WIFI CODE
• 040114
PJ Caposey
Changing School
Culture Through the
Danielson Framework
for Teaching
PJ Caposey
Assistant Superintendent/
Principal (@principalpc)
Author
BIG IDEAS
• Analyze Culture
• De-code the Framework
• Create a system
• Encourage Personal PD
Poll 1
How would you assess your level of confidence
using the Danielson model tool?
Novice, Beginner, Moderate, Experienc...
You’re FIRED!!
You’re Fired
Pages 3
and 4
Culture: Character
Pg 5
A. Healthy Cultures?
B. Toxic Cultures?
(Schools with toxic cultures) lack a clear
sense of purpose, have norms that enforce
inertia, blame students for lack of
p...
The vision is, first, that the school will be a
community, a place full of adults and
youngsters who care about, look afte...
POLL 2
Toxic
Unhealthy
Neutral
Positive
Healthy
Assess the culture in your building.
MISSION & VISION
MISSION VISION
Purpose Goal
Timeless Timely
Calling Branding
Questions?
Define
Expectations
Meaningful
Conversations
Actively
Lead PD
Distribute
Leadership
Relationship
Perspective
Power of
Eval...
Talk the Same Language
What conversation
has someone had
with you that has
influenced your
professional
growth?
Questions?
MEET
Structured
Opportunity
to Become
Better at
Your Job
OR
Assessment
of Value to
the
Organization
Evaluation
must speak to
answer of
question,
“Why
Teach?”
OVERARCHING GOAL
The evaluation process leads to
professional growth (makes you a
better teacher) which then in turn leads...
CHANGE
1.Change is learning – loaded with uncertainty.
2.Change is a journey, not a blue print.
3.Problems are our friends...
Page 7
Danielson is too subjective
for an evaluation or to have
my job depend on it . . .
I heard that this was never intended to be
an evaluation tool – it was a professional
performance guide written by a teach...
For a teacher to be
excellent/distinguished it is dependent
upon how the kids react to what teachers
teach
Do you think th...
It looks like Domains 2 and 3 are when
kids are present.
Do you think those should be
counted as more important?
RESPONSIBILITY
No single drop of water
thinks it is responsible
for the flood.
How can we as
leaders facilitate
the
transformation of
this tool from an
evaluation
instrument to a
culture changing
instr...
• Evaluation is stressful
• evaluación es estresante
• ‫المجهدة‬ ‫هو‬ ‫التقييم‬
• avaliação é estressante
• Auswertung ist...
De-code the framework into…
tangible
actionable
strategies
for
observation
and
coaching
purposes
Element
Rubrics
Clause
by
Clause
Scripted
?s
Element Rubrics
2013 Framework is available
for free, but not the element
rubrics
Is this clear?
Teacher displays solid
kn...
Prerequisite
relationships
between
important
concepts
The teacher's
plans and
practice reflect
solid knowledge
of the cont...
The teacher's plans and practice reflect solid
knowledge of the content, prerequisite relationships
between important conc...
Do all 3
Step 1:
Determine if Clause is Clear Enough Without
Element Rubric
• Domain 1, Component C
– Instructional outcomes are st...
Domain 1, Component C – Clause 1
• Instructional outcomes are stated as goals reflecting high-
level learning and curricul...
Critical Attributes
• List of bullet-pointed items outlining Proficient
and/or Distinguished Behavior
– Specific
– Common
...
ARTIFACTS11
Questions?
Plan for assessment
provides multiple
opportunities for
success
Plan for
assessment
uses clear
criteria
Creating a Common ...
POLL 3
Less than 25%
Between 26-50%
Between 51-75%
76% or higher
What percentage of staff would decode the
framework in th...
‘Chunk-able’
A B C D
9
Given the description of proficient
practice, what is the first step you
would work through with your staff?
11
1) Repeatable for
multiple
components
and for
multiple ratings
2) Allows for self-
assessment
3) Allows for
personalizatio...
Questions?
Goal: Develop
Observation
Process and Plan
to Support
Teacher Growth
Something
out of
whack?
Pages
15 + 16
Should
observations be
scheduled or
impromptu?
Why?
What are the elements that
need to be included in the plan?
Questions?
Facilitate Creation of
Personal PD Plan For
Every Teacher
As a group, can we name all five elements of a high
quality plan?
20
21
Poll 4 – SMART Goals
1.) Student attendance will improve in
comparison to the average of the last two
years for the 2013-1...
Poll 5 – SMART Goals
2.) I will rate higher on the Danielson
Framework in 2014 than I did in 2013.
21
True
False…If False,...
Poll 6 – SMART Goals
3.) 80 percent of students will pass each
assessment of the 2013-14 school year
with a 71 percent or ...
Poll 7 – SMART Goals
4.)100 percent of high school Juniors will
earn a 24 or above on the ACT test given
the Spring of the...
Poll 8 – SMART Goals
5.) In 2019, Happy High School will have 17
Advanced Placement Courses available for
students to take...
WE MUST CHANGE!!
Establish the
Appropriate Environment
You must now help others
have better understanding
– this must be paid forward
Questions?
Re-Cap
Analyze Culture
De-code the Framework
Create a system
Encourage
Personal PD
o n e p e r s o n w i t h a
b e l i e f
i s e q u a l t o a
f o r c e o f n i n e t y - n i n e
w h o h a v e o n l y
i n ...
Everything was made up by people that
were no smarter than you
PJ Caposey
Assistant Superintendent/
Principal
pcaposey@mail.meridian223.org
Author
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Changing school culture 4.10
Upcoming SlideShare
Loading in …5
×

