Coaching as part of teacher evaluation process v2.0
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Coaching as part of teacher evaluation process v2.0






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Coaching as part of teacher evaluation process v2.0 Coaching as part of teacher evaluation process v2.0 Presentation Transcript

  • Teacher Supervision Advanced Training in the Danielson Model AAC #1193 Dr. Richard Voltz IASA Associate Director
  • 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
  • Coaching • Teacher has successful experience. • Teacher is rated an effective teacher. • Teacher wants to improve.
  • Mentoring • New teacher. • Teacher with a major change in subject and/or grade level.
  • 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”
  • New Teacher Evaluation Paradigm • Evidence Gathering • Teacher Reflection • Conferencing – Coaching – Mentoring – Directing • Professional Growth Plans
  • • 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).
  • Dr. Voltz’s Evaluation Protocol 6 Steps To Success
  • Step 1 Concentrate on the correct Domain/Component
  • 22 : 10 : 8 : 1 or is it 1 : 8 : 10 : 22? Refer to Dr. Voltz’s Leadership Blog article on this subject at
  • Teaching Strategies
  • Student repeating…
  • Student adding on…
  • Silent Signal…
  • Opportunity to revise my thinking…
  • Whole class response…
  • Say it in hand…say it out loud…
  • Turn and talk… Explain what and why…
  • Student teaches…
  • Reflection & Closure
  • I think…
  • It’s Minds On – Not Hands On
  • Learning – not Doing
  • Look for “Engaged Learning” evidence only
  • Danielson: “Students learn because of what they do not because of what the teacher does.”
  • How will teacher’s demonstrate this so the evaluator knows?
  • When a teacher is engaged in a teacher centered activity how can the evaluator record evidence of student engagement?
  • 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?
  • What about Domain 1 (Planning & Preparation) and Domain IV (Professional Responsibilities)?
  • Step 2 Get Buy-In On The Process
  • Involve teacher leaders on all training and discussion concerning teacher evaluation.
  • Concentrate on Improving Teaching Not Rating Teaching
  • Couple teacher evaluation with professional development
  • Dr. Tignor’s Idea
  • Step 3 Change the Focus
  • First Observe the Student Then The Teacher
  • Step 4 Observe More
  • Teacher evaluation based on infrequent, announced classroom visits is inaccurate, ineffective, and dishonest.
  • No more…
  • Increased observations
  • Teacher evaluations typically look like this...
  • Each teacher teaches 900 lessons per year, 1,800 for two years
  • Instead it should look like this.
  • It needs to look more like a Gallop Poll, random and 10 times per cycle.
  • In other words, it will like this...
  • 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
  • Step 5 “Reflection is Key”
  • The problem is...
  • After each observation the administrator needs to REFLECT with the teacher
  • Does the teacher engage in reflection about his/her teaching?
  • We learn by thinking about what we do.
  • Reflective Conversations are the most important part of the teacher evaluation process.
  • Discuss and practice writing reflection questions.
  • Reflective questions
  • “If you had a chance to do it over, would you do it the same or differently?”
  • • 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?
  • Step 6 Know When to Play the Proper Role
  • When to Coach? When to Mentor? When to Tell?
  • 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
  • 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 students
  • Step 1 Review of previous SMART goals
  • Step 2 Conduct four focused Domain 3 informal observations
  • Step 3 Conduct one formal observation
  • Pre- Observation Formal Observation Teacher and Evaluator analyze Domains 2 & 3 Evaluator asks reflection questions Summative Evaluation including SMART goals
  • Step 4 Teacher reviews status on SMART goals
  • Step 5 Conduct four focused Domain 2 informal observations
  • Step 6 Conduct second formal observation
  • Difficult Conversations
  • Coaching Strategies
  • 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.
  • 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?
  • 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?
  • 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 make? • By when? • What support is needed? • Put this in SMART goal format. • Follow-up.
  • 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 contact: Dr. Richard Voltz 217-741-0466