Teacher Effectiveness
October 10 & 11, 2013
Facilitators:
Betsy A. Baker, Ed.D.
Susan J. Bickford, Ph.D.
1
Our Agenda



Overview of Educator Effectiveness
Making Connections to the Observation &
Practice Aspect of Teacher Effectiveness
A Closer Look at The Framework for
Teaching
◦ The Four Domains
◦ Five Rules for Supervision & Evaluation
◦ The Steps in the Formal Observation Process


Understanding of the Relationship Between
Observation and Evaluation
Suggestions for Further Growth, Practice, &
Support
Overview of
Educator
Effectiveness
3
Project Development - Goal

To develop a teacher effectiveness model
that:
 reforms the way we evaluate teachers
 identifies
critical components of
teacher training and professional
growth
4
Project Development - Background

$800,000 Gates Foundation grant to facilitate the
development of statewide policy, tools and processes to
evaluate teachers and principals in which student
achievement is a significant factor affecting
performance ratings

PDE is closely following the work of the Pittsburgh
Public Schools – PPS recipients of $40 million Gates
Foundation grant that is more comprehensive in scope
but similar in redesigning evaluation policy, tools and
processes
5
2010-2011 Pilot I Sites




Allentown School District
Cornell School District
Mohawk School District
IU5 – Northwest Tri-County
2011-2012 Phase II Sites
102 Pilot II LEA Sites
• Moshannon Valley Area School District
• West Branch Area School District
• State College Area School District
• Bellefonte Area School District
2012-2013 Phase III Sites
•
•
•
•
•
•
•
•
•
Bald Eagle
Curwensville Area
Glendale
Harmony Area
Moshannon Valley
Penns Valley Area
Central Intermediate Unit # 10
Keystone Central School District
Philipsburg-Osceola School District
6
Principal Effectiveness System in Act 82 of 2012
Effective 2014-2015 SY
Observation/ Evidence
Domains
1. Strategic/Cultural Leadership
2. Systems Leadership
3. Leadership for Learning
4. Professional and Community
Leadership
Building Level Data
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building
Level Data
15%
Observation
/ Evidence
50%
Correlation Data Based on
Teacher Level Measures
PVAAS
Correlation
between
Teacher PVAAS
scores and
Teacher
Elective Data/SLOs
Danielson
District Designed Measures and Examinations
rating
Nationally Recognized Standardized Tests
15%
Elective
Data/ SLOs
20%
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
7
Teachers Without Eligible PVAAS Score
Observation/Evidence
Building Level Data
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All
Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Effective 2013-2014
Effective 2013-2014 SY
Building Level
Data, 15%
Observation/
Evidence,
50%
Elective Data/SLOs
Elective Data,
35%
Optional 2013-2014 SY
Effective 2014-2015 SY
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local
8
Teachers with Eligible PVAAS Score
Teacher Effectiveness System in Act 82 of 2012
School Building Data
Effective 2013-2014 SY
Observation/Evidence
Effective 2013-2014 SY
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
School Building
Data, 15%
Teacher Specific
Data, 15%
Observation/
Evidence,
50%
Teacher Specific Data
PVAAS / Growth 3 Year Rolling Average
1. 2013-2014 SY
2. 2014-2015 SY
3. 2015-2016 SY
Elective Data/SLOs
Elective
Data, 20%
Optional 2013-2014 SY
Effective 2014-2015 SY
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
9
Non Teaching Professional Employee
Effectiveness System in Act 82 of 2012
Effective 2014-2015 SY
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Educational Environment
3. Delivery of Service
4. Professional Development
Student Performance of All Students in the
School Building in which the Nonteaching
Professional Employee is Employed
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
Student
Performance
20%
Observation/
Evidence
80%
10
Educational Specialists
CSPG #75-81
•
•
•
•
•
•
•
Dental Hygienist
Elementary School Counselor
Home and School Visitor
Instructional Technology Specialist
Secondary School Counselor
School Nurse
School Psychologist
11
Licensed Professionals?

