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The Thoughtful Approach to Classroom Observations Webinar Presentation

The document outlines the Thoughtful Classroom Teacher Effectiveness Framework, presented by Dr. Harvey Silver, which emphasizes the importance of teacher quality in improving education outcomes. It discusses a structured approach to classroom observations, evaluations, and professional development, identifying key components such as effective teaching cornerstones and instructional episodes. The framework aims to guide teachers in enhancing their practice while fostering student engagement and learning through meaningful relationships and reflective teaching strategies.

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The  Though(ul  Classroom   Teacher  Effec2veness  Framework   This  webinar  was  presented  by     Dr.  Harvey  Silver  on  November  7,  2012.    View  the  recording  online  at:   hBp://www.schoolimprovement.com/ resources/webinars/thoughEul-­‐approach-­‐ to-­‐classroom-­‐observaGons/  
Why Teacher Effectiveness? A  recent  study  of  the  world’s  top  25  school  systems  draws  two   straighEorward  conclusions  about  how  to  improve  educaGon:     “The quality of an education system cannot exceed the quality of its teachers.” “The only way to improve outcomes is to improve instruction.”   McKinsey & Company (2007)
The Thoughtful Classroom Teacher Effectiveness Framework Two  of  America’s  leading  educaGonal  organizaGons   have  partnered  to  provide  a  new  web-­‐based   observaGon,  evaluaGon,  and  professional   development  system.           3  
Today’s Guiding Questions • What  does  a  “simple  and  deep”  approach  to  teacher   effecGveness  look  like?   • How  do  we  make  the  observaGon  process  meaningful  and   manageable?   • What  is  the  ulGmate  goal  of  any  teacher  evaluaGon   system?   • How  do  we  develop  a  final  evaluaGon  of  a  teacher’s   effecGveness?   4  
What does a “simple and deep” approach to teacher effectiveness look like? 5  
The Thoughtful Classroom Teacher Effectiveness Framework An evaluation framework needs to listen to multiple voices. Preparing Organization, The  voice  of  the  research  community:   Rules, and Students Positive for New •     Over  40  years  oProceduresesearch  &  meta-­‐analyGc  research  that  shows  us   f  acGon  r Learning Relationships what  really  works  in  the  classroom.     •     Every  indicator  iDeepening with  what  the  Reflecting on about  best   s  aligned   research  says   pracGces  in  the  classroom.     Presenting and New and Reinforcing Celebrating Learning Learning Learning The  voice  of  educators   We  worked  with  over  250  teachers,  administrators,  and  union  representaGves   to  develop  and  refine  Ahe  framework  to  ensure  Engagement t Thinkingof Applying Culture that  it:   and Learning •     Is  manageable  and Learning Enjoyment •     Respects  the  realiGes  of  classrooms  &  schools   Professional Practice 6  
The Thoughtful Classroom Teacher Effectiveness Framework Simple Deep         7  
The Thoughtful Classroom Teacher Effectiveness Framework What makes The Thoughtful Classroom Teacher Effectiveness Framework simple? Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 8  
The Thoughtful Classroom Teacher Effectiveness Framework Organization, Rules, and Preparing Students Positive 3 Components Procedures for New Relationships 1. The Four Cornerstones Learning of Effective Teaching Deepening Reflecting on Presenting and New and 2. The Five Episodes of Reinforcing Celebrating Learning Learning Learning Effective Instruction 3. Effective Professional A Culture of Engagement Thinking Applying and Practice Learning and Learning Enjoyment Professional Practice 9  
The Thoughtful Classroom Teacher Effectiveness Framework Organization, Rules, and Preparing Students for New Positive Relationships 3 Components Procedures Learning 1. The Four Cornerstones of Effective Teaching Deepening Reflecting on Presenting and and Reinforcing New Celebrating 2. The Five Episodes of Learning Learning Learning Effective Instruction A Culture of Applying Engagement 3. Effective Professional Thinking and and Learning Learning Enjoyment Practice Professional Practice 10  
The Thoughtful Classroom Teacher Effectiveness Framework Organization, Rules, and Preparing Students for New Positive Relationships 3 Components Procedures Learning 1. The Four Cornerstones of Effective Teaching Deepening Reflecting on Presenting and and Reinforcing New Celebrating 2. The Five Episodes of Learning Learning Learning Effective Instruction A Culture of Applying Engagement 3. Effective Professional Thinking and and Learning Learning Enjoyment Practice Professional Practice 11  
The Thoughtful Classroom Teacher Effectiveness Framework Organization, Rules, and Preparing Students for New Positive Relationships 3 Components Procedures Learning 1. The Four Cornerstones of Effective Teaching Deepening Reflecting on Presenting and and Reinforcing New Celebrating 2. The Five Episodes of Learning Learning Learning Effective Instruction A Culture of Applying Engagement 3. Effective Professional Thinking and and Learning Learning Enjoyment Practice Professional Practice 12  
The Thoughtful Classroom Teacher Effectiveness Framework  3 Components 1 5 2 Preparing Organization, Students Positive Rules, and for New Relationships  10 Dimensions Procedures Learning 7 6 9 Deepening Reflecting on Presenting and and Reinforcing New Celebrating 1 Visually organized Learning Learning Learning framework 4 A Culture of Thinking and Learning 8 3 Applying Learning Engagement and Enjoyment 10 Professional Practice 13  
The Thoughtful Classroom Teacher Effectiveness Framework Organization, Rules, and Procedures Preparing Students for New Positive Relationships  3 Components Learning Deepening and Presenting Reflecting on and  10 Dimensions Reinforcing Learning New Learning Celebrating Learning  1 Visually organized framework A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 14  
Component One: The Four Cornerstones of Effective Teaching (Dimensions 1-4) Organization, Rules, and Preparing Students for New Positive Relationships  The Four Cornerstones of Effective Teaching Procedures Learning •  Universal elements of quality instruction Deepening Reflecting on Presenting and New and •  Always relevant in any Reinforcing Celebrating Learning Learning Learning classroom •  Without the cornerstones in place in the classroom, A Culture of Engagement Thinking Applying and student learning will be Learning and Learning Enjoyment compromised •  Always included as part Professional Practice of a teacher’s evaluation 15  
Component Two: The Five Episodes of Effective Instruction (Dimensions 5-9) Organization, Rules, and Preparing Students for New Positive Relationships  The Five Episodes of Effective Instruction Procedures Learning •  Good instruction unfolds in a series of learning Deepening and Presenting Reflecting on and episodes New Reinforcing Learning Celebrating •  Teachers use these Learning Learning episodes to design high- quality lessons and units A Culture of Thinking Applying Engagement and •  Ensures observer and and Learning Learning Enjoyment teacher are on the “same page” Professional Practice •  Evaluated based on which episodes are observed 16  
Component Three: Effective Professional Practice (Dimension 10) Organization, Rules, and Preparing Students for New Positive Relationships  Effective Professional Practice Procedures Learning •  Looking beyond the classroom Deepening Presenting Reflecting on •  Commitment to: and and Reinforcing New Celebrating –  Ongoing learning Learning Learning Learning –  The school community –  Professionalism A Culture of Engagement •  Always included as part of Applying Thinking Learning and a teacher’s evaluation and Learning Enjoyment Professional Practice 17  
What’s the Difference Between a List of Standards and a Framework? NJ  Professional  Standards  for  Teachers  and  School  Leaders     (Based  on  the  CCSSO’s  InTASC  Core  Teaching  Standards)   1.  Subject  MaBer  Knowledge   2.  Human  Growth  and  Development   3.  Diverse  Learners   4.  InstrucGonal  Planning  and  Strategies   5.  Assessment   6.  Learning  Environment   7.  Special  Needs   8.  CommunicaGon   9.  CollaboraGon  and  Partnerships   10.  Professional  Development   18  
Component One: The Four Cornerstones of Effective Teaching (Dimensions 1-4) Organization, Rules, and Preparing Students for New Positive Relationships  The Four Cornerstones of Effective Teaching Procedures Learning Deepening Reflecting on Addresses  these  NJ  Standards:   Presenting and Reinforcing New and Celebrating 2.  Human  Growth  and  Development   Learning Learning Learning 3.  Diverse  Learners   6.  Learning  Environment   A Culture of Engagement Applying Thinking Learning and 7.  Special  Needs   and Learning Enjoyment Professional Practice 19  
