I understand the components necessary for due process. I understand what it means to practice due process with regard to teacher evaluation (or other applications). I understand why it is important to follow due process. I under stand the application of a rational approach. I understand how ends-based and care-based thinking relate to teacher performance evaluation and the evaluation of student learning.

1. Educational Evaluation

2. Our leadership values…

3.  I understand the components necessary for due
process.
 I understand what it means to practice due process
with regard to teacher evaluation (or other
applications).
 I understand why it is important to follow due
process.
 I under stand the application of a rational
approach.
 I understand how ends-based and care-based
thinking relate to teacher performance evaluation
and the evaluation of student learning.

4. Christopher Langan J. Robert Oppenheimer
Gladwell, Malcolm. (2008). The trouble with geniuses, part
2. In Outliers: The Story of success. (pp 91-115).
New York: Little, Brown and Company.

7. "I shall not today attempt further to define
the kinds of material I understand to be
embraced within that shorthand description
["hard-core pornography"], and perhaps I
could never succeed in intelligibly doing so.
But I know it when I see it, and the motion
picture involved in this case is not that."
(Potter Stewart, 1964)

8. https://www.teachingchannel.org/videos/clas
s-warm-up-routine

9. Ideas from books, articles
PD workshops in school
Workshops and courses outside of school
Supervision suggestion from observers
End of year evaluation by administrators
Ideas and suggestions from fellow
teachers
Ideas and suggestions from loved ones
Internet resources
Figuring it for myself; experience
Other

10.  Are we helping our teachers improve?
 Do they want to be helped?
 Saints, cynics, sinners…
 Teachers are on their own 99.9% of the time.
 The big question…does it matter…and if it
does what do we do and why?

11. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!

12. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!

13. “Good teaching cannot be reduced to
technique; good teaching comes from the
identity and integrity of the teacher.
Palmer, P.J. 1999. The courage to teach.
Jossey-Bass.

14. •What defines a good teacher?
•How do we know a good teacher when
we see one?
•How will we respond when we notice a
good teacher?
•How will we respond when we notice a
poor teacher?

15. Do our teachers know the standards for
which they will be judged?
Are the standards being consistently
applied? (inter-rater reliability)
Are decisions made with reasonable
evidence available on a systemic basis?
Is your judgment a rational connection
to a legitimate purpose?

19. ValuesHigh
ProcessLow
ValuesHigh
ProcessHigh
ValuesLow
ProcessLow
ValuesLow
ProcessHigh
Resiliency (Process)
Flexibility
(Values)
High
Low High

20. Robert Marzano’s
research suggests that
as effective teachers
we do!

21. Percentile Entering Percentile Leaving
Average School/
Average Teacher
50th 50th
Highly Ineffective School/
Highly Ineffective Teacher
50th 3rd
Highly Effective School/
Highly Ineffective Teacher
50th 37th
Highly Ineffective School/
Highly Effective Teacher
50th 63rd
Highly Effective School/
Highly Effective Teacher 50th 96th
Highly Effective School/
Average Teacher 50th 78th

22. Self-assessment
Goal setting
Professional growth plan
Work on plan, collegially and
collaboratively
Reflection/closure

23. Plan•What are my goals?
•What do I know about my students?
•Information gathering
•Developing a Plan
Do/Teach•Implementation in the classroom

24. Plan•What are my goals?
•What do I know about my students?
•Information gathering
•Developing a Plan
Do/Teach•Implementation in the classroom
Study/Reflect•What have I learned about my students?
•What have I learned about my teaching?
•What have I learned about our community of learners
Act/Apply•How will I apply what I’ve leaned in my
classroom to enhance student learning?

25. You have taken this from a
colleague…why are you using it in your
class?
How is this activity, assessment, etc. better
than the last time you used it?
How has your teaching affected learning?