Changing school culture 4.10

563 views

Published on

This is a copy of the slide show used during the IPA administrator academy in Elgin on 4.10

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
563
On SlideShare
0
From Embeds
0
Number of Embeds
24
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Changing school culture 4.10

  1. 1. WIFI CODE • 040114
  2. 2. PJ Caposey Changing School Culture Through the Danielson Framework for Teaching
  3. 3. PJ Caposey Assistant Superintendent/ Principal (@principalpc) Author
  4. 4. BIG IDEAS • Analyze Culture • De-code the Framework • Create a system • Encourage Personal PD
  5. 5. Poll 1 How would you assess your level of confidence using the Danielson model tool? Novice, Beginner, Moderate, Experienced Poll 1
  6. 6. You’re FIRED!! You’re Fired
  7. 7. Pages 3 and 4
  8. 8. Culture: Character
  9. 9. Pg 5 A. Healthy Cultures? B. Toxic Cultures?
  10. 10. (Schools with toxic cultures) lack a clear sense of purpose, have norms that enforce inertia, blame students for lack of progress, discourage collaboration, and have hostile relations between staff. Such schools are not healthy places to be. Peterson, 'Positive or negative?' Journal of Staff Development, 23(3). Toxic
  11. 11. The vision is, first, that the school will be a community, a place full of adults and youngsters who care about, look after, and root for one another and who work together for the good of the whole, in times of need and times of celebration. Every member of a community holds some responsibility for the welfare of every other and for the welfare of the community as a whole. Roland Barth
  12. 12. POLL 2 Toxic Unhealthy Neutral Positive Healthy Assess the culture in your building.
  13. 13. MISSION & VISION
  14. 14. MISSION VISION Purpose Goal Timeless Timely Calling Branding
  15. 15. Questions?
  16. 16. Define Expectations Meaningful Conversations Actively Lead PD Distribute Leadership Relationship Perspective Power of Evaluation SUPPORTING PROFESSIONALS Page 6
  17. 17. Talk the Same Language
  18. 18. What conversation has someone had with you that has influenced your professional growth?
  19. 19. Questions?
  20. 20. MEET
  21. 21. Structured Opportunity to Become Better at Your Job OR Assessment of Value to the Organization
  22. 22. Evaluation must speak to answer of question, “Why Teach?”
  23. 23. OVERARCHING GOAL The evaluation process leads to professional growth (makes you a better teacher) which then in turn leads to a higher evaluation rating for you in the future. The goal is to improve so that we can better serve kids – not to improve so that we can achieve a higher rating.
  24. 24. CHANGE 1.Change is learning – loaded with uncertainty. 2.Change is a journey, not a blue print. 3.Problems are our friends. 4.Change is resource hungry. 5.Change requires the power to manage it. 6.Change is systemic 7.All large scale change is implemented locally. (Fullan)
  25. 25. Page 7
  26. 26. Danielson is too subjective for an evaluation or to have my job depend on it . . .
  27. 27. I heard that this was never intended to be an evaluation tool – it was a professional performance guide written by a teacher for teachers. Is that true?
  28. 28. For a teacher to be excellent/distinguished it is dependent upon how the kids react to what teachers teach Do you think that is fair? How would you explain it to your staff?
  29. 29. It looks like Domains 2 and 3 are when kids are present. Do you think those should be counted as more important?
  30. 30. RESPONSIBILITY No single drop of water thinks it is responsible for the flood.
  31. 31. How can we as leaders facilitate the transformation of this tool from an evaluation instrument to a culture changing instrument?
  32. 32. • Evaluation is stressful • evaluación es estresante • ‫المجهدة‬ ‫هو‬ ‫التقييم‬ • avaliação é estressante • Auswertung ist stressig Evaluation becomes even more stressful when we do not speak the same language – Danielson provides us this opportunity
  33. 33. De-code the framework into… tangible actionable strategies for observation and coaching purposes
  34. 34. Element Rubrics Clause by Clause Scripted ?s
  35. 35. Element Rubrics 2013 Framework is available for free, but not the element rubrics Is this clear? Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.
