RAPPS – Rural Alaska Principal Preparation and Support Program
What does high quality instruction look like?
May 29 – 31, 2013
Learning Groups 1, 2, and 3
Captain Cook Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
EVALUATING EDUCATOR EFFECTIVENESS
Part 1
• What Does High Quality
Instruction Look Like?
Part 2
• What Should Leaders Look for
in Classrooms?
Part 3
• How Do Leaders Provide
Feedback to Improve Practice?
Al Bertani, RAPPS Senior Design Consultant
Session Objectives
➜ Defining high quality instruction
➜ Examining research on high quality instruction
➜ Setting the bar for what is high quality
➜ Mapping the relationship between a vision of
high quality instruction and evaluating educator
effectiveness
DEFINING
HIGH
QUALITY
INSTRUCTION
“Parents, practitioners, and policy
makers agree that the key to
improving public education in
America is placing highly skilled
and effective teachers in all
classrooms.”
Evaluating Teacher Effectiveness
How Teacher Performance Assessments Can Measure and Improve Teaching
Linda Darling Hammond for the Center for American Progress
October 2010
Defining High Quality Instruction
Step 1
View Short Video Prompt
Step 2
Work Individually - Think
Step 3
Work with a Partner – Pair Share
Step 4
Work with a Quartet – Create Poster
Ferris Bueller’s Day Off
Think-Pair-Share
When you think about high
quality instruction…
What does it look like?
What does it sound like?
What does it feel like?
What does it produce?
Think-Pair-Share
Partner 1
Partner 2
Yellow Sheet Under Tab 1
Defining High Quality Instruction
Looks Like…
Sounds Like…
Feels Like…
Produces…
ASLI 2013 – What Does High Quality Instruction Look Like?
Facilitated by Al Bertani, RAPPS Senior Design Consultant
EXAMINING
RESEARCH ON
HIGH QUALITY
INSTRUCTION
WHAT WORKS IN SCHOOLS
Teacher-Level Factor - Instructional Strategies
“…effective teachers have more
instructional strategies at their
disposal.”
Drawn from What Works in Schools – Translating Research into Action; Marzano;
ASCD; 2003
Best Practices
Categories of Instructional Strategies That
Affect Student Achievement
Category
Identifying similarities and
differences
Summarizing and note taking
Percentile
Gain
45
34
Reinforcing effort and providing
recognition
Homework and practice
29
Nonlinguistic representations
27
Cooperative learning
27
Setting objectives and providing
feedback
Generating and testing hypotheses
23
Questions, cues, and advance
organizers
22
28
23
Marzano, R., Pickering, D., Pollock, J., Classroom Instruction that
Works, 2001
John Hattie’s Research – Visible Learning
Visible teaching:
Visible learning
Seeing learning through
the eyes of the students.
Teachers
•
•
•
•
•
•
Clear learning intentions
Challenging success criteria
Range of learning strategies
Know when students are not progressing
Providing feedback
Visibly learns themselves
Students
•
•
•
•
•
•
Understand learning intentions
Are challenged by success criteria
Develop a range of learning strategies
Know when they are not progressing
Seek feedback
Visibly teach themselves
Hattie’s Visible Learning Effects
•
•
•
•
•
•
•
•
•
•
•
Reducing disruptive behavior in the class .86
Feedback .72
Acceleration of gifted students .60
Reading Recovery .50
Integrated curriculum programs .40
Homework .30
Individualized instruction .20
Ability grouping .10
Open vs. traditional classes .00
Retention (hold back a year) -.16
Shifting schools -.34
SETTING THE
BAR FOR
WHAT IS
HIGH QUALITY
High Quality Teacher Evaluation Systems
Possess these common characteristics…
➲ A consistent definition of good teaching
➲ A shared understanding of this definition
➲ Skilled evaluators
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
WHAT IS HIGH QUALITY
Person 1
What Does Good Teaching Look Like at Ashford?
(School Staff)
Person 2
What Does Good Teaching Look Like?
(Education Week Writer)
Person 3
Eduflections - Good Teaching Looks Like…
(Fifth Grade Teacher)
Person 4
What Makes a Great Teacher?
