the thoughtful approach to classroom observations webinar presentation

The Though(ul Classroom Teacher Effec2veness Framework

This webinar was presented by Dr. Harvey Silver on November 7, 2012.

View the recording online at: hBp://www.schoolimprovement.com/

resources/webinars/thoughEul-‐approach-‐to-‐classroom-‐observaGons/

A recent study of the world’s top 25 school systems draws two straighEorward conclusions about how to improve educaGon:

“The quality of an education system cannot exceed the

quality of its teachers.”

“The only way to improve outcomes is to improve instruction.”

McKinsey & Company (2007)

Why Teacher Effectiveness?

Two of America’s leading educaGonal organizaGons have partnered to provide a new web-‐based observaGon, evaluaGon, and professional development system.

3

The Thoughtful Classroom Teacher Effectiveness Framework

• What does a “simple and deep” approach to teacher effecGveness look like? • How do we make the observaGon process meaningful and manageable? • What is the ulGmate goal of any teacher evaluaGon system? • How do we develop a final evaluaGon of a teacher’s effecGveness?

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Today’s Guiding Questions

5

What does a “simple and deep” approach to teacher effectiveness

look like?


6

Presenting New

Learning

Positive Relationships

Engagement and

Enjoyment

Organization, Rules, and Procedures

Professional Practice

A Culture of Thinking

and Learning

Applying Learning

Deepening and

Reinforcing Learning

Preparing Students for New Learning

Reflecting on and

Celebrating Learning

An evaluation framework needs to listen to multiple voices.

The voice of the research community: •  Over 40 years of acGon research & meta-‐analyGc research that shows us what really works in the classroom. •  Every indicator is aligned with what the research says about best pracGces in the classroom.

The voice of educators We worked with over 250 teachers, administrators, and union representaGves to develop and refine the framework to ensure that it:

•  Is manageable •  Respects the realiGes of classrooms & schools

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Simple

Deep



8

What makes The Thoughtful Classroom Teacher Effectiveness Framework simple?

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



9

3 Components The Four Cornerstones of Effective Teaching

The Five Episodes of Effective Instruction

Effective Professional Practice

1.

2.

3.

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



10




1.

2.

3.

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



11




1.

2.

3.

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



12




1.

2.

3.

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



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3 Components 10 Dimensions

1 Visually organized framework

Presenting

New Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


4

5

6 7

8

9

10

1 2

3


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3 Components

10 Dimensions

1 Visually organized framework

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


Component One: The Four Cornerstones of Effective Teaching

(Dimensions 1-4)

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The Four Cornerstones of Effective Teaching

•  Universal elements of quality instruction

•  Always relevant in any classroom

•  Without the cornerstones in place in the classroom, student learning will be compromised

•  Always included as part of a teacher’s evaluation

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


Component Two: The Five Episodes of Effective Instruction

(Dimensions 5-9)

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•  Good instruction unfolds in a series of learning episodes

•  Teachers use these episodes to design high-quality lessons and units

•  Ensures observer and teacher are on the “same page”

•  Evaluated based on which episodes are observed

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


Component Three: Effective Professional Practice

(Dimension 10)

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•  Looking beyond the classroom

•  Commitment to: –  Ongoing learning –  The school community –  Professionalism

•  Always included as part of a teacher’s evaluation

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


What’s the Difference Between a List of Standards and a Framework?

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NJ Professional Standards for Teachers and School Leaders (Based on the CCSSO’s InTASC Core Teaching Standards)

1.  Subject MaBer Knowledge 2.  Human Growth and Development 3.  Diverse Learners 4.  InstrucGonal Planning and Strategies 5.  Assessment 6.  Learning Environment 7.  Special Needs 8.  CommunicaGon 9.  CollaboraGon and Partnerships 10.  Professional Development

Component One: The Four Cornerstones of Effective Teaching

(Dimensions 1-4)

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The Four Cornerstones of Effective Teaching

Addresses these NJ Standards: 2. Human Growth and Development 3. Diverse Learners 6. Learning Environment 7. Special Needs

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


Component Two: The Five Episodes of Effective Instruction

(Dimensions 5-9)

20


Addresses these NJ Standards: 1. Subject MaBer Knowledge 4. InstrucGonal Planning and

Strategies 5. Assessment 8. CommunicaGon

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


Component Three: Effective Professional Practice

(Dimension 10)

21


Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


Addresses these NJ Standards: 9. CollaboraGon and RelaGonships 10. Professional Development


22

A Simple Framework

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



23

What makes The Thoughtful Classroom Teacher Effectiveness Framework deep?

