k-16 teacher collaboration between norris public school district #160 and nebraska wesleyan...

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K-16 Teacher Collaboration Between Norris Public School District #160 and Nebraska Wesleyan University, “Flipcams, Reflective Practitioners, and Staff Appraisal” Rick Koenig, Ryan Ruhl, and Mike McDonald Danielson, C. (2007). Enhancing professional practice. New York: ASCD. Dufour, R. & Marzano, R. (2009). High-leverage strategies for principal leadership. Educational Leadership, 66(5), 62-69. McAnear, A. (2009). Effective technology integration. 36 (7), 5, 15-18. Norris School District Faculty Handbook, 2009. Reeves, D. (2009). The learning leader--model teachers. Educational Leadership, 66(5), 85-86. Contacts: Ryan Ruhl, Norris High School Principal, [email protected] Rick Koenig, Social Studies Department Chair, Norris High School, [email protected] Mike McDonald, Associate Professor of Education, Nebraska Wesleyan University, [email protected] This poster is linked at: http://nwueducation20.wikispaces.com/ Norris Public School District #160 has recently revised the appraisal system and standards for certified staff. The focus is increasingly on students’ learning and using data to inform instruction and assessment. Providing evidence of success in these areas is typically related to formative- or summative appraisals however a broader sense of “indicators” was desired subsequently more emphasis was placed on the use of professional learning plans by individual teachers. However one challenge was documenting and agreeing upon the indicators of successful practice within certain appraisal standards (i.e., #2--demonstrates competence in planning and preparing for instruction). Through conversations between Norris Administrators, Ryan Ruhl, Norris High School Principal, Rick Koenig, Social Studies Department Chair, and Mike McDonald, Nebraska Wesleyan University, Education Department Associate Professor, it was determined that a partnership with preservice students could help in the process. During the Fall of 2010, twelve, preservice students in McDonald’s "Methods of Pedagogy and Assessment", a class for undergraduate students at Nebraska Wesleyan University were paired with an in- dividual, inservice teacher. The nine teachers (three teachers had two practicum students) identified a staff appraisal area for their professional learning plan. This area became the focus of video- taping by the practicum student. Five teachers fully completed the videotaping. The undergraduates utilized Flipcams to videotape their cooper- ating teacher. In turn, the cooperating teacher, filmed the pre- service teacher over the same growth area. This video helped the reflective practice between both parties as well as the principal who can meet with the inservice teacher to discuss their PLP progress in relationship to the appraisal standards and descriptions. A secondary yet equally important consideration was focusing the use and support of Lee Jenkins’ “L to J” approach to gathering data and using it to improve individual student’s progress as well as the achievement of the overall class. The primary focus of “L-J” is on student data to determine instructional priorities, monitor progress, and create a stronger tie to school improvement. Norris has determined that this diagnostic, formative, and summative approach matches with the new staff appraisal process. The disciplines involved in the project were: business, spanish, and team-teaching among special education and english teachers. The project has continued this spring while involving three middle school teachers, five high school teachers and ten NWU students. The first purpose was to foster professionalism in preservice students and assist Norris’ administrators and faculty gather data on effective teaching as based upon Norris’ seven standards of staff appraisal. The second purpose was to aid cooperating teachers apply the “L to J” approach by compiling and analyzing data. The third purpose was to foster reflective practice between cooperating- and practicum teachers. This reflection enhances understanding of effective teaching and assessment practices. The fourth purpose was to use Flipcams in the reflection steps and link on the Norris intranet video server. The undergrads edited the video and acquired technology skills while saving work for the inservice teacher unless he/she wanted to learn the technology. The fifth purpose was to begin an archive of videos that could be used for staff development and “celebration of learning” events at Norris. The long-term goal is to provide exemplars for the various areas of the seven standards. The sixth purpose was to meet the 2007 National Educational Background Norris Appraisal—Rationale, Standards, Descriptions, and Professional Learning Plans Program Purposes References Conclusions and Recommendations Rationale for a New Supervision/Evaluation Model (Norris Faculty Handbook) --Establish a shared understanding of what proficient performance looks like. --Support the evolution of best practice. --Promote the positive role of the teaching profession in the Norris community. --Promote self-reflection, self-evaluation, and job-embedded learning as part of a truly professional environment. --Support the growth of new teacher leadership in light of the significant number of teachers who will be retiring in the next ten years. Appraisal Standards and Descriptions The purpose of these