Not Under the Authority of PDE

Use of Non-Teaching Instrument Will Be a
Local Decision for the Following:
◦ Occupational Therapist
◦ Physical Therapist
◦ Social Workers
◦ Behavior Specialists
12
Teachers with
Unique Roles & Functions
Gifted Teachers
 Special Education Teachers
 ESL Teachers
 Reading Specialists
 Early Childhood & Early Intervention
Teachers
 Career Technology Education Teachers
 Speech Language Pathologists
 School Librarians

13
Teaching vs.
Non-Teaching Professionals
To be considered a teaching professional, you
must be able to answer yes to the following two
questions:
◦ Are you working under your instructional
certification?
◦ Do you provide direct instruction to students
in a particular subject area or grade level?
14
Danielson Rubric
2007, 2011, 2013
 Applies
to all teachers, including
teachers with unique roles and
functions
 SAS site provides EXAMPLES, not
unique rubrics for teacher with
unique roles and function
15
EXAMPLES for Teachers with
Unique Roles and Functions
http://www.pdesas.org/Instruction/Frameworks
16
PDE 82-1
Classroom
Teacher
Rating
Tool
2013-14
17
Rating Teacher Effectiveness

Teacher Observation and Practice = 50%
◦
◦
◦
◦

Domain 1
Domain 2
Domain 3
Domain 4
Multiple Measures of Student Performance = 50%
◦ Building Level Score (SPP) = 15%
◦ Teacher Specific Rating (ex. PVAAS) = 0-15%
◦ Elective Rating (SLOs) = 35-20%
• For 2013-14
◦ 85% Observation & 15% SPP
18
50% Teacher Observation and Practice
2013-14 = 85%
Pre-Observation – Domain 1 and 4
2 days before: Teacher provides evidence using Lesson Plan Form
The goal is for the teacher to be Distinguished in Domain I, Planning and Prep.
Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning
During the Observation – Domains 1, 2 and 3
Evaluator arrives early – Walks the Walls
Evidence Collected during the lesson: Avoid Opinions
Evaluator provides Teacher with Evidence Collected during the Observation
Preparing for Post-Observation – Domains 1, 2, 3 and 4
Evaluator provides Teacher with Evidence Collected during the
Observation
Teacher self-assesses using highlighter and rubric –and gives to evaluator
Evaluator assesses and marks all agreed upon – leaves areas of concern
blank to discuss
(No need to discuss the areas of agreement; plan to talk about the areas of
concern only)
Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4
Teacher and Evaluator discuss agreed upon items
Evaluator invites teacher to discuss areas of disagreement
Teacher develops self-assessment summary
19
15% Building Level Data (SPP)
Effective 2013-14
20
0-15% Teacher Specific Data
Effective 2015-16

Teacher value-added reports for individual teachers by grade/subject/year using
a robust statistical report.

Teacher diagnostic reports for insight on effectiveness with students by
achievement level and subgroup.

Administrator summary reports for authorized users in a particular school or
district.

Drill down capacity to individual student-level projections based on classroom
rosters.

Teacher-level value-added reports require student-teacher linkages, which
capture the instructor(s) responsible for a student’s learning in the tested
grade/subject. It is critical that this linkage system provide accurate information
that is validated by individual teachers.