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and



24

The Value of Essential Questions

•  Each of the ten dimensions is driven by an essential question.

•  These essential questions –  Keep schools focused on what’s important. –  Promote school-wide inquiry. –  Foster a common language for instruction and how

to improve it.

Organiza2on, Rules, and Procedures

Posi2ve Rela2onships

A Culture of Thinking and Learning

Engagement and Enjoyment


Deepening and Reinforcing Learning

Presen2ng New Learning

Reflec2ng on and Celebra2ng Learning

Applying Learning

How do you organize your classroom to enhance

learning and establish rules and procedures

that clarify expectaGons?

How do you develop a classroom culture that promotes serious learning and sophisGcated

forms of thinking?

How do you build meaningful relaGonships

with your students and among students to promote learning?

How do you moGvate students to do their best work and inspire

the love of learning?

Professional Prac2ce

25

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Here’s what four 2nd graders said:

What is learning?

Organiza2on, Rules, and Procedures

Posi2ve Rela2onships





Presen2ng New Learning

Reflec2ng on and Celebra2ng Learning

Applying Learning

How do you organize your classroom to enhance

learning and establish rules and procedures

that clarify expectaGons?

How do you develop a classroom culture that promotes serious learning and sophisGcated

forms of thinking?

How do you build meaningful relaGonships

with your students and among students to promote learning?



Professional Prac2ce 27

How do you help students solidify their understanding and pracGce new skills?

How do you help students look back on their learning and refine

their learning process?

How do you present new informaGon and provide

opportuniGes for students to acGvely engage with content?

How do students demonstrate their learning and what kinds of evidence do you collect to assess

their progress?

How commiBed are you to professional learning and contribuGng to the school community?

How do you establish your purpose, acGvate students’ prior knowledge, and prepare students

for learning?


How do you establish your purpose, acGvate students’ prior

knowledge, and prepare students for learning?


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5.1 SelecGng relevant standards that are appropriate to your content and grade level 5.2 “Unpacking” standards and turning them into clear, measurable learning goals

and targets

Dimension 5: Preparing Students for New Learning

5.3 Using essenGal quesGons to guide learning and promote deep thinking 5.4 Beginning lessons and units with engaging “hooks”—thought-‐provoking acGviGes

or quesGons that capture student interest and acGvate their prior knowledge 5.5 Introducing students to the key vocabulary terms they will need to know and

understand to successfully learn the content

5.6 Assessing students’ background knowledge, skill levels, and interests relaGve to learning goals and targets

5.7 Helping students develop insights into the products they’ll be creaGng, performances they’ll be delivering, and/or tasks they’ll be compleGng to demonstrate what they’ve learned (e.g., providing models of high-‐quality work, rubrics, checklists, etc.)

5. 8 Encouraging students to establish personal learning goals and plans for achieving them

Content

InstrucGon

Assessment

[CC]

[CC]

[CC]

[CC]

[CC]


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Observing the Indicators

Not Evident

Evident

Missed Opportunity

Not Evident It was not evident that the teacher addressed this indicator. (REMEMBER: Quality instruc2on DOES NOT mean addressing all indicators.)

Evident It was evident that the teacher addressed this indicator.

Missed Opportunity The teacher did not address this indicator even though there was a clear opportunity to address it.


30


Impact on Student Achievement Students… q  Understand/restate learning goals in their own words. q  Ask quesGons about learning goals. q  Know what they have to produce and what’s expected of them. q  Assess own knowledge of vocabulary. q  Call up their prior knowledge. q  Generate quesGons about content or personal goals. q  Understand the plan for learning.


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The 4Ps to Better Feedback

1.  Provide Evidence

2.  Praise

3.  Pose Questions

4.  Propose

1. Provide Evidence (List specific evidence to support what you observed.) Standards were clear and posted as student-‐friendly learning goals. Hook was used to acGvate prior knowledge. Used the Backwards Learning tool to help students understand what they needed to know and do by unit’s end.

2. Praise (Recognize posi2ve teaching behaviors that enhance learning.) Great hook! Using a “what if” quesGon really engaged students and got them to tap into their prior knowledge.

3. Pose (Ask ques2ons that foster reflec2on on teacher’s decisions and their impact.) I was really interested in how you used the Backward Learning tool. What effect does it have on student focus and self-‐assessment over the week?

4. Propose (Decide—collabora2vely if possible—on how to improve prac2ce.) The targets were posted, but I think it’s important that all students really internalize those targets. You might try the 5-‐S Goal Sharing tool to accomplish this.


