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

  • 1. Teacher Supervision Advanced Training in the Danielson Model AAC #1193 Dr. Richard Voltz IASA Associate Director
  • 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. http://illinoisasa.wikispaces.com/home
  • 4. http://richvoltz.edublogs.org.
  • 5. Coaching • Teacher has successful experience. • Teacher is rated an effective teacher. • Teacher wants to improve.
  • 6. Mentoring • New teacher. • Teacher with a major change in subject and/or grade level.
  • 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. New Teacher Evaluation Paradigm • Evidence Gathering • Teacher Reflection • Conferencing – Coaching – Mentoring – Directing • Professional Growth Plans
  • 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. Dr. Voltz’s Evaluation Protocol 6 Steps To Success
  • 11. Step 1 Concentrate on the correct Domain/Component
  • 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. Teaching Strategies
  • 14. Student repeating…
  • 15. Student adding on…
  • 16. Silent Signal…
  • 17. Opportunity to revise my thinking…
  • 18. Whole class response…
  • 19. Say it in hand…say it out loud…
  • 20. Turn and talk… Explain what and why…
  • 21. Student teaches…
  • 22. Reflection & Closure
  • 23. I think…
  • 24. It’s Minds On – Not Hands On
  • 25. Learning – not Doing
  • 26. Look for “Engaged Learning” evidence only
  • 27. Danielson: “Students learn because of what they do not because of what the teacher does.”
  • 28. How will teacher’s demonstrate this so the evaluator knows?
  • 29. When a teacher is engaged in a teacher centered activity how can the evaluator record evidence of student engagement?
  • 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. What about Domain 1 (Planning & Preparation) and Domain IV (Professional Responsibilities)?
  • 32. Step 2 Get Buy-In On The Process
  • 33. Involve teacher leaders on all training and discussion concerning teacher evaluation.
  • 34. Concentrate on Improving Teaching Not Rating Teaching
  • 35. Couple teacher evaluation with professional development
  • 36. Dr. Tignor’s Idea
  • 37. Step 3 Change the Focus
  • 38. First Observe the Student Then The Teacher
  • 39. Step 4 Observe More
  • 40. Teacher evaluation based on infrequent, announced classroom visits is inaccurate, ineffective, and dishonest.
  • 41. No more…
  • 42. Increased observations
  • 43. Teacher evaluations typically look like this...
  • 44. Each teacher teaches 900 lessons per year, 1,800 for two years
  • 45. Instead it should look like this.
  • 46. It needs to look more like a Gallop Poll, random and 10 times per cycle.
  • 47. In other words, it will like this...
  • 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. Step 5 “Reflection is Key”
  • 50. The problem is...
  • 51. After each observation the administrator needs to REFLECT with the teacher
  • 52. Does the teacher engage in reflection about his/her teaching?
  • 53. We learn by thinking about what we do.
  • 54. Reflective Conversations are the most important part of the teacher evaluation process.
  • 55. Discuss and practice writing reflection questions.
  • 56. Reflective questions
  • 57. “If you had a chance to do it over, would you do it the same or differently?”
  • 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. Step 6 Know When to Play the Proper Role
  • 60. When to Coach? When to Mentor? When to Tell?
  • 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. Hold all teacher evaluation process meetings in the teacher’s classroom
  • 63. Evaluator needs to sit/stand in the classroom to see the eyes of the students
  • 64. Step 1 Review of previous SMART goals
  • 65. Step 2 Conduct four focused Domain 3 informal observations
  • 66. Step 3 Conduct one formal observation
  • 67. Pre- Observation Formal Observation Teacher and Evaluator analyze Domains 2 & 3 Evaluator asks reflection questions Summative Evaluation including SMART goals
  • 68. Step 4 Teacher reviews status on SMART goals
  • 69. Step 5 Conduct four focused Domain 2 informal observations
  • 70. Step 6 Conduct second formal observation
  • 71. Difficult Conversations
  • 72. Coaching Strategies
  • 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. 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. 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. Generate Possible Solutions • What are some solutions? • What could be done differently?
  • 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. 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. For additional information contact: Dr. Richard Voltz rvoltz@iasaedu.org 217-741-0466 http://richvoltz.edublogs.org