throughout the map?
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Attention and Engagement
How do I feel?
26, 28. Classroom
Energy Level
24, 29, 33, 38. Teacher
Demeanor
37,39, 34, 35. Perceptions of
Acceptance
Am I Interested?
25, 30.Game-Like Activities
32. Unusual Information
26. Questioning
Is this important?
31, 36. Connecting to Students Lives
21, 22, 23. Encouraging application of knowledge
DQ 21, 22, 24 Choice
Can I do this?
2. Tracking Student Progress
1, 2,3 Using effective verbal
feedback
40, 41 Teaching Self Efficacy
AT T E N T I O N E N G A G E M E N T
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What gets students attention does not necessarily keep them engaged.
Teachers must attend to students’ perceptions of importance and efficacy to achieve engagement.
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Noticing When Students Are Not Engaged
What will I do when students
are not engaged?
Proximity
Eye contact
Appropriate touch
Changing the pace
Graduated response
Changing the mode of instruction: using games,
physical movement, group sharing
24. What will I do when
students are not engaged?
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Using Academic Games
Games that re-engage students and provide practice:
- What is the question? - Name that category - Classroom feud - Talk a mile a minute
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Use Inconsequential Competition
Regularly Change Membership
in Groups
Purely in the Spirit of Fun
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Monitoring Using Academic Games
Games
Structure
Content
Pace
Par$cipate
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Managing Response Rates • Answering a ques?on occupies working memory. Once a student is called on to answer other students may disengage. Managing response rates increase the number of students answering ques?ons and therefore increases engagement.
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Monitoring: Managing Response Rates
Simultaneous Individual Response
Paired Response
Choral Response
Wait Time
Response Chaining
Call on Students Randomly
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Using Physical Movement in the Classroom
Movement to Lin Energy
Movement that Furthers Understanding of the Content
Examples: • Stand and stretch • Give one -‐ Get one • Vote with your feet
• Act out important content
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Monitoring: Physical Movement
Physical Movement
Stretch Breaks
Movement that furthers
understanding of content
Shaping
Rehearsal and
Repe??on
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Lively Pace Maintaining a lively pace is onen thought of as a classroom management strategy, but it is ?ed to students’ energy levels and impacts aGen?on.
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Maintaining a Lively Pace
Content Delivery
Transitions Procedures
When Do I Monitor Pacing?
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Intensity and Enthusiasm
Intensity and enthusiasm facilitates student achievement because animated behavior increases arousal and communicates via ?ming, verbal and non-‐verbal communica?on, and tone that what is said is important.
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Monitoring: Demonstrating Intensity and Enthusiasm
Personal Stories
Invite students to find their
own personal connection
to the content
Verbal and Nonverbal Signals
Voice modulation and hand gestures
Smiling while presenting content
Using hand gestures indicating
excitement
Zest for Teaching
Demonstrating a variety of
presentation styles
Intense scanning for understanding
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Using Friendly Controversy
Controversies among students can promote transi?ons to higher stages of cogni?ve and moral reasoning.
When students express opposing views they are engaged.
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Monitoring: Friendly Controversy
Friendly Controversy
Establish rules for interaction
Encourages students to see issues
from multiple perspectives
Use structured activities to
facilitate debates,
voting and discussion
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Intensity and Enthusiasm
Intensity and enthusiasm facilitates student achievement because animated behavior increases arousal and communicates via ?ming, verbal and non-‐verbal communica?on, and tone that what is said is important.
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Monitoring: Demonstrating Intensity and Enthusiasm
Personal Stories
Invite students to find their
own personal connection
to the content
Verbal and Nonverbal Signals
Voice modulation and hand gestures
Smiling while presenting content
Using hand gestures indicating
excitement
Zest for Teaching
Demonstrating a variety of
presentation styles
Intense scanning for understanding
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Providing Opportunities for Students to Talk About Themselves
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Monitoring: Opportunities for Students to Talk About Themselves
Provides students with opportunities
to identify learning goals
Opportunities to learn about
topics of interest
Choice of Task and Reporting
Format
Cognitively Challenging
Tasks
Connec?ng to life experience
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Presenting Unusual or Intriguing Information
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Essential Activities for the District • Verify if observa?on procedures are being followed.
• Check for “Drin” • Check for Agreement between administrators
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Video Resources
• Michigan School of Educa?on • hGp://soe.mivideo.it.umich.edu/category/My+Videos%3A+METX/13678361
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From MET (2014)
• Observa?on is highly challenging: A classroom is a complex and unpredictable environment, and a lesson may include thousands of interac?ons. But accurate feedback and fair evalua?on demand that any observer focuses on the same small number of behaviors to reach the same conclusions that any other observer would draw, if scoring correctly. Compounding the challenge is the fact that observers come to the task with their own personal and professional biases, of which they may not be aware.
