Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey Silver

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Read through the slides presented by Dr. Harvey Silver of Silver Strong & Associates during a webinar on January 23, 2012, hosted by School Improvement Network. Dr. Silver talked about the Thoughtful Classroom Teacher Effectiveness Framework, a tool used for effective classroom teacher observations and walkthroughs.

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  • Welcome Jane Pollock: “third rail of education….. No one wants to touch it.” The world haschangedFIRST POLL -
  • Joint Partnership between SSA and SINETSSA- 35+ years in schools SINET – creator of:Observation 360Common Core 360 PD 360 - the world’s largest online professional development video library. TRANSITION NOTE: SET UP MOST IMPORTANTLY
  • 100s of educatorsReviewed and refined our indicators practical. speaks to the day to day realities of the classroom Keeps us focused on the critical questions: Is classroom instruction improving? Are those improvements helping students achieve?
  • Numbers that represent PEOPLE How many people remember their first year of teaching? Where would you have been on the chart?All teachers – commitment to growing to get better Provide feedback for teachers to grow.
  • (SARA TO BRING UP 2ND POLL)Effective and Highly effective teachers – The kind of teachers that we know are positively affecting student learning.
  • Lay out Challenges – choosing and implementing Address these challengesWork together
  • Many challenges Like to present three challenges Most criticalHear again and again in schools
  • That’s right RUBRIC—I —TIS. The panic that comes with being overwhelmed by the number of rubrics one has to use to evaluate a teacher.
  • MET Project – MEASURES OF EFFECTIVE TEACHING – Largest ongoing study of teacher effectiveness in the world. Sponsored by Bill & Melinda Gates Foundation Recent brief – Gathering Feedback for Teaching – highlights RUBRIC—I—TIS
  • How do we - Reduce complexity Maintain fine-grained analysisNot overwhelm the observer
  • In response – our framework designed to be SIMPLE and DEEP
  • 3 components 10 dimensionsShow to educators response we get is “WOW!” visually organized fits on one page lays out comprehensive picture of good instruction Lets take a closer look at these components
  • Foundations of a thoughtful classroom UniversalRelevant in any classroomCompromised TRANSITION – THESE ARE UNIVERSAL BUT WE ALSO RECOGNIZE TEACHING IS EPISODIC….
  • Why 5 episodes? Natural way teachers plan Consistent with research – Hunter, Wiggins, McTighe, Marzanoteachers plan and behave differently in each episode Many observation frameworks don’t take this into accountTeachers and admins not on same pageObservation unlikely to help teacher
  • Looking beyond the classroom. Evaluating professional practice not as “us” and “them”, but “we”
  • Easy to look ateasy to understandeasy to use
  • elaborate on cornerstones – tell storiesDO NOT READ OTHER 6 QUESTIONS. JUST INTRODUCE THEM.
  • TRANSITION – WHAT DO ALL THESE TEACHER BEHAVIORS LEAD TO…..
  • Teacher behaviors lead to student behaviors which lead to learning Cause Effect Relationship
  • REVIEW SIMPLE AND DEEP
  • Great majority of states adopted Common Core-POLL – Common COREPaying attention to two big mandates: CC and Teacher Evaluation Make sure that paying attention doesn’t mean SPLITTING ATTENTION
  • More closely aligned not perfectly aligned Can’t be perfectly aligned because the Common Core cautions against thisTRANSITION – WHAT DIDN’T THEY SAY IN THIS QUOTE
  • TRANSITION – SUGGESTS ANOTHER BALANCING ACT.
  • Balancing Act
  • Lets look at one of our themes. How did we go about identifying these themes?
  • Its in the introduction – College and Career Readiness Its found in multiple standards – Anchor Standards
  • Let’s look at one themeHere are some indicators from Dimensions 4 and 8 that support the theme
  • AVAILABLE THROUGH THOUGHTFUL CLASSROOM PD 360 GROUP
  • POLL – DUAL ROLE
  • Not just about evaluatingAbout growth and improvement
  • TRANSITION --- Let’s imagine the process. You’re a teacher You’re an administrator….
