Coaching as part of teacher evaluation process v2.0

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Coaching as part of teacher evaluation process v2.0

  1. 1. Teacher Supervision Advanced Training in the Danielson Model AAC #1193 Dr. Richard Voltz IASA Associate Director
  2. 2. Objectives • 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
  3. 3. http://illinoisasa.wikispaces.com/home
  4. 4. http://richvoltz.edublogs.org.
  5. 5. Coaching • Teacher has successful experience. • Teacher is rated an effective teacher. • Teacher wants to improve.
  6. 6. Mentoring • New teacher. • Teacher with a major change in subject and/or grade level.
  7. 7. Directing (Telling) • Teacher has been rated “Needs Improvement” or “Unsatisfactory” in any Domain/Component • Teacher is unwilling to participate in either 4a. “Reflection on Teaching” or 4d. “Professional Learning Community”
  8. 8. New Teacher Evaluation Paradigm • Evidence Gathering • Teacher Reflection • Conferencing – Coaching – Mentoring – Directing • Professional Growth Plans
  9. 9. • Evaluator must conduct formal and informal observations — •including pre-observation meeting to review lesson plan, •and post-observation meeting with self-reflection •and evaluator feedback (including relevant evidence).
  10. 10. Dr. Voltz’s Evaluation Protocol 6 Steps To Success
  11. 11. Step 1 Concentrate on the correct Domain/Component
  12. 12. 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/
  13. 13. Teaching Strategies
  14. 14. Student repeating…
  15. 15. Student adding on…
  16. 16. Silent Signal…
  17. 17. Opportunity to revise my thinking…
  18. 18. Whole class response…
  19. 19. Say it in hand…say it out loud…
  20. 20. Turn and talk… Explain what and why…
  21. 21. Student teaches…
  22. 22. Reflection & Closure
  23. 23. I think…
  24. 24. It’s Minds On – Not Hands On
  25. 25. Learning – not Doing
  26. 26. Look for “Engaged Learning” evidence only
  27. 27. Danielson: “Students learn because of what they do not because of what the teacher does.”
  28. 28. How will teacher’s demonstrate this so the evaluator knows?
  29. 29. When a teacher is engaged in a teacher centered activity how can the evaluator record evidence of student engagement?
  30. 30. Evidence Is… • 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?
  31. 31. What about Domain 1 (Planning & Preparation) and Domain IV (Professional Responsibilities)?
  32. 32. Step 2 Get Buy-In On The Process
  33. 33. Involve teacher leaders on all training and discussion concerning teacher evaluation.
  34. 34. Concentrate on Improving Teaching Not Rating Teaching
  35. 35. Couple teacher evaluation with professional development
  36. 36. Dr. Tignor’s Idea
  37. 37. Step 3 Change the Focus
  38. 38. First Observe the Student Then The Teacher
  39. 39. Step 4 Observe More
  40. 40. Teacher evaluation based on infrequent, announced classroom visits is inaccurate, ineffective, and dishonest.
  41. 41. No more…
  42. 42. Increased observations
  43. 43. Teacher evaluations typically look like this...
  44. 44. Each teacher teaches 900 lessons per year, 1,800 for two years
  45. 45. Instead it should look like this.
  46. 46. It needs to look more like a Gallop Poll, random and 10 times per cycle.
  47. 47. In other words, it will like this...
  48. 48. 10 Observations per cycle 1. Sept. 2013 – Informal Informal (3c. Engaging Students in Learning) 2. Nov. 2013 – Informal (3b. Questioning & Discussion) 3. Informal (3a. Communicating with Students) 4. Dec. 2013 – Informal (3d. Using Assessment In Instruction) 5. March 2014 –May 2014 – Formal 6. August 2014 – Informal (2a. Respect & Rapport) 7. October 2014 – (2b. Establishing a Culture for Learning) 8. January 2015 Informal (2c. Managing Classroom Procedures) 9. March 2015 – Informal (2d. Managing Student Behavior) 10. April 2015 – Formal
  49. 49. Step 5 “Reflection is Key”
  50. 50. The problem is...
  51. 51. After each observation the administrator needs to REFLECT with the teacher
  52. 52. Does the teacher engage in reflection about his/her teaching?
  53. 53. We learn by thinking about what we do.
  54. 54. Reflective Conversations are the most important part of the teacher evaluation process.
  55. 55. Discuss and practice writing reflection questions.
  56. 56. Reflective questions
  57. 57. “If you had a chance to do it over, would you do it the same or differently?”
  58. 58. • 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 it?
  59. 59. Step 6 Know When to Play the Proper Role
  60. 60. When to Coach? When to Mentor? When to Tell?
  61. 61. Dr. Voltz Teacher Evaluation Timeline Review SMART Goal(s) Four Domain 3 Informal Observation s First Formal Observation Four Domain 2 Informal Observation s First Summative Evaluation Conduct Reflective Conversation and set SMART goals Second Formal Observation Conduct Reflective Conversation and set SMART Goals Final Summative Evaluation
  62. 62. Hold all teacher evaluation process meetings in the teacher’s classroom
  63. 63. Evaluator needs to sit/stand in the classroom to see the eyes of the students
  64. 64. Step 1 Review of previous SMART goals
  65. 65. Step 2 Conduct four focused Domain 3 informal observations
  66. 66. Step 3 Conduct one formal observation
  67. 67. Pre- Observation Formal Observation Teacher and Evaluator analyze Domains 2 & 3 Evaluator asks reflection questions Summative Evaluation including SMART goals
  68. 68. Step 4 Teacher reviews status on SMART goals
  69. 69. Step 5 Conduct four focused Domain 2 informal observations
  70. 70. Step 6 Conduct second formal observation
  71. 71. Difficult Conversations
  72. 72. Coaching Strategies
  73. 73. Listen Deeply • What is the primary area the teacher wants to improve? • 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.
  74. 74. 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 improve? • What does the teacher want to happen? • What commitment do you hear from the teacher?
  75. 75. 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 deficiencies? • What is your evidence of the person trying to improve?
  76. 76. Generate Possible Solutions • What are some solutions? • What could be done differently?
  77. 77. Design an Action Plan • What specific action(s) is the teacher willing to make? • By when? • What support is needed? • Put this in SMART goal format. • Follow-up.
  78. 78. 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?
  79. 79. For additional information contact: Dr. Richard Voltz rvoltz@iasaedu.org 217-741-0466 http://richvoltz.edublogs.org

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