26.  Common language to
talk about teaching
 34 critical components
of teaching
 Organized into 5
domains

28. COMPONENT LEVEL OF PERFORMANCE
UNSATISFACTORY – The
teacher does not yet appear to
understand the concepts underlying
the component. Working on the
fundamental practices associated with
the elements will enable the teacher
to grow and develop.
DEVELOPING – The teacher
appears to understand the concepts
underlying the component and
attempts to implement its elements.
Implementation is sporadic,
intermittent, or otherwise not entirely
successful. Additional reading,
discussion, visiting classrooms of
other teachers, and experience will
enable the teacher to grow and
develop.
PROFICIENT – The teacher
clearly understands the concepts
underlying the component and
implements it well.
DISTINGUISHED – Teachers at
this level are master teachers and
make a contribution to the field, both
in and outside their school. Their
classrooms operate at a qualitatively
different level, consisting of a
community of learners, with students
highly motivated and engaged, and
assuming considerable responsibility
for their own learning.
3a:
Communicating
Clearly and
Accurately
Teacher’s oral and written
communication contains errors or is
unclear or inappropriate to students.
Teacher’s oral and written
communication contains no errors, but
may not be completely appropriate or
may require further explanations to
avoid confusion.
Teacher communicates clearly and
accurately to students, both orally and
in writing.
Teacher’s oral and written
communication is clear and
expressive, anticipating possible
student misconceptions.
3b:
Using
Questioning
And Discussion
Techniques
Teacher makes poor use of
questioning and discussion
techniques, with low-level questions,
limited student participation, and little
true discussion.
Teacher’s use of questioning and
discussion techniques is uneven, with
some high-level questions, attempts
at true discussion, and moderate
student participation.
Teacher’s use of questioning and
discussion techniques reflects high-
level questions, true discussion, and
full participation by all students.
Students formulate many of the high-
level questions and assume
responsibility for the participation of all
students in the discussion.
3c:
Engaging
Students in
Learning
Students are not at all intellectually
engages in significant learning, as a
result of inappropriate activities or
materials, poor representations of
content, or lack of lesson structure.
Students are intellectually engaged
only partially, resulting from activities
or materials of uneven quality,
inconsistent representations of
content, or uneven structure or
pacing.
Students are intellectually engaged
throughout the lesson, with
appropriate activities and materials,
instructive representations of content,
and suitable structure and pacing of
the lesson.
Students are highly engaged
throughout the lesson and make
material contributions to the
representation of content, the
activities, and the materials. The
structure and pacing of the lesson
allow for student reflection and
closure.
3d:
Providing
Feedback to
Students
Teacher’s feedback to students is of
poor quality and is not given in a
timely manner.
Teacher’s feedback to students is
uneven, and its timeliness is
inconsistent.
Teacher’s feedback to students is
timely and of consistently high quality.
Teacher’s feedback to students is
timely and of consistently high quality,
and students make use of the
feedback in their learning.
3e:
Demonstrating
Flexibility and
Responsiveness
Teacher adheres to the instruction
plan in spite of evidence of poor
student understanding or students’
lack of interest, and fails to respond to
students’ questions; teacher assumes
no responsibility for students’ failure to
understand.
Teacher demonstrates moderate
flexibility and responsiveness to
students’ needs and interests during a
lesson, and seeks to ensure the
success of all students.
Teacher seeks ways to ensure
successful learning for all students,
making adjustments as needed to
instruction plans and responding to
student interests and questions.
Teacher is highly responsive to
student’s interests and questions,
making major lesson adjustments if
necessary, and persists in ensuring
the success of all students.
3f:
Technology as a Tool
Teacher does not comprehend the
value of instructional technology nor
uses this resource to enhance
teaching and learning in the school
community
Teacher uses the basic functions of
instructional technology and applies it
minimally to their professional practice
as a teacher.
Teacher displays a solid
understanding of instructional
technology and uses its capabilities
frequently to enhance teaching and
learning in the school community.
In addition to understanding and using
higher levels of instructional
technology, the teacher is willing to
pioneer and investigate new
technology that enhances teaching
and learning in the school community.

29. …a checklist of specific teaching behaviors
• while good teachers may accomplish many of the
same things, the may not achieve them in the
same way
…an endorsement of a particular teaching
style
• good teachers are professionals and should have
a repertoire of strategies to choose from to meet
instructional goals

37. Recognizing the Educational Impact of
Cultural Diversity
Building Relationships Across Differentiated
Cultures
Accessing Demographic Inequalities in
Achievement
Adapting Curriculum to Reflect Cultural
Diversity
Ongoing Self-Reflection About Cultural
Competence

38. Diagnostic versus prescriptive
Collaborative and reflective
How are teachers demonstrating their skill?
Observe other teachers so that we can
learn from each other!
Self directed professional inquiry
Professional growth

39. • Teacher Evaluation Rubric
• Principal Evaluation Rubric
Take 4 minutes….
1. What are your initial thoughts (generally
positive or not)?
2. What is good (or, what pops out at you
as being good)/
3. What do you believe is missing (or, what
do you disagree with as something to be
evaluated)?

40. Ends-based Thinking
• The end result of treating people reasonably are
better than the end result of treating people
unreasonably. What are the consequences of
being reasonable versus unreasonable?
Care-based Thinking
• Treat people reasonably because it is our moral
responsibility to do so.
• People are free and rational moral agents…let’s
act that way!

41. Growth as a moral agent is possible
through learning and
education…remember Lawrence
Kohlberg?
Educators are responsible for creating
responsible moral agents!

42. What would you do? Penn
State…Mignonette.

44. $10 experiment.
Pink, D. 2011. Drive: The surprising truth about what motivates us.
Penguin Publishing Group.