32

Summative Evaluation Rubric 1

2

3

4

Novice: Minimal or no commitment to effecGve instrucGon. The pracGces are not being used or need reconsideraGon because they are not having their intended effects on student learning. Developing: Ini.al commitment to effecGve instrucGon. The teacher is using relevant instrucGonal pracGces but the pracGces need further refinement. With refinement, the impact on student learning can be increased.

Proficient: Clear commitment to effecGve instrucGon. The teacher applies relevant instrucGonal pracGces that have a posiGve impact on student learning.

Expert: Strong commitment to effecGve instrucGon that shows advanced experGse. The teacher applies relevant instrucGonal pracGces and is able to adapt them to students’ needs and parGcular learning situaGons. These pracGces have a consistently posiGve impact on student learning.


33

Summative Evaluation Rubric

(4) Expert –  Strong commitment to effecGve instrucGon that shows advanced experGse.

–  The teacher applies relevant instrucGonal pracGces and is able to adapt them to learning situaGons.

–  These pracGces have a consistently posiGve impact on student learning.


34

A Simple and Deep Framework

Dimensions of teacher effectiveness

(Essential questions)


35

Engagement and

Enjoyment


and Learning

Organization, Rules,

and Procedures


Preparing Students

for New Learning

Presenting New Learning

Applying Learning


How do you organize your classroom to enhance learning

and establish rules and procedures that clarify

expectaGons?

Reflecting on and Celebrating Learning

How do you build meaningful relaGonships with your students and among students to promote

learning?

How do you help students solidify their understanding and pracGce new skills?

How do you present new informaGon and provide

opportuniGes for students to acGvely engage with content?

How do you help students look back on their learning and refine

their learning process?

How do you develop a classroom culture that

promotes serious learning and sophisGcated forms of

thinking?

How do students demonstrate their learning and what kinds of evidence do you collect to

assess their progress?




How commiBed are you to professional learning and contribuGng to the school community?

How do you establish your purpose, acGvate students’

prior knowledge, and prepare students for learning?

1

4

7 6

5

3

2

8

9

10






36

A Simple and Deep Framework Indicators of quality teaching behavior




37

5.1 SelecGng relevant standards that are appropriate to your content and grade level 5.2 “Unpacking” standards and turning them into clear, measurable learning goals

and targets


5.3 Using essenGal quesGons to guide learning and promote deep thinking 5.4 Beginning lessons and units with engaging “hooks”—thought-‐provoking acGviGes

or quesGons that capture student interest and acGvate their prior knowledge 5.5 Introducing students to the key vocabulary terms they will need to know and

understand to successfully learn the content 5.6 Assessing students’ background knowledge, skill levels, and interests relaGve to

learning goals and targets 5.7 Helping students develop insights into the products they’ll be creaGng,

performances they’ll be delivering, and/or tasks they’ll be compleGng to demonstrate what they’ve learned (e.g., providing models of high-‐quality work, rubrics, checklists, etc.)

5. 8 Encouraging students to establish personal learning goals and plans for achieving them

[CC]

[CC]

[CC]

[CC]

[CC]


38


Indicators of quality student behavior




39


Impact on Student Achievement Students… q  Understand/restate learning goals in their own words. q  Ask quesGons about learning goals. q  Know what they have to produce and what’s expected of them. q  Assess own knowledge of vocabulary. q  Call up their prior knowledge. q  Generate quesGons about content or personal goals. q  Understand the plan for learning.


40



Summative evaluation rubric




41

Summative Evaluation Rubric Novice: Minimal or no commitment to effecGve instrucGon. The pracGces are not being used or need reconsideraGon because they are not having their intended effects on student learning.

1

Developing: Ini.al commitment to effecGve instrucGon. The teacher is using relevant instrucGonal pracGces but the pracGces need further refinement. With refinement, the impact on student learning can be increased.

2


3


4


42



Summative evaluation rubric



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How do we make the observation process

meaningful and manageable?

The Formal Observation Process

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Wriaen Evalua2on

Post-‐Observa2on

Classroom Observa2on

Pre-‐Observa2on


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Wriaen Evalua2on

Post-‐Observa2on


Pre-‐Observa2on •  Where are you in your lesson

sequence? •  What are the learning goals for the

parGcular lesson I’ll be observing? •  How will student learning be

assessed? •  What learning opportuniGes will you

provide to achieve your goals? •  What quesGons do you have about

the lesson?