Web-based teacher reporting for PSSA grades 4-8 and Keystone Exams
21
20-35% Teacher Elective Data
Student Learning Objective (SLO)
Effective 2014-15
SLO is a process to document a measure of Educator Effectiveness
based on student achievement of content standards. SLOs are a
part of PA’s multiple-measure, comprehensive system of Educator
Effectiveness authorized by Act 82.
COMPONENTS:
1. Classroom Context
2. SLO Goal
3. Performance Indicators (PI)
4. Performance Measures (PM)
5. Teacher Expectations
22
Making Connections
to the
Observation and Practice
Aspect of the Teacher
Effectiveness System
23
Observation and Practice
Danielson’s
Framework for
Teacher Effectiveness
Model
-orDifferentiated Supervision
24
Formative Assessment
How much do we really know about the
Danielson Model?
Agree or Disagree
25
Having an Impact
If we want to impact student achievement
and growth…
• Then we must impact teaching and learning
• And of course, we know what good teaching
is…or do we?
26
Wisdom of Practice
Participant Materials
Worksheet #1, Page 2
What are the qualities of teaching
most tightly tied to student learning?
27
Danielson Framework
Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
28
A Framework for Teaching:
22 Components of Professional Practice
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
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 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
29
Identifying the Domains
Participant Materials
Worksheet #2, Page 3
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
30
Teacher Effectiveness Rubric

4 Domains
◦ 22 Components

4 Possible Ratings for Each Component
◦
◦
◦
◦
Failing
Needs Improvement
Proficient
Distinguished
31
Features of
A Framework for Teaching

Generic

Not a checklist

Not prescriptive

Comprehensive

Inclusive
◦ Applies to all grade levels, content areas
◦ Is evidence based/reflective
◦ Tells the “what” of teaching, not “how”
◦ Includes not just what we can see
◦ Addresses Novice to Master teacher
32
A Closer Look at
The Framework
for Teaching
33
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
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 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
34
Domain 3:
Instruction
3a:
Communicating with Students
3b:
Using Questioning and Discussion Techniques
3c:
Engaging Students in Learning
3d:
Using Assessment During Instruction
3e:
Demonstrating Flexibility and Responsiveness
35
Exploring Domain 3
Participant Materials
Worksheet #3, Page 4

Create a specific example of your
assigned component
For example, in Component 3a:
Ms.T says to Joey, “You dummy!”

Do not restate the rubric
36
Generalizing about
Levels of Performance
Participant Materials
Worksheet #4, Page 5

What do all the examples of Failing have in common?

What do all the Needs Improvement examples have
in common?

Proficient?

Distinguished?
37
Conclusions:
Levels of Performance

Failing: Potential for harm

Needs Improvement: Inconsistent, novice

Proficient: Consistent, competent

Distinguished: Unusually excellent, no one
“lives” here permanently in all components
38
Components of Domain 3:
Instruction

3a: Communicating with Student

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness
39
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
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 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
40
Domain 1:
Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
41
Component 1a:
Demonstrating Knowledge of
Content and Pedagogy
1.
Teacher wrote a scholarly article
2.
Lesson plans/structure/content/relevance
3.
Teacher explanation of probable Students’ misconceptions
4.
Teacher’s answers to student questions during class
5.
Teacher presented a workshop to faculty
6.
Teacher explains the structure of discipline prior to lesson
7.
Teacher tells observer how this lesson fits into the larger unit
8.
Teacher adjusts the lesson midstream based on Students’ misconceptions
9.
Teacher poses different levels of content questions during the lesson
10.
Teacher states how this lesson connects to content standards
42
Component 1a:
Demonstrating Knowledge of
Content and Pedagogy
1.
Teacher wrote a scholarly article
2.
Lesson plans/structure/content/relevance
3.
Teacher explanation of probable Students’ misconceptions
4.
Teacher’s answers to student questions during class
5.
Teacher presented a workshop to faculty
6.
Teacher explains the structure of discipline prior to lesson
7.
Teacher tells observer how this lesson fits into the larger unit
8.
Teacher adjusts the lesson midstream based on Students’ misconceptions
9.
Teacher poses different levels of content questions during the lesson
10.
Teacher states how this lesson connects to content standards
43
Lesson Plan
See Observation Process Tab
Tools for Teacher Evaluation Packet, Page 2
 Read
the Domain 1 questions.
 Why
are they important?
44
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
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 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
45
Domain 2:
The Classroom Environment
2a: Creating an Environment of Respect and
Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing the Physical Space
46
Concept Map
Participant Materials
Worksheet #5, Page 6
47
Concept Map
Domain 2:
Establishing a Culture for
Learning
Big Idea:
Classroom Environment
Component:
3C
Engaging Students in
Learning
UDL
Component:
4C
Communicating with
Families
Culturally
appropriate info
Component:
1B
Demonstrating
Knowledge of
Students
Student background
48
Focus Questions for Domain 2
Participant Materials
Worksheet #6, Page 7