  • PROTOCOLS ARE CRITICAL
  • NOTE – THOUGHTFUL CLASSROOM PD 360 GROUP
  • Here is Dimension 5 – Preparing Students for New Learning Lets look at what’s in the template
  • Come back to rubricitis theme. Numerous frameworks immediately force a 1-4 judgment for each and every indicator.Gets in the way of the formative process. All we’re asking the observer to do is collect data. Gera Summerford, president of the Tennessee Education Association, compared the new evaluations to taking your car to the mechanic and making him use all of his tools to fix it, regardless of the problem, and expecting him to do it in an hour.
  • Notice the student behaviors.Student behaviors are a result of the teacher behaviors.The question you’re asking yourself is …. What impact did teaching have on student learning behaviors?
  • Quick FeedbackTRANSITION – OFTEN ANOTHER TOOL WE NEED IS HOW TO CONDUCT A POST CONFERENCE
  • THROUGH THE THOUGHTFUL CLASSROOM PD 360 GROUP.
  • America’s top educational researchers, consultants, and practioners at your fingertips – Online, on demand 24/7, Research based, ultimate flexibility
  • Here is Dimension 5 from our framework. This is a result of a conversation between administrator and teacher who have selected the following videos to work on to enhance his/her practice related to preparing students for new learning.
  • Now that we have seen the formative observation tools lets take a look at the summative evaluation tools.
  • Depending on state or district, rubrics can be customizedSummative evaluation is informed by observations,walkthroughs, and teacher self-assessment
  • You’ll notice four levels in this rubric: Expert, Proficient, Developing, Novice.research shows it takes 10,000 hours + feedback + practice Small changes proven to have dramatic impact on student learning. Lets take a closer look at the rubric.
  • Rubrics for classroom practice highlight Three areasCommitment - how committed is this teacher to the overall dimension and enhancing their expertise?Use of relevant practices impact on student learning.
  • TRANSITION - Let’s take a look at some of the indicators in Commitment to Professional Growth
  • Here are some of the indicators in Commitment to Professional Growth.
  • Here is a sample rubric for making a summative evaluation of this Teacher’s commitment to professional growth.
  • .
  • Identify the measures Weight each measure based on importance to your school or district
  • TRANSITION – SO HOW ARE SCHOOLS AND DISTRICTS USING THE FRAMEWORK
  • SUMMARY – QUICK GUIDEShows: Dimensions Indicators Student Behaviors Protocols Rubrics
  • OPEN IT UP FOR QUESTIONS. INTRODUCE MATT PERINI.
  • Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey Silver

    1. 1. This webinar took place on Jan 23, 2012.View the recording at: http://www.schoolimprovement.com/pd360-free-pd/webinars/ Confronting the Challenges of Teacher Evaluation Dr. Harvey Silver © 2012 School Improvement Network
    2. 2. Confronting the Challenges of Teacher Evaluation Presented by Tr. Harvey Silver, EdD President, Silver Strong & Associates 2
    3. 3. This webinar is brought to you by… 3
    4. 4. And most importantly from… 4
    5. 5. How much do teachers matter? Cumulative Effect on Student Achievement Highly Effective vs. Ineffective Teachers Effective Teachers 100 90 80 Highly Effective TeachersPercentile Points 70 60 Effective Teachers 50 1 Average Teachers 40 Highly Ineffective 30 Teachers Ineffective 20 Teachers 10 0
    6. 6. How effective is your present teacher evaluation process?How effective is your present teacher evaluationprocess in developing effective and highly effectiveteachers? 1—Ineffective 2—Minimally Effective 3—Effective 4—Highly Effective 6
    7. 7. Our Essential Questions• What are some of the challenges schools and districts face in choosing and implementing a teacher effectiveness framework?• How does The Thoughtful Classroom Teacher Effectiveness Framework address these challenges?• How does Observation 360 help schools address these challenges? 7
    8. 8. What are some of the challenges schools and districts face in choosing and implementinga teacher effectiveness framework? 8
    9. 9. The First Challenge• How do you look closely at teacher behavior without getting overwhelmed by “rubricitis”? 9