descriptive student effect scales is to provide clear common targets for teachers and principals to discuss instruction from a student results perspective when developing Professional Learning Plans. They are not used as rating scales. They are used to focus professional conversations regarding student learning. *For the sake of our session, only selected indicators are provided for each standard. Professional Practices Standard #1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. --Provides evidence of student learning to students, families and staff. --Implements strategies supporting student, building, and district goals. --Uses student performance data as a guide for decision making. Professional Practices Standard #2: Demonstrates competence in planning and preparing for instruction. --Uses student achievement data, local standards, and the district curriculum in planning for instruction…and assessments). --Selects strategies to engage all students in learning. Professional Practices Standard #3: Uses strategies to deliver instruction that meets the multiple learning needs of students. --Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs readiness, interests and learning profile/styles. --Makes the purposes of learning, academic, and work habit standards, performance criteria, and student responsibilities explicitly clear. Professional Practices Standard #4: Uses a variety of methods to monitor student learning. --Aligns classroom assessment with instructions. --Communicates assessment criteria and standards to all students and parents. --Understands and uses the results of multiple assessments to guide planning and instruction. Professional Practices Standard #5: Fulfills professional responsibilities established by the school district. --Contributes to efforts to achieve a district and building goals. --Collaborates with students, families, colleagues, and communities to enhance student learning. Professional Practices Standard #6: Demonstrates competence in classroom management. --Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. --Develops and implements classroom procedures and routines that support high expectations for student learning. --Uses instructional time effectively to maximize student achievement. Professional Practices Standard #7: Engages in professional growth. --Demonstrates habits and skills of continuous inquiry and learning. --Applies research, knowledge, and skills from professional development opportunities to improve practice. --Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals. Professional Learning Plan (PLP) Professional staff members are required to develop an annual Professional Learning Plan. Each year the Plan’s goals and action plan must be submitted to the building principal by October 1. These plans Professional Learning Plan continued Informal discussion of the progress being made toward completing the plan may be initiated by either the staff member or the administrator at any time throughout the duration of the plan. If, during the time of the Professional Learning Plan, a staff member changes level or curriculum area assignment, he or she must prepare an amended plan. By the end of each year, each staff member must complete an online self- assessment and confer with their principal regarding their Learning Plan progress. Conclusions These areas will be addressed in relationship to the original goals. First, the professionalism for each NWU students was rated four or higher (five point scale) by the cooperating teachers and all parties felt collegiality was fostered. Second, six of the NWU students assisted Norris teachers with the “L-J” process and also helped compile and analyze data. These students felt they understood the process and anecdotal feedback from these teachers reflected this perception. Third, enhanced reflective practice between cooperating- and practicum teachers was noted through each students written work on their practicum experience and each teacher’s feedback on their professional growth particularly those teachers whom completed the videotaping. Fourth, three videos of Norris teachers work are linked on the Norris intranet video server. This element partially worked. The undergrads gained video editing skills and acquired technology skills. Fifth, a “celebration of learning” is happening at Norris this Spring; the use of videos for staff development will occur at another time because adjustments were needed in the staff development focus. Exemplars for the various areas of the seven standards are being determined. Sixth, National Educational Technology Standards, 2, 4 and 6 were met; 1 was not met. Recommendations First, the use of Flipcams and “L-J” appeared to correlate to the appraisal stage of teachers and the degree participants utilized “L-J”. Second, some teachers felt more comfortable working with practicum students and improved orientation of all parties is suggested. Third, dedicated time to work on the reflection videos as a team would help provide structure and consistency in “focus” areas. Fourth, the accessibility, storage and editing of video was oftentimes a challenge. The Flipcams were charged by USB ports and partial charging created problems with limited contin- gencies. Last, all parties appeared to enjoy the pilot but fostering continuous reflection that is directly tied to appraisal standards appears to need a common theme (i.e., questioning) so that learning communities can focus on shared topics.

