continuous improvement of evaluation: fifth year with the framework for teaching
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Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching. Laura Dancer, Assistant Superintendent for Human Resources [email protected] Virginia Doran, Executive Director, Washoe Education Association [email protected] - PowerPoint PPT PresentationTRANSCRIPT
Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching
Laura Dancer, Assistant Superintendent for Human Resources [email protected] Doran, Executive Director, Washoe Education Association [email protected] Sawyer, Director of Professional Development [email protected] Schott, Principal, Rollan Melton Elementary School [email protected]
Washoe County School DistrictWashoe County School DistrictReno, NVReno, NV
About Washoe County Schools• 88 schools K-12• 3,750 teachers• 58,909 students• 138 site administrators• Encompasses entire county (1 of 17)• Average of 500 new teachers each year
Purposes of Performance Assessment
• Quality assurance• Professional learning• Continuous growth• Fulfill the law
Where We Began
• System had been in place for at least a decade• Bureaucratic checklist• Just get through it, growth optional• The “dog and pony” show• System lent itself to “drive-by” observations
The Task Force
• WEA appointees (all three levels)• HR & Student Support Services• WCEAA admin appointees (all three levels)• Board of Trustees representative• Task force worked from 1997-2001
Task Force Consensus of Where We Were Going
• Self assessment and goal-setting• Growth in specific areas• Increased interaction between teacher and
evaluator• Inclusion of artifacts, “natural harvest”
Task Force Processes
• Surveyed entire district to confirm areas/issues regarding evaluation process
• Identified and scrutinized appraisal models from other districts
Teachers’ Perspective
• First years of teaching/effects of evaluation• Self-directed professional growth• Shared locus of control• System only as good as the users
Four Domains of Teaching with 23 components and 68 Elements
Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and
Pedagogyb. Demonstrating Knowledge of Studentsc. Selecting Instructional Goalsd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Assessing Student Learning
Domain 3: Instructiona. Communicating Clearly and Accuratelyb. Using Questioning and Discussion
Techniquesc. Engaging Students in Learningd. Providing Feedback to Studentse. Demonstrating Flexibility and
Responsivenessf. Using Student Assessment Data
Domain 2: The Classroom Environmenta. Creating an Environment of Respect and
Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space
Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Contributing to the School and Districte. Growing and Developing Professionallyf. Showing Professionalism
Key Features
• Used teacher performance standards• Provided fairly detailed descriptions of
actual performance criteria• Complied with requirements of state law
Key Features, continued…
• Encompassed the effectiveness factors from existing system
• Comprehensive overview of the “knowledge base on teaching”
• Well researched• Correlated to other professional teaching
standards
Essential Factors
• Rubrics/specific expectations and feedback• Self-assessment leads to growth• Portfolios and artifacts• Conversations about learning goals
Essential Factors, continued…• Fosters reflection on practice• Self-assessment & self-directed inquiry• Comprehensive and specific• Defensible definition of the “knowledge base on
teaching”• Instruments and procedures that provide evidence
of teaching and increased objectivity• Built upon end goal of student achievement• Foundation for improvement plan, if needed
Process Steps
• Teacher completes “self evaluation”• 30 minute year long goal setting with
evaluator, 2-3 goals per domain• Pre-observation meeting, observation, post-
observation meeting• Teacher/Admin discuss final appraisal
Professional Growth Options for Satisfactory Post-Probationary Teachers
• Action research • Mentoring a new teacher • Peer coaching• National Board Certification process• Self-directed professional growth• Lead teacher for student intern
Customizing and Maximizingthe Framework
• Over 100 teacher applicant interviews based on 4 domains • UNR College of Ed using framework with student interns &
admin candidates• WCSD mentors/mentees• Workshops on domains piloted• Counselors, nurses, librarians, occupational and physical
therapists• Special education teachers being developed• Principals being developed
Other Information Available
• www.washoe.k12.nv.us• Framework for all licensed employee
groups• Procedures manual for administrators• Professional development courses for each
domain• Continuing to refine content & process
Results• Increase in collegial conversation• Improved staff development decisions• Data in useable form• Common, specific language about
expectations• Process done with teachers, not to them• Improved performance
Continued Challenges
• Time• Professional development
– Administration– Teachers– Specialists
Field test findings
• Teachers reported feedback increased their awareness of areas for improvement
• Increased meaningful dialogue between the teacher and evaluator concerning teaching.
Continuous feedback
• Currently surveying all teachers and principals regarding perceptions and attitudes of evaluation system.
• Exit survey