Earn	
  an	
  ‘Excellent’	
  Ra.ng	
  
Dr.	
  Richard	
  Voltz,	
  Associate	
  Director	
  
Illinois	
  Associa.on	
  of	...
Have	
  previous	
  teacher	
  evalua.on	
  
experiences	
  improved	
  your	
  
teaching?	
  
Is	
  teacher	
  evalua.on	
  in	
  your	
  school	
  
district	
  an	
  exercise	
  in	
  “compliance”	
  
or	
  an	
  “i...
Two	
  Parts	
  
Teacher	
  Prac)ce	
   Student	
  Growth	
  
The	
  Danielson	
  Frameworks	
  For	
  
Teaching	
  is	
  the	
  State	
  MODEL	
  for	
  
the	
  professional	
  prac.c...
Shall	
  be	
  research	
  based	
  rubric	
  
Dr.	
  Voltz’s	
  interpreta.on	
  of	
  the	
  
rela.ve	
  importance	
  of	
  the	
  various	
  
components	
  within	
 ...
Shall	
  consider	
  the	
  rela.ve	
  importance	
  
of	
  the	
  various	
  components…	
  
All	
  Domains	
  are	
  not	
  equal.	
  
All	
  components	
  within	
  the	
  
Domains	
  are	
  not	
  equal.	
  
One	
  word	
  keys	
  to	
  earn	
  an	
  “Excellent”	
  
ra.ng.	
  
All	
  
Intellectual	
  
Engaged	
  
Three	
  Essen.al	
  Domain	
  3	
  Elements	
  
•  Extend	
  vocabulary	
  
•  Use	
  analogies	
  and	
  metaphors	
  
•...
Voltz	
  Evalua.on	
  Protocol	
  
Evaluator	
  observes	
  
Evaluator	
  shares	
  observa.on	
  notes	
  
with	
  teacher	
  
Evaluator	
  prepares	
  reflec.ve	
  
ques.ons	
  to	
  ask	
  teacher	
  for	
  any	
  
evidence	
  judged	
  to	
  be	
 ...
Evaluator	
  –	
  teacher	
  talk	
  
Example	
  reflec.ve	
  ques.ons	
  
•  How	
  did	
  you	
  feel	
  about	
  the	
  level	
  of	
  student	
  
engagement	...
Teacher	
  prepares	
  SMART	
  goal	
  that	
  
they	
  want	
  to	
  improve	
  
Evaluator	
  checks	
  back	
  with	
  teacher	
  on	
  
progress	
  of	
  implementa.on	
  of	
  SMART	
  
goal	
  
The	
  process	
  starts	
  over	
  again…	
  
Domain	
  3	
  is	
  the	
  most	
  important	
  
Domain.	
  
Danielson:	
  “Students	
  learn	
  because	
  
of	
  what	
  they	
  do	
  not	
  because	
  of	
  
what	
  the	
  teache...
Danielson	
  defini.on	
  of	
  
engaged	
  learning…	
  
The	
  student	
  is	
  
intellectually	
  engaged	
  in	
  
the	...
Evaluators	
  look	
  for	
  	
  
“Engaged	
  Learning	
  Evidence”	
  
What	
  are	
  the	
  students	
  learning?	
  
Not	
  what	
  are	
  the	
  students	
  doing.	
  
h^ps://www.teachingchannel.org	
  
Teaching	
  Strategies	
  
Student	
  repea.ng…	
  
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…	
  
Reflec.on	
  &	
  Closure	
  
I	
  think…	
  
It’s	
  Minds	
  On	
  –	
  Not	
  Hands	
  On	
  
Learning	
  –	
  not	
  Doing	
  
Use	
  Video	
  to	
  Improve	
  Your	
  Prac.ce	
  
HS	
  English	
  
Engaged	
  Learning	
  is	
  even	
  more	
  
important	
  for	
  the	
  Common	
  Core	
  
Standards	
  
Think	
  about	
  this…if	
  you	
  were	
  an	
  
evaluator	
  how	
  would	
  you	
  record	
  
evidence	
  of	
  studen...
Develop	
  a	
  defini.on	
  of	
  what	
  
engaged	
  learning	
  looks	
  like	
  for	
  
your	
  subject,	
  grade	
  le...
The	
  “Excellent”	
  standard	
  is	
  
ALL	
  STUDENTS	
  INTELLECTUALLY	
  
ENGAGED.	
  
Students…	
  
•  Modify	
  learning	
  task	
  to	
  make	
  it	
  more	
  
meaningful	
  
•  Have	
  extensive	
  choice	...
Teacher	
  ac.ons	
  for	
  3c.	
  