Component Two: The Five Episodes of Effective Instruction (Dimensions 5-9) Organization, Rules, and Preparing Students for New Positive Relationships  The Five Episodes of Effective Instruction Procedures Learning Deepening Reflecting on Addresses  these  NJ  Standards:   Presenting and Reinforcing New and Celebrating 1.  Subject  MaBer  Knowledge   Learning Learning Learning 4.  InstrucGonal  Planning  and   Strategies   A Culture of Engagement Thinking Applying and 5.  Assessment   Learning and Learning Enjoyment 8.  CommunicaGon   Professional Practice 20  
Component Three: Effective Professional Practice (Dimension 10) Organization, Rules, and Preparing Students for New Positive Relationships  Effective Professional Practice Procedures Learning Deepening Reflecting on Addresses  these  NJ  Standards:   Presenting and Reinforcing New and Celebrating 9.  CollaboraGon  and  RelaGonships   Learning Learning Learning 10.  Professional  Development   A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 21  
The Thoughtful Classroom Teacher Effectiveness Framework A Simple Framework Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 22  
The Thoughtful Classroom Teacher Effectiveness Framework What makes The Thoughtful Classroom Teacher Effectiveness Framework deep? Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 23  
The Thoughtful Classroom Teacher Effectiveness Framework 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. 24  
Organiza2on,  Rules,  and   Preparing  Students     Posi2ve  Rela2onships   Procedures   for  New  Learning       How  do    you  build         How  do  you  organize       your  classroom  to  enhance   meaningful     elaGonships     r   learning  and  establish   with  your  students  and  among    rules  and  procedures       students  to  promote  learning?   that  clarify  expectaGons?   Deepening  and  Reinforcing   Presen2ng  New  Learning   Reflec2ng  on  and  Celebra2ng     Learning     Learning             A  Culture  of  Thinking       Applying  Learning   Engagement  and  Enjoyment       and  Learning                 How  do  you  moGvate  students       How  do  you  develop  a  classroom     culture  that  promotes  serious   to  do  their  best  work  and  inspire     learning  and  sophisGcated     the  love  of  learning?   forms  of  thinking?     Professional  Prac2ce   25    
What is learning? Here’s  what  four  2nd  graders  said:   26  
Organiza2on,  Rules,  and   Preparing  Students     Posi2ve  Rela2onships   Procedures   for  New  Learning       How  do    you  build         How  do  you  organize     How  do  you  establish  your     your  classroom  to  enhance   meaningful     elaGonships     r purpose,  acGvate  students’  prior     learning  and  establish   with  your  students  and  among   knowledge,  and  prepare  students    rules  and  procedures       students  to  promote  learning?   for  learning?   that  clarify  expectaGons?   Preparing  Students     Deepening  and  Reinforcing   Presen2ng  New  earning   for  New  LLearning   Reflec2ng  on  and  Celebra2ng     Learning     Learning   How  do  you  establish  your         How  do  you  present  new         How  do  you  help  students     How  do  you  help  students  look   solidify  their  understanding    purpose,  acGvate  students’  prior  n  their  learning  and  refine   informaGon  and  provide   back  o and  pracGce  new  skills?   opportuniGes  for  students  to   knowledge,  and  prepare     their  learning  process?   acGvely  engage  with  content?   students  fLor  learning?   Engagement  and  Enjoyment     A  Culture  of  Thinking       Applying   earning       and  Learning                   How  do  you  moGvate  students       How  do  you  develop  a  classroom     How  do  students  demonstrate     culture  that  promotes  serious   their  learning  and  what  kinds  of   to  do  their  best  work  and  inspire     learning  and  sophisGcated     evidence  do  you  collect  to  assess   the  love  of  learning?   forms  of  thinking?   their  progress?     Professional  Prac2ce   27     How  commiBed  are  you  to  professional  learning  and  contribuGng  to  the  school  community?  
The Thoughtful Classroom Teacher Effectiveness Framework Dimension 5: Preparing Students for New Learning [CC]   5.1  SelecGng  relevant  standards  that  are  appropriate  to  your  content  and  grade  level   5.2  “Unpacking”  standards  and  turning  them  into  clear,  measurable  learning  goals     Content   and  targets   [CC]   5.3  Using  essenGal  quesGons  to  guide  learning  and  promote  deep  thinking   5.4  Beginning  lessons  and  units  with  engaging  “hooks”—thought-­‐provoking  acGviGes   or    quesGons  that  capture  student  interest  and  acGvate  their  prior  knowledge  [CC]   InstrucGon   5.5  Introducing  students  to  the  key  vocabulary  terms  they  will  need  to  know  and   understand  to  successfully  learn  the  content   [CC]   5.6  Assessing  students’  background  knowledge,  skill  levels,  and  interests  relaGve  to   learning  goals  and  targets   5.7  Helping  students  develop  insights  into  the  products  they’ll  be  creaGng,   performances  they’ll  be  delivering,  and/or  tasks  they’ll  be  compleGng  to   Assessment   demonstrate  what  they’ve  learned  (e.g.,  providing  models  of  high-­‐quality  work,   rubrics,  checklists,  etc.)  [CC]   5.  8  Encouraging  students  to  establish  personal  learning  goals  and  plans  for  achieving   28   them  
The Thoughtful Classroom Teacher Effectiveness Framework Observing the Indicators Evident   Evident   It  was  evident  that  the  teacher  addressed   this  indicator.   Not  Evident   It  was  not  evident  that  the  teacher   Not  Evident   addressed  this  indicator.  (REMEMBER:   Quality  instruc2on  DOES  NOT  mean   addressing  all  indicators.)   Missed  Opportunity   The  teacher  did  not  address  this  indicator   even  though  there  was  a  clear  opportunity  to   address  it.   Missed  Opportunity   29  
The Thoughtful Classroom Teacher Effectiveness Framework Dimension 5: Preparing Students for New Learning Impact on Student Achievement Students…                 q  Understand/restate  learning  goals  in  their  own  words.   q  Ask  quesGons  about  learning  goals.   q  Know  what  they  have  to  produce  and  what’s  expected  of  them.   q  Assess  own  knowledge  of  vocabulary.   q  Call  up  their  prior  knowledge.   q  Generate  quesGons  about  content  or  personal  goals.   q  Understand  the  plan  for  learning.     30  
The Thoughtful Classroom Teacher Effectiveness Framework The 4Ps to Better Feedback 3.  Pose  (Ask  ques2ons  that  foster  reflec2on  on  teacher’s  do  improve  prac2ce.)   ecisions  and   2.  Praise  (Recognize  List  specific  evidence  to  support  how  tyou  lobserved.)   4.  Propose  (Decide—collabora2vely  if  possible—on   enhance   earning.)   1.  Provide  Evidence  ( 1.  Provide Evidence posi2ve  teaching  behaviors  that  what   their  tiargets  were  posted,  but  I  think  it’s  important  that  all  students  really   The   mpact.)   Standards  were  clear   “nd  how  you  s  student-­‐friendly  learning  goals.   What   Great  hook!    Using  a  awhat  if”  quesGon  really  engaged  students  and  got   I  internalize  itnterested  in   p  osted  a used  2. he  ackward  Sharing  tool  to  accomplish   was  really   the  B5-­‐S  G Learning  tool.   them  to  tap  ihose  acGvate  prior  might  try  t Praiseoal   targets.   You   nto  their  prior  knowledge.   Hook  was  used  to   on  student  focus  and  self-­‐assessment  over  the  week?   knowledge.   effect  does  it  have   this.     Used  the  Backwards  Learning  tool  to  help  students  understand  what  they                                         3.  Pose Questions   needed  to  know  and  do  by  unit’s  end.           4.  Propose 31  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric 1   Novice:    Minimal  or  no  commitment  to  effecGve  instrucGon.  The  pracGces  are  not   being  used  or  need  reconsideraGon  because  they  are  not  having  their  intended   effects  on  student  learning.   2     Developing:  Ini.al  commitment  to  effecGve  instrucGon.  The  teacher  is  using     relevant  instrucGonal  pracGces  but  the  pracGces  need  further  refinement.  With   refinement,  the  impact  on  student  learning  can  be  increased.   3   Proficient:  Clear  commitment  to  effecGve  instrucGon.  The  teacher  applies  relevant   instrucGonal  pracGces  that  have  a  posiGve  impact  on  student  learning.   4   Expert:  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced  experGse.   The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to  adapt  them  to   students’  needs  and  parGcular  learning  situaGons.  These  pracGces  have  a   consistently  posiGve  impact  on  student  learning.     32  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric (4)  Expert     –  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced   experGse.       –  The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to   adapt  them  to  learning  situaGons.       –  These  pracGces  have  a  consistently  posiGve    impact  on  student   learning.     33  