(Great Schools Organization)
Person 5
Good Teaching
(Past President of the Carnegie Foundation)
See Stapled Reading Packet Under Tab 1
WHAT IS HIGH QUALITY
EXAMPLE
NOTES
Ashford School
Education Week
Eduflections
Great Schools
Carnegie
See Green Summary Sheet
Evaluations That Help Teachers Learn
A good system of teacher evaluation must
answer four basic questions:




Good enough at what?
How good is good enough?
How do we know?
Who should decide?
How well does your local teacher evaluation
system answer these questions?
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
EVALUATING
EDUCATOR
EFFECTIVNESS
WITH A VISION FOR
HIGH QUALITY
INSTRUCTION
Evaluating Teachers – Three Ways
➤ Inputs are what a teacher brings to his or her position, generally
measured as teacher background, beliefs, expectations,
experience, pedagogical and content knowledge, certification and
licensure, and educational attainment.
➤ Processes refers to the interaction that occurs in a classroom
between teachers and students. It also may include a teacher’s
professional activities within the larger school and community.
➤ Outputs represent the results of classroom processes, such as
impact on student achievement, graduation rates, student
behavior, engagement, attitudes, and social-emotional well-being.
Approaches to Evaluating Teacher Effectiveness – June 2008
Goe, Bell, and Little
National Comprehensive Center on Teacher Quality
Evaluating Educator Effectiveness
Step 1
Return to Your Original Quartet
Step 2
Revisit Your High Quality Poster
Step 3
Consider Changes You Might Make
Step 4
Discuss What Evidence You Need to
Evaluate Educator Effectiveness
Gates Foundation – How Teachers Make Classrooms Learning Environments
RAPPS – Rural Alaska Principal Preparation and Support Program
What should Leaders look for in classrooms?
May 29 – 31, 2013
Learning Groups 1, 2, and 3
Captain Cook Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
The Truth Behind Some Appraisal and Evaluation Processes
Session Objectives
➜ Exploring instruments for looking in classrooms
➜ Using technology resources to collect
observation data
➜ Developing a discipline for looking in classrooms
➜ Documenting classroom observations (Resource)
EXPLORING
INSTRUMENTS
FOR LOOKING
IN CLASSROOMS
Evaluating Teachers – Three Ways
➤ Inputs are what a teacher brings to his or her position, generally
measured as teacher background, beliefs, expectations,
experience, pedagogical and content knowledge, certification and
licensure, and educational attainment.
➤ Processes refers to the interaction that occurs in a classroom
between teachers and students. It also may include a teacher’s
professional activities within the larger school and community.
➤ Outputs represent the results of classroom processes, such as
impact on student achievement, graduation rates, student
behavior, engagement, attitudes, and social-emotional well-being.
Approaches to Evaluating Teacher Effectiveness – June 2008
Goe, Bell, and Little
National Comprehensive Center on Teacher Quality
Danielson’s Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Selecting Instructional Goals
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Providing Feedback to Students
•Demonstrating Flexibility and
Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Contributing to the School and District
•Growing and Developing Professionally
•Showing Professionalism
The Framework for Teaching Charlotte Danielson
Four Domains for a Common
Language of Teaching
Domain 1 Classroom strategies and behaviors
Domain 2 Planning and preparing
Domain 3 Reflecting on teaching
Domain 4 Collegiality and professionalism
The Art and Science of Teaching; Marzano; ASCD; 2007
KEY
CONCEPTS
• Areas of Performance
• Repertoire
• Matching
Overarching
Objectives
Curriculum
Design
Planning
Assessment
CURRICULUM
Objectives
Learning
Experiences
Personal
Relationship
Building
Class Climate
MOTIVATION
Expectations/Effort Based Ability
Clarity
Space
Principles of
Learning
Time
Models of
Teaching
INSTRUCTIONAL
STRATEGIES
Routines
MANAGEMENT
Attention
Momentum
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
Alaska Educator
Evaluation Overview
Dr. Susan McCauley, Director Teaching & Learning Support
Sondra Meredith, Administrator Teacher Education &
Certification
Educator Evaluation System Requirements
Observations (district
may select a nationally
recognized framework
approved by the
department)
Information from
parents, students,
etc.
