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These slides are associated with Jonathan's presentation at the San Antonio AESA Conference - the focus was Digital Age Teacher Evaluation Systems

These slides are associated with Jonathan's presentation at the San Antonio AESA Conference - the focus was Digital Age Teacher Evaluation Systems

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  • This is the defining challenge of our times in public school.

AESA Share AESA Share Presentation Transcript

  • Digital Age Teacher Evaluation Systems http://www.educationconnection.org http://www.skills21.org http://digitallearningforallnow.com http://www.revisionlearning.com http://www.slideshare.net/jpcostasr Jonathan P. Costa, Sr. Patrick Flynn
  • Purpose + Engagement = Learning The Center for 21st Center Skills uses rigorous, standards based blended learning courses and virtual learning tools in a 1:1 learning environment to challenge and engage student learners from grades 7-12.
  • The Mission To prepare EVERY learner for life and work in the 21st century. © Corwin Press - 2011
  • Goals for Learning Assessment & Data Teaching & Instruction Curriculum & Communication Leadership Focus Professional Evaluation Professional Learning Resource Deployment
  • The Big Idea Systems must align with mission and goals. By chance or plan, your systems create the world that they are designed (or not) to support.
  • Your world has changed… 1. It is flat. 2. It is digital. 3. It is constantly evolving. 4. It is increasingly unforgiving to those who are unskilled. http://digitallearningforallnow.com © Corwin Press - 2011
  • And more on the way • Less paper, more pixels. • Less single source, more crowd source. • Less compliance, more critical thinking. • Less just in case, more just in time.
  • Disruptive Questions What would an “open phone test” look like? What happens when everyone can get anything from anywhere?
  • No Surprises We Know How This Works Rethink Reengineer 1 © Corwin Press - 2011 Retrofit
  • The Big Barrier Your mission is to prepare students for a digital world… …but your systems are grounded on analogue/inspection assumptions.
  • Consider Leverage Points Professional Evaluation Professional Learning The two systems that drive our expectations for the learning experiences we want to provide for our students.
  • Aligned Learning Practice Aligning instructional/learning evaluation structures with digitally supported 21st century skills, knowledge and dispositions. Aligning leadership & talent capacity development processes with data informed and research driven learning practice. Aligning Integrated data and knowledge platform support with management and analysis tools that are efficient and easy to use.
  • An Aligned System of Practice Aligning instructional/ learning evaluation structures with digitally supported 21st century skills, knowledge and dispositions. Observational practice models consistent with the potential and promise of systemic digital learning. Valuing student engagement and empowerment through the self-directed use of digital tools for learning. Informed by the practice of the i3, Nellie Mae and NSF funded Center for 21st Century Skills.
  • Aligned Learning Practice
  • Aligned Learning Practice
  • An Aligned System of Practice Aligning leadership & talent capacity development processes with data informed and research driven learning practice. Proven strategies for building and maximizing talent capacity throughout the implementation process. Aligning continuous adult learning for both administrators and teachers with instructional vision and performance data. Flexible and customizable organizational methodologies designed by and for learners.
  • Aligned Learning Practice Integrated Leadership Professional Learning Program • • • • 21st Century Rubric deconstruction 21st Century Rubric calibration and inter-rater agreement Evaluator proficiency analysis Effective classroom observation techniques and evidence collection approaches • Meaningful teacher and administrator feedback and support On-Going Implementation Analysis • Collegial Calibrations ™ for on-going calibration of evaluators • Implementation reviews with District Leadership Team • Personalized professional learning programming
  • An Aligned System of Practice Aligning Integrated data and knowledge platform support with management and analysis tools that are efficient and easy to use. Ease of use and functional alignment as the highest design and practical use priority. Access to model evidence, instructional exemplars, and continuous learning resources throughout the layers of the system. Allows for a return on investment in knowledge development as well as information management.
  • Aligned Learning Practice Educator Performance and Knowledge Management Learning Platform ™
  • Foundational Documents Connecticut State Department of Education, The 2010 Common Core of Teaching: Foundational Skills, 2010 Connecticut State Department of Education, The Connecticut Framework for Teacher Evaluation and Support, 2012. Costa, Jonathan, & Cogan Drew, Dan, EDUCATION CONNECTION’s 21st Century Skills Crosswalk, Litchfield CT, 2010. Costa, Jonathan, Digital Learning for All, Now! Corwin Press, Thousand Oaks, CA, 2012. Danielson, Charlotte, Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, ASCD, Alexandria VA, 2007. enGauge 21st Century Skills - Copyright © 2003 by the North Central Regional Educational Laboratory and the Metiri Group. All rights reserved. This work was produced in whole or in part with funds from the Institute of Education Sciences (IES), U.S. Department of Education, under contract number ED-01CO-0011. ISTE/NETS - © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. National Educational Technology Standards (NETS•S) and Performance Indicators for Students. November, Alan, Who Owns the Learning? Solution Tree Press, Bloomington IN, 2012. Saphier, Jon, Haley-Speca, Mary Ann and Gower, Robert, The Skillful Teacher, Research for Better Teaching, Inc. Acton MA, 2008 21st Century Skills, The Partnership for 21st Century Skills, 177 N. Church Avenue, Suite 305 Tucson
  • Foundational Documents Bolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. New York, New York: Simon &Schuster, Inc. Cialdini, R. (2007). Influence: The psychology of persuasion. New York: HarperCollins. Downey, C. (2004). The Three-Minute Walkthrough: Changing school supervisory practice One teacher at a time. Thousand Oaks, CA: Corwin Press. Fullan, Micheal (2007). The New Meaning of Educational Change, Fourth Edition, Teachers College Press, New York, NY Fullan, Micheal (2007). The Six Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive, Jossey-Bass, San Francisco, CA Garmston, R., and Dyer, J. (1999). The Art of Cognitive Coaching. Highlands Ranch, Colorado: Center for Cognitive Coaching. Glickman, Carl (2008). Leadership for Learning: How to Help Teachers Succeed, ASCD, Alexandria,VA Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality. (NBER Working Paper 11154). Cambridge, MA: National Bureau of Economic Research. Hattie, J. (2009), Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London & New York: Routledge, Taylor& Francis Group Lipton, L., & Wellman, B. (2003) Mentoring Matters: A practical guide to learning-focused relationships. Sherman, CT: Mira Via. McGuire, J.B. etal (2009). Transforming Your Organization: Global organization development white paper series. Center for Crerative Leadership. http://www.ccl.org/leadership/pdf/solutions/TYO.pdf Marzano, Robert (2005). School Leadership That Works: From Research to Results, ASCD, Alexandria,VA Pink, Daniel (2011). Drive: The Surprising Truth About What Motivates Us, Penguin Books, New York, NY Saphier, J. (1993). How to make Supervision and Evaluation Really Work: Supervision and evaluation in the context of strengthening school culture. Carlisle, MA: Research for Better Teaching, Inc. Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future students academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. Stone, D., Patton, B., & Heen, S. (2000). Difficult conversations. London: Penguin Books. K. Walsh, If Wishes Were Horses: The Reality Behind Teacher Quality Ratings (Washington, DC: National Council on Teacher Quality, 2007) Wheatley, Margeret (2009). Turning to One Another: Simple Conversations to Restore Hope to the Future, Berrett-Koehler Publishers, San Franscico, CA