Central ColumbiaTeacher

Observation/Evaluation

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2013-14

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EVALUATION

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SUPERVISION

Fundamental Differences

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• PURPOSE• RATIONALE• SCOPE• RELATIONSHIP• DATA FOCUS• EXPERTISE• TEACHER PERSPECTIVE

Purpose

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• Supervision• An organizational

function concerned with promoting teacher growth, whatever that current level is, and, as a consequence, improving student learning.

• Evaluation• An organizational

function designed to make comprehensive judgments about performance/minimal competence for personnel decisions such as tenure or continuing employment.

Rationale

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• SUPERVISION• Teaching is a complex,

multi-faceted activity that can be better understood by two professionals collaborating to solve problems.

• EVALUATION• The state has an

obligation/mandate to protect children/adolescents from being harmed.

Scope

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• Supervision• The scope of

supervision can and should be narrow and focused on one teaching standard salient to student learning & teacher interest/ownership.

• Evaluation• Global and

comprehensive, looking at both instructional and non-instructional duties, e.g., Danielson’s 4 domains.

Relationship

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• Supervision• Collegial and trusting,

with both partners working together to do what is best for kids.

• Evaluation• Hierarchical because

the evaluator must be able to make objective and often difficult judgments about a teacher’s performance.

Data Focus

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• Supervision• Should be

individualized and and differentiated to meet the needs of the teacher, e.g., selective verbatim of discipline statements or questioning techniques.

• Evaluation• Must be uniform,

standardized and due process- oriented. Everyone in the same job category must be evaluated by the same criteria.

Expertise

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Supervision• Expertise is shared. Both

partners bring different knowledge and skills to the process. No one knows the curriculum and the individual students more so than the teacher.

Evaluation•The evaluator has more expertise. By law, only certificated personnel can perform evaluations. This implies special training.

Perspective

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Supervision•Teachers are free to take risks, to experiment, and to try out new strategies and techniques with support from the supervisor. Again, the trust factor is paramount.

Evaluation•Teachers see the evaluator as a drama critic. They need to put their best foot forward and “wow” the audience!

Our Focus

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Evaluation

A REVIEW FROM JUNE…A Framework for Teaching

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 3: Instruction•Communicating Clearly and

Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

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 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

Off Stage On Stage

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Observation-Based Assessment

Process Evidence

1. Pre-Observation: Domain 1-Planning and Prep Domain 4-Professional Resp.

Evidence of Domain 1 and 4 Form

2. Observation: Domain 1-Planning and Prep Domain 2-Classroom Environ. Domain 3-Instruction

Evidence of Domain 2 and 3 Form

3. Post-Teaching: Domain 1-Planning and Prep Domain 2-Classroom Environ. Domain 3-Instruction Domain 4-Professional Resp.

Teacher Self-Assessment Rubric and addition/correction of evidence to Evidence of Domain 2 and 3 Form

4. Post-Observation/Collaborative Assessment: D1, D2, D3, D4

Evaluator Rubric and Teacher Self-Assessment Rubric

5. Walkthrough ??????

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A Framework for Teaching:Components of Professional Practice

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

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

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Domain 1: Planning and PreparationDomain 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

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Component 1a: Demo. Knowledge of Component 1a: Demo. Knowledge of Content/PedagogyContent/Pedagogy

1. Teacher wrote a scholarly article

2. Lesson plans/structure/content/relevance

3. Teacher explanation of probable Ss 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 Ss misconceptions

9. Teacher poses different levels of content questions during the lesson

10. Teacher states how this lesson connects to content standards

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Component 1a: Demo. Knowledge of Component 1a: Demo. Knowledge of Content/PedagogyContent/Pedagogy

1. Teacher wrote a scholarly article

2. Lesson plans/structure/content/relevance

3. Teacher explanation of probable Ss misconceptions

4. Teacher’s answers to student questions during class5. 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 Ss misconceptions

9. Teacher poses different levels of content questions during the lesson

10. Teacher states how this lesson connects to content standards

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A Framework for Teaching:Components of Professional Practice

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

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

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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

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Domain 4 and Student LearningDomain 4 and Student Learning

Skim the rubrics in Domain 4.

Have a table conversation about HOW these components might impact

student learning.

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A Framework for Teaching:Components of Professional Practice

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

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

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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

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A Framework for Teaching:Components of Professional Practice

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

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

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Domain 3

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

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Specific Examples of Domain Specific Examples of Domain Two and threeTwo and three

• Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!”

• Do not restate the rubric: Ms. T is rude to a student.

• Share with the person next to you.

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Central Columbia Evaluation

Plan

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PRE-OBSERVATION CONFERENCE:•Evaluator sets up Observation Date and Time with teacher being observed•Evaluator sets up Pre-Observation Conference Date and Time with teacher being observed•THREE days prior to the Pre-Observation Conference Evaluator sends Evidence of Domain 1 and 4 Form to teacher being observed•Teacher completes and returns to evaluator•Teacher and Evaluator discuss lesson in conference

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OBSERVATION:•Evaluator conducts Observation by documenting ALL activity during lesson•Evaluator cuts and pastes evidence from observation onto Evidence of Domain 2 and 3 Form•BY THE NEXT MORNING, evaluator sends•Evidence of Domain 2 and 3 Form and Danielson Rubric the following to the teacher•Teacher highlights rubric using form and returns to the evaluator

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POST-OBSERVATION CONFERENCE:•Evaluator prints out teacher rubric in color.•Evaluator puts an “A” for agree next to highlights he/she agrees with, and highlights in a different color the statements disagreed with.•The differing statements are used as the focus of the teacher’s post-observation conference.•The Teacher and Evaluator set one goal to be the focus of a future walk-through

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POST-OBSERVATION WALK THROUGH:

Stay tuned…

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Central ColumbiaDifferentiated

Supervision

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Teachers Participating…

• Must have tenure, be permanently certified, and have a minimum of 3 years of experience in his/her current position.

• Must have received satisfactory ratings on the PDE 426 or 5501 3 years prior to this year.

• Must be on the list of teachers participating each year.

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Requirements…

• Submit an action plan to his/her immediate supervisor for review and approval by the third Friday in September of the current school year.

• Responsible for collection, analysis, and submission of all data agreed to in the action plan.

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• Complete and submit to his/her immediate supervisor a self-evaluation/reflection of the action plan at the end of each semester.

• Successful completion of the plan will result in a Satisfactory rating on Domain 4 of the Danielson Teacher Effectiveness Instrument

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Within a 4 year period, the teacher will cycle into Formal Observation for a 1 year period. At the end of this one year period,

the teacher will cycle back into the Differentiated Supervision mode.

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Required Forms…

• Appendix B: Individual Action Plan• Appendix C: Evidence Collection• Appendix D: Mid-Year Review• Appendix E: Individual Action Plan

Reflection

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We’re all in this together…

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