45. Both confess = 5 years in prison
Neither confess = 1 year in prison
One confesses and one doesn’t confess:
• Confessor = freedom
• Non-confessor = 10 years in prison

46. We must ensure that reasonable decisions
are made about other people in a rationally
justified way using adequate, reliable evidence in a
consistent way..
 Rumors, gossip, opinions, and/or hearsay
evidence must be disregarded or
independently checked to be sure the evidence
is reliable.

47. We must know what defines the standard
of “good teaching”! If we do not know and
the teacher does not know, then how can
we make personnel decisions!
Our judgments must be consistently
applied!

48. Formative/Summative assessments for
students…do our students know what is
expected of them? Is this important? Can
we just say this is a function of application,
or synthesis, or some level of higher
cognition?
2 students with 2 different biology
teachers…do they have a consistent
experience? Is it OK if they don’t?

49. How many assessments does it take for a
student to be evaluated fairly?
What if a chemistry student earned a 98%
on the final comprehensive, summative
exam, yet has not turned in all of her work.
What should her grade be? What types of
behaviors should help determine a grade?

50. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!

51. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!

52. A. an exact objective rating.
B. a subjective rating that allows for
professional judgment.
C. something in between.
Grading is:

53. A. …consistent (within your
learning team or with other
students in your classes)?
B. …accurate (aligned essential
learnings)?
C. …meaningful & supportive of
learning?

54.  2 students…both have same GPA….
 1 A- as a 9th grader
 All As through 1 quarter of senior year.
 GPA = 3.9967033
But wait….
 Student A takes a summer math class…and gets an A
while student B works a summer job.
 Student A = 3.9968421
 Student B = 3.9967033
 Who is the Valedictorian?
 Who gets the Valedictorian scholarship at Drake
University?

55. …the rigor of the courses? (on-level vs.
honors/AP)…what if the student is “gaming
the system” and taking classes with less
rigor?
…the number of co-curricular activities the
students are in?
…LEARNING!

56. Into which class would you like to be
placed?

57. Name Lab Grades
(20%)
Tests
(60%)
Miscellaneous
(20%)
Final
Grade
Attitude Participation
Eddy 100 0 80 50
(late)
98 99 98 0 0 57 F
Norm 100 100 100 100 64 68 66 100 100 79 C
“A Tale of Two Students”

58. Name Lab Grades
(20%)
Tests
(60%)
Miscellaneous
(20%)
Final
Grade
Attitude Participation
Eddy 85 0 80 50
(late)
98 99 98 0 0 57 F
Norm 100 100 100 100 64 68 66 100 100 79 C

59. Name Lab Grades
(20%)
Tests
(60%)
Miscellaneous
(20%)
Final
Grade
Attitude Participation
Eddy 85 0 80 50
(late)
98 99 98 0 0 69 F
Norm 100 100 100 100 64 68 66 100 100 80 B

60. The best Socrative Seminars are those in
which something new and unexpected is
discovered. This happens when the seminar
is approached as a joint search or
exploration through dialogue rather than a
defense of ideas.

62. Justice vs. Mercy
Truth vs. Loyalty
Long Term vs. Short Term
Individual vs. Community

63.  What purpose do grades serve? How does
this affect your view of fair procedures for
assigning grades?
 Should student behavior be reflected in a
students final grade? How about the
student’s effort?
 Does your school have a grading policy? If
so, what is it? (a certain % for summative vs.
formative, missing assignments, only aligned
to learning targets).

65. Blood donations actually
decreased when a small
stipend was provided! Why?
Late Child Care
fines…actually increase late
pickups! Why?
Bagels in your office…who
does and doesn’t pay?
Levitt, S.D. & Dubner, S.J. (2005). Freakonomics: A rogue economist explores the
hidden side of everything. HarperCollins: New York.

66. We need to be thoughtful about the
incentives we create.
What are we rewarding?

67. Everyone’s happiness/welfare counts
equally
Must benefit the average welfare
Our own welfare may be not be equal to
the average welfare
Why then do we care about others?
• Equal respect for persons is morally basic…

69. What do you think?
Care based vs. ends based
Ends-based= maximizes happiness for
everyone
Care-based= says no because abandon
everything central to a moral responsible
human life.

70. Ends-based
• Happiness or human welfare…not growth as a
person…growth is important only if it leads to
happiness
Care-based
• Someone who cares about others and is willing
and able to accept the responsibility of one’s self
• We are in the people business!

72. What is the best time to do each thing?
Who are the most important people to
work with, to listen to, and avoid?
What is the most important thing to do at
all times?

74.  I understand the components necessary for
due process.
 I understand what it means to practice due
process with regard to teacher evaluation (or
other applications).
 I understand why it is important to follow due
process.
 I understand the importance of ends-based
thinking and care-based thinking as they
relate to teacher performance evaluation.