Examining the Nebraska Teacher Evaluation Model

ESU 8 Prinicipal CadreSeptemeber 17, 2013

Principal Cadre

•Introductions

•Activity

Marzano Training Partnership•3 year commitment

•Marzano modeloCommon languageo Instructional model

•Nebraska Teacher/Principal Evaluation model

Principal Cadre Partners

• Norfolko James Lake -- High School principalo Bruce Strong -- Junior High assistant principalo Jennifer Robinson -- Middle School principalo Tim Kwapnioski -- Bel Air Elementary principalo Angie Hausmann -- Jefferson Elementary principalo Beth Nelson -- Director of Teaching and Learning

• West Boydo Cindy Johnson – Principal

http://youtube.com/v/dxPVyieptwA

Educator Effectiveness Reforms

In recent years, national, state, and local educational leaders have come to realize

that improving teacher and principal effectiveness is the key to increasing student achievement and developing

better school systems.

Put another way...“...more can be done to improve education by improving the effectiveness of teachers

than by any other single factor.” - Wright, Sanders, and

Horn

“Effective teachers matter a great deal and ineffective teachers may

matter even more.”

- National Council on Teacher Quality,

State of the States Report, October 2011

Current Teacher Evaluation Model

Using the current model for your school/district determine:

●One strength●One weakness

Current Evaluation RequirementsSec. 79-828 requires probationary certificated

employees to be evaluated each semester based on a full period observation. No requirement for tenured employees.

NDE’s Rule 10 requires school districts to develop a Board policy for evaluating certificated staff on instructional performance, classroom organization and management, and personal and professional conduct. Rule also includes some procedural requirements.

Nebraska Teacher and Principal Performance Framework provides effective practices as voluntary guidelines for districts.

Follow-up report, “Teacher Evaluation 2.0” (2010) noted:

Infrequent—Annual evaluations often not required.

Unfocused—Student achievement often not included.

Undifferentiated—Evaluations don’t distinguish great teachers from mediocre ones.

Unhelpful—Useful feedback is not provided.

Inconsequential—Not used for important decisions.

Problems with current evaluation practices

• Frequent evaluations of tenured staff.

• Clear, rigorous expectations for teachers.

• Multiple measures of teacher performance.

• Differentiation in performance ratings.

• Regular feedback other than to probationary staff.

• Use of evaluation data in employment decisions other than dismissal.

What Nebraska does not require

The “Wow” FactorThink of when you observed an excellent

teacher in the classroom or a professional context.

What would you see or hear that made you think this teacher was excellent at their profession?

What would make you think I want my child in this teacher’s class or this is what I like to see in my school?Using the Padlet

email link, post two traits to the board

NDE Timeline for Evaluation Model

Pilot Phase (2013-14 and 2014-15 school years)—Implement models in pilot districts and make necessary adjustments. Districts select either Marzano or Danielson model.

Implementation Phase (2015-16 school year and beyond)—Make models available for voluntary adoption by districts and assist with implementation.

Nebraska Teacher Evaluation Model

Measures of Teacher Practice:

•Classroom observation based on Danielson or Marzano instructional frameworks.

•Summative evaluation of teacher practice based on 7 Effective Practices in Nebraska Framework.

Measures of Student Achievement:

•Impact on learning measured through assessments.

Measures of Professional Development:

•Annual Individual Professional Development Plan for all teachers.

Other Components:

•Evaluation of local factors (optional)

Nebraska Teacher Evaluation Model

Purposes of Evaluation

Marzan0 ● Measurement

Measure teaching competence

● Growth Improve teaching skills

Danielson

● Ensure teacher quality

● Professional development

Marzano Model

Student Achievement

Domain 1: Classroom Strategies and Behaviors

Domain 2: Planning and Preparing

Domain 3: Reflecting on Teaching

Dom

ain 4: Collegiality

and Professionalism

Dom

ain

4: C

olle

gial

ity

and

Pro

fess

iona

lism

Danielson Model

NE Teacher Evaluation Model

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 1 - Foundational Knowledge

• The teacher demonstrates comprehensive knowledge of content, pedagogy, students, and standards needed to provide all students with effective opportunities for learning, development, and achievement.

Marzano Domain 2: Planning and Preparing

Danielson Domain 1: Planning and Preparation

Padlet

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 2 - Planning and Preparation

• The teacher integrates knowledge of content, pedagogy, students, and standards with established curriculum to develop rigorous and meaningful instruction for all students that supports the growth of student learning, development, and achievement.

Marzano Domain 2: Planning and Preparation Danielson Domain 1: Planning and Preparation

Padlet

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 3 - The Learning

Environment• The teacher develops and maintains a

learning environment that promotes active student engagement in learning, development, and achievement.

Marzano Domain 1: Classroom Strategies and Behaviors

Danielson Domain 2: The Classroom Environment

Padlet

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 4 - Instructional Strategies

• The teacher intentionally uses a variety of effective instructional strategies to ensure growth in student achievement.