Other information
(as determined by the
district)
*Two to four valid,
reliable measures of
student growth
including statewide
assessments
Results & Actions
Evaluation Components
Understanding
Student Needs
Unsatisfactory on
1 or more
standard
Plan of Improvement
Basic on 2 or
more standards
District Support
OR
Plan of Professional
Growth (optional)
Differentiation
Content Knowledge
& Instruction
Assessment
Learning
Environment
Family & Community
Cultural Standards
Information Sources
Professional Practice
Student Learning Standard
Performance
Rating on each
of the
eight (8)
standards.
Unsatisfactory
Basic
Proficient
Exemplary
Proficient or
higher on 7
standards and
basic or higher on
1 standard.
______________
Exceeds the districts
performance
standards (as
determined by the
district)
Professional
Learning Focus for
district & teacher.
_______________
Annual Evaluation
Alternative for the
following school year
(as determined by
the district)
Information Sources
Qualitative
Observations (district
may select a nationally
recognized framework
approved by the department)
Information from
parents, students, etc.
Other information
(as determined by the district)
Districts:
•may select a nationally recognized
observational framework approved by
the department or continue to use the
observation tools they have previously
adopted.
•must have a procedure and a form to
collect information concerning an
educator’s performance from students,
parents, and other stakeholders.
•may use other information like
surveys, self-assessments, portfolios,
etc. to gather information concerning
an educator’s performance.
Information Sources
Quantitative
*Two to four
valid, reliable
measures of
student growth
including
statewide
assessments
Districts must:
•Select appropriate measures of student growth
with the input of the educators being evaluated.
•Establish standards and performance levels for
student learning data.
•Develop procedures based on objective &
measurable criteria to ensure that data used
accurately reflects student growth based on the
educator performance.
•Use statewide assessment data for teachers who
provide instruction in the content areas assessed.
Aligning Information Sources to
Evaluation Components
Observations (district may
select a nationally recognized
framework approved by the
department)
Information from
parents, students, etc.
Other information
(as determined by the district)
*Two to four valid, reliable
measures of student growth
including statewide
assessments
Educator Evaluation Components
Understanding
Student Needs
Differentiation
Content Knowledge
& Instruction
Assessment
Learning
Environment
Family &
Community
Professional
Practice
Student Learning
Standard
Cultural Standards
Information Sources
Performance
Rating on each of
the
(8)
eight
standards.
Unsatisfactor
y
Basic
Proficient
Exemplary
Moving From and To…
TODAY
FUTURE SCENARIO
Observation Protocols
Information from Parents
and Students
Student Growth Measures
Other
See Blue Activity Sheet – Tab 1
Alaska School Leadership Institute – May 2013
Session Facilitated by Al Bertani, Senior Design Consultant - RAPPS
Goals of the Gates Foundation
MET Study
A new approach to development and
evaluation that teachers endorse and that
helps all teachers improve.
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Strategies of the Gates Foundation MET Study
If we want to change the curve of improvement, we
must…
 Identify great teachers
 Find out what makes them so effective
 Transfer those skills to others
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Data Collected-Gates Foundation MET Study
Measure 1
Measure 2
Measure 3
Measure 4
Measure 5
Student achievement gains on
different assessments.
Classroom observations and
teacher reflections.
Teacher pedagogical content
knowledge.
Student perceptions of the
classroom instructional environment.
Teacher perceptions of working
conditions and instructional support at
their school.
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Observation Protocols Used in MET Study
1. Classroom Assessment Scoring System
(CLASS)Pianta and Hamre – University of Virginia
2. Framework for Teaching
Danielson
3. Mathematical Quality of Instruction (MQI)
Hill and Lowenberg Ball – University of Michigan
4. Protocol for Language Arts Teaching
(PLATO)Grossman – Stanford University
5. Quality Science Teaching (QST)
Pecheone – Stanford University
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Gates MET Study Findings – Phase 1
1. In every grade and subject studied, a teacher’s past
successes in raising student achievement on state
tests is one of the strongest predictors of his/her ability
to do it again.
