The Role of Teacher Evaluation in Becoming a Highly Reliable School District The Kenai Peninsula...
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The Role of Teacher Evaluation in Becoming a Highly Reliable School
District
The Kenai Peninsula Borough School District
Presentation to ASDN Spring Leadership RetreatApril 10, 2013
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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 changeMelissa Linton, Principal Kalifornsky Beach Elementary
• Making it all workTim Peterson, Director of Human Resources
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Putting your new evaluation system in place, how do you feel?
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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
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Teacher Evaluation, One Piece of the Effective Instruction Puzzle
Collaboration
Professional Development
Teacher Evaluation
Curriculum with Embedded assessments
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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
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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
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KPBSD Standard Model Evaluation Process
1. Pre- Conference Training 2. Self-Reflection Conference3. Classroom Walk-Throughs4. Informal Observations5. Pre - Observation Conference6. Formal Observation7. Post observation Conference8. Evaluation Summary Conference
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Getting closer• Calibration– Dedicated time at all administrator meetings
• Video• Real evaluations – evidence
– 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
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Refinement
• Danielson model– 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
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Structure of Refinement• Instruction
– Culture of Learning– Planning and Preparation– Classroom Environment– Engagement– Reflection– Professional responsibilities
• Student Learning and Growth– Standardized assessment results– Common assessment results– Portfolios– Student Learning Objectives
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Domain 3Instruction
Domain 2Classroom Environment
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 4Professional Responsibilities
Domain 1Planning and Preparation
Domain 4Professional Responsibilities
4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
Domain 1Planning and Preparation
1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment
The Danielson Framework for Teaching
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Domain 3Instruction
Domain 2Classroom Environment
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 4Professional Responsibilities
Domain 1Planning and Preparation
Domain 4Professional Responsibilities
4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
Domain 1Planning and Preparation
1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment
Instructional implications of the CCSS were added in the 2013 edition of FfT
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The Framework for TeachingEvaluation Tool
• 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)
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Danielson in the current climate
• Framework Evaluation Instrument, 2013 edition
• Major instructional implications and themes of Common Core State Standards
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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
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Implementation
• Teacher Evaluation for Continuous Growth
– Two distinct tools – Kenai Model (Framework)• Five year phase in• Continue to change
– Teacher Enrichment Model
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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
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Teacher Evaluation- One Piece of the Effective Instruction Puzzle
BEFORE NOW
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Questions or Comments