teacher evaluation support esu 10 dec. 14 th, 2011
TRANSCRIPT
TEACHER EVALUATION SUPPORT
ESU 10
DEC. 14TH, 2011
WHO’S “IN THE ROOM”?
WHERE HAVE WE BEEN?
After meeting this summer, Administrators….
• Want an evaluation tool based on the Nebraska Teacher “Standards”
• Would like it to be a mobile, electronic tool
• Want to work collaboratively
NEBRASKA TEACHER STANDARDS
• 40 Committee Members from State Educational Stakeholder Groups
• Used National Standards and The Framework for Teaching by Charlotte Danielson
• State Board of Education adopted the Teacher Performance Framework in Nov.
• Intended as best practice - not mandated
“To define effective practice in order to improve
teaching and learning.”-Standards Committee
PERFORMANCE FRAMEWORK
Evidence
Tool
Process
Measuring Teacher Growth
WHERE ARE WE GOING?
PERFORMANCE LEVELS
“UNPACK” EFFECTIVE PRACTICES
IDENTIFY EVIDENCE OF EFFECTIVE PRACTICE
DEVELOP A RUBRIC
INFORMING THE TECH TOOL
CONSIDER….
What questions do you want to ask of the data you collect?
WIKI
http://teacherperformanceframework.wikispaces.com/
BUILDING THE MODEL
CINDY BAUM
ESU 10
DEC. 14, 2011
The NewTeacher Project2010
Recommendations:
• Develop a rigorous, fair, credible teacher evaluation system.
•Avoid the pitfalls of past evaluation systems.
•Create evaluations that become useful tools for teachers & school leaders
3 COMPONENTS OF EFFECTIVE TEACHER EVALUATION
A clear definition of good teaching
Fair and reliable methods to elicit evidence of good
teaching
Trained evaluators who can make consistent judgments
based on evidence
TheWhat
The How
Evidence
--Teacher Evaluation to Enhance Professional Practice, Danielson & McGreal, ASCD 2000
DEFINE GOOD….HOW GOOD IS GOOD ENOUGH?
Levels of Performance
Effective Practice
Evidence of Teaching
FOUR LEVELS OF PERFORMANCE
Un
sati
sfac
tory
Teacher does not yet appear to understand the concepts underlying the component.
Bas
icAppears to understand but implementation is sporadic, intermittent, or not entirely successful.
Pro
fici
ent
Clearly understand s the concepts and implements well.
Dis
tin
gu
ish
ed
Master teachers that make a contribution to their field. Classroom operates as a community of leaders.
Experienced teachers
Hardly contained consistently
Characteristic of student teachers or those new to theprofession
Below licensingStandard. Time toIntervene.
Degrees of Good
Charlotte Danielson Enhancing Professional Practice
PERFORMANCE RATING SCALE
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
SCORING ON A RUBRIC
Innovating
4• New
strategies are created to meet the needs of specific students or class as a whole
Applying
3• Strategy is
used and monitored to see if it has desired effect
Developing
2• Strategy is
used but in a mechanistic way
Beginning
1• Strategy is
used but pieces are missing
Not Using
0• Strategy is
called for, but not used
* Example of a teacher rubric for self scoring the use of a specific strategy
Marazano
Assess the teacher’s performance in relation Professional Teaching Standards
Design a plan for professional growth
PURPOSES OF THE EVALUATION1. Measurement of performance
2. Guide for teachers
3. Basis for instructional improvement
4. Focus goals and objectives of schools and districts
5. Guide professional development programs
6. Tool in developing coaching and mentoring programs for teachers
7. Enhance implementation of curriculum
8. Inform higher education institutions
EVALUATIVE
Involves making judgments about the quality
of teaching for the following purposes:
• Certifying candidates to enter the profession• Deciding whether to offer tenure or a continuing
contract to teachers• Affirming the continuing skill of experienced
teachers• Determining whether an experienced teacher is
performing below standards (assistance plan)
REQUIRED EVIDENCE OF TEACHING
Must be specific about performance AND evidence provides such specificity.
What is that evidence and what does it look like?
VALID EVIDENCE MUST BE GROUNDED IN A CLEAR DEFINITION OF PRACTICE …..
DEFINE GOOD….HOW GOOD IS GOOD ENOUGH?
Levels of Performance
Effective Practice
Evidence of Teaching
DEVELOP A MODEL
Performance Framework that supports ongoing growth and professional learning of teachers
Overview of teaching & learning aligned to NDE’s 7 Teacher Effective Practices
Guides ongoing teacher learning - for each component and element of the framework, specific levels of performance describe a continuum of teaching, from unsatisfactory to distinguished.
Our work ahead of us …..
LET’S BEGIN ….
Determine Levels of Performance – Levels of Good or Evidence of Teaching
I. Number of columnsa. Middle or no-middle?b. Where does “good”
or “basic” fall?c. Think about the degrees of
“good”.
NEXT….
2. Adjectives to describe
those performance levels• -start with the middle
3. Finally, describe each level • –what does it look like?
SOMETHING LIKE THIS…..
BASIC
The teacher knows….
1
2
3
Group work -- drawn on chart paper.
REPORT OUT ….
Describe your product- How did you define Good
Number of categoriesRationale/discussions
OUR FRAMEWORK……CONSENSUS ON MODEL
1 I’ll fight it
2 I can’t live with it
3 It’s ok, I can live with it.
4 Agree
5 Absolutely
UNWRAPPING THE EFFECTIVE PRACTICES
1. Underline only those nouns or noun phrases that represent teachable concepts.
2. Circle only those verbs that represent what teachers are to do.
EFFECTIVE PRACTICE 1
The teacher demonstrates a
comprehensive knowledge of content,
pedagogy, students and standards
needed to provide each student with
effective opportunities for learning,
development and achievement.
DO THE PERFORMANCE LEVELS STILL FIT?
WHAT DO YOU NEED THIS TOOL TO DO??