  36. 36. Prerequisite relationships between important concepts The teacher's plans and practice reflect solid knowledge of the content And the instructional practices specific to that discipline Generally, each clause reflects an element
  37. 37. The teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline • Ask Component Specific Questions First – Focus on modifiers - “Solid knowledge” – Turn Danielson-speak in to real language • Ask Domain Specific Questions Last • (DOMAIN 1 and 4 questions different than 2 and 3) – What does tangible evidence look like? – What does evidence over multiple observations look like?
  38. 38. Do all 3
  39. 39. Step 1: Determine if Clause is Clear Enough Without Element Rubric • Domain 1, Component C – Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination. IF yes, move on to questions. IF no, move on to element rubrics.
  40. 40. Domain 1, Component C – Clause 1 • Instructional outcomes are stated as goals reflecting high- level learning and curriculum standards – Component specific • What does stated as goals mean? • Where are they stated as goals? • What is high-level learning? • What curriculum standards? • Do all goals have to meet standard? – Domain specific • How do I provide evidence of this? • Can this be seen in my classroom over time with multiple visits? If so, how? Will all components have same amount of questions or clauses?
  41. 41. Critical Attributes • List of bullet-pointed items outlining Proficient and/or Distinguished Behavior – Specific – Common – Collaboratively-formed • Translation from Danielson to something locally created and locally important
  42. 42. ARTIFACTS11
  43. 43. Questions?
  44. 44. Plan for assessment provides multiple opportunities for success Plan for assessment uses clear criteria Creating a Common Definition for Domain 1, Component F Teacher’s Plan for Student Assessment is Aligned with Instructional Goals Assessment results impact plan for future instruction Plan for assessment appropriate for age and skill level
  45. 45. POLL 3 Less than 25% Between 26-50% Between 51-75% 76% or higher What percentage of staff would decode the framework in the same manner without training?
  46. 46. ‘Chunk-able’ A B C D 9
  47. 47. Given the description of proficient practice, what is the first step you would work through with your staff? 11
  48. 48. 1) Repeatable for multiple components and for multiple ratings 2) Allows for self- assessment 3) Allows for personalization of PD
  49. 49. Questions?
  50. 50. Goal: Develop Observation Process and Plan to Support Teacher Growth
  51. 51. Something out of whack? Pages 15 + 16
  52. 52. Should observations be scheduled or impromptu? Why?
  53. 53. What are the elements that need to be included in the plan?
  54. 54. Questions?
  55. 55. Facilitate Creation of Personal PD Plan For Every Teacher
  56. 56. As a group, can we name all five elements of a high quality plan? 20
  57. 57. 21
  58. 58. Poll 4 – SMART Goals 1.) Student attendance will improve in comparison to the average of the last two years for the 2013-14 school year. 21 True False…If False, Why?
  59. 59. Poll 5 – SMART Goals 2.) I will rate higher on the Danielson Framework in 2014 than I did in 2013. 21 True False…If False, Why?
  60. 60. Poll 6 – SMART Goals 3.) 80 percent of students will pass each assessment of the 2013-14 school year with a 71 percent or higher. 21 True False…If False, Why?
  61. 61. Poll 7 – SMART Goals 4.)100 percent of high school Juniors will earn a 24 or above on the ACT test given the Spring of the 11th grade year in 2014. 21 True False…If False, Why?
  62. 62. Poll 8 – SMART Goals 5.) In 2019, Happy High School will have 17 Advanced Placement Courses available for students to take. True False…If False, Why?21
  63. 63. WE MUST CHANGE!!
  64. 64. Establish the Appropriate Environment
  65. 65. You must now help others have better understanding – this must be paid forward
  66. 66. Questions?
  67. 67. Re-Cap Analyze Culture De-code the Framework Create a system Encourage Personal PD
  68. 68. o n e p e r s o n w i t h a b e l i e f i s e q u a l t o a f o r c e o f n i n e t y - n i n e w h o h a v e o n l y i n t e r e s t .
  69. 69. Everything was made up by people that were no smarter than you
  70. 70. PJ Caposey Assistant Superintendent/ Principal pcaposey@mail.meridian223.org Author

×