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Coaching as part of teacher evaluation process v2.0Presentation Transcript
Teacher Supervision Advanced
Training in the Danielson Model
Dr. Richard Voltz
IASA Associate Director
• Participants will be able to…
– Collect data related to the Danielson Frameworks
for Teaching (FFT)
– Analyze artifacts and teacher supplied data related
to FFT Domains 1 & 4
– Use “coaching strategies” to improve teaching and
instruction as result of the data collection for FFT
• Teacher has successful experience.
• Teacher is rated an effective teacher.
• Teacher wants to improve.
• New teacher.
• Teacher with a major change in subject and/or
• Teacher has been rated “Needs Improvement”
or “Unsatisfactory” in any
• Teacher is unwilling to participate in either 4a.
“Reflection on Teaching” or 4d. “Professional
• Evaluator must conduct formal
and informal observations —
•including pre-observation meeting to
review lesson plan,
•and post-observation meeting with
•and evaluator feedback (including
Dr. Voltz’s Evaluation Protocol
6 Steps To Success
Concentrate on the correct
22 : 10 : 8 : 1 or is it 1 : 8 : 10 : 22?
Refer to Dr. Voltz’s Leadership Blog article on this
subject at http://richvoltz.edublogs.org/
Student adding on…
Opportunity to revise my thinking…
Whole class response…
Say it in hand…say it out loud…
Turn and talk…
Explain what and why…
Reflection & Closure
It’s Minds On – Not Hands On
Learning – not Doing
Look for “Engaged Learning”
Danielson: “Students learn because
of what they do not because of
what the teacher does.”
How will teacher’s
demonstrate this so
When a teacher is
engaged in a
activity how can
record evidence of
• What the teacher says and does…
• What the students say and do…
• Can it be counted?
• Can it be timed?
• Can it be factually summarized?
(Planning & Preparation)
Get Buy-In On The Process
leaders on all
Concentrate on Improving
Teaching Not Rating Teaching
Dr. Tignor’s Idea
Change the Focus
First Observe the Student
Then The Teacher
Teacher evaluation based on infrequent,
announced classroom visits is
inaccurate, ineffective, and dishonest.
Each teacher teaches 900 lessons per
year, 1,800 for two years
It needs to look more like a Gallop Poll,
random and 10 times per cycle.
In other words, it will
1. Sept. 2013 – Informal
Informal (3c. Engaging
Students in Learning)
2. Nov. 2013 – Informal
(3b. Questioning &
3. Informal (3a.
4. Dec. 2013 – Informal
(3d. Using Assessment
5. March 2014 –May
2014 – Formal
6. August 2014 –
Informal (2a. Respect
7. October 2014 – (2b.
Establishing a Culture
8. January 2015 Informal
9. March 2015 – Informal
(2d. Managing Student
10. April 2015 – Formal
After each observation the
administrator needs to
REFLECT with the teacher
We learn by
Reflective Conversations are the
most important part of the teacher
Discuss and practice writing
“If you had a chance to
do it over, would you do
it the same or
• What do you want students to
know and be able to do?
• How will you know if students
know and are able to do it?
• What will you do with
students who do not get it?
• What will you do with
students who already know
Know When to Play
the Proper Role
When to Coach?
When to Mentor?
When to Tell?
Dr. Voltz Teacher Evaluation Timeline
Hold all teacher evaluation process
meetings in the teacher’s classroom
Evaluator needs to sit/stand in the
classroom to see the eyes of the
Review of previous SMART goals
Conduct four focused Domain 3
Conduct four focused Domain 2
Conduct second formal observation
• What is the primary area the teacher wants to
• What has the teacher done in the past in an
attempt to solve the issue? What was the
outcome of these attempts?
• In what area do you as an evaluator think the
teacher needs to improve.
Listen for Commitment
• What does the teacher want? (coaching,
advice, feedback, etc…)
• Why is the teacher asking for coaching at this
time? Is it just because of the evaluation
process? Does the teacher really want to
• What does the teacher want to happen?
• What commitment do you hear from the
Clarify the Facts
• Separate facts from interpretation and share your
observations of the teaching.
• Are there areas needing improvement?
• What does the teacher need to know?
• What is getting in the way?
• What has the person done to resolve their own
• What is your evidence of the person trying to
Generate Possible Solutions
• What are some solutions?
• What could be done differently?
Design an Action Plan
• What specific action(s) is the teacher willing to
• By when?
• What support is needed?
• Put this in SMART goal format.
Leader As Coach
• Are you a good listener?
• Do you ask more questions than give answers?
• Are you patient with the individuals’ problems
or do you jump in to solve before you have
even heard the whole story?
• Do you give regular feedback to the teacher?
For additional information
Dr. Richard Voltz