The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher effectiveness (Essential questions) 34  
The Thoughtful Classroom Teacher Effectiveness Framework Organization, Rules, Rules, Preparing Students Positive Relationships Positive Relationships and Procedures Procedures for New Learning 1 5 2 How  do  you  organize  your   How  do  you  build  meaningful   How  do  you  establish  your     classroom  to  enhance  learning   relaGonships  with  your  students   purpose,  acGvate  students’   and  establish  rules  and   and  among  students  to  promote   prior  knowledge,  and  prepare     procedures    that  clarify   learning?   students  for  learning?   expectaGons?   Deepening and Presenting New Reflecting on and Reinforcing Learning Learning Celebrating Learning 7 How  do  you  help  students     solidify  their  understanding     and  pracGce  new  skills?   6 How  do  you  present  new     informaGon  and  provide   opportuniGes  for  students  to   8 How  do  you  help  students  look   back  on  their  learning  and  refine   their  learning  process?   acGvely  engage  with  content?   A Culture of Thinking A Culture of Thinking Applying Learning Engagement and Engagement and and Learning and Learning Enjoyment How  do  you  develop  a   Enjoyment 4 classroom  culture  that   promotes  serious  learning  and   sophisGcated    forms  of   9 How  do  students  demonstrate     their  learning  and  what  kinds   of  evidence  do  you  collect  to   assess  their  progress?     3 How  do  you  moGvate  students     to  do  their  best  work  and  inspire     the  love  of  learning?   thinking?   Professional Practice 10 How  commiBed  are  you  to  professional  learning  and  contribuGng  to  the  school  community?   35  
The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of effectiveness quality teaching (Essential questions) behavior 36  
The Thoughtful Classroom Teacher Effectiveness Framework Dimension 5: Preparing Students for New Learning 5.1  SelecGng  relevant  standards  that  are  appropriate  to  your  content  and  grade  level  [CC]   5.2  “Unpacking”  standards  and  turning  them  into  clear,  measurable  learning  goals     and  targets   [CC]   5.3  Using  essenGal  quesGons  to  guide  learning  and  promote  deep  thinking   5.4  Beginning  lessons  and  units  with  engaging  “hooks”—thought-­‐provoking  acGviGes   or    quesGons  that  capture  student  interest  and  acGvate  their  prior  knowledge  [CC]   5.5  Introducing  students  to  the  key  vocabulary  terms  they  will  need  to  know  and   understand  to  successfully  learn  the  content   [CC]   5.6  Assessing  students’  background  knowledge,  skill  levels,  and  interests  relaGve  to   learning  goals  and  targets   5.7  Helping  students  develop  insights  into  the  products  they’ll  be  creaGng,   performances  they’ll  be  delivering,  and/or  tasks  they’ll  be  compleGng  to   demonstrate  what  they’ve  learned  (e.g.,  providing  models  of  high-­‐quality  work,   rubrics,  checklists,  etc.)  [CC]   5.  8  Encouraging  students  to  establish  personal  learning  goals  and  plans  for  achieving   37   them  
The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of Indicators of effectiveness quality teaching quality student (Essential questions) behavior behavior 38  
The Thoughtful Classroom Teacher Effectiveness Framework Dimension 5: Preparing Students for New Learning Impact on Student Achievement Students…                 q  Understand/restate  learning  goals  in  their  own  words.   q  Ask  quesGons  about  learning  goals.   q  Know  what  they  have  to  produce  and  what’s  expected  of  them.   q  Assess  own  knowledge  of  vocabulary.   q  Call  up  their  prior  knowledge.   q  Generate  quesGons  about  content  or  personal  goals.   q  Understand  the  plan  for  learning.     39  
The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of Indicators of Summative effectiveness quality teaching quality student evaluation (Essential questions) behavior behavior rubric 40  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric 1   Novice:    Minimal  or  no  commitment  to  effecGve  instrucGon.  The  pracGces  are  not   being  used  or  need  reconsideraGon  because  they  are  not  having  their  intended   effects  on  student  learning.   2     Developing:  Ini.al  commitment  to  effecGve  instrucGon.  The  teacher  is  using     relevant  instrucGonal  pracGces  but  the  pracGces  need  further  refinement.  With   refinement,  the  impact  on  student  learning  can  be  increased.   3   Proficient:  Clear  commitment  to  effecGve  instrucGon.  The  teacher  applies  relevant   instrucGonal  pracGces  that  have  a  posiGve  impact  on  student  learning.   4   Expert:  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced  experGse.   The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to  adapt  them  to   students’  needs  and  parGcular  learning  situaGons.  These  pracGces  have  a   consistently  posiGve  impact  on  student  learning.     41  
The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of Indicators of Summative effectiveness quality teaching quality student evaluation (Essential questions) behavior behavior rubric 42  
How do we make the observation process meaningful and manageable? 43  
The Formal Observation Process Pre-­‐Observa2on   Classroom   Observa2on   Post-­‐ Observa2on     Wriaen  Evalua2on     44  
The Formal Observation Process Pre-Observation Pre-­‐Observa2on   •  Where  are  you  in  your  lesson   sequence?   Classroom   •  What  are  the  learning  goals  for  the   Observa2on   parGcular  lesson  I’ll  be  observing?   •  How  will  student  learning  be   Post-­‐ assessed?   Observa2on   •  What  learning  opportuniGes  will  you   provide  to  achieve  your  goals?       •  What  quesGons  do  you  have  about   Wriaen  Evalua2on     the  lesson?   45  
The Formal Observation Process Classroom Observation Pre-­‐Observa2on   To  accommodate  different   classroom  observaGon  objecGves   Classroom   and  observer  preferences,  we’ve   Observa2on   developed  different  types  of   observaGon  forms.     Post-­‐   •  Formal  ObservaGons   Observa2on     •  Informal  ObservaGons     •  Learning  Walks     Wriaen  Evalua2on     46  
Individual Dimension Form 47  
Multiple Dimensions Form 48  
Essential Questions Form 49  
The Formal Observation Process For  formal  observaGons,  observers  typically  use  the  four-­‐point  rubric  to  assess   the  teacher’s  eSummative Evaluation Rubric ffecGveness  in  each  observed  dimension.   1   Novice:    Minimal  or  no  commitment  to  effecGve  instrucGon.  The  pracGces  are  not   being  used  or  need  reconsideraGon  because  they  are  not  having  their  intended   4 4 effects  on  student  learning.   2     Developing:  Ini.al  commitment  to  effecGve  instrucGon.  The  teacher  is  using     relevant  instrucGonal  pracGces  but  the  pracGces  need  further  refinement.  With   refinement,  the  impact  on  student  learning  can  be  increased.   3 3   Proficient:  Clear  commitment  to  effecGve  instrucGon.  The  teacher  applies  relevant   instrucGonal  pracGces  that  have  a  posiGve  impact  on  student  learning.   4   Expert:  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced  experGse.   The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to  adapt  them  to   3 2 students’  needs  and  parGcular  learning  situaGons.  These  pracGces  have  a   consistently  posiGve  impact  on  student  learning.    
The Formal Observation Process Pre-­‐Observa2on   Post-Observation Post-­‐observaGon  quesGons  are  guided  by  5  Rs:   Review   What  happened?   Classroom   React   What  were  your  reacGons?   Observa2on   What  were  students’  reacGons?   Reasons   What  caused  you  to  think/feel  this  way?   What  caused  students  to  think/feel  this  way?   Post-­‐Observa2on   Rethink   What  have  you  learned?   What  would  you  do  differently?     Reflect   How  did  the  enGre  observaGon  process  help  you?   Wriaen  Evalua2on   How  can  we  improve  it  together?    
