Enhancing Professional Practice: A Framework for Teaching

Enhancing Professional Practice: AFramework for Teaching

Where do you fit?• Draw a picture or a design of anything you wish using each

symbol shown below: the TRIANGLE, the SQUARE, the CIRCLE, and the SQUIGGLE. Draw each of the symbols one time and also draw one symbol two times.

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We are attracted to shapes that mirror our personalities

A square…thrives in a stable environment with clear directions on what to do; is conservative and likes things orderly; if given a task, will work on it until it is finished, even if it is repetitiousand cumbersome; thinks logically, sequentiallyand collects data; has trouble making decisions;is an organizer

But if the square becomes a rectangle….you are a leader, decisive and able to focus on a goal. You enjoy learning new things and are confident about your opinions. You are the onlyshape who is not frozen

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A circle….is a people person; has no hard edges; is the shape with the most empathy, perception, and consideration for others; always makes sure peoplecommunicate and there is harmony; listensand communicates well; is a harmonizer

A triangle….is a leader; is decisive and able to focus on a goal; gets motivated by the accomplishment; looks at big-long termissues but might forget the details

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A squiggle …is off the wall and creative; feels best doing new and different things; gets bored with regularity;when given a task, comes up with bright, new ideas; dislikes the mundane and gets bored easily; is an innovator

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are creative, extroverted, and intuitive; reach out to others but are not always dependable

are always working towards something in a logical, systematic way

Who am I teaching?

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EE4NJ Teacher Evaluation System Goals

The NJDOE’s goals for a teacher evaluation system are to improve the effectiveness of all educators in New Jersey’s schools by• establishing a universal vision of highly effective teaching practice

based on a common language and clear expectations• implementing teacher practice measures that yield accurate and

differentiated levels of performance• providing teachers with targeted professional development

opportunities aligned to assessment and feedback to support their growth

• recognizing excellence, helping novice teachers and helping those experiencing difficulty

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Key Elements of an Effective Evaluation System

• Annual teacher evaluations based on standards of effective teaching practices

• Every teacher, regardless of experience, deserves meaningful feedback on teaching performance each year

• Multiple measures of teaching performance and student performance

• With student academic progress/growth as a key measure• Four summative rating categories that clearly differentiate levels of

performance; used in the summative (annual) evaluation only• highly effective, effective, partially effective, ineffective

• A link from the evaluation to professional development that meets the needs of educators at all levels of practice

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Pilot District Observation Requirements

External evaluator: must be appropriately trained and certified or demonstrated proof of mastery; must not be working in the school where he is observing

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Pilot Student Achievement Components

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Student Growth Percentile (SGP)

• Method to measure student growth from one year to the next• Year 1 students are grouped with those who scored in the

same range as they did• In year 2 their progress is evaluated by comparing it to how

others in their previous year’s group scored– higher, lower, or stayed the same

• Video http://survey.pcgus.com/njgrowth/player.html

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Pilot District Requirements for Summative Evaluation

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Additional Questions• How will Special Education teachers, specifically ICS teachers

be evaluated?• How will specialists be evaluated?• Will our lesson plans change as a result of this new evaluation

model?• How formal will the reflection process be?• Will teachers have input before the evaluation is written?• Can I have a “do-over”?• How can subjects without state tests show student growth?• How does this affect tenure?• How often will the committee report back to the faculty?

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Timeline January , 2013 Teaching practice instrument

November, 2012District Evaluation Advisory Committee (DEAC) ASAP (ongoing) Communicate for evaluation activities

Ongoing Establish awareness & support from the community

January, 2013Create & maintain webpage about evaluation January-August, 2013 Test and refine observation frameworks and rubrics for full implementation September

2013 June, 2013 Thoroughly train teachers on the teacher practice instruments August, 2013 Thoroughly train observers to ensure fair and consistent application of the instruments

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What to expectMANASQUAN PUBLIC SCHOOLS

CLASSROOM OBSERVATION REPORT

TEACHER: EVALUATION DATE: SUBJECT/GRADE: STATUS: Tenured EVALUATED BY:

NARRATIVE: SUMMARY

Planning and Preparation includes comprehensive understanding of the content to be taught, knowledge of the student’s background, and designing instruction and assessment.

The Classroom Environment addresses the teacher’s skills in establishing an environment conducive to learning, including both the physical and interpersonal aspects of the environment.

Instruction is concerned with the teacher’s skills in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn.

Professional Responsibilities is concerned with the teacher’s demonstration of his/her commitment to high ethical and professional standards and efforts to improve his/her practice.

YES NO

Lesson Plans: A. Consistently Submitted For Review B. Appropriate Format & Content

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Take a break!

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The Evaluation Instrument

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The Framework

In this framework, the complex activity of teaching is clustered into four domains of teaching responsibility and divided into 22 components of professional practice which is broken down into 72 smaller units. (Danielson, 2007) 18

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4 Domains22 Components76 Elements

Framework Vocabulary

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Evaluating Classroom Environment

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Reference pp. 32-39 in the Rubric Packet or p. 69 in Enhancing Professional Practice

Domain 2: Classroom Environment

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Evaluating Instruction

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Domain 3: Instruction

Reference pp. 54-57 in Rubric packet or p. 82 in Enhancing Professional Practice

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What does good teaching look like?

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1 2 3 4 5 6

CaciGillmettMorrisZdanowiczVan PeltVillano

CaravellaHarveyDavidsonKopecBilodeauCerto

TreneyMawnAbrahamDriscollBasamanHarper

GordonBattagliaWeisertFagenGrandinettiEldridge

MardenHeeterBossHawrylukHallionHyland

McKenzieO’ConnorLoboscoKackosKenny Kozic

7 8 9 10 11 12

WaldeyerElmsPriceMooreKooklinFenchel

HillmanGilbertLomasBuckleyReadMura

OnoratoHoffmanMartucciJ. FredaVoskianRadzinsky

FenlonMinutoliGlennSchwartzValentineTellone

BussRoachPappaLeeWasneskySantucci

M. FredaApostolouDeMuroCrowningJanuarioPuryear

What does good teaching look like?During a highly effective lesson, what would you as the observer

see and hear?The teacher…. The students….

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Where does it fit?Domain 1

Preparation & PlanningDomain 2

The Classroom Environment

Domain 4Professional Responsibilities

Domain 3Instruction

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BREAK28

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Exit Card• List 3 things you learned from this

workshop that helped you have a better understanding of the evaluation process

• List 2 questions or concerns you still have about the process that we should address

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