Marzano Domain 1: Classroom Strategies and BehaviorsDanielson Domain 3: Instruction

Padlet

Innovating4

Applying3

Developing2

Beginning1

Not using0

The teacher integrates

several strategies to

create a macrostrategy

or adapts strategies for

unique student needs and situations

The teacher uses strategies

or behaviors associated with an element and monitors their

effects on student

outcomes.

The teacher uses

strategies or

behaviors associated

with an element, but in a

mechanistic way.

The teacher

uses strategies

or behaviors associated

with an element

incorrectly or with parts

missing.

The teacher is

unaware of strategies

or behaviors associated

with an element

Marzano Rubric for Instructional Strategies

Danielson Rubric

•Rubric for each element of a domain with levels of performanceoUnsatisfactoryoBasicoProficientoDistinguished

Enhancing Professional Practice, A Framework for Teaching, Charlotte Danielson

Danielson Rubric

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 5 - Assessment

• The teacher systematically uses multiple methods of assessment to measure student progress and to inform ongoing planning, instruction, and reporting.

Marzano Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and PreparingDanielson Domain 1: Planning and Preparing Domain 3: Instruction Padlet

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 6 - Professionalism

• The teacher acts as an ethical and responsible member of the professional community.

Marzano Domain 3: Reflecting on Teaching Domain 4: Collegiality and ProfessionalismDanielson Domain 4: Professional Responsibilities

Padlet

Nebraska Teacher Evaluation Model

Effective Practices Rating• Standard 7 - Vision and Collaboration

• The teacher contributes to and promotes the vision of the school and collaborates with students, families, colleagues, and the larger community to share responsibility for the growth of student learning, development, and achievement.

Marzano Domain 4: Collegiality and ProfessionalismDanielson Domain 4: Professional Responsibilities Padlet

Other Components of the Nebraska Model include:

●Student Achievement Rating●Professional Development

Rating●Local Factors Rating (optional)

Nebraska Teacher Evaluation Model

NE Teacher Evaluation Model

Student Achievement

The key task is finding accurate and fair ways to evaluate teachers’ effectiveness in increasing student achievement. •What measures of achievement are valid and appropriate?

•What measures of achievement fairly assess the teacher’s contribution to student achievement?

Nebraska Teacher Evaluation Model

Measuring Student Achievement

Measuring Student Achievement

Nebraska Teacher Evaluation Model

● It is important to include student achievement outcomes in the evaluation process both as a means to determine whether teachers are effective and as a means to improve student achievement further.

● It’s not enough just to identify effective or ineffective teachers based on student achievement. How do we help teachers get better?

Nebraska Teacher Evaluation Model

Measuring Student Achievement

● Student Learning Objectives● NeSA● MAPS● DIBELS● C4L● Pre/Post-Testing● More?

PROS? CONS?

NE Teacher Evaluation Model

Professional Development Rating

• Professional development efforts evaluated using an annual Individual Professional Development Plan

• Develop or revise after summative evaluation

Nebraska Teacher Evaluation Model

Professional Development is an important component in the Marzano and Danielson Frameworks

● The key to professional learning is feedback and conversation.

● What are some guidelines and tools to help?

Nebraska Teacher Evaluation Model

Marzano Framework

Marzano approach to Professional Development

● Domain 3: Reflecting on Teaching○ Evaluating Personal Performance○ Developing and Implementing a Professional

Growth and Development Plan● Self-Reflection ● Coaching● Instructional Rounds

Danielson Framework

Danielson approach to Professional Development

●Domain 4: Professional Responsibilities○ Reflecting on Teaching○ Participates in a Professional

Community (PLCs)○ Growing and Developing Professionally

Common Components of Professional Learning

●An environment of trust and a culture of professional inquiry

●Self-assessment●Reflection on practice●Professional conversation●Infusion of expertise●School/district structures

support professional learning

NE Teacher Evaluation Model

NE Teacher Evaluation Model

Local Factors (optional)

• Student surveys• Additional duties• Parent/community surveys• Others?

Evaluation Ratings

NDE Pilot program rubric:oExemplaryoProficientoBasicoUnsatisfactory

Evaluation Ratings

Discussion - Pros and Cons to:

•Satisfactory vs Unsatisfactory model

•Multi-tiered level of performance or rubrics similar to Marzano and Danielson models

Change is Good, You Go First!

http://play.simpletruths.com/movie/change-is-good/

Nebraska Teacher Evaluation/Marzano Models

Self Reflection of Today

•Do you have a common language?•Have you adopted an instructional model?

•Current evaluation model effective?•What changes would you like to incorporate?

•Do you need more information?•Will you use the Danielson model?•Will you use the Marzano model?•Will you use a blended or other model?•How can we help?

Resources•Principal Cadre wiki•www.marzanoresearch.com

oCoaching Classroom InstructionoArt and Science of TeachingoEffective Supervision

•www.danielsongroup.orgoEnhancing Professional Practice

•http://home.wsd.wednet.edu/oWenatchee School District, WA

Top right under Evaluation Pilot

•www.iobservation.com

Nebraska Teacher Evaluation/Marzano Models

Next time:

Supervision & Coaching Classroom Instruction

January 14, 2014

Nebraska Teacher Evaluation/Marzano Models