    10. 10. The First Challenge“When there are many competencies, feedback can be veryfine-grained, and improvement efforts could be tuned tomatch a teacher’s specific strengths and weaknesses. “ BUT….“When observers are overtaxed by the cognitive load oftracking many different competencies at once, their powersof discernment could decline.” Gathering Feedback for Teaching (2012) MET Project Research Paper Bill & Melinda Gates Foundation 10
    11. 11. The First ChallengeEvaluating teacher effectiveness is a balancing act between… Reducing Fine-grainedcomplexity analysis 11
    12. 12. The First ChallengeThe Thoughtful Classroom Teacher Effectiveness Framework is... Simple Deep 12
    13. 13. What makes The Thoughtful ClassroomTeacher Effectiveness Framework simple? 13
    14. 14. Thoughtful Classroom Teacher Effectiveness Framework 3 Components The Five Episodes of 10 Dimensions Effective Instruction Organization, Rul Positive Preparing es, and Relationships Students Procedures for New Learning The Four Cornerstones of Deepening and Reflecting on and Presenting New Effective Teaching Reinforcing Learning Celebrating Learning Learning A Culture of Engagement and Applying Thinking Enjoyment Learning and Learning Effective Professional Practice 14
    15. 15. Component One: The Four Cornerstones of Effective Teaching (Dimensions 1, 2, 3, & 4) • Universal elements ofOrganization, Rules, and Positive Relationships quality instruction • Always relevant in any Procedures classroom • Without the cornerstones in place Engagement andA Culture of Thinking Enjoyment in the classroom,and Learning student learning will be compromised 15
    16. 16. Component Two: Five Episodes of Effective Instruction (Dimensions 5, 6, 7, 8, & 9) • Good instruction Preparing unfolds in a series of Students for New Learning learning episodes • Teachers use theseDeepening and Reflecting on and Reinforcing Presenting New Learning Celebrating New Learning episodes to design Learning high-quality lessons and units Applying Learning • Ensures observer and teacher are on the “same page” 16
    17. 17. Component Three: Professional Practice (Dimension 10) • Looking beyond the classroom • Commitment to: – Ongoing learning – The school community – ProfessionalismProfessional Practice 17
    18. 18. A Simple Framework Organization, Positive Preparing Rules, and Relationships Students for New Procedures Learning Deepening and Reflecting on and Presenting New Reinforcing Celebrating New Learning Learning Learning A Culture of Engagement and Thinking Applying Learning Enjoyment and Learning Professional Practice 18
    19. 19. What makes The Thoughtful Classroom TeacherEffectiveness Framework deep? 19
    20. 20. The Value of Essential Questions• Each of the ten dimensions is driven by an essential question.• These essential questions – Keep schools focused on what’s important. – Promote school-wide inquiry. – Foster a common language for instruction and how to improve it. 20
    21. 21. Organization, Rules, and Preparing Students Positive Relationships Procedures for New Learning How do you organize your How do you build meaningful How do you establish your classroom to enhance learning relationships with your students purpose, activate students’ prior and establish rules and and among students to promote knowledge, and prepare procedures that clarify learning? students for learning? expectations? Deepening and Reinforcing PreparingNew Learning Presenting Students Reflecting on and Celebrating Learning for New Learning How do you present new Learning How do you help students How do you establish your How do you help students look information and provide solidify their understanding opportunities for students to back on their learning and refine and practice new skills?purpose, activate students’ prior their learning process? actively engage with content? knowledge, and prepare A Culture of Thinking students for Learning Applying learning? Engagement and Enjoyment and Learning How do students demonstrateHow do you develop a classroom their learning and what kinds of How do you motivate students culture that promotes serious evidence do you collect to assess to do their best work and inspire learning and sophisticated their progress? the love of learning? forms of thinking? Professional Practice How committed are you to professional learning and contributing to the school community?
