The Role of Teacher Evaluation in
Becoming a Highly Reliable School
District
The Kenai Peninsula Borough School District
Presentation to ASDN Spring Leadership Retreat
April 10, 2013
KPBSD’s Teacher Evaluation Journey
• Background-why did we make the change?
Dr. Steve Atwater, Superintendent
• How we made the change
Sean Dusek, Assistant Superintendent for Instruction
• Implementing the change
Melissa Linton, Principal Kalifornsky Beach Elementary
• Making it all work
Tim Peterson, Director of Human Resources
Putting your new evaluation system in
place, how do you feel?
Four Keys To A Highly Reliable School District
• Sustaining a commitment
to a dual bottom line
• Centralized procedural
control and
standardization
• Flexibility with situational
improvisation
• Combining opposite
operating modes
Teacher Evaluation, One Piece of the
Effective Instruction Puzzle
Professional
Development
Teacher Evaluation
Collaboration
Curriculum with
Embedded assessments
The Teacher Evaluation Piece Provides Focus
• Evaluation process helping to drive intentional instruction
• Commitment to training our principals
– inter rater reliability
• Unrelenting focus on 3c
• Evaluation process focuses our collaborative work
• Evaluation process driving professional development and
providing feedback on our curriculum/assessment
Getting Started
• KPEA and KPBSD – a partnership
• Committee work
– 4 teachers including KPEA president
– 3 principals
– 2 District Office
• Information
– Semi-annual surveys
– Administrator feedback
– Site Councils
– Board work sessions
• Upcoming changes
– More Board and community involvement
KPBSD Standard Model
Evaluation Process
1.
2.
3.
4.
5.
6.
7.
8.
Pre- Conference Training
Self-Reflection Conference
Classroom Walk-Throughs
Informal Observations
Pre - Observation Conference
Formal Observation
Post observation Conference
Evaluation Summary Conference
Getting closer
• Calibration
– Dedicated time at all administrator meetings
• Video
• Real evaluations – evidence
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–
–
–
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Utilize quality processes
Vocabulary
Focus on engagement
Decide what should be in narrative
Next steps
• Use our own teachers in videos
• Peer walkthroughs – structured
• Electronic observation gathering
Refinement
• Danielson model
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–
–
–
Fitting our needs and priorities
Condensing components and elements
Different for tenured and non-tenured
What makes sense for us….
• Student Learning
– Moving to 2 Domains
– Instruction and Learning/Growth
Structure of Refinement
• Instruction
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–
–
–
–
–
Culture of Learning
Planning and Preparation
Classroom Environment
Engagement
Reflection
Professional responsibilities
• Student Learning and Growth
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–
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Standardized assessment results
Common assessment results
Portfolios
Student Learning Objectives
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
1a
1b
1c
1d
1e
1f
2a
2b
2c
2d
2e
Demonstrating Knowledge of Content & Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Creating an Environment of Respect & Rapport
Creating a Culture of Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
The Danielson Framework for Teaching
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
Instructional implications of the CCSS were added in the 2013 edition of FfT
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
1a
1b
1c
1d
1e
1f
2a
2b
2c
2d
2e
Demonstrating Knowledge of Content & Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Creating an Environment of Respect & Rapport
Creating a Culture
Culture of
of Learning
Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Communicating with
Communicating
withStudents
Students
Using Questioning
Questioning and
and Discussion
DiscussionTechniques
Techniques
Engaging Students
Students in
in Learning
Learning
Using Assessment
Assessment in
in Instruction
Instruction
Demonstrating Flexibility & Responsiveness
The Framework for Teaching
Evaluation Tool
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•
•
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4 Domains
22 Components
76 Elements
Rubric descriptions for each level of
performance (LoP)
- Critical attributes that for each (LoP)
- Possible examples for each (LoP)
Danielson in the current climate
• Framework Evaluation Instrument, 2013
edition
• Major instructional implications and
themes of Common Core State Standards
Process
• Need
• KPEA - Buy in
• Teacher and administrator training
• Modules, key leaders at the schools
• http://www.kpbsd.k12.ak.us/departments.aspx?id=19400
• Committee
• Planning
• On Going
• Leaders – become co-facilitators and presenters
• Meetings
• Board of Education
Implementation
• Teacher Evaluation
for Continuous Growth
– Two distinct tools
– Kenai Model (Framework)
• Five year phase in
• Continue to change
– Teacher Enrichment Model
Challenges
• Time – Accountability
– Mandated Observations (Committee)
– Mandated Meetings (Committee)
• Culture Shift
– Continuous Growth Model – Added step
(Committee)
– Same old stuff
• Technology - Resources
– Lack of electronic support
• State Mandates
– Shifting target
Teacher Evaluation- One Piece of the Effective
Instruction Puzzle
BEFORE
NOW
Questions or Comments