2. Teachers with the highest value-added scores on
state tests also tend to help students develop a
deeper conceptual understanding as well.
3. The average student knows effective teaching when
he/she experiences it.
4. Valid feedback need not be limited to test scores
alone.
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Major Research Findings Phase 2
1. Effective teaching can be measured.
Teachers previously identified as more effective caused students to
learn more. Groups of teachers identified as less effective caused
students to learn less.
2. Balanced weights indicate multiple aspects of effective teaching.
Teaching is too complex for any single measure of performance to
capture it accurately. Trade off’s to using different models.
3. Adding a second observer increases reliability significantly more
than having the same observer score an additional lesson.
Adding outside observers can provide an on-going check against inschool bias.
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Gates MET Study
What We Know Now
Lesson 1
Student perception surveys and classroom
observations can provide meaningful feedback to
teachers.
Lesson 2
Implementing specific procedures in evaluation
systems can increase trust in the data and the results.
Lesson 3
Each measure adds something of value.
Lesson 4
A balanced approach is most sensible when assigning
weights to form a composite measure.
Lesson 5
There is great potential in using video for teacher
feedback and for the training and assessment of
observers.
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Framing What We Know Now…
Meaningful
Feedback
Potential
of Video
Balance
Weighting
Procedures
=
Trust
Measures
Add Value
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
USING
TECHNOLOGY
RESOURCES TO
COLLECT
OBSERVATION
DATA
Digital Classroom Observation Resources
Resource 1
Resource 2
Resource 3
Resource 4
Resource 5
Resource 6
Resource 7
eCOVE Observer www.ecove.net
eWalk (Media-X) www.media-x.com
iObservation (Learning Sciences International)
www.iObservation.com
Observation 360 (School Improvement Network)
www.schoolimprovement.com/products/observations-360
Observe4success
www.observe4success.com
Teacher Compass (Pearson)
www.pearsonschool.com/index.cfm?locator=PS1sBo
Teachscape Reflect
www.teachscape.com/products/reflect
eSchool News
See Stapled Reading Packet – Comparing Leading Classroom Observation Tools
December 13, 2012
www.eschoolnews.com
Digital Classroom Observation Resources
DIGITAL RESOURCE NOTES
eCove Observer
eWalk
iObservation
Observation 360
Observe4success
Teacher Compass
Teachscape Reflect
eSchool News
December 13, 2012
www.eschoolnews.com
See Pink Summary Sheet
DEVELOPING A
DISCIPLINE FOR
LOOKING IN
CLASSROOMS
JUST
DO
IT!
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was looking for – I had to
be a mind reader! So I just played it safe, taught a familiar lesson,
one I knew would go well – but did the process improve my teaching?
Not at all! In my old school, the principal just came in with a checklist,
but we never really talked. But this time, we had a great conversation
about how to help my students want to write. It really made me think.
As a result, I’ve got a new approach: I’m going to engage some
students around the things they’re passionate about and have them try
to convince their classmates about the value of such interests.”
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Selecting
And Training
Evaluators
 Who will be eligible to conduct evaluations?
 Will there be examples and explicit guidance in
determining levels of proficiency and approval?
 To what extent will training provide opportunities for
guided practice paired with specific feedback to
improve reliability?
 Will evaluators be monitored regularly for reliability
checks?
 How will implementation fidelity be ensured?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Considerations
1. Who do you want to serve as evaluators?
1. How will you guarantee they will be
prepared and supported?
2. How will you ensure reliability?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
DOCUMENTING
CLASSROOM
OBSERVATIONS
The Domains from Danielson’s
Framework for Teaching
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Framework for Teaching Charlotte Danielson
Danielson’s Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Selecting Instructional Goals
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Providing Feedback to Students
•Demonstrating Flexibility and
Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Contributing to the School and District
•Growing and Developing Professionally
•Showing Professionalism
The Framework for Teaching Charlotte Danielson
The Classroom Environment
Figure 6.7
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction
L
E V E L
O F
P
E R F O R M A N C E
ELEMENT
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Teacher
Interaction
with Students
Teacher interaction with at least
some students is negative,
demeaning, sarcastic, or
inappropriate to the age or
culture of the students. Students
exhibit disrespect for teacher.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students
exhibit only minimal respect for
teacher.