The Formal Observation Process Pre-­‐Observa2on   Written Evaluation Formal  observaGons  are  usually   Classroom   wriBen  up.   Observa2on     1.  Provide Evidence Observers  use  the  evidence  from  the   2.  Praise Post-­‐Observa2on   observaGon  forms  along  with  the  4Ps     feedback  protocol  to  write  meaningful     3.  Pose Questions wriBen  evaluaGons.           4.  Propose   Wriaen  Evalua2on      
What is the ultimate goal of any teacher evaluation system? 53  
Promoting Teacher Growth Teacher  Self-­‐Assessment   Professional  Growth  Plan   Targeted  Professional   Development  and  Growth   54  
Teacher Self-Assessment Guide The  Teacher  Self-­‐Assessment  Guide  allows   Teacher  Self-­‐ teachers  to  reflect  on  and  assess  their  classroom   Assessment   pracGce  according  to  the  same  dimensions  and   indicators  that  administrators  use  to  guide   observaGons.     Professional   Growth  Plan   Targeted   Professional   Development  and   Growth   55  
Teacher Professional Growth Plan Teacher  Self-­‐ Assessment   Professional   Growth  Plan   Targeted   Professional   Development  and   Growth   56  
Teacher  Professional Growth Plan Areas of Strength & Areas for Potential Growth 57  
Teacher Professional Growth Plan Developing Professional Learning Goals 58  
Teacher Professional Growth Plan Tracking Progress 59  
Teacher Professional Growth Plan Collecting Evidence 60  
Targeted Professional Development The  Framework  is  integrated  with  PD  360,  the  most   Teacher  Self-­‐ extensive  professional  development  video  library  in  the   Assessment   country.       Professional     Growth  Plan   Offers  over  1200  videos  of  best  classrooms  pracGces  and     pedagogy     Is  Online  &  On-­‐demand  24/7   Targeted     Provides  the  ulGmate  flexibility  in  PD   Professional   Development  and   Growth   61  
Targeted Professional Development For  observers…     Based  on  observaGon  data,  observers  can  select   relevant  PD  360  videos  that  correspond  to   idenGfied  needs.     62  
Targeted Professional Development For  teachers…   Teachers  build  a  customized  professional   growth  plan  using  the  Teacher-­‐Self  Assessment   Guide  and  the  PD  360  video  library.   63  
Targeted Professional Development Comprehensive Video Library 64  
Targeted Professional Development Aligned Video Library 65  
How do we develop a final evaluation of a teacher’s effectiveness? 66  
The Thoughtful Classroom Teacher Effectiveness Framework “Evalua2on  systems  should  include  mul2ple   measures,  not  just  observa2ons  or  value-­‐added   alone.”   Gathering  Feedback  for  Teaching  (2012)   MET  Project  Research  Paper     Bill  &  Melinda  Gates  FoundaGon   67  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   (Dimensions  1-­‐9)   Professional  Prac2ce   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data                Standardized  Test  Data   _____  X   _____%   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   68  
The Thoughtful Classroom Teacher Effectiveness Framework Assessing Instructional Practice 4 3 4 n/o 3 3 3 n/o 2 69  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data                Standardized  Test  Data   _____  X   _____%   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   70  
The Thoughtful Classroom Teacher Effectiveness Framework Assessing Teacher Growth Commitment  to  Professional  Growth   INDICATORS   RUBRIC   10.1  Self-­‐assessing  and  working  to   (1)  Novice:  The  teacher  is  reluctant  or  resistant  to   professional  growth.     improve    his  or  her  own   (2)  Developing:  The  teacher  has  made  an  iniGal   classroom  pracGce.   commitment  to  professional  growth  and  applies   10.2  Developing  and  implemenGng  a   new  learning  in  the  classroom.     professional  growth  plan.   (3)  Proficient:  The  teacher  has  made  a  clear   10.3  Seeking  out  professional   commitment  to  professional  growth  and  regularly   development  and  conGnuous   applies  new  learning  in  the  classroom.     learning  opportuniGes.   (4)  Expert:  The  teacher  has  made  a  strong   commitment  to  professional  growth  that  is  highly   10.4  Working  with  colleagues  to   evident.  The  teacher  is  adept  at  translaGng  new   improve  pracGce  throughout   learning  into  improved  classroom  pracGce.  In   the  building  as  part  of  a   addiGon,  the  teacher  has  taken  an  acGve  role  in   professional  learning   promoGng  professional  learning  throughout  the   community.   school.   71  
The Thoughtful Classroom Teacher Effectiveness Framework Assessing Teacher Growth Commitment  to  School  Community   INDICATORS   RUBRIC   10.5  Maintaining  open  communicaGon   (1)  Novice:  The  teacher  is  not  contribuGng  to   with  the  enGre  school   the  school  community  beyond  his  or  her   community  (e.g.,  administrators,   classroom.     teachers,  parents,  students).     (2)  Developing:  The  teacher  will  contribute   to  the  larger  school  community,  but  ouen   10.6  Assuming  appropriate  leadership   roles  (e.g.,  mentor,  instrucGonal   requires  prompGng  from  colleagues  or   coach,  teacher-­‐leader).   superiors.     (3)  Proficient:  The  teacher  is  a  regular  and   10.7  Helping  maintain  and  build  a   acGve  contributor  to  the  school  community.     posiGve  school  culture  (e.g.,   (4)  Expert:  The  teacher  contributes  to  the   through  athleGc  coaching,   school  community  consistently  and  with   volunteerism,  and  other  forms  of   non-­‐required  parGcipaGon     passion  and  enthusiasm.  The  teacher  is   or  contribuGon).   recognized  as  a  leader  and  role  model  within   the  school  community.   72  
The Thoughtful Classroom Teacher Effectiveness Framework Assessing Teacher Growth Commitment  to  Professionalism   INDICATORS   RUBRIC   (1)  Novice:  The  teacher  needs  to  be  reminded  of   10.8  Maintaining  a  high  level  of   school  rules  and  has  liBle  to  no  awareness  of  larger   professionalism  at  all  Gmes.   educaGonal  policy  (e.g.,  state  and  naGonal   10.9  Becoming  aware  of  and   iniGaGves).   adhering  to  legal   (2)  Developing:  The  teacher  generally  follows   school  rules  but  has  only  a  basic  awareness  of   responsibiliGes  and  current   educaGonal  policy  beyond  the  school  walls.     educaGonal  policies  of  the   (3)  Proficient:  The  teacher  adheres  to  school  rules   school,  district,  and  state.   and  is  generally  aware  of  major  changes  in   educaGonal  policy.     (4)  Expert:  The  teacher  is  a  commiBed  professional   who  follows  and  promotes  school  rules.  The   teacher  understands  the  purpose  of  educaGonal   policies  and  how  they  affect  classroom  pracGce   and  the  educaGonal  community.   73  
The Thoughtful Classroom Teacher Effectiveness Framework PROFESSIONAL  PRACTICE    |    Dimension  10   Commitment  to   Commitment  to  the   Commitment  to   Professional  Growth   School  Community   Professionalism   2 Score:  _______   3 Score:  _______   3 Score:  _______   74  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data                Standardized  Test  Data   _____  X   _____%   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   75  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Conver2ng  Standardized  Test  Data  for  the  Evalua2on   1—Novice:  Results  are  well-­‐below  state  average  for  similar   students  or  district  goals  if  no  state  test)   2—Developing:  Results  are  below  state  average  for  similar   students  (or  district  goals  if  no  state  test).   3—Proficient:  Results  meet  state  average  for  similar  students   (or  district  goals  if  no  state  test).   4—Expert:  Results  are  well-­‐above  state  average  for  similar   students  (or  district  goals  if  not  state  test).   76  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data   3   25                Standardized  Test  Data   _____  X   _____%   .75   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   77  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data   3   25                Standardized  Test  Data   _____  X   _____%   .75   =   _____                Local  Assessments   3   15   .45   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure     _____  X   _____%   =   _____          (Professional  Growth  Plan)   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   78  
Teacher Professional Growth Plan 79  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data   3   25                Standardized  Test  Data   _____  X   _____%   .75   =   _____                Local  Assessments   3   15   .45   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure     4   10   .40   _____  X   _____%   =   _____          (Professional  Growth  Plan)   Other  Measure   _____  X   _____%   =   _____   Total   3.12   =   _____   80  
The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric 3.25-­‐4.00   A  teacher’s  final  evaluaGon  is   based  on  the  summaGon  from   the  mulGple  sources  of  data  and   converted  into  a  number  based   2.50-­‐3.24   on  your  district’s  rubric.   1.75-­‐2.49   1.00-­‐1.74   81  
The Thoughtful Classroom Teacher Effectiveness Framework Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 82  
The Thoughtful Classroom Teacher Effectiveness Framework Ques2ons  or  comments?     Email  us  at     ques2ons@though(ulclassroom.com     800-­‐962-­‐4432     www.Though(ulClassroom.com   83  
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The Thoughtful Approach to Classroom Observations Webinar Presentation

  • 1.
    The  Though(ul  Classroom   Teacher  Effec2veness  Framework   This  webinar  was  presented  by     Dr.  Harvey  Silver  on  November  7,  2012.    View  the  recording  online  at:   hBp://www.schoolimprovement.com/ resources/webinars/thoughEul-­‐approach-­‐ to-­‐classroom-­‐observaGons/  
  • 2.
    Why Teacher Effectiveness? A  recent  study  of  the  world’s  top  25  school  systems  draws  two   straighEorward  conclusions  about  how  to  improve  educaGon:     “The quality of an education system cannot exceed the quality of its teachers.” “The only way to improve outcomes is to improve instruction.”   McKinsey & Company (2007)
  • 3.
    The Thoughtful Classroom Teacher Effectiveness Framework Two  of  America’s  leading  educaGonal  organizaGons   have  partnered  to  provide  a  new  web-­‐based   observaGon,  evaluaGon,  and  professional   development  system.           3  
  • 4.
    Today’s Guiding Questions • What  does  a  “simple  and  deep”  approach  to  teacher   effecGveness  look  like?   • How  do  we  make  the  observaGon  process  meaningful  and   manageable?   • What  is  the  ulGmate  goal  of  any  teacher  evaluaGon   system?   • How  do  we  develop  a  final  evaluaGon  of  a  teacher’s   effecGveness?   4  
  • 5.
