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...
http://illinoisasa.wikispaces.com/home
http://richvoltz.edublogs.org.
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 ...
New Teacher Evaluation Paradigm
• Evidence Gathering
• Teacher Reflection
• Conferencing
– Coaching
– Mentoring
– Directin...
• Evaluator must conduct formal
and informal observations —
•including pre-observation meeting to
review lesson plan,
•and...
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 http://richvoltz...
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?
• C...
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
(3...
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 ...
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
F...
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
Summat...
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
attem...
Listen for Commitment
• What does the teacher want? (coaching,
advice, feedback, etc…)
• Why is the teacher asking for coa...
Clarify the Facts
• Separate facts from interpretation and share your
observations of the teaching.
• Are there areas need...
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...
Leader As Coach
• Are you a good listener?
• Do you ask more questions than give answers?
• Are you patient with the indiv...
For additional information
contact:
Dr. Richard Voltz
rvoltz@iasaedu.org
217-741-0466
http://richvoltz.edublogs.org
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
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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