Teacher-student interactions are
friendly and demonstrate general
warmth, caring, and respect.
Such interactions are appropriate
to developmental and cultural
norms. Students exhibit respect
for teacher.
Teacher demonstrates genuine
caring and respect for individual
students. Students exhibit respect
for teacher as an individual,
beyond that for the role.
Student
Interaction
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Students do not demonstrate
negative behavior toward one
another.
Student interactions are generally
polite and respectful.
Students demonstrate genuine
caring for one another as
individuals and as students.
The Framework for Teaching Charlotte Danielson
Supervising
The Art and Science of Teaching
Marzano; ASCD; 2007
1. Learning Goals and Feedback
2. Interacting with New Knowledge
3. Practicing and Deepening
4. Generating and Testing Hypotheses
5. Student Engagement
6. Establishing Rules and Procedures
7. Adherence to Rules and Procedures
8. Teacher-Student Relationships
9. High Expectations
Four Domains for a Common
Language of Teaching
Domain 1 Classroom strategies and behaviors
Domain 2 Planning and preparing
Domain 3 Reflecting on teaching
Domain 4 Collegiality and professionalism
The Art and Science of Teaching; Marzano; ASCD; 2007
THE ART AND SCIENCE OF TEACHING
Marzano Overview
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
What will I do to help students effectively interact with new knowledge?
What will I do to help students practice and deepen their understanding of new
knowledge?
What will I do to help students generate and test hypotheses about new
knowledge?
What will I do to engage students?
What will I do to establish or maintain classroom rules and procedures?
What will I do to recognize and acknowledge adherence and lack of adherence
to classroom rules and procedures?
What will I do to establish and maintain effective relationships with students?
What will I do to communicate high expectations for all students?
What will I do to develop effective lessons organized into a cohesive plan?
Drawn from The Art and Science of Teaching; Marzano; 2007
THE ART AND SCIENCE OF TEACHING
Marzano; ASCD; 2007
ENACTED ON THE SPOT
INVOLVES ROUTINES
Learning Goals and
Feedback
Rules and Procedures
ADDRESSES CONTENT IN
SPECIFIC WAYS
Interacting
with New
Knowledge
Practicing
and
Deepening
High Expectations
Generating/
Testing
Hypotheses
Adherence to Rules and Procedures
Teacher/Student Relationships
Student Engagement
Knowledge and Skills for
Professional Teaching
VI.Family &
Community
Involvement
I. Teaching All
Children
Student Learning
V.Professional
Culture
Student Achievement
II. Academic
Disciplines
IV. Generic
III. ContentPedagogical
Specific
Knowledge and
Pedagogies
Skills
Math
English/ Language Arts
Science
Social Studies
Arts
Health/ Physical Education
World Languages
Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
Propositions about Teaching
 Proposition 1:
Teachers are preeminently important.
 Proposition 2:
Teaching is complicated and
sophisticated work, and incredibly
perceptually demanding.
Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
Propositions about Teaching
 Proposition 3:
There is a real knowledge base about
teaching… and it’s different.
 Proposition 4:
“Teaching Skill” is anything a person does
that influences the probability of intended
learning.
Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
KEY
CONCEPTS
• Areas of Performance
• Repertoire
• Matching
Overarching
Objectives
Curriculum
Design
Planning
Assessment
CURRICULUM
Objectives
Learning
Experiences
Personal
Relationship
Building
Class Climate
MOTIVATION
Expectations/Effort Based Ability
Clarity
Space
Principles of
Learning
Time
Models of
Teaching
INSTRUCTIONAL
STRATEGIES
Routines
MANAGEMENT
Attention
Momentum
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
ON CHART PAPER...