Browse Domain 2 of your Rubric

Reflect and independently answer questions on
Worksheet #6

Table Share
49
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
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 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
50
Domain 4:
Professional Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional
Community
4e: Growing and Developing Professionally
4f: Showing Professionalism
51
Lesson Plan
Participant Materials
Worksheet #7, Page 8

Skim the rubrics in Domain 4

Have a table conversation about HOW these
components might impact student learning

Self Select an “expert” Group

Develop a Distinguished response for your
Component.
52
Uses of
A Framework for Teaching
Self-Assessment
 Reflection
 Peer Coaching
 Teacher Evaluation
 Mentoring and Induction
 Professional Growth Plans

53
Benefits of Using
A Framework for Teaching
Common Language
 Similar vision for good teaching and how it
can be improved
 Greater validity and reliability in the
teacher evaluation process
 Changes in novice thinking
 Opportunities for collaboration

54
5 “Rules” for
Teacher Supervision
and Evaluation
1.
2.
3.
4.
5.
Defensible definition of teaching
Differentiation of evaluative processes
Evidence-driven process
The role of teacher learning
Transparency
55
Overarching Question
Who does the thinking?
Therefore, who does the learning and
growing?
56
Rule # 1:
Defensible Definition of Teaching
Start with a
defensible definition
of good teaching that is studied, and
understood, by all stakeholders.
57
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Selecting Instruction Goals
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Assessing Student Learning
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
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
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
58
The Card Sort
1) Working independently, use a sticky note
to label each card with the Domain &
Component to which it is most closely
aligned
2) Share with a table partner to establish
consensus (See Answer Key)
3) Work with your group to determine the
Level of Performance for each scenario
59
Rule # 2:
Differentiation of Evaluative Process
Differentiate
the processes of evaluation for
novices, experienced teachers, and
teachers at risk.
60
Differentiated Supervision
Novice/Untenured
Experienced/Tenured
At-Risk
Very close observation
and assessment
Presumption of
professionalism
Not punitive
Formal and informal
observation of
teaching is key +
teacher interviews +
artifacts
Structured process
1/3yr. Other years:
informals + teacher
interviews+
professional goalsetting
Intensive, extensive
team-based support
based on persistent
unsatisfactory
performance in one or
more components
2 – 4 formal times per
year; multiple informal
observations
Professional GoalSetting: Choose from a
list of rigorous,
approved activities
Clear goals, outcomes,
evidence and timelines
anchor
No self-directed
activities
Activities produce
evidence which is then
evaluated
Designed for the
teacher who can, and
wishes, to improve
61
Differentiated Supervision

What would the process look like to include differentiated
supervision in our supervision model?
 Review of PDE Guidelines
 Collaboration with stakeholders (central administration, teacher association,
and school board)
 Development of differentiated supervision modes

How does a principal provide a summative evaluation of a
teacher in differentiated supervision?
 Act 82 states that all professional employees must be evaluated every year
and temporary professional employees must be evaluated at least twice a
year.
 The summative evaluation will be completed using the PDE Ratings Form.
62
Differentiated Supervision
(continued)

How do I obtain ratings for the four Danielson domains
since the teacher did not participate in clinical supervision
for that year?
 Data is reviewed on a yearly basis; therefore, much of that data can be used in
the four evaluative domains.
 If there is no data for a specific domain, then the score for that domain would
revert to the previous year’s evaluation. Remember, the teachers in
differentiated supervision have been rated proficient (satisfactory) in the
previous two years.

