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Changing school culture 4.10

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This is a copy of the slide show used during the IPA administrator academy in Elgin on 4.10

This is a copy of the slide show used during the IPA administrator academy in Elgin on 4.10

Published in: Education, Technology
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  • 1. WIFI CODE • 040114
  • 2. PJ Caposey Changing School Culture Through the Danielson Framework for Teaching
  • 3. PJ Caposey Assistant Superintendent/ Principal (@principalpc) Author
  • 4. BIG IDEAS • Analyze Culture • De-code the Framework • Create a system • Encourage Personal PD
  • 5. Poll 1 How would you assess your level of confidence using the Danielson model tool? Novice, Beginner, Moderate, Experienced Poll 1
  • 6. You’re FIRED!! You’re Fired
  • 7. Pages 3 and 4
  • 8. Culture: Character
  • 9. Pg 5 A. Healthy Cultures? B. Toxic Cultures?
  • 10. (Schools with toxic cultures) lack a clear sense of purpose, have norms that enforce inertia, blame students for lack of progress, discourage collaboration, and have hostile relations between staff. Such schools are not healthy places to be. Peterson, 'Positive or negative?' Journal of Staff Development, 23(3). Toxic
  • 11. The vision is, first, that the school will be a community, a place full of adults and youngsters who care about, look after, and root for one another and who work together for the good of the whole, in times of need and times of celebration. Every member of a community holds some responsibility for the welfare of every other and for the welfare of the community as a whole. Roland Barth
  • 12. POLL 2 Toxic Unhealthy Neutral Positive Healthy Assess the culture in your building.
  • 13. MISSION & VISION
  • 14. MISSION VISION Purpose Goal Timeless Timely Calling Branding
  • 15. Questions?
  • 16. Define Expectations Meaningful Conversations Actively Lead PD Distribute Leadership Relationship Perspective Power of Evaluation SUPPORTING PROFESSIONALS Page 6
  • 17. Talk the Same Language
  • 18. What conversation has someone had with you that has influenced your professional growth?
  • 19. Questions?
  • 20. MEET
  • 21. Structured Opportunity to Become Better at Your Job OR Assessment of Value to the Organization
  • 22. Evaluation must speak to answer of question, “Why Teach?”
  • 23. OVERARCHING GOAL The evaluation process leads to professional growth (makes you a better teacher) which then in turn leads to a higher evaluation rating for you in the future. The goal is to improve so that we can better serve kids – not to improve so that we can achieve a higher rating.
  • 24. CHANGE 1.Change is learning – loaded with uncertainty. 2.Change is a journey, not a blue print. 3.Problems are our friends. 4.Change is resource hungry. 5.Change requires the power to manage it. 6.Change is systemic 7.All large scale change is implemented locally. (Fullan)
  • 25. Page 7
  • 26. Danielson is too subjective for an evaluation or to have my job depend on it . . .
  • 27. I heard that this was never intended to be an evaluation tool – it was a professional performance guide written by a teacher for teachers. Is that true?
  • 28. For a teacher to be excellent/distinguished it is dependent upon how the kids react to what teachers teach Do you think that is fair? How would you explain it to your staff?
  • 29. It looks like Domains 2 and 3 are when kids are present. Do you think those should be counted as more important?
  • 30. RESPONSIBILITY No single drop of water thinks it is responsible for the flood.
  • 31. How can we as leaders facilitate the transformation of this tool from an evaluation instrument to a culture changing instrument?
  • 32. • Evaluation is stressful • evaluación es estresante • ‫المجهدة‬ ‫هو‬ ‫التقييم‬ • avaliação é estressante • Auswertung ist stressig Evaluation becomes even more stressful when we do not speak the same language – Danielson provides us this opportunity
  • 33. De-code the framework into… tangible actionable strategies for observation and coaching purposes
  • 34. Element Rubrics Clause by Clause Scripted ?s
  • 35. Element Rubrics 2013 Framework is available for free, but not the element rubrics Is this clear? Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.