    22. 22. • Selecting relevant standards that are appropriate to your content and grade level [CC]• “Unpacking” standards and turning them into clear, measurable Planning learning goals and targets [CC]DIMENSION FIVE: PREPARING STUDENTS FOR and promote deep• Using essential questions to guide learning NEW LEARNING thinking• Beginning lessons and units with engaging “hooks”—thought- provoking activities or questions that capture student interest and Instruction activate their prior knowledge [CC]• Introducing students to the key vocabulary terms they will need to know and understand to successfully learn the content [CC]• Assessing students’ background knowledge, skill levels, and interests relative to learning goals and targets• Helping students develop insights into the products they’ll be creating, performances they’ll be delivering, and/or tasks they’ll be completing to demonstrate what they’ve learned (e.g., providing Assessment models of high-quality work, rubrics, checklists, etc.) [CC]• Encouraging students to establish personal learning goals and plans for achieving them 22
    23. 23. Impact on Student Achievement Dimension 5: Preparing Students for New LearningStudents…• Understand/restate learning goals in their own words.• Ask questions about learning goals.• Know what they have to produce and what’s expected of them.• Assess own knowledge of vocabulary.• Call up their prior knowledge.• Generate questions about content or personal goals.• Understand the plan for learning. 23
    24. 24. A “Simple and Deep” Framework Dimensions of Indicators of Impact on StudentTeacher Effectiveness Quality Teacher Achievement(Essential Questions) Behavior 24
    25. 25. The Second Challenge• How do you look closely at teacher behavior without getting overwhelmed by “rubricitis”?• What’s the relationship between teacher effectiveness and the Common Core State Standards? 25
    26. 26. The Second Challenge“As the new Common Core State Standards andassessments are introduced, we will need a newset of instruments more closely aligned withthose standards.” Gathering Feedback for Teaching (2012) MET Project Research Paper Bill & Melinda Gates Foundation 26
    27. 27. The Second Challenge“The Standards define what all students areexpected to know and be able to do, not howteachers should teach.” Common Core State Standards For English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 27
    28. 28. The Second ChallengeEvaluating teacher effectiveness is a balancing act between… Common Classroom Core State practice Standards 28
    29. 29. The Second ChallengeEvaluating teacher effectiveness is a balancing act between… Outcomes Process 29
    30. 30. The Second ChallengeThe Thoughtful Classroom Nine Critical Themes in the Common Core State StandardsTeacher Effectiveness • Higher-order thinkingFramework was created with • Use of evidence to support positionsthe Common Core in mind. and justify conclusions • Integrating rigorous texts and helping students process them • Collaboration, dialogue, and studentA significant number of the presentationsinstructional indicators within • Regular writing in all content areas as a tool for learning, demonstratingthe Framework have been understanding, and formaldesigned to address key communicationthemes and Anchor Standards • Research and media skills • Technology and digital mediafound in the Common Core. • Mastery and use of academic vocabulary • Content has structure 30
    31. 31. The Second Challenge Common Core Theme:Use of evidence to support positions and justify conclusionsHow do we know it’s a theme? • Part of the description of College and Career Readiness • Found in multiple standards, including Anchor Standards • Reading Anchor 1 (R.CCR.1) • Writing Anchor 1 (W.CCR.1) • Writing Anchor 9 (W.CCR.9) • Mathematical Practice 3 (MP 3)
    32. 32. The Second Challenge Common Core Theme:Use of evidence to support positions and justify conclusions Dimension 4: Dimension 8: A Culture of Thinking and Learning Applying Learning 4.3 Encouraging and challenging 8.3 Designing tasks around the kind of students to support their written writing required for college and and spoken ideas with evidence career readiness (argument, 4.4 Probing, extending, and clarifying informative/explanatory, student responses using effective narrative) questioning techniques 8.5 Challenging students to present their findings and defend their ideas