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Page 1: K-16 Teacher Collaboration Between Norris Public School District #160 and Nebraska Wesleyan University, “Flipcams, Reflective Practitioners, and Staff

K-16 Teacher Collaboration Between Norris Public School District #160 and Nebraska Wesleyan University,

“Flipcams, Reflective Practitioners, and Staff Appraisal” Rick Koenig, Ryan Ruhl, and Mike McDonald

K-16 Teacher Collaboration Between Norris Public School District #160 and Nebraska Wesleyan University,

“Flipcams, Reflective Practitioners, and Staff Appraisal” Rick Koenig, Ryan Ruhl, and Mike McDonald

Danielson, C. (2007).  Enhancing professional practice.  New York: ASCD. Dufour, R. & Marzano, R. (2009).  High-leverage strategies for principal leadership. 

Educational Leadership, 66(5), 62-69. McAnear, A. (2009).  Effective technology integration.  36 (7), 5, 15-18. Norris School District Faculty Handbook, 2009. Reeves, D. (2009).  The learning leader--model teachers. Educational Leadership, 66(5), 85-86. 

Contacts: Ryan Ruhl, Norris High School Principal, [email protected] Rick Koenig, Social Studies Department Chair, Norris High School,

[email protected] Mike McDonald, Associate Professor of Education, Nebraska Wesleyan University, [email protected]

This poster is linked at: http://nwueducation20.wikispaces.com/

Norris Public School District #160 has recently revised the appraisal system and standards for certified staff. The focus is increasingly on students’ learning and using data to inform instruction and assessment. Providing evidence of success in these areas is typically related to formative- or summative appraisals however a broader sense of “indicators” was desired subsequently more emphasis was placed on the use of professional learning plans by individual teachers. However one challenge was documenting and agreeing upon the indicators of successful practice within certain appraisal standards (i.e., #2--demonstrates competence in planning and preparing for instruction). Through conversations between Norris Administrators, Ryan Ruhl, Norris High School Principal, Rick Koenig, Social Studies Department Chair, and Mike McDonald, Nebraska Wesleyan University, Education Department Associate Professor, it was determined that a partnership with preservice students could help in the process.

During the Fall of 2010, twelve, preservice students in McDonald’s "Methods of Pedagogy and Assessment", a class for undergraduate students at Nebraska Wesleyan University were paired with an in-dividual, inservice teacher. The nine teachers (three teachers had two practicum students) identified a staff appraisal area for their professional learning plan.  This area became the focus of video-taping by the practicum student. Five teachers fully completed the videotaping.

The undergraduates utilized Flipcams to videotape their cooper-ating teacher. In turn, the cooperating teacher, filmed the pre-service teacher over the same growth area.  This video helped the reflective practice between both parties as well as the principal whocan meet with the inservice teacher to discuss their PLP progress inrelationship to the appraisal standards and descriptions.

A secondary yet equally important consideration was focusing the use and support of Lee Jenkins’ “L to J” approach to gathering data and using it to improve individual student’s progress as well as the achievement of the overall class. The primary focus of “L-J” is on student data to determine instructional priorities, monitor progress, and create a stronger tie to school improvement. Norris has determined that this diagnostic, formative, and summative approach matches with the new staff appraisal process.

The disciplines involved in the project were: business, spanish, and team-teaching among special education and english teachers.  The project has continued this spring while involving three middle school teachers, five high school teachers and ten NWU students.

The first purpose was to foster professionalism in preservice students and assist Norris’ administrators and faculty gather data on effective teaching as based upon Norris’ seven standards of staff appraisal.

The second purpose was to aid cooperating teachers apply the “L to J” approach by compiling and analyzing data.

The third purpose was to foster reflective practice between cooperating- and practicum teachers. This reflection enhances understanding of effective teaching and assessment practices.

The fourth purpose was to use Flipcams in the reflection steps and link on the Norris intranetvideo server. The undergrads edited the video and acquired technology skills while saving work for the inservice teacher unless he/she wanted to learn the technology.

The fifth purpose was to begin an archive of videos that could be used for staff developmentand “celebration of learning” events at Norris. The long-term goal is to provide exemplars for the various areas of the seven standards.

The sixth purpose was to meet the 2007 National Educational Technology Standards: 1. Creativity and Innovation

2. Communication and Collaboration 4. Critical Thinking, Problem Solving, and Decision Making6. Technology Operations and Concepts

In summary, success is documented through the professional growth of all parties, the refining of the domains of teaching, and the archived video examples on the Norris intranet which can be utilized in Norris, staff development as based upon long-term needs.

Background

Norris Appraisal—Rationale, Standards, Descriptions, and Professional

Learning Plans

Program Purposes

References

Conclusions and Recommendations

Rationale for a New Supervision/Evaluation Model (Norris Faculty Handbook)--Establish a shared understanding of what proficient performance looks like.--Support the evolution of best practice. --Promote the positive role of the teaching profession in the Norris community. --Promote self-reflection, self-evaluation, and job-embedded learning as part of a truly professional environment. --Support the growth of new teacher leadership in light of the significant number of teachers who will be retiring in the next ten years.