•  Almost	
  all	
  students	
  intellectually	
  engaged	
  
•  Learning	
  tasks	
  ...
For additional information
contact:
Earn an excellent rating part 1
Earn an excellent rating part 1
Upcoming SlideShare
Loading in …5
×

Earn an excellent rating part 1

738 views

Published on

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

  • Be the first to like this

No Downloads
Views
Total views
738
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
17
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Earn an excellent rating part 1

  1. 1. Earn  an  ‘Excellent’  Ra.ng   Dr.  Richard  Voltz,  Associate  Director   Illinois  Associa.on  of  School   Administrators  
  2. 2. Have  previous  teacher  evalua.on   experiences  improved  your   teaching?  
  3. 3. Is  teacher  evalua.on  in  your  school   district  an  exercise  in  “compliance”   or  an  “intellectually  engaging   improvement  experience?”  
  4. 4. Two  Parts   Teacher  Prac)ce   Student  Growth  
  5. 5. The  Danielson  Frameworks  For   Teaching  is  the  State  MODEL  for   the  professional  prac.ce  part  of   the  new  performance  based   teacher  evalua.on  system.  
  6. 6. Shall  be  research  based  rubric  
  7. 7. Dr.  Voltz’s  interpreta.on  of  the   rela.ve  importance  of  the  various   components  within  the  Danielson   Frameworks  For  Teaching  
  8. 8. Shall  consider  the  rela.ve  importance   of  the  various  components…  
  9. 9. All  Domains  are  not  equal.   All  components  within  the   Domains  are  not  equal.  
  10. 10. One  word  keys  to  earn  an  “Excellent”   ra.ng.  
  11. 11. All  
  12. 12. Intellectual  
  13. 13. Engaged  
  14. 14. Three  Essen.al  Domain  3  Elements   •  Extend  vocabulary   •  Use  analogies  and  metaphors   •  Each  lesson  needs  student  reflec.on  and   closure  
  15. 15. Voltz  Evalua.on  Protocol  
  16. 16. Evaluator  observes  
  17. 17. Evaluator  shares  observa.on  notes   with  teacher  
  18. 18. Evaluator  prepares  reflec.ve   ques.ons  to  ask  teacher  for  any   evidence  judged  to  be  less  than   “excellent”  
  19. 19. Evaluator  –  teacher  talk  
  20. 20. Example  reflec.ve  ques.ons   •  How  did  you  feel  about  the  level  of  student   engagement  in  this  observa.on?   •  What  strategies  have  you  used  in  the  past  to   engage  students  in  the  ques.oning  and   discussion?   •  What  would  an  observa.on  of  ques.oning  and   discussion  look  like  if  100%  of  the  students  were   engaged?   •  In  your  ideal  class  how  would  students   demonstrate  intellectual  engagement?  
  21. 21. Teacher  prepares  SMART  goal  that   they  want  to  improve  
  22. 22. Evaluator  checks  back  with  teacher  on   progress  of  implementa.on  of  SMART   goal  
  23. 23. The  process  starts  over  again…  
  24. 24. Domain  3  is  the  most  important   Domain.  
  25. 25. Danielson:  “Students  learn  because   of  what  they  do  not  because  of   what  the  teacher  does.”  
  26. 26. Danielson  defini.on  of   engaged  learning…   The  student  is   intellectually  engaged  in   the  work.  
  27. 27. Evaluators  look  for     “Engaged  Learning  Evidence”  
  28. 28. What  are  the  students  learning?  
  29. 29. Not  what  are  the  students  doing.  
  30. 30. h^ps://www.teachingchannel.org  
  31. 31. Teaching  Strategies  
  32. 32. Student  repea.ng…  
  33. 33. Student  adding  on…  
  34. 34. Silent  Signal…  
  35. 35. Opportunity  to  revise  my  thinking…  
  36. 36. Whole  class  response…  
  37. 37. Say  it  in  hand…say  it  out  loud…  
  38. 38. Turn  and  talk…   Explain  what  and  why…  
  39. 39. Student  teaches…  
  40. 40. Reflec.on  &  Closure  
  41. 41. I  think…  
  42. 42. It’s  Minds  On  –  Not  Hands  On  
  43. 43. Learning  –  not  Doing  
  44. 44. Use  Video  to  Improve  Your  Prac.ce  
  45. 45. HS  English  
  46. 46. Engaged  Learning  is  even  more   important  for  the  Common  Core   Standards  
  47. 47. Think  about  this…if  you  were  an   evaluator  how  would  you  record   evidence  of  student  engagement?  
  48. 48. Develop  a  defini.on  of  what   engaged  learning  looks  like  for   your  subject,  grade  level  and   students.  Share  this  with  your   evaluator.  
  49. 49. The  “Excellent”  standard  is   ALL  STUDENTS  INTELLECTUALLY   ENGAGED.  
  50. 50. Students…   •  Modify  learning  task  to  make  it  more   meaningful   •  Have  extensive  choice  on  how  to  learn   •  Are  involved  in  group  work  and  suggest   modifica.ons  to  grouping  pa^erns   •  Have  reflec.on  and  closure  on  the  lesson  
  51. 51. Teacher  ac.ons  for  3c.   •  Almost  all  students  intellectually  engaged   •  Learning  tasks  fully  aligned  with  instruc.onal   outcomes   •  Defined  beginning,  middle  and  end  of  lesson   •  Pacing  promotes  student’s  .me  to  intellectually   engage  &  reflect   •  Students  may  have  choice   •  Students  have  to  serve  as  resources  to  each   other  
  52. 52. For additional information contact:

×