Pre-Observation

Wriaen Evalua2on


46

Classroom Observation

Post-‐Observa2on


Pre-‐Observa2on To accommodate different

classroom observaGon objecGves and observer preferences, we’ve developed different types of

observaGon forms.

•  Formal ObservaGons •  Informal ObservaGons •  Learning Walks

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Individual Dimension

Form

48

Multiple Dimensions Form

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Essential Questions Form


For formal observaGons, observers typically use the four-‐point rubric to assess the teacher’s effecGveness in each observed dimension. Summative Evaluation Rubric

Novice: Minimal or no commitment to effecGve instrucGon. The pracGces are not being used or need reconsideraGon because they are not having their intended effects on student learning.

1

Developing: Ini.al commitment to effecGve instrucGon. The teacher is using relevant instrucGonal pracGces but the pracGces need further refinement. With refinement, the impact on student learning can be increased.

2


3


4

4 4

3

3 2

Wriaen Evalua2on

Post-‐Observa2on


Pre-‐Observa2on


Post-Observation Post-‐observaGon quesGons are guided by 5 Rs:

Review What happened?

React What were your reacGons?

What were students’ reacGons?

Reasons What caused you to think/feel this way?

What caused students to think/feel this way?

Rethink What have you learned?

What would you do differently?

Reflect How did the enGre observaGon process help you?

How can we improve it together?


Written Evaluation

Wriaen Evalua2on

Post-‐Observa2on


Pre-‐Observa2on Formal observaGons are usually wriBen up. Observers use the evidence from the observaGon forms along with the 4Ps feedback protocol to write meaningful wriBen evaluaGons.

1.  Provide Evidence

2.  Praise

3.  Pose Questions

4.  Propose

53

What is the ultimate goal of any

teacher evaluation system?

Promoting Teacher Growth

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Targeted Professional Development and Growth

Professional Growth Plan

Teacher Self-‐Assessment

Teacher Self-Assessment Guide

The Teacher Self-‐Assessment Guide allows teachers to reflect on and assess their classroom pracGce according to the same dimensions and indicators that administrators use to guide observaGons.

55

Targeted Professional

Development and Growth



Teacher Professional Growth Plan

56





57

Teacher Professional Growth Plan Areas of Strength & Areas for Potential Growth

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Teacher Professional Growth Plan Developing Professional Learning Goals

59

Teacher Professional Growth Plan Tracking Progress

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Teacher Professional Growth Plan Collecting Evidence

The Framework is integrated with PD 360, the most extensive professional development video library in the country.

61





Targeted Professional Development

Offers over 1200 videos of best classrooms pracGces and pedagogy Is Online & On-‐demand 24/7 Provides the ulGmate flexibility in PD

For observers… Based on observaGon data, observers can select relevant PD 360 videos that correspond to idenGfied needs.

62


For teachers… Teachers build a customized professional growth plan using the Teacher-‐Self Assessment Guide and the PD 360 video library.

63


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Targeted Professional Development Comprehensive Video Library

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Targeted Professional Development Aligned Video Library

66

How do we develop a final evaluation of a

teacher’s effectiveness?

67


“Evalua2on systems should include mul2ple measures, not just observa2ons or value-‐added alone.”

Gathering Feedback for Teaching (2012) MET Project Research Paper

Bill & Melinda Gates FoundaGon

68


Summative Evaluation Looking at Mul2ple Measures

Instruc2onal Prac2ce (Dimensions 1-‐9)

_____ X _____% = _____

Professional Prac2ce (Dimension 10)

_____ X _____% = _____

Student Performance Data

Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure _____ X _____% = _____ Other Measure _____ X _____% = _____ Total = _____

69


Assessing Instructional Practice

4 4 3

3 3

3 n/o 2

n/o

70




_____ X _____% = _____


_____ X _____% = _____



3.14 40 1.26

71


Assessing Teacher Growth Commitment to Professional Growth

INDICATORS 10.1 Self-‐assessing and working to

improve his or her own classroom pracGce.

10.2 Developing and implemenGng a professional growth plan.

10.3 Seeking out professional development and conGnuous learning opportuniGes.

10.4 Working with colleagues to improve pracGce throughout the building as part of a professional learning community.

RUBRIC (1) Novice: The teacher is reluctant or resistant to professional growth. (2) Developing: The teacher has made an iniGal commitment to professional growth and applies new learning in the classroom. (3) Proficient: The teacher has made a clear commitment to professional growth and regularly applies new learning in the classroom. (4) Expert: The teacher has made a strong commitment to professional growth that is highly evident. The teacher is adept at translaGng new learning into improved classroom pracGce. In addiGon, the teacher has taken an acGve role in promoGng professional learning throughout the school.

