the road to powerful instructional practice through the 5d+™ teacher evaluation rubric alaska...

The Road to Powerful Instructional Practice Through the

5D+™ Teacher Evaluation Rubric

Alaska Staff Development NetworkApril 10, 2013

Copyright © 2013 University of Washington Center for Educational Leadership5D, “5 Dimensions of Teaching and Learning” and other logos/identifiers are trademarks of the University of Washington Center for Educational Leadership.

MissionThe Center for Educational Leadership (CEL) is a nonprofit service

arm of the University of Washington College of Education dedicated

to eliminating the achievement gap that continues to divide our

nation’s children along the lines of race, class, language and

disability.

The Road to Powerful Instructional Practice Through the 5D+™ Teacher Evaluation Rubric

CEL’s Theory of ActionFoundational Ideas If students are not learning they are not being afforded powerful

learning opportunities.

Teaching is a highly complex and sophisticated endeavor.

Practice of sophisticated endeavors only improves when it is open for public scrutiny.

Improving practice in a culture of public scrutiny requires reciprocal accountability.

Reciprocal accountability implies a particular kind of leadership to improve teaching and learning.

Leaders cannot lead what they don’t know.


Developing the Leadership Expertise to Improve Instruction: A Two-part Equation

1. Developing a common language and shared vision for high quality instruction – the better we see, the better we are able to lead.

2. Developing greater expertise in leading for instructional improvement – the better we lead, the better we are able to improve teaching practice and thus learning for all students.


Learning Targets

How the 5 Dimensions of Teaching and Learning and the 5D+ Teacher Evaluation Rubric are used to improve instructional practice

How UWCEL supports districts who use the 5D+ Framework as their evaluation tool


Increasing the knowledge, skills and expertise of the

teacher.

Changing the role of the student as learner.

Increasing the level and complexity of the

curriculum/content.

Text/Task“Content”

StudentTeacher

Context

CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

We Can Increase Student Learning by …


Turn and Talk

To what extent do you as a group of educators have a common language and shared vision for high quality instruction?

To what extent do you and your colleagues engage in conversation regarding all three aspects of the instructional core?


5 Dimensions of Teaching and LearningFramework and Lesson Analysis Rubric

Grounded in what we know about how people learn.

Grounded in what we know about best teaching practices.

Corroborated by a panel of expert observers of instruction through a multi-stage process.

Scholarly Research From a Tier I Research Institution


The 5 Dimensions of Teaching and Learning Instructional Framework

Purpose

Student Engagement

Curriculum & Pedagogy

Assessment for Student Learning

Classroom Environment & Culture


Core Ideas in Each Dimension

Equity: Each and every student.

Student role in their own learning: Agency and ownership.

Student independence with the learning task.

Rigorous intellectual work.


An Instructional Framework is:

A set of descriptions of teaching behaviors.

Linked to improved student learning.

Based on research and the work of practitioners.

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5 Dimensions of Teaching and Learning Instructional Framework

Supports teachers and principals in enhancing their instructional expertise.

Emphasizes continuous improvement.

Creates a common language and shared vision for high quality instruction.

Improves teaching practice and thus learning for all students.


The 5D Instructional Framework as a Tool:

A “lens” for classroom observations.

A guide for teachers.

A reference during lesson planning and staff meetings about instructional practices.

The entry point into the teacher evaluation rubric.


Classroom Environment & Culture

Use of Physical Environment:

Set up to promote and scaffold independence and ownership.

Classroom Routines and Rituals:

Promote community, equity and accountability for learning.

Classroom Culture:

Based upon relationships that promote high expectations and inclusivity while reducing issues of status.

Promote risk-taking and collaboration.


Think/Puzzle/Explore

5 D Smart Card.

Think/Puzzle/Explore Thinking Routine.


Evaluation

Observation

Evidence

Basic to Distinguished

Teacher driven

How is the new teacher evaluation process different from the old process?

Evaluation

Observation

Evidence

Satisfactory

Principal driven

Evaluatio

n

Observation

Evidence

Satisf

actory

Principal driv

en


The 5D+ Teacher Evaluation Rubric

Inquiry-based growth model, not a check list.

Joins instructional leaders and teachers in co-learning.

Shared and common vision of high quality teaching.

Accessible and actionable.

Classroom observations, teacher and student artifacts, continuous conversation.

Equity is embedded in each dimension.


Dimension


Subdimension


Indicator


Indicator Number


Performance Levels


Progressive Performance Level Language





Valid, Reliable and Psychometrically Sound

Valid – Does the tool assess what it purports to assess?

Reliable – Do two more more observers give the same score for the same observation?

Reliability and validity reside in the implementation of the tool.

Consistency across levels.

One best practice per indicator / component.


The Reliability Research

4-6 observations per school year.

Each observation 15 minutes in length.

Second observer.


Learning the Rubric

Key Ideas by Indicator.

Highlight and take notes!


Identifying Key Ideas

Start at Basic.

Identify what’s different in each level.

Pay attention to frequency words, and, or, teacher, student, commas.


Engaging in Inquiry – Continuous Growth

Self-assess using the 5D instructional framework and 5D+ rubric.

Identify areas of focus.

Observe / collect data.

Notice / Wonder / Analyze / Feedback.

Set goals.

Professional development and/or Implement.

Reflect.


Leading for Instructional Improvement: Essential Elements of the Process

Self-Assessment

Identify Area of Focus

Observe / Collect Data

Notice / Wonder/ Analyze / Feedback

Set Goals

Professional Development

and/or Implement

Observe / collect data

Reflect


Getting Started: CEL Support and Training for Teacher Evaluation

District Consult including Readiness Assessment.

Stage I & II training for principals and evaluation teams.

Rater Reliability training.

Learning, Goal Setting and Implementation Support Walk-throughs.

Feedback for Teacher Growth Tools and Processes.


Additional Resources

Leading for Instructional Improvement – by Stephen Fink and Anneke Markholt

5D+ GoObserve

Online learning series for Purpose

Webinars

Classroom Videos

Online courses

Specialized Institutes

Extensive Leadership Tools and Support


COMING SOON ...

CEL WebinarApril 25, 2013, 10 a.m. PacificCentral Office Transformation for Improving Instruction.

Summer Leadership InstituteJuly 9-10, 2013Seattle, WashingtonFeedback for Teacher Growth: Tools and Processes to Support Teacher Evaluation.

www.k-12leadership.org

ContactSandy Austin, Ed.D.Project Director, Center for Educational Leadership

[email protected]

206-221-6881 toll free: 866-577-8066www.k-12leadership.org

the road to powerful instructional practice through the 5d+™ teacher evaluation rubric alaska...

Documents

d framework

evaluation tool slide

student learning

instructional improvement

instructional core

learning framework

dimensions of teaching

leadership expertise