Are teachers within differentiated supervision still required
to develop Elective Data / SLOs?
 YES  Differentiated supervision is the observation side of the pie chart and
the Elective Data / SLOs are part of the multiple measures side of the pie.
63
Rule # 3:
Evidence Driven Process
Let evidence
-not opinionanchor the process.
64
Evidence
Evidence is a factual reporting of events.
It may include descriptions of teacher and
student actions and behaviors. It may also
include artifacts prepared by the teacher,
students or others. It is not clouded with
personal opinion or biases. It is selected
using professional judgment by the
observer and/or the teacher.
65
Bias or Preference?

Teaching you do not like is not necessarily
bad teaching.

Teaching can be highly successful in an
approach or style you would not have
personally chosen.

Watch the input of our bias or opinion in
good teaching.
66
Types of Observation Evidence

Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”

Descriptions of observed teacher or student behavior:
The teacher stands by the door, greeting students as
they enter.

Numeric information about time, student participation,
resource use, etc.:
Three students of the eighteen offer nearly all of the comments during discussion.

An observed aspect of the environment:
The assignment is on the board for students to do while roll is taken.
67
Evidence or Opinion?
The teacher has a warm relationship with the
students.
2. The teacher said that the South should have won the
Civil War.
3. The table groups were arranged in 2 x 2 pods.
4. The materials and supplies were organized well.
5. Wait time was insufficient for student thinking.
6. The teacher stated that students have learned to add
2-digit numbers in preparation for today’s lesson.
7. 6 students, questioned randomly, did not know the
day’s learning goals.
1.
68
Evidence or Opinion?
1.
2.
3.
4.
5.
6.
7.
The teacher has a warm relationship with the
students.
The teacher said that the South should have won the
Civil War.
The table groups were arranged in 2 x 2 pods.
The materials and supplies were organized well.
Wait time was insufficient for student thinking.
The teacher stated that students have learned to add
2-digit numbers in preparation for today’s lesson.
6 students, questioned randomly, did not know the
day’s learning goals.
69
Evidence vs. Opinion
Activity
Participant Materials
Worksheet #8, Pages 9-10
70
Evidence…Observation-based
Assessment: Process and Evidence
Process
Evidence
Pre-Observation
Domains 1 and 4
Standard Lesson Plan with
Components of Domain 1Evidence provided by Teacher
Observation:
Domains 1, 2 and 3
Standard Evidence Collection
Document – Shared with Teachers
Post-Teaching
Domains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics
and additions/correction of
evidence gathered
Collaborative Assessment
Domains 1, 2, 3 and 4
Evaluator Rubric and Teacher SelfAssessment Rubric
71
Step 1
Pre-Observation – Domains 1 & 4
• 2 days before: Teacher provides
evidence using Lesson Plan Form
• Teacher and evaluator discuss
evidence provided
• The goal is for the teacher to be
• Evaluator collects additional
Distinguished in Domain
I:
Planning
Pre-Observation – Domain
1 and
4
evidence
through
questioning
and Preparation
72
Practice
Participant Materials
Worksheet 9, Page 11
Watch the pre-observation conference
6th grade middle school math
 Add to the evidence on the Lesson Plan
form for Domains 1 and 4
 Write evidence only.

73
Step 2
The Observation: Domains 1, 2, & 3
• Evidence is collected during the
lesson (Avoid opinions)
• Evaluator arrives early – Walks the
• Evaluator provides teacher with
Walls
evidence collected during the
Pre-Observation – Domain 1 and 4
observation
74
Collecting Observation Evidence
(Domain 2 & 3)
Participant Materials
Worksheet 10, Page 12
Watch the lesson, 6th Grade Math.
 Collect evidence of what you see and
hear.
 If you aren’t sure where to write the
evidence, just write it.
 This is practice; relax.

