Teacher Lead Evaluator TrainingModule 3

Presenters:Dr. Carl BonusoFred CohenDr. Valerie D’AguannoDr. Robert Greenberg

WelcomeWhere have we been?Where have you been? Where are we going?

2

3

[The] essential message is not, “You arebroken and I am here to fix you.” Rather[the] message is “You are so valuable andworthy, our mission is so vital, and the

futurelives of our students are so precious, that

wehave a joint responsibility to one

another...”

Doug Reeves,

from Leading Change in Your Schools

Doug Reeves – you are not broken quote

4

Module 3 - AgendaAnalogy/Metaphor

◦ Shift keeps happeningSocial and Human CapitalCreate the environment for success

◦ Improve teacher development through observations

◦ Allow for PD decisions to be data-driven and differentiated

Video observations:◦ Use of rubrics to calibrate◦ Observable behaviors

Feedback and evaluation

5

“The only one who

truly likes change is

a wet baby.”

--Marcia Tate, “Sit and Get” Won’t Grow Dendrites, 2004

6

Elephant & Rider

7

Current EnvironmentNCLB (Challenge or Support)RTTT (Challenge or Support)APPR (Challenge or Support)

Our OptionsParadigm ShiftParadigm Perfection

Models (Paradigms) of Teaching Excellence from the PastSocrates (via Platonic Dialogues)Recent Literature—“Prime of Ms.

Brodie,” “Stand and Deliver” (Jaime Escalante), “Goodbye Mr. Chips” (Mr. Chipping), “Dead Poet’s Society” (John Keating), “To Sir with Love” Mark Thackeray

Recent Expertise from the Field—Hunter, Glickman, Marzano, Danielson

Models of Teaching Excellence Still Current TodayAll of the AboveEvery Administrator, Supervisor,

and Teacher in this Room

Table ExerciseOrganize the white and green

cards according to what you believe to be the most appropriate relationships.

13

Human Capital Supervision

Evaluation

Observation Protocols

Framework for Instruction

Induction Program

Continuous Cycle of Improvement

Teacher Rubrics

Competencies

Teaching Philosophy

Continuous Cycle of Improvement

Plan

Do

Study

Act

15

16

17

http://www2.smumn.edu/deptpages/~instructtech/lol/laurillard/

Framework for Instruction

Human Capital (Resources)What is human capital?

18

Social CapitalFeedback

Change

Reflection

Risk-taking

Collegial Conversation

Growth

Support

Data Driven PD

Social Capital◦What is social capital?

20

Social Capital Human Capital

Social Capital Human Capital

Teacher Performance

Student Outcomes

Social Capital Human Capital

Teacher Performance

Student Outcomes

AlignmentUsing your district mission

statement and/or board goals, align the Elements/indicators of your rubric with mission statement/goals◦Explain how the indicators will help

you achieve the goals

24

How to ruin a perfectly good employee…Start with a program review

◦ Fail to trust them. ◦ Be unclear in your expectations.◦ Constantly change rules and procedures.◦ Never praise, but always punish.

25

PRINCIPAL

26

Three High School Observations Scenario – As a new principal, in the building you have inherited this teacher. Review the three observations that took place last year in October, January and March.

-- What post-observation conferences could take place with the teacher after each observation?

-- Discuss the observations (write-ups).

27

Video 1- 7th Gr. ELAMr. Moodie

◦InstructionsHow can you apply this when you

go back to your district?

28

How can you both support and challenge (compliment and critique) Mr. Moodie in order to improve his performance and thereby produce positive student outcomes?

30

When is Feedback Most Effective?

When it…Helps inform a professional

dialogueIs based on evidence gathered

from observations and other dataPrompts self-evaluationDeepens the teacher’s learning

and professional development

From: A-Z Coaching. National Union of Teachers 31

General Format for FeedbackA brief thank you and thenStudent focused statement of support

The students ______ because you _______

Student focused statement of challenge

It’s important that students__________; in order to do that, try______

32

Keepers (3)What:Student FocusedThe students ______ because you _______Why:3:1 ratio is critical to promoting positive

and responsive school cultureIncreases the likelihood that teachers will

sustain effective practicesBuilds rapportIncreases likelihood teacher will hear and

respond to “polisher”

33

Polishers (1)What:Student Focused It’s important that students __________; in order

to do that, try ________Why:Limits focus for growth to manageable number

of tasksProvides clear teacher practice to improve

instructionProvides rationale for implementing

recommendationLinks rationale to student outcomes (keeps

focus on students)34

Video 2 - MathMs. Bushaw

Table discussion to follow

35

36

Organizing Teacher Data

Video 3What does a highly effective

teacher do?

38

39

Review & Moving Forward

40