    What does a“simple and deep” approach to teacher effectiveness look like? 5  
  • 6.
    The Thoughtful Classroom Teacher Effectiveness Framework An evaluation framework needs to listen to multiple voices. Preparing Organization, The  voice  of  the  research  community:   Rules, and Students Positive for New •     Over  40  years  oProceduresesearch  &  meta-­‐analyGc  research  that  shows  us   f  acGon  r Learning Relationships what  really  works  in  the  classroom.     •     Every  indicator  iDeepening with  what  the  Reflecting on about  best   s  aligned   research  says   pracGces  in  the  classroom.     Presenting and New and Reinforcing Celebrating Learning Learning Learning The  voice  of  educators   We  worked  with  over  250  teachers,  administrators,  and  union  representaGves   to  develop  and  refine  Ahe  framework  to  ensure  Engagement t Thinkingof Applying Culture that  it:   and Learning •     Is  manageable  and Learning Enjoyment •     Respects  the  realiGes  of  classrooms  &  schools   Professional Practice 6  
  • 7.
    The Thoughtful Classroom Teacher Effectiveness Framework Simple Deep         7  
  • 8.
    The Thoughtful Classroom TeacherEffectiveness Framework What makes The Thoughtful Classroom Teacher Effectiveness Framework simple? Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 8  
  • 9.
    The Thoughtful Classroom TeacherEffectiveness Framework Organization, Rules, and Preparing Students Positive 3 Components Procedures for New Relationships 1. The Four Cornerstones Learning of Effective Teaching Deepening Reflecting on Presenting and New and 2. The Five Episodes of Reinforcing Celebrating Learning Learning Learning Effective Instruction 3. Effective Professional A Culture of Engagement Thinking Applying and Practice Learning and Learning Enjoyment Professional Practice 9  
  • 10.
    The Thoughtful Classroom TeacherEffectiveness Framework Organization, Rules, and Preparing Students for New Positive Relationships 3 Components Procedures Learning 1. The Four Cornerstones of Effective Teaching Deepening Reflecting on Presenting and and Reinforcing New Celebrating 2. The Five Episodes of Learning Learning Learning Effective Instruction A Culture of Applying Engagement 3. Effective Professional Thinking and and Learning Learning Enjoyment Practice Professional Practice 10  
  • 11.
    The Thoughtful Classroom TeacherEffectiveness Framework Organization, Rules, and Preparing Students for New Positive Relationships 3 Components Procedures Learning 1. The Four Cornerstones of Effective Teaching Deepening Reflecting on Presenting and and Reinforcing New Celebrating 2. The Five Episodes of Learning Learning Learning Effective Instruction A Culture of Applying Engagement 3. Effective Professional Thinking and and Learning Learning Enjoyment Practice Professional Practice 11  
  • 12.
    The Thoughtful Classroom TeacherEffectiveness Framework Organization, Rules, and Preparing Students for New Positive Relationships 3 Components Procedures Learning 1. The Four Cornerstones of Effective Teaching Deepening Reflecting on Presenting and and Reinforcing New Celebrating 2. The Five Episodes of Learning Learning Learning Effective Instruction A Culture of Applying Engagement 3. Effective Professional Thinking and and Learning Learning Enjoyment Practice Professional Practice 12  
  • 13.
    The Thoughtful Classroom TeacherEffectiveness Framework  3 Components 1 5 2 Preparing Organization, Students Positive Rules, and for New Relationships  10 Dimensions Procedures Learning 7 6 9 Deepening Reflecting on Presenting and and Reinforcing New Celebrating 1 Visually organized Learning Learning Learning framework 4 A Culture of Thinking and Learning 8 3 Applying Learning Engagement and Enjoyment 10 Professional Practice 13  
  • 14.
    The Thoughtful Classroom TeacherEffectiveness Framework Organization, Rules, and Procedures Preparing Students for New Positive Relationships  3 Components Learning Deepening and Presenting Reflecting on and  10 Dimensions Reinforcing Learning New Learning Celebrating Learning  1 Visually organized framework A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 14  
  • 15.
    Component One: The FourCornerstones of Effective Teaching (Dimensions 1-4) Organization, Rules, and Preparing Students for New Positive Relationships  The Four Cornerstones of Effective Teaching Procedures Learning •  Universal elements of quality instruction Deepening Reflecting on Presenting and New and •  Always relevant in any Reinforcing Celebrating Learning Learning Learning classroom •  Without the cornerstones in place in the classroom, A Culture of Engagement Thinking Applying and student learning will be Learning and Learning Enjoyment compromised •  Always included as part Professional Practice of a teacher’s evaluation 15  
  • 16.
    Component Two: The FiveEpisodes of Effective Instruction (Dimensions 5-9) Organization, Rules, and Preparing Students for New Positive Relationships  The Five Episodes of Effective Instruction Procedures Learning •  Good instruction unfolds in a series of learning Deepening and Presenting Reflecting on and episodes New Reinforcing Learning Celebrating •  Teachers use these Learning Learning episodes to design high- quality lessons and units A Culture of Thinking Applying Engagement and •  Ensures observer and and Learning Learning Enjoyment teacher are on the “same page” Professional Practice •  Evaluated based on which episodes are observed 16  
  • 17.
    Component Three: Effective Professional Practice (Dimension 10) Organization, Rules, and Preparing Students for New Positive Relationships  Effective Professional Practice Procedures Learning •  Looking beyond the classroom Deepening Presenting Reflecting on •  Commitment to: and and Reinforcing New Celebrating –  Ongoing learning Learning Learning Learning –  The school community –  Professionalism A Culture of Engagement •  Always included as part of Applying Thinking Learning and a teacher’s evaluation and Learning Enjoyment Professional Practice 17  
  • 18.
    What’s the DifferenceBetween a List of Standards and a Framework? NJ  Professional  Standards  for  Teachers  and  School  Leaders     (Based  on  the  CCSSO’s  InTASC  Core  Teaching  Standards)   1.  Subject  MaBer  Knowledge   2.  Human  Growth  and  Development   3.  Diverse  Learners   4.  InstrucGonal  Planning  and  Strategies   5.  Assessment   6.  Learning  Environment   7.  Special  Needs   8.  CommunicaGon   9.  CollaboraGon  and  Partnerships   10.  Professional  Development   18  
  • 19.
    Component One: The FourCornerstones of Effective Teaching (Dimensions 1-4) Organization, Rules, and Preparing Students for New Positive Relationships  The Four Cornerstones of Effective Teaching Procedures Learning Deepening Reflecting on Addresses  these  NJ  Standards:   Presenting and Reinforcing New and Celebrating 2.  Human  Growth  and  Development   Learning Learning Learning 3.  Diverse  Learners   6.  Learning  Environment   A Culture of Engagement Applying Thinking Learning and 7.  Special  Needs   and Learning Enjoyment Professional Practice 19  
  • 20.
    Component Two: The FiveEpisodes of Effective Instruction (Dimensions 5-9) Organization, Rules, and Preparing Students for New Positive Relationships  The Five Episodes of Effective Instruction Procedures Learning Deepening Reflecting on Addresses  these  NJ  Standards:   Presenting and Reinforcing New and Celebrating 1.  Subject  MaBer  Knowledge   Learning Learning Learning 4.  InstrucGonal  Planning  and   Strategies   A Culture of Engagement Thinking Applying and 5.  Assessment   Learning and Learning Enjoyment 8.  CommunicaGon   Professional Practice 20  
  • 21.
    Component Three: Effective Professional Practice (Dimension 10) Organization, Rules, and Preparing Students for New Positive Relationships  Effective Professional Practice Procedures Learning Deepening Reflecting on Addresses  these  NJ  Standards:   Presenting and Reinforcing New and Celebrating 9.  CollaboraGon  and  RelaGonships   Learning Learning Learning 10.  Professional  Development   A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 21  
  • 22.
    The Thoughtful Classroom TeacherEffectiveness Framework A Simple Framework Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 22  
  • 23.
    The Thoughtful Classroom TeacherEffectiveness Framework What makes The Thoughtful Classroom Teacher Effectiveness Framework deep? Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 23  
  • 24.
    The Thoughtful Classroom Teacher Effectiveness Framework 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. 24  
  • 25.