75
Points about Evidence
All questions are not about 3b
 Engagement is about the nature of the
work and who does it
 Formative assessments should assess
whether EACH student met the
objectives.

76
Step 3
Preparing for Post-Observation –
Domains 1, 2, 3, & 4
• Teacher self-assesses and gives to
evaluator
• Evaluator assesses; identifies areas
of disagreement for discussion (No
need to discuss areas of agreement)
Pre-Observation – Domain 1 and 4
77
Middle School Math Observation
Participant Materials
Worksheet 11, Pages 13-17





Self-Assessment done by Middle School
Math teacher
Read carefully, at your table groups, react
to the teacher’s analysis of the evidence.
Where do you agree?
Where do you disagree?
Do not include your own opinions. Use
only evidence to support the ranking on
the rubric.
78
Mark Components of Agreement

DO mark the components of agreement on the
single copy of the rubric.

Do NOT mark components with which you are
not in agreement. Keep these in mind when
talking with the teacher.

Always let evidence, or the lack there of,
determine the level in the rubric.
79
Step 4
Post-Teaching Collaborative Assessment
Domains: 1, 2, 3, & 4
• Teacher and evaluator discuss
agreed upon items (ifPre-Observation
needed)
–• Domain
1 and
4
Teacher
develops
a self-assessment
summary
• Evaluator invites teacher to discuss
areas of disagreement
80
Post Observation Process

Greenberg video of post

Compare your assessment to that of
Greenberg and his observers
81
The Purpose of the
Post-Observation Conference

To discuss the components of difference
(not yet marked by observer)

To elicit any evidence that still remains to
be added about the lesson

To arrive at an assessment on the rubric
for components of difference.
82
Words NOT to Use in the
Post-Observation Conference
Defend
 Prove
 Argue
 Convince

Avoid language that suggests opposition or
that might bring about a defensive response
83
Language for the
Post-Observation Conference
Say more about. . .
 Comment on the evidence for. . .
 Let’s look at the rubric for. . .
 What is the best match for. . .
 What’s the backstory for. . .

84
Framing Suggestions
as Questions
Participant Materials
Worksheet #13 page 20
Change the comment to a question that
will elicit the correct response from the
teacher.
Who is to do the thinking?
 Who is to do the growing?

85
Rule # 4:
Teacher Learning Integral
Conduct evaluations
in such a way that they produce
teacher learning.
86
Paradigm Shift
Who Collects/Provides Evidence?
Both teacher and evaluator
Evaluation is not done TO you;
it is done with you and for you
87
Professional Learning
“Learning is done by the learner;
it is mental WORK.”
- Charlotte Danielson
Who does the mental work in your evaluation process?
(Overarching Question)
88
The Nature of Professional Learning:
Mental Work for Teachers
Reflection on practice
 Collaboration
 Self-assessment
 Self-directed inquiry (action research)
 Feedback based upon evidence

89
“Narrative-Free”Evaluation
The rubric contains the narrative
 Select the language that matches the
evidence
 The teacher participates in language
selection
 The highlighter is the tool
 A summative domain statement is
optional

90
Supporting Teachers Correctly
Directive
Collaborative
From evaluator to Back and forth
teacher
Immoral, illegal,
dangerous,
clueless
Drowning
Non-Directive
From teacher to
evaluator
Both have ideas to The teacher
contribute
deserves to take
the lead
Swimming
Championship
Swimming
91
Rule # 5:
Transparency
Teachers must learn the rubrics
and the process.
How might this happen in your setting?
92
Involving All Stakeholders
Many teacher evaluation systems fail due
to resistance that comes from the
perception that the evaluation system
resulted from the secret efforts of an elite
few.
93
Notification is NOT
Communication
Communication is two-way-not one-way
94
Post Teaching Conference
Observation Summary
See Observation Process Tab
Tools for Teacher Evaluation Packet, Page 4

What are the teacher’s strengths? (2
max.)