  • 36. Prerequisite relationships between important concepts The teacher's plans and practice reflect solid knowledge of the content And the instructional practices specific to that discipline Generally, each clause reflects an element
  • 37. The teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline • Ask Component Specific Questions First – Focus on modifiers - “Solid knowledge” – Turn Danielson-speak in to real language • Ask Domain Specific Questions Last • (DOMAIN 1 and 4 questions different than 2 and 3) – What does tangible evidence look like? – What does evidence over multiple observations look like?
  • 38. Do all 3
  • 39. Step 1: Determine if Clause is Clear Enough Without Element Rubric • Domain 1, Component C – Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination. IF yes, move on to questions. IF no, move on to element rubrics.
  • 40. Domain 1, Component C – Clause 1 • Instructional outcomes are stated as goals reflecting high- level learning and curriculum standards – Component specific • What does stated as goals mean? • Where are they stated as goals? • What is high-level learning? • What curriculum standards? • Do all goals have to meet standard? – Domain specific • How do I provide evidence of this? • Can this be seen in my classroom over time with multiple visits? If so, how? Will all components have same amount of questions or clauses?
  • 41. Critical Attributes • List of bullet-pointed items outlining Proficient and/or Distinguished Behavior – Specific – Common – Collaboratively-formed • Translation from Danielson to something locally created and locally important
  • 42. ARTIFACTS11
  • 43. Questions?
  • 44. Plan for assessment provides multiple opportunities for success Plan for assessment uses clear criteria Creating a Common Definition for Domain 1, Component F Teacher’s Plan for Student Assessment is Aligned with Instructional Goals Assessment results impact plan for future instruction Plan for assessment appropriate for age and skill level
  • 45. POLL 3 Less than 25% Between 26-50% Between 51-75% 76% or higher What percentage of staff would decode the framework in the same manner without training?
  • 46. ‘Chunk-able’ A B C D 9
  • 47. Given the description of proficient practice, what is the first step you would work through with your staff? 11
  • 48. 1) Repeatable for multiple components and for multiple ratings 2) Allows for self- assessment 3) Allows for personalization of PD
  • 49. Questions?
  • 50. Goal: Develop Observation Process and Plan to Support Teacher Growth
  • 51. Something out of whack? Pages 15 + 16
  • 52. Should observations be scheduled or impromptu? Why?
  • 53. What are the elements that need to be included in the plan?
  • 54. Questions?
  • 55. Facilitate Creation of Personal PD Plan For Every Teacher
  • 56. As a group, can we name all five elements of a high quality plan? 20
  • 57. 21
  • 58. Poll 4 – SMART Goals 1.) Student attendance will improve in comparison to the average of the last two years for the 2013-14 school year. 21 True False…If False, Why?
  • 59. Poll 5 – SMART Goals 2.) I will rate higher on the Danielson Framework in 2014 than I did in 2013. 21 True False…If False, Why?
  • 60. Poll 6 – SMART Goals 3.) 80 percent of students will pass each assessment of the 2013-14 school year with a 71 percent or higher. 21 True False…If False, Why?
  • 61. Poll 7 – SMART Goals 4.)100 percent of high school Juniors will earn a 24 or above on the ACT test given the Spring of the 11th grade year in 2014. 21 True False…If False, Why?
  • 62. Poll 8 – SMART Goals 5.) In 2019, Happy High School will have 17 Advanced Placement Courses available for students to take. True False…If False, Why?21
  • 63. WE MUST CHANGE!!
  • 64. Establish the Appropriate Environment
  • 65. You must now help others have better understanding – this must be paid forward
  • 66. Questions?
  • 67. Re-Cap Analyze Culture De-code the Framework Create a system Encourage Personal PD
  • 68. o n e p e r s o n w i t h a b e l i e f i s e q u a l t o a f o r c e o f n i n e t y - n i n e w h o h a v e o n l y i n t e r e s t .
  • 69. Everything was made up by people that were no smarter than you
  • 70. PJ Caposey Assistant Superintendent/ Principal pcaposey@mail.meridian223.org Author

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