    Organiza2on,  Rules,  and   Preparing  Students     Posi2ve  Rela2onships   Procedures   for  New  Learning       How  do    you  build         How  do  you  organize       your  classroom  to  enhance   meaningful     elaGonships     r   learning  and  establish   with  your  students  and  among    rules  and  procedures       students  to  promote  learning?   that  clarify  expectaGons?   Deepening  and  Reinforcing   Presen2ng  New  Learning   Reflec2ng  on  and  Celebra2ng     Learning     Learning             A  Culture  of  Thinking       Applying  Learning   Engagement  and  Enjoyment       and  Learning                 How  do  you  moGvate  students       How  do  you  develop  a  classroom     culture  that  promotes  serious   to  do  their  best  work  and  inspire     learning  and  sophisGcated     the  love  of  learning?   forms  of  thinking?     Professional  Prac2ce   25    
  • 26.
    What is learning? Here’s  what  four  2nd  graders  said:   26  
  • 27.
    Organiza2on,  Rules,  and   Preparing  Students     Posi2ve  Rela2onships   Procedures   for  New  Learning       How  do    you  build         How  do  you  organize     How  do  you  establish  your     your  classroom  to  enhance   meaningful     elaGonships     r purpose,  acGvate  students’  prior     learning  and  establish   with  your  students  and  among   knowledge,  and  prepare  students    rules  and  procedures       students  to  promote  learning?   for  learning?   that  clarify  expectaGons?   Preparing  Students     Deepening  and  Reinforcing   Presen2ng  New  earning   for  New  LLearning   Reflec2ng  on  and  Celebra2ng     Learning     Learning   How  do  you  establish  your         How  do  you  present  new         How  do  you  help  students     How  do  you  help  students  look   solidify  their  understanding    purpose,  acGvate  students’  prior  n  their  learning  and  refine   informaGon  and  provide   back  o and  pracGce  new  skills?   opportuniGes  for  students  to   knowledge,  and  prepare     their  learning  process?   acGvely  engage  with  content?   students  fLor  learning?   Engagement  and  Enjoyment     A  Culture  of  Thinking       Applying   earning       and  Learning                   How  do  you  moGvate  students       How  do  you  develop  a  classroom     How  do  students  demonstrate     culture  that  promotes  serious   their  learning  and  what  kinds  of   to  do  their  best  work  and  inspire     learning  and  sophisGcated     evidence  do  you  collect  to  assess   the  love  of  learning?   forms  of  thinking?   their  progress?     Professional  Prac2ce   27     How  commiBed  are  you  to  professional  learning  and  contribuGng  to  the  school  community?  
  • 28.
    The Thoughtful Classroom Teacher Effectiveness Framework Dimension 5: Preparing Students for New Learning [CC]   5.1  SelecGng  relevant  standards  that  are  appropriate  to  your  content  and  grade  level   5.2  “Unpacking”  standards  and  turning  them  into  clear,  measurable  learning  goals     Content   and  targets   [CC]   5.3  Using  essenGal  quesGons  to  guide  learning  and  promote  deep  thinking   5.4  Beginning  lessons  and  units  with  engaging  “hooks”—thought-­‐provoking  acGviGes   or    quesGons  that  capture  student  interest  and  acGvate  their  prior  knowledge  [CC]   InstrucGon   5.5  Introducing  students  to  the  key  vocabulary  terms  they  will  need  to  know  and   understand  to  successfully  learn  the  content   [CC]   5.6  Assessing  students’  background  knowledge,  skill  levels,  and  interests  relaGve  to   learning  goals  and  targets   5.7  Helping  students  develop  insights  into  the  products  they’ll  be  creaGng,   performances  they’ll  be  delivering,  and/or  tasks  they’ll  be  compleGng  to   Assessment   demonstrate  what  they’ve  learned  (e.g.,  providing  models  of  high-­‐quality  work,   rubrics,  checklists,  etc.)  [CC]   5.  8  Encouraging  students  to  establish  personal  learning  goals  and  plans  for  achieving   28   them  
  • 29.
    The Thoughtful Classroom TeacherEffectiveness Framework Observing the Indicators Evident   Evident   It  was  evident  that  the  teacher  addressed   this  indicator.   Not  Evident   It  was  not  evident  that  the  teacher   Not  Evident   addressed  this  indicator.  (REMEMBER:   Quality  instruc2on  DOES  NOT  mean   addressing  all  indicators.)   Missed  Opportunity   The  teacher  did  not  address  this  indicator   even  though  there  was  a  clear  opportunity  to   address  it.   Missed  Opportunity   29  
  • 30.
    The Thoughtful Classroom TeacherEffectiveness Framework Dimension 5: Preparing Students for New Learning Impact on Student Achievement Students…                 q  Understand/restate  learning  goals  in  their  own  words.   q  Ask  quesGons  about  learning  goals.   q  Know  what  they  have  to  produce  and  what’s  expected  of  them.   q  Assess  own  knowledge  of  vocabulary.   q  Call  up  their  prior  knowledge.   q  Generate  quesGons  about  content  or  personal  goals.   q  Understand  the  plan  for  learning.     30  
  • 31.
    The Thoughtful Classroom Teacher Effectiveness Framework The 4Ps to Better Feedback 3.  Pose  (Ask  ques2ons  that  foster  reflec2on  on  teacher’s  do  improve  prac2ce.)   ecisions  and   2.  Praise  (Recognize  List  specific  evidence  to  support  how  tyou  lobserved.)   4.  Propose  (Decide—collabora2vely  if  possible—on   enhance   earning.)   1.  Provide  Evidence  ( 1.  Provide Evidence posi2ve  teaching  behaviors  that  what   their  tiargets  were  posted,  but  I  think  it’s  important  that  all  students  really   The   mpact.)   Standards  were  clear   “nd  how  you  s  student-­‐friendly  learning  goals.   What   Great  hook!    Using  a  awhat  if”  quesGon  really  engaged  students  and  got   I  internalize  itnterested  in   p  osted  a used  2. he  ackward  Sharing  tool  to  accomplish   was  really   the  B5-­‐S  G Learning  tool.   them  to  tap  ihose  acGvate  prior  might  try  t Praiseoal   targets.   You   nto  their  prior  knowledge.   Hook  was  used  to   on  student  focus  and  self-­‐assessment  over  the  week?   knowledge.   effect  does  it  have   this.     Used  the  Backwards  Learning  tool  to  help  students  understand  what  they                                         3.  Pose Questions   needed  to  know  and  do  by  unit’s  end.           4.  Propose 31  
  • 32.
    The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric 1   Novice:    Minimal  or  no  commitment  to  effecGve  instrucGon.  The  pracGces  are  not   being  used  or  need  reconsideraGon  because  they  are  not  having  their  intended   effects  on  student  learning.   2     Developing:  Ini.al  commitment  to  effecGve  instrucGon.  The  teacher  is  using     relevant  instrucGonal  pracGces  but  the  pracGces  need  further  refinement.  With   refinement,  the  impact  on  student  learning  can  be  increased.   3   Proficient:  Clear  commitment  to  effecGve  instrucGon.  The  teacher  applies  relevant   instrucGonal  pracGces  that  have  a  posiGve  impact  on  student  learning.   4   Expert:  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced  experGse.   The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to  adapt  them  to   students’  needs  and  parGcular  learning  situaGons.  These  pracGces  have  a   consistently  posiGve  impact  on  student  learning.     32  
  • 33.
    The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric (4)  Expert     –  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced   experGse.       –  The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to   adapt  them  to  learning  situaGons.       –  These  pracGces  have  a  consistently  posiGve    impact  on  student   learning.     33  
  • 34.
    The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher effectiveness (Essential questions) 34  
  • 35.
    The Thoughtful ClassroomTeacher Effectiveness Framework Organization, Rules, Rules, Preparing Students Positive Relationships Positive Relationships and Procedures Procedures for New Learning 1 5 2 How  do  you  organize  your   How  do  you  build  meaningful   How  do  you  establish  your     classroom  to  enhance  learning   relaGonships  with  your  students   purpose,  acGvate  students’   and  establish  rules  and   and  among  students  to  promote   prior  knowledge,  and  prepare     procedures    that  clarify   learning?   students  for  learning?   expectaGons?   Deepening and Presenting New Reflecting on and Reinforcing Learning Learning Celebrating Learning 7 How  do  you  help  students     solidify  their  understanding     and  pracGce  new  skills?   6 How  do  you  present  new     informaGon  and  provide   opportuniGes  for  students  to   8 How  do  you  help  students  look   back  on  their  learning  and  refine   their  learning  process?   acGvely  engage  with  content?   A Culture of Thinking A Culture of Thinking Applying Learning Engagement and Engagement and and Learning and Learning Enjoyment How  do  you  develop  a   Enjoyment 4 classroom  culture  that   promotes  serious  learning  and   sophisGcated    forms  of   9 How  do  students  demonstrate     their  learning  and  what  kinds   of  evidence  do  you  collect  to   assess  their  progress?     3 How  do  you  moGvate  students     to  do  their  best  work  and  inspire     the  love  of  learning?   thinking?   Professional Practice 10 How  commiBed  are  you  to  professional  learning  and  contribuGng  to  the  school  community?   35  
  • 36.