Appraisal Standards and DescriptionsThe purpose of these descriptive student effect scales is to provide clear common targets for teachers and principals to discuss instruction from a student results perspective when developing Professional Learning Plans. They are not used as rating scales. They are used to focus professional conversations regarding student learning. *For the sake of our session, only selected indicators are provided for each standard. 

Professional Practices Standard #1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.--Provides evidence of student learning to students, families and staff.--Implements strategies supporting student, building, and district goals.--Uses student performance data as a guide for decision making. Professional Practices Standard #2: Demonstrates competence in planning and preparing for instruction.--Uses student achievement data, local standards, and the district curriculum in planning for instruction…and assessments).--Selects strategies to engage all students in learning. Professional Practices Standard #3: Uses strategies to deliver instruction that meets the multiple learning needs of students.--Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs readiness, interests and learning profile/styles.--Makes the purposes of learning, academic, and work habit standards, performance criteria, and student responsibilities explicitly clear. Professional Practices Standard #4: Uses a variety of methods to monitor student learning.--Aligns classroom assessment with instructions.--Communicates assessment criteria and standards to all students and parents.--Understands and uses the results of multiple assessments to guide planning and instruction. Professional Practices Standard #5: Fulfills professional responsibilities established by the school district.--Contributes to efforts to achieve a district and building goals.--Collaborates with students, families, colleagues, and communities to enhance student learning. Professional Practices Standard #6: Demonstrates competence in classroom management.--Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.--Develops and implements classroom procedures and routines that support high expectations for student learning.--Uses instructional time effectively to maximize student achievement. Professional Practices Standard #7: Engages in professional growth.--Demonstrates habits and skills of continuous inquiry and learning.--Applies research, knowledge, and skills from professional development opportunities to improve practice.--Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.

Professional Learning Plan (PLP)Professional staff members are required to develop an annual Professional Learning Plan. Each year the Plan’s goals and action plan must be submitted to the building principal by October 1. These plans may extend beyond a year, may be modified during the year, or modified year-to-year. The staff member will discuss proposed changes with their administrator and submit a revised plan including the agreed upon changes. These plans may include other professional staff and are required artifacts for the Year Four summative evaluation. Each plan must include the following components: student data; goal statement (aligned with the district or building school improvement plan); action plan; evidence; lessons learned; reflection; and knowledge sharing. 

Professional Learning Plan continued Informal discussion of the progress being made toward completing the plan may be initiated by either the staff member or the administrator at any time throughout the duration of the plan. If, during the time of the Professional Learning Plan, a staff member changes level or curriculum area assignment, he or she must prepare an amended plan. By the end of each year, each staff member must complete an online self-assessment and confer with their principal regarding their Learning Plan progress.

ConclusionsThese areas will be addressed in relationship to the original goals. First, the professionalism for each NWU students was rated four or higher (five point scale) by the cooperating teachers and all parties felt collegiality was fostered.

Second, six of the NWU students assisted Norris teachers with the “L-J” process and also helped compile and analyze data. These students felt they understood the process and anecdotal feedback from these teachers reflected this perception.

Third, enhanced reflective practice between cooperating- and practicum teachers was noted through each students written work on their practicum experience and each teacher’s feedback on their professional growth particularly those teachers whom completed the videotaping.

Fourth, three videos of Norris teachers work are linked on the Norris intranet video server. This element partially worked. The undergrads gained video editing skills and acquired technology skills.

Fifth, a “celebration of learning” is happening at Norris this Spring; the use of videos for staff development will occur at another time because adjustments were needed in the staff development focus. Exemplars for the various areas of the seven standards are being determined.

Sixth, National Educational Technology Standards, 2, 4 and 6 were met; 1 was not met.

RecommendationsFirst, the use of Flipcams and “L-J” appeared to correlate to the appraisal stage of teachers andthe degree participants utilized “L-J”. Second, some teachers felt more comfortable working with practicum students and improved orientationof all parties is suggested. Third, dedicated timeto work on the reflection videos as a team wouldhelp provide structure and consistency in “focus”areas. Fourth, the accessibility, storage and editing of video was oftentimes a challenge. TheFlipcams were charged by USB ports and partialcharging created problems with limited contin-gencies. Last, all parties appeared to enjoy the pilot but fostering continuous reflection that isdirectly tied to appraisal standards appears to need a common theme (i.e., questioning) so thatlearning communities can focus on shared topics.