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Trustworthy Observations are:
• Consistent. Results vary liGle by observer or lesson. • Unbiased. Results don’t reflect personal or pedagogical preferences.
• Authen$c. Expecta?ons are clear and reflect best prac?ce for effec?ve teaching.
• Reasonable. Performance standards are challenging but aGainable.
• Beneficial. Teachers get ac?onable feedback and support for success.
• (MET Project, 2014)
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Effective Feedback
• Prac?cal, specific, and improvement-‐focused feedback.
• A teacher should leave the feedback conversa?on with a clear idea of how to put a strategy into immediate use.
• Prepare reflec?ve prompts.
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Too vague
• “u?lize mul?ple strategies to increase engagement”
• “find ways to reach all learners”
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Feedback
Keep in mind that the ability to develop effec?ve teaching depends on the ability to iden?fy it.
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Feedback
• The ra?ngs alone produced by observa?ons are not feedback, nor are those ra?ngs feedback when backed by evidence.
• Feedback needs to help teachers not just understand their current level of prac?ce, but also how to elevate it.
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Feedback is:
• A DIALOUGE • Focused on strengths and areas of improvement • Honest, fair and aligned with the elements, look fors and evident.
• Clear and concrete so that teachers understand the feedback
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Inter-rater Reliability Worksheet
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Video-Learning Goals
SWBAT hGps://www.teachingchannel.org/videos/making-‐lesson-‐objec?ves-‐clear
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Video
Godby • hGps://www.youtube.com/watch?v=CKD4SKKJs8A Elementary • hGps://www.youtube.com/watch?v=XLeNsVnVyVkS
Science Middle School • hGps://www.teachingchannel.org/videos/show-‐your-‐cards-‐student-‐assessment
High School-‐ Stand Up Game-‐ Engagement hGps://www.teachingchannel.org/videos/stand-‐up-‐game
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Videos- Engagement
Rolling Two Die-‐ High Expecta?ons/Student Engagement • hGps://www.teachingchannel.org/videos/increase-‐student-‐par?cipa?on-‐geGy
Frac?ons-‐ Grade 6 • hGps://www.teachingchannel.org/videos/teach-‐frac?ons-‐with-‐manipula?ves
Science Middle Level Games in Science • hGps://www.teachingchannel.org/videos/energy-‐flow-‐lesson-‐plan
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Some Vetted Video Resources • Stages on the Scale-‐ Spanish • hGp://www.youtube.com/watch?v=3_mFjzSZbUc
• Confiden?ally in Tracking Student Progress • hGp://www.youtube.com/watch?v=pDZ3nHwj3lc
• Examples in Art and PE
• hGp://www.youtube.com/watch?v=hHy1EMUSVmg
• Explana?on of DQ 1 • hGp://www.youtube.com/watch?v=IUWO_Wm1Vc8
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More Videos
Innova?ng hGp://www.youtube.com/watch?v=4ZkwBK0zq2s Tracking Student Progress-‐Football Theme hGp://www.youtube.com/watch?v=uzx7zRXviWg Tracking Student Progress Celebra?ng Success-‐ Math 4th Grade hGp://www.youtube.com/watch?v=g63scvNJRzE Tracking Student Progress on the Scale hGp://www.youtube.com/watch?v=CKD4SKKJs8A
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Teacher Made Learning Goals and Scales • hGps://www.youtube.com/watch?v=ydMDAGKHW7Q
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Writing Goals • The student will understand…(Declara?ve) • The student will be able to…(Procedural) • The student will understand and be able to…(Both)
The sentence starter used is dependent on the category of
knowledge into which the content falls.
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Learning Goal, Lesson Objective, Lesson Purpose
• Learning Goals within and across Units
District/School Level
• Lesson Objec?ves
Classroom Level • Lesson Purpose
• Kid Friendly Goals and Objec?ves
Student
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Standards Based Not Standardized
Focuses on the Desired Outcome
Incorporates teacher developed rou?nes
leading to the Desired Outcome.
Guaranteed and Viable Curriculum does not mean that strategies must look the same.
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Learning Goals and Scales
• What is the rou?ne that might be established? • How is the learning goal made visible to the students? • Is there a scale? • If so, is the scale representa?ve of a con?nuum of difficulty? • Is it aligned to the standards? • Is it Kid Friendly? • How are students making meaning or sense of the goals?