    The Thoughtful ClassroomTeacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of effectiveness quality teaching (Essential questions) behavior 36  
  • 37.
    The Thoughtful ClassroomTeacher Effectiveness Framework Dimension 5: Preparing Students for New Learning 5.1  SelecGng  relevant  standards  that  are  appropriate  to  your  content  and  grade  level  [CC]   5.2  “Unpacking”  standards  and  turning  them  into  clear,  measurable  learning  goals     and  targets   [CC]   5.3  Using  essenGal  quesGons  to  guide  learning  and  promote  deep  thinking   5.4  Beginning  lessons  and  units  with  engaging  “hooks”—thought-­‐provoking  acGviGes   or    quesGons  that  capture  student  interest  and  acGvate  their  prior  knowledge  [CC]   5.5  Introducing  students  to  the  key  vocabulary  terms  they  will  need  to  know  and   understand  to  successfully  learn  the  content   [CC]   5.6  Assessing  students’  background  knowledge,  skill  levels,  and  interests  relaGve  to   learning  goals  and  targets   5.7  Helping  students  develop  insights  into  the  products  they’ll  be  creaGng,   performances  they’ll  be  delivering,  and/or  tasks  they’ll  be  compleGng  to   demonstrate  what  they’ve  learned  (e.g.,  providing  models  of  high-­‐quality  work,   rubrics,  checklists,  etc.)  [CC]   5.  8  Encouraging  students  to  establish  personal  learning  goals  and  plans  for  achieving   37   them  
  • 38.
    The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of Indicators of effectiveness quality teaching quality student (Essential questions) behavior behavior 38  
  • 39.
    The Thoughtful Classroom TeacherEffectiveness Framework Dimension 5: Preparing Students for New Learning Impact on Student Achievement Students…                 q  Understand/restate  learning  goals  in  their  own  words.   q  Ask  quesGons  about  learning  goals.   q  Know  what  they  have  to  produce  and  what’s  expected  of  them.   q  Assess  own  knowledge  of  vocabulary.   q  Call  up  their  prior  knowledge.   q  Generate  quesGons  about  content  or  personal  goals.   q  Understand  the  plan  for  learning.     39  
  • 40.
    The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of Indicators of Summative effectiveness quality teaching quality student evaluation (Essential questions) behavior behavior rubric 40  
  • 41.
    The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric 1   Novice:    Minimal  or  no  commitment  to  effecGve  instrucGon.  The  pracGces  are  not   being  used  or  need  reconsideraGon  because  they  are  not  having  their  intended   effects  on  student  learning.   2     Developing:  Ini.al  commitment  to  effecGve  instrucGon.  The  teacher  is  using     relevant  instrucGonal  pracGces  but  the  pracGces  need  further  refinement.  With   refinement,  the  impact  on  student  learning  can  be  increased.   3   Proficient:  Clear  commitment  to  effecGve  instrucGon.  The  teacher  applies  relevant   instrucGonal  pracGces  that  have  a  posiGve  impact  on  student  learning.   4   Expert:  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced  experGse.   The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to  adapt  them  to   students’  needs  and  parGcular  learning  situaGons.  These  pracGces  have  a   consistently  posiGve  impact  on  student  learning.     41  
  • 42.
    The Thoughtful Classroom Teacher Effectiveness Framework A Simple and Deep Framework Dimensions of teacher Indicators of Indicators of Summative effectiveness quality teaching quality student evaluation (Essential questions) behavior behavior rubric 42  
  • 43.
    How do wemake the observation process meaningful and manageable? 43  
  • 44.
    The Formal ObservationProcess Pre-­‐Observa2on   Classroom   Observa2on   Post-­‐ Observa2on     Wriaen  Evalua2on     44  
  • 45.
    The Formal ObservationProcess Pre-Observation Pre-­‐Observa2on   •  Where  are  you  in  your  lesson   sequence?   Classroom   •  What  are  the  learning  goals  for  the   Observa2on   parGcular  lesson  I’ll  be  observing?   •  How  will  student  learning  be   Post-­‐ assessed?   Observa2on   •  What  learning  opportuniGes  will  you   provide  to  achieve  your  goals?       •  What  quesGons  do  you  have  about   Wriaen  Evalua2on     the  lesson?   45  
  • 46.
    The Formal ObservationProcess Classroom Observation Pre-­‐Observa2on   To  accommodate  different   classroom  observaGon  objecGves   Classroom   and  observer  preferences,  we’ve   Observa2on   developed  different  types  of   observaGon  forms.     Post-­‐   •  Formal  ObservaGons   Observa2on     •  Informal  ObservaGons     •  Learning  Walks     Wriaen  Evalua2on     46  
  • 47.
  • 48.
  • 49.
  • 50.
    The Formal ObservationProcess For  formal  observaGons,  observers  typically  use  the  four-­‐point  rubric  to  assess   the  teacher’s  eSummative Evaluation Rubric ffecGveness  in  each  observed  dimension.   1   Novice:    Minimal  or  no  commitment  to  effecGve  instrucGon.  The  pracGces  are  not   being  used  or  need  reconsideraGon  because  they  are  not  having  their  intended   4 4 effects  on  student  learning.   2     Developing:  Ini.al  commitment  to  effecGve  instrucGon.  The  teacher  is  using     relevant  instrucGonal  pracGces  but  the  pracGces  need  further  refinement.  With   refinement,  the  impact  on  student  learning  can  be  increased.   3 3   Proficient:  Clear  commitment  to  effecGve  instrucGon.  The  teacher  applies  relevant   instrucGonal  pracGces  that  have  a  posiGve  impact  on  student  learning.   4   Expert:  Strong  commitment  to  effecGve  instrucGon  that  shows  advanced  experGse.   The  teacher  applies  relevant  instrucGonal  pracGces  and  is  able  to  adapt  them  to   3 2 students’  needs  and  parGcular  learning  situaGons.  These  pracGces  have  a   consistently  posiGve  impact  on  student  learning.    
  • 51.
    The Formal ObservationProcess Pre-­‐Observa2on   Post-Observation Post-­‐observaGon  quesGons  are  guided  by  5  Rs:   Review   What  happened?   Classroom   React   What  were  your  reacGons?   Observa2on   What  were  students’  reacGons?   Reasons   What  caused  you  to  think/feel  this  way?   What  caused  students  to  think/feel  this  way?   Post-­‐Observa2on   Rethink   What  have  you  learned?   What  would  you  do  differently?     Reflect   How  did  the  enGre  observaGon  process  help  you?   Wriaen  Evalua2on   How  can  we  improve  it  together?    
  • 52.
    The Formal ObservationProcess Pre-­‐Observa2on   Written Evaluation Formal  observaGons  are  usually   Classroom   wriBen  up.   Observa2on     1.  Provide Evidence Observers  use  the  evidence  from  the   2.  Praise Post-­‐Observa2on   observaGon  forms  along  with  the  4Ps     feedback  protocol  to  write  meaningful     3.  Pose Questions wriBen  evaluaGons.           4.  Propose   Wriaen  Evalua2on      
  • 53.
    What is the ultimate goal of any teacher evaluation system? 53  
  • 54.
    Promoting Teacher Growth Teacher  Self-­‐Assessment   Professional  Growth  Plan   Targeted  Professional   Development  and  Growth   54  
  • 55.
    Teacher Self-Assessment Guide The  Teacher  Self-­‐Assessment  Guide  allows   Teacher  Self-­‐ teachers  to  reflect  on  and  assess  their  classroom   Assessment   pracGce  according  to  the  same  dimensions  and   indicators  that  administrators  use  to  guide   observaGons.     Professional   Growth  Plan   Targeted   Professional   Development  and   Growth   55  
  • 56.
    Teacher Professional GrowthPlan Teacher  Self-­‐ Assessment   Professional   Growth  Plan   Targeted   Professional   Development  and   Growth   56  
  • 57.
    Teacher  Professional GrowthPlan Areas of Strength & Areas for Potential Growth 57  
  • 58.
    Teacher Professional GrowthPlan Developing Professional Learning Goals 58  
  • 59.
    Teacher Professional GrowthPlan Tracking Progress 59  
  • 60.
    Teacher Professional GrowthPlan Collecting Evidence 60  
  • 61.
    Targeted Professional Development The  Framework  is  integrated  with  PD  360,  the  most   Teacher  Self-­‐ extensive  professional  development  video  library  in  the   Assessment   country.       Professional     Growth  Plan   Offers  over  1200  videos  of  best  classrooms  pracGces  and     pedagogy     Is  Online  &  On-­‐demand  24/7   Targeted     Provides  the  ulGmate  flexibility  in  PD   Professional   Development  and   Growth   61  
  • 62.