Create a Venn
Diagram
of the Teacher
Evaluation
Frameworks
Jigsaw Preparation Instructions
Review your assignment in
your learning trio:
Person 1 Danielson – Blue Sheet
Person 2 Marzano – Pink Sheet
Person 3 Saphier – Yellow Sheet
Be prepared to talk about
your assignment with
members of your trio.
Venn Jigsaw Instructions
Step 1 Review your assignment.
Step 2 Teach your colleagues
about your assignment.
Step 3 Discuss commonalities
across the jigsaw pieces.
Step 4 Construct a venn diagram
to compare and contrast
key ideas.
Step 5 Compare your venn
diagram to the diagrams
from other groups.
Comparing the Frameworks
Danielson
Marzano
Saphier
Venn Jigsaw Instructions
When you consider the results of
your venn diagram regarding the
Danielson, Marzano, and Saphier
frameworks, reflect on the framework
used by your school and district.
Consider the following:
 How does your local framework
resonate with the research-based
frameworks?
 What gaps might exist in your local
framework when you compare it
with these research-based
frameworks?
 How could you improve your local
teacher evaluation framework?
RAPPS – Rural Alaska Principal Preparation and Support Program
HOW DO LEADERS PROVIDE FEEDBACK TO
IMPROVE PRACTICE?
May 29 – 31, 2013
Learning Groups 1, 2, and 3
Captain Cook Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
Session Objectives
➜ Providing productive feedback
➜ Planning for growth and development
➜ Using feedback to catalyze improvement
➜ Linking documentation and feedback (Resource)
Framing What We Know Now…
Meaningful
Feedback
Potential
of Video
Balance
Weighting
Procedures
=
Trust
Measures
Add Value
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Four Domains for a Common
Language of Teaching
Domain 1 Classroom strategies and behaviors
Domain 2 Planning and preparing
Domain 3 Reflecting on teaching
Domain 4 Collegiality and professionalism
The Art and Science of Teaching; Marzano; ASCD; 2007
PROVIDING
PRODUCTIVE
FEEDBACK
Feedback Simulation
Step 1
Form a trio for the Feedback Simulation
Step 2
Number Off in your trio – 1, 2, 3
(1=Teacher, 2=Leader, 3=Observer)
Step 3
Watch the simulation video as a group
Step 4
Engage in a round of feedback.
Step 5
Debrief the simulation with your observer
Danielson’s Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Selecting Instructional Goals
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Providing Feedback to Students
•Demonstrating Flexibility and
Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Contributing to the School and District
•Growing and Developing Professionally
•Showing Professionalism
The Framework for Teaching Charlotte Danielson
Feedback Simulation
Teaching Channel Resource
https://www.teachingchannel.org/
The Pros and Cons of Teenage Driving
8th Grade Class
Guidelines for Giving Feedback
CONCEPT
COUNSEL
Be Timely
Closer to the observation the better.
Make It Regular
Feedback is not once a year or a month.
Prepare Comments
Be clear about what you want focus on.
Be Specific
Communicate what needs to be improved.
Criticize in Private
Talk in a safe place – no interruptions.
Use “I” Statements
Give the feedback from your perspective.
Limit Your Focus
Limit your feedback to no more than 2 issues.
Talk Positives Too
Consider bookending your feedback.
Provide Specific Suggestions
Offer clear and direct suggestions for growth.
Follow-Up
Document your conversation – follow-up.
Guidelines for Giving Feedback – LMA
Adapted by Al Bertani, RAPPS Senior Design Consultant
Ensuring Accuracy of Observers
TRAIN
CERTIFY
OBSERVE
• Observers
learn to
identify each
competency
at each
performance
level
• Observers
rate prescored
videos and
must achieve
adequate
match with
correct
scores.
• Observers
are approved
to rate
teacher
practice.
MET Study – Bill and Melinda Gates Foundation
Gathering Feedback for Teaching; 2012
Major Research Findings
1. Effective teaching can be measured.
Teachers previously identified as more effective caused students to
learn more. Groups of teachers identified as less effective caused
students to learn less.
2. Balanced weights indicate multiple aspects of effective teaching.
Teaching is too complex for any single measure of performance to
capture it accurately. Trade off’s to using different models.