What are the teacher’s MOST
IMPORTANT areas for growth? (2 max.)

What are the steps to be taken to
heighten performance?
95
Walk-throughs
See Observation Process Tab
Tools for Teacher Evaluation Packet, Page 5
 Observational
(Domains 2, 3)
 Conversational
(Domains 1, 4)
96
Evidence…Observation-based Assessment:
Process and Evidence
See Observation Process Tab
Tools for Teacher Evaluation Packet, Page 8
Process
Evidence
Pre-Observation
Domains 1 and 4
Standard Lesson Plan with
Components of Domain 1Evidence provided by Teacher
Observation:
Domains 1, 2 and 3
Standard Evidence Collection
Document – Shared with Teachers
Post-Teaching
Domains: 1, 2, 3 and 4
Teacher Self-Assessment, Rubrics
and additions/correction of
evidence gathered
Collaborative Assessment
Domains 1, 2, 3 and 4
Evaluator Rubric and Teacher SelfAssessment Rubric
97
Reminder: Steps in the Process
•
•
•
•
•
•
•
•
Teachers get a copy of the evidence immediately following the
lesson
Teachers may add to the evidence
Teachers use the evidence to complete a self-assessment
Teachers assess the lesson by highlighting the appropriate rubric
phrases
Teachers provide this assessment to the observer in advance of the
post teaching conference
The observer review the teacher’s evidence prior to the post.
The observer highlights in a different color, on his/her rubric, the
components of agreement only prior to the post.
The observer leaves blank the components of difference prior to
the post conference (the evaluator highlights the component
numbers for easy reference).
98
Understanding
the Relationship
Between
Observation and
Evaluation
99
Revisit Your
Agree or Disagree Assessment

Do you wish to change any answers?

Report out results
100
Observation is Not Evaluation
Evaluation of teaching is the sum of a
number of observations, artifacts and
conversations that, together, provide a clear
picture of the teaching practice.
101
The Purpose of Teacher
Supervision and Evaluation

Professional Learning

Quality Assurance (Widget Effect)
102
Suggested Observation Cycle
Level II Teachers
Walk-through (Sept.)
Announced Observation (Oct. – Dec.)
Walk-through (Dec. – Jan.)
Unannounced Observation (Feb. – April)
Walk-through (April – June)
103
Suggested Observation Cycle
Level 1 Teachers
Cycle 1
Walk-through (Sept.)
Announced Observation (Oct.)
Walk-through (Nov.)
Walk-through (Dec.)
Cycle 2
Walk-through (Jan.)
Unannounced Observation (Feb.)
Walk-through (Mar.)
Walk-through (Apr.)
Walk-through (May - optional)
104
105
Rating Teacher Effectiveness

Teacher Observation and Practice = 50%
◦
◦
◦
◦

Domain 1
Domain 2
Domain 3
Domain 4
Multiple Measures of Student Performance = 50%
◦ Building Level Score (SPP) = 15%
◦ Teacher Specific Rating (ex. PVAAS) = 0-15%
◦ Elective Rating (SLOs) = 35-20%
• For 2013-14
◦ 85% Observation & 15% SPP
106
Electronic Rating Tool
http://www.portal.state.pa.us/portal/se
rver.pt/community/educator_effective
ness_project/20903
107
Suggestions
for Further
Growth,
Practice, &
Support
108
PowerPoint & Resources
CIU10 posts current resources and information
under the Leadership link on our website:
http://www.ciu10.com
109
Building Evaluator Reliability

Reliability refers to similarity of
conclusion/consistency

Consistency is a function of consensusbuilding activities

Evaluators must practice consensus
building activities regularly
110
Professional Development
http://www.pdesas.org/
111
Questions?
bbaker@ciu10.org
sbickford@ciu10.org
112