    Targeted Professional Development For  observers…     Based  on  observaGon  data,  observers  can  select   relevant  PD  360  videos  that  correspond  to   idenGfied  needs.     62  
  • 63.
    Targeted Professional Development For  teachers…   Teachers  build  a  customized  professional   growth  plan  using  the  Teacher-­‐Self  Assessment   Guide  and  the  PD  360  video  library.   63  
  • 64.
    Targeted Professional Development Comprehensive Video Library 64  
  • 65.
    Targeted Professional Development Aligned Video Library 65  
  • 66.
    How do wedevelop a final evaluation of a teacher’s effectiveness? 66  
  • 67.
    The Thoughtful Classroom Teacher Effectiveness Framework “Evalua2on  systems  should  include  mul2ple   measures,  not  just  observa2ons  or  value-­‐added   alone.”   Gathering  Feedback  for  Teaching  (2012)   MET  Project  Research  Paper     Bill  &  Melinda  Gates  FoundaGon   67  
  • 68.
    The Thoughtful Classroom TeacherEffectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   (Dimensions  1-­‐9)   Professional  Prac2ce   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data                Standardized  Test  Data   _____  X   _____%   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   68  
  • 69.
    The Thoughtful Classroom TeacherEffectiveness Framework Assessing Instructional Practice 4 3 4 n/o 3 3 3 n/o 2 69  
  • 70.
    The Thoughtful ClassroomTeacher Effectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data                Standardized  Test  Data   _____  X   _____%   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   70  
  • 71.
    The Thoughtful ClassroomTeacher Effectiveness Framework Assessing Teacher Growth Commitment  to  Professional  Growth   INDICATORS   RUBRIC   10.1  Self-­‐assessing  and  working  to   (1)  Novice:  The  teacher  is  reluctant  or  resistant  to   professional  growth.     improve    his  or  her  own   (2)  Developing:  The  teacher  has  made  an  iniGal   classroom  pracGce.   commitment  to  professional  growth  and  applies   10.2  Developing  and  implemenGng  a   new  learning  in  the  classroom.     professional  growth  plan.   (3)  Proficient:  The  teacher  has  made  a  clear   10.3  Seeking  out  professional   commitment  to  professional  growth  and  regularly   development  and  conGnuous   applies  new  learning  in  the  classroom.     learning  opportuniGes.   (4)  Expert:  The  teacher  has  made  a  strong   commitment  to  professional  growth  that  is  highly   10.4  Working  with  colleagues  to   evident.  The  teacher  is  adept  at  translaGng  new   improve  pracGce  throughout   learning  into  improved  classroom  pracGce.  In   the  building  as  part  of  a   addiGon,  the  teacher  has  taken  an  acGve  role  in   professional  learning   promoGng  professional  learning  throughout  the   community.   school.   71  
  • 72.
    The Thoughtful ClassroomTeacher Effectiveness Framework Assessing Teacher Growth Commitment  to  School  Community   INDICATORS   RUBRIC   10.5  Maintaining  open  communicaGon   (1)  Novice:  The  teacher  is  not  contribuGng  to   with  the  enGre  school   the  school  community  beyond  his  or  her   community  (e.g.,  administrators,   classroom.     teachers,  parents,  students).     (2)  Developing:  The  teacher  will  contribute   to  the  larger  school  community,  but  ouen   10.6  Assuming  appropriate  leadership   roles  (e.g.,  mentor,  instrucGonal   requires  prompGng  from  colleagues  or   coach,  teacher-­‐leader).   superiors.     (3)  Proficient:  The  teacher  is  a  regular  and   10.7  Helping  maintain  and  build  a   acGve  contributor  to  the  school  community.     posiGve  school  culture  (e.g.,   (4)  Expert:  The  teacher  contributes  to  the   through  athleGc  coaching,   school  community  consistently  and  with   volunteerism,  and  other  forms  of   non-­‐required  parGcipaGon     passion  and  enthusiasm.  The  teacher  is   or  contribuGon).   recognized  as  a  leader  and  role  model  within   the  school  community.   72  
  • 73.
    The Thoughtful ClassroomTeacher Effectiveness Framework Assessing Teacher Growth Commitment  to  Professionalism   INDICATORS   RUBRIC   (1)  Novice:  The  teacher  needs  to  be  reminded  of   10.8  Maintaining  a  high  level  of   school  rules  and  has  liBle  to  no  awareness  of  larger   professionalism  at  all  Gmes.   educaGonal  policy  (e.g.,  state  and  naGonal   10.9  Becoming  aware  of  and   iniGaGves).   adhering  to  legal   (2)  Developing:  The  teacher  generally  follows   school  rules  but  has  only  a  basic  awareness  of   responsibiliGes  and  current   educaGonal  policy  beyond  the  school  walls.     educaGonal  policies  of  the   (3)  Proficient:  The  teacher  adheres  to  school  rules   school,  district,  and  state.   and  is  generally  aware  of  major  changes  in   educaGonal  policy.     (4)  Expert:  The  teacher  is  a  commiBed  professional   who  follows  and  promotes  school  rules.  The   teacher  understands  the  purpose  of  educaGonal   policies  and  how  they  affect  classroom  pracGce   and  the  educaGonal  community.   73  
  • 74.
    The Thoughtful Classroom Teacher Effectiveness Framework PROFESSIONAL  PRACTICE    |    Dimension  10   Commitment  to   Commitment  to  the   Commitment  to   Professional  Growth   School  Community   Professionalism   2 Score:  _______   3 Score:  _______   3 Score:  _______   74  
  • 75.
    The Thoughtful Classroom TeacherEffectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data                Standardized  Test  Data   _____  X   _____%   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   75  
  • 76.
    The Thoughtful Classroom TeacherEffectiveness Framework Summative Evaluation Conver2ng  Standardized  Test  Data  for  the  Evalua2on   1—Novice:  Results  are  well-­‐below  state  average  for  similar   students  or  district  goals  if  no  state  test)   2—Developing:  Results  are  below  state  average  for  similar   students  (or  district  goals  if  no  state  test).   3—Proficient:  Results  meet  state  average  for  similar  students   (or  district  goals  if  no  state  test).   4—Expert:  Results  are  well-­‐above  state  average  for  similar   students  (or  district  goals  if  not  state  test).   76  
  • 77.
    The Thoughtful Classroom TeacherEffectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data   3   25                Standardized  Test  Data   _____  X   _____%   .75   =   _____                Local  Assessments   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   77  
  • 78.
    The Thoughtful Classroom TeacherEffectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data   3   25                Standardized  Test  Data   _____  X   _____%   .75   =   _____                Local  Assessments   3   15   .45   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure     _____  X   _____%   =   _____          (Professional  Growth  Plan)   Other  Measure   _____  X   _____%   =   _____   Total   =   _____   78  
  • 79.
  • 80.
    The Thoughtful Classroom TeacherEffectiveness Framework Summative Evaluation Looking  at  Mul2ple  Measures   Instruc2onal  Prac2ce   _____  X   _____%   =   _____   3.14   40   1.26   (Dimensions  1-­‐9)   Professional  Prac2ce   2.66   10   .26   _____  X   _____%   =   _____   (Dimension  10)   Student  Performance  Data   3   25                Standardized  Test  Data   _____  X   _____%   .75   =   _____                Local  Assessments   3   15   .45   _____  X   _____%   =   _____                Other   _____  X   _____%   =   _____   Student  Feedback/Surveys   _____  X   _____%   =   _____   Other  Measure     4   10   .40   _____  X   _____%   =   _____          (Professional  Growth  Plan)   Other  Measure   _____  X   _____%   =   _____   Total   3.12   =   _____   80  
  • 81.
    The Thoughtful Classroom Teacher Effectiveness Framework Summative Evaluation Rubric 3.25-­‐4.00   A  teacher’s  final  evaluaGon  is   based  on  the  summaGon  from   the  mulGple  sources  of  data  and   converted  into  a  number  based   2.50-­‐3.24   on  your  district’s  rubric.   1.75-­‐2.49   1.00-­‐1.74   81  
  • 82.
    The Thoughtful Classroom TeacherEffectiveness Framework Preparing Organization, Students Positive Rules, and for New Relationships Procedures Learning Deepening Reflecting on Presenting and and New Reinforcing Celebrating Learning Learning Learning A Culture of Engagement Applying Thinking and Learning and Learning Enjoyment Professional Practice 82  
  • 83.
    The Thoughtful Classroom TeacherEffectiveness Framework Ques2ons  or  comments?     Email  us  at     ques2ons@though(ulclassroom.com     800-­‐962-­‐4432     www.Though(ulClassroom.com   83  
  • 84.
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