72


Assessing Teacher Growth Commitment to School Community

INDICATORS 10.5 Maintaining open communicaGon

with the enGre school community (e.g., administrators, teachers, parents, students).

10.6 Assuming appropriate leadership roles (e.g., mentor, instrucGonal coach, teacher-‐leader).

10.7 Helping maintain and build a posiGve school culture (e.g., through athleGc coaching, volunteerism, and other forms of non-‐required parGcipaGon or contribuGon).

RUBRIC (1) Novice: The teacher is not contribuGng to the school community beyond his or her classroom. (2) Developing: The teacher will contribute to the larger school community, but ouen requires prompGng from colleagues or superiors. (3) Proficient: The teacher is a regular and acGve contributor to the school community. (4) Expert: The teacher contributes to the school community consistently and with passion and enthusiasm. The teacher is recognized as a leader and role model within the school community.

73


Assessing Teacher Growth Commitment to Professionalism

RUBRIC (1) Novice: The teacher needs to be reminded of school rules and has liBle to no awareness of larger educaGonal policy (e.g., state and naGonal iniGaGves). (2) Developing: The teacher generally follows school rules but has only a basic awareness of educaGonal policy beyond the school walls. (3) Proficient: The teacher adheres to school rules and is generally aware of major changes in educaGonal policy. (4) Expert: The teacher is a commiBed professional who follows and promotes school rules. The teacher understands the purpose of educaGonal policies and how they affect classroom pracGce and the educaGonal community.

INDICATORS 10.8 Maintaining a high level of

professionalism at all Gmes. 10.9 Becoming aware of and

adhering to legal responsibiliGes and current educaGonal policies of the school, district, and state.

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Commitment to the School Community

Commitment to Professionalism

Commitment to Professional Growth

Score: _______ Score: _______ Score: _______

PROFESSIONAL PRACTICE | Dimension 10

2 3 3

75




_____ X _____% = _____


_____ X _____% = _____



3.14 40 1.26

2.66 10 .26

76


Summative Evaluation Conver2ng Standardized Test Data for the Evalua2on

1—Novice: Results are well-‐below state average for similar students or district goals if no state test)

2—Developing: Results are below state average for similar students (or district goals if no state test).

3—Proficient: Results meet state average for similar students (or district goals if no state test).

4—Expert: Results are well-‐above state average for similar students (or district goals if not state test).

77


Looking at Mul2ple Measures Instruc2onal Prac2ce (Dimensions 1-‐9)

_____ X _____% = _____


_____ X _____% = _____



3.14 40 1.26

2.66 10 .26

3 25 .75

Summative Evaluation

78


Looking at Mul2ple Measures Instruc2onal Prac2ce (Dimensions 1-‐9)

_____ X _____% = _____


_____ X _____% = _____


Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure (Professional Growth Plan)

_____ X _____% = _____

Other Measure _____ X _____% = _____ Total = _____

3.14 40 1.26

2.66 10 .26

3 25 .75

Summative Evaluation

3 15 .45

Teacher Professional Growth Plan

79

80


Looking at Mul2ple Measures Summative Evaluation


_____ X _____% = _____


_____ X _____% = _____


Standardized Test Data _____ X _____% = _____ Local Assessments _____ X _____% = _____ Other _____ X _____% = _____ Student Feedback/Surveys _____ X _____% = _____ Other Measure (Professional Growth Plan)

_____ X _____% = _____

Other Measure _____ X _____% = _____ Total = _____

3.14

2.66

3

3

4

40

10

25

15

10

1.26

.26

.75

.45

.40

3.12

81


Summative Evaluation Rubric

3.25-‐4.00

2.50-‐3.24

1.75-‐2.49

1.00-‐1.74

A teacher’s final evaluaGon is based on the summaGon from the mulGple sources of data and converted into a number based on your district’s rubric.


82

Presenting New

Learning


Engagement and

Enjoyment




and Learning

Applying Learning

Deepening and



Reflecting on and


83

Ques2ons or comments? Email us at

ques2ons@though(ulclassroom.com

800-‐962-‐4432

www.Though(ulClassroom.com


To register for upcoming webinars or to find the recordings from past webinars hosted by School Improvement Network, please visit our website:

http://www.schoolimprovement.com/resources/webinars/

http://www.schoolimprovement.com/resources/webinars/

the thoughtful approach to classroom observations webinar presentation

Education