3. Adding a second observer increases reliability significantly more
than having the same observer score an additional lesson.
Adding outside observers can provide an on-going check against inschool bias.
MET Project Ensuring Fair and Reliable Measures of Effective
Teaching January 2013
FEEDBACK CONVERSATIONS
PLANNING
FOR
GROWTH AND
DEVELOPMENT
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was looking for – I had to
be a mind reader! So I just played it safe, taught a familiar lesson,
one I knew would go well – but did the process improve my teaching?
Not at all! In my old school, the principal just came in with a checklist,
but we never really talked. But this time, we had a great conversation
about how to help my students want to write. It really made me think.
As a result, I’ve got a new approach: I’m going to engage some
students around the things they’re passionate about and have them try
to convince their classmates about the value of such interests.”
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
YOU’VE BEEN EVALUATED – NOW WHAT?
Step 1
Count Off as Guided – 1 through 4
Step 2
Read Your Assigned Section
Step 3
Discuss Your Assigned Section with
Your Expert Group – Prepare to Teach
Step 4
Teach Your Section to Others 1 through 4
You’ve Been Evaluated – Now What? Use Results to Pump Up Professional Learning’s Potential
Stephanie Hirsh; Journal of Staff Development
April 2013; Vol. 34, No. 2
YOU’VE BEEN EVALUATED – NOW WHAT?
Reading/Teaching Assignments…
Everybody Beginning - Pages 38 - 39
Person 1
Reflect… - Page 39
Person 2
Collaborate… Page 40
Person 3
Engage… Page 40 - 41
Person 4
Use continuous… Page 41
Everybody Powerful Results Page 41
See Green Stapled Reading Packet
You’ve Been Evaluated – Now What? Use Results to Pump Up Professional Learning’s Potential
Stephanie Hirsh; Journal of Staff Development
April 2013; Vol. 34, No. 2
YOU’VE BEEN EVALUATED – NOW WHAT?
ASSIGNMENT
NOTES
Person 1
Person 2
Person 3
Person 4
See Green Activity Sheet
You’ve Been Evaluated – Now What? Use Results to Pump Up Professional Learning’s Potential
Stephanie Hirsh; Journal of Staff Development
April 2013; Vol. 34, No. 2
USING
FEEDBACK
TO
CATALYZE
IMPROVEMENT
Using Teacher
Evaluation
Results
❋ Have trigger points been established for using
evaluation results?
❋ Is professional development an integral components of
the evaluation cycle?
❋ Will teacher evaluation results be used to target
professional development activities?
❋ Are professional learning activities provided in a
manner that is supported by research?
❋ Have systems been established to evaluate
professional learning efforts?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Considerations
1. Will evaluation results be related to other
human resource efforts?
1. How can you strengthen the links between
evaluation results and professional
learning?
2. How will you evaluate the professional
learning?
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
LINKING
DOCUMENTATION
AND
FEEDBACK
(Resource)
THE POWER OF OBSERVATION
Learning Forward Reading Resource…
 The Power of Observation
5 Ways to Ensure Teacher Evaluations Lead to Teacher Growth
 Tool – Pre-Observation Map
 Tool – Questions to Help Evaluate the
Quality of Student Learning
The Learning Principal; Winter 2013; Vol. 8, No. 2
Learning Forward; Oxford, Ohio
THE POWER OF OBSERVATION
1. Identify two partners in the room – people beyond your
usual district or home group.
2. Find a location in the room to sit down.
3. Use the Think It Through strategy to read the article over the
next 20 minutes.
 Decide how far you will read as a group
 Read to the chosen stopping point
 Fill-in your Think It Through chart
 Share-discuss your chart
 Continue reading until you finish
The Learning Principal; Winter 2013; Vol. 8, No. 2
Learning Forward; Oxford, Ohio
See Yellow Reading Packet
THE POWER OF OBSERVATION – THINK IT THROUGH
What I Got…
What I Question…
The Learning Principal; Winter 2013; Vol. 8, No. 2
Learning Forward; Oxford, Ohio
Something to Think About…
See Yellow Activity Sheet