    33. 33. The Second ChallengeThe full description of the Common Core themes and their connections to The Thoughtful Classroom Teacher Effectiveness Framework is available through www.thoughtfulclassroom.com/pdfs/commoncore Thoughtful Classroom PD 360 group 33
    34. 34. The Third Challenge• How do observers look closely at teacher behavior without getting overwhelmed by “rubricitis”?• What’s the relationship between teacher effectiveness and the Common Core State Standards?• How do administrators play the dual role of instructional leader and teacher evaluator? 34
    35. 35. The Third ChallengeEvaluating teacher effectiveness is a balancing act between… Making high-Serving as an stakes judgmentsinstructional about teachersleader/coach 35
    36. 36. The Third ChallengeEvaluating teacher effectiveness is a balancing act between… Formative Summative observation evaluation 36
    37. 37. The Third Challenge“The true promise of classroom observations isthe potential to identify strengths and addressspecific weaknesses in teacher’s practice.” Gathering Feedback for Teaching (2012) MET Project Research Paper Bill & Melinda Gates Foundation 37
    38. 38. The Third ChallengeA window into a teacher’s practice A ladder to determine a teacher’s level of effectiveness Formative Observation Summative EvaluationTeacher Self-Assessment Rubrics for Assessing All DimensionsProfessional Growth Plans Professional Practice Indicators/RubricsClassroom Observation Templates Advanced ReportingFeedback Protocol Multiple MeasuresPre- and Post-Observation Protocols Final Evaluation RubricsTargeted Professional Development Videos 38
    39. 39. Let’s take a closer lookat the formative observation tools… 39
    40. 40. Formative Observation ToolsTeacher Self-Assessment Guide The Teacher Self-Assessment Guide allows teachers to reflect on and assess their classroom practice according to the same dimensions and indicators that administrators use to guide observations. This guide is available through The Thoughtful Classroom PD 360 group. 40
    41. 41. Formative Observation ToolsTeacher Professional Growth Plan
    42. 42. Formative Observation Tools Pre-Observation Protocol• Where are you in your lesson sequence?• What are the learning goals for the observation?• How will student learning be assessed?• What learning opportunities will you provide toachieve your goals?• What questions do you have about the lesson? 42
    43. 43. Formative Observation ToolsPre-Observation Protocol This pre-observation protocol is available as a planning form through the Thoughtful Classroom PD 360 group. 43
    44. 44. Formative Observation ToolsClassroom Observation Templates Observers use the customizable Observation 360 templates to collect formative data about the teacher’s practice in the classroom. 44
    45. 45. Formative Observation ToolsClassroom Observation Templates Here is the standard observation template for Dimension 5: Preparing Students for New Learning 45
    46. 46. Formative Observation ToolsClassroom Observation Templates A comment box for qualitative data 46
    47. 47. Formative Observation ToolsClassroom Observation Templates 47
    48. 48. Formative Observation Tools Feedback Protocol 48
    49. 49. Formative Observation Tools Post-Observation ProtocolPost-observation questions are guided by 5 Rs:Review: What happened?React: What were your reactions?Reasons: What caused you to think/feel this way?Rethink: What have you learned?Reflect: What are your thoughts and feelings about the observation process? 49
    50. 50. Formative Observation ToolsPost-Observation Protocol The post-observation protocol is available as an interview form through the Thoughtful Classroom PD 360 group. 50
    51. 51. Formative Observation Tools Targeted Professional Development VideosThe Framework is integrated with PD 360, themost extensive professional development videolibrary in the country. • Online • On-demand 24/7 • Research based • Ultimate flexibility 51
    52. 52. Formative Observation Tools Targeted Professional Development VideosFor observers…• Based on observation data, observers select relevant PD 360 videos that correspond to identified needs. 52
    53. 53. Formative Observation Tools Targeted Professional Development VideosFor teachers…• Teachers build a customized professional growth plan using the Teacher Self- Assessment Guide and the PD 360 video library. 53
    54. 54. Formative Observation ToolsTargeted Professional Development Videos 54
    55. 55. Let’s take a closer lookat the summative evaluation tools… 55
    56. 56. Summative Evaluation Tools Rubrics• After multiple formative observations, observers use a set of four-point rubrics to develop a summative evaluation of the teacher’s effectiveness in each dimension. 56
    57. 57. Summative Evaluation Tools Rubrics 57
    58. 58. Summative Evaluation Tools Rubrics(4) Expert – Strong commitment to this dimension that shows advanced expertise. – The teacher applies relevant instructional practices and is able to adapt them to learning situations. – These practices have a consistently positive impact on student learning. 58
    59. 59. Summative Evaluation Tools Professional PracticeOrganization, Preparing Positive A comprehensive Rules, and Procedures Students for New Learning Relationships evaluation includes looking beyond theDeepening and Reflecting on and classroom. Presenting New Reinforcing Celebrating New Learning Learning Learning Commitment to:A Culture of Engagement and  Ongoing learning Thinking Applying Learning Enjoymentand Learning  The school Professional Practice community  Professionalism 59
    60. 60. Summative Evaluation ToolsProfessional Practice Indicators 60
    61. 61. Summative Evaluation ToolsProfessional Practice Rubrics 61
    62. 62. Summative Evaluation Tools Advanced Reporting Observation 360 includes advanced reporting features that allow administrators to store, manage, and use observation data in multiple ways. 62
    63. 63. Summative Evaluation Tools Advanced Reporting Observation 360 includes advanced reporting features that allow administrators to store, manage, and use observation data in multiple ways. 63
    64. 64. Summative Evaluation Tools Advanced Reporting Observation 360 includes advanced reporting features that allow administrators to store, manage, and use observation data in multiple ways. 64
    65. 65. Summative Evaluation Tools Multiple Measures“Evaluation systems should include multiplemeasures, not just observations.” Gathering Feedback for Teaching (2012) MET Project Research Paper Bill & Melinda Gates Foundation 65
    66. 66. Summative Evaluation Tools Multiple MeasuresInstructional Practice(Dimensions 1-9) ________ ________% = ________Professional Practice(Dimension 10) ________ ________% = ________Student Performance Data Standardized Test Data ________ ________% = ________ Local Assessments ________ ________% = ________ Other ________ ________% = ________Student Feedback/Surveys ________ ________% = ________Other Measure ________ ________% = ________Other Measure ________ ________% = ________ 66
    67. 67. Summative Evaluation Tools Final Evaluation RubricA teacher’s final evaluation is based on the summation from the multiple sources of data and converted into a rubric that meets your district’s guidelines and state requirements. 67
    68. 68. How do schools and districts useThe Thoughtful Classroom Teacher Effectiveness Framework? 68
    69. 69. How do schools and districts use The Thoughtful Classroom Teacher Effectiveness Framework?• As a formal observation tool.• To conduct Learning Walks (Walkthroughs).• As a peer observation tool.• To target specific dimensions or indicators.• To develop professional growth plans.• To anchor collaboration within a professional learning community.• To improve mentoring. 69
    70. 70. For a free copy of The Thoughtful Classroom Framework “Quick Guide” please emailquestions@thoughtfulclassroom.com 70
    71. 71. Please visit us at the ASCD Annual Conference,March 24th-26th in Philadelphia, PA. www.thoughtfulclassroom.com www.schoolimprovement.com 71
    72. 72. Thank you for attending the webinar! www.thoughtfulclassroom.com www.schoolimprovement.com 72
    73. 73. Visit Us Online Call us: 1-800-572-1153 Visit us on the web: www.schoolimprovement.comVisit http://www.schoolimprovement.com/pd360-free-pd/webinars/to see past recordings and register for future webinars.YouTube: http://www.youtube.com/user/SchoolImprovementNetBlog: http://schoolimprovementnetwork.blogspot.comFacebook http://www.facebook.com/SchoolImprovementNetworkTwitter: @sinetpd360LinkedIn: http://www.linkedin.com/company/school-improvement-networkClick here to request more information about Observation 360 orthe Thoughtful Classroom Framework or one of our otherinnovative products.www.schoolimprovement.com ©2011 School Improvement Network

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