Nassau BOCESAugust, 2011

APPRTeacher Evaluation Training

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Introductions

Educational Administrator

Years in Education

Dr. Carl Bonuso Many, many years

Fred Cohen Many, many, many years

Dr. Harriet Copel Many, many years

Dr. Valerie D’Aguanno Many years

Dr. Ronald Friedman Many, many, many years

Dr. Robert Greenberg Too many, many years

Patricia Koehler Many, many years

Solve for X

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Working Agreement Be present: minds and hands-on all day Respect time boundaries Recognize the need for quiet while

working Use electronics respectfully and

appropriately when prompted Return to large group attention when

signaled

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Teacher Evaluation CohortsSeptember

Cohort Team

A Drs. D’Aguanno/Greenberg

B Cohen/Dr. Copel

C Drs. D’Aguanno/Bonuso

D TBD-working out the schedule

E TBD-working out the schedule

S Dr. Greenberg

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Why are we here?

Mission › Chapter 103 of the laws of 2010

Implementation › Connecting legal changes to practice and

learning Approach

› Collegial understanding of adapting regulations to good classroom practice

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Overarching Workshop ObjectivesDays 1 & 2

• Understand the legal and policy context for the changes in teacher evaluation

• Understand how a common language creates and supports professionalism and a culture for learning

• Understanding the relationship between research and the rubric criteria

• Review Common Core State Standards, Teaching Standards and the rubrics by which the teaching standards are assessed

• Use observation skills to focus on• Evidence Collection• Alignment of evidence with Standards

• Collaboration with colleagues

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DAY 1 AGENDA

• Introductions• Objectives and Agenda Review• Brief Review of the CCSS in ELA & Mathematics

• What do administrators need to know?• How will instruction be changing in the classroom?• Shifts in Instruction• What does the Commissioner say about the CC?

• Talking w/teachers about data and instruction• The Wisdom of Practice

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What’s the Big Idea? Biblical scholar Hillel asked to give the essence of

the Old Testament while standing on one foot. Do not do unto others that which is hateful to you. All the rest is commentary. Fred Cohen asked to “tweet” the essence of this

presentation. SED has adopted a deeper, richer curriculum, wants

teachers to use evidence (data) to assure it is learned, and administrators and supervisors to use evidence to assure that teachers are teaching it effectively.

All the rest is our legal obligation to incorporate this complexity into our daily administrative and supervisory practice!!!!!

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Analogies & Mental Models

In Flight

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Analogies & Mental Models

In Flight

The Saber Tooth Curriculum› Table Talk

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Shift Happens!

Brief overview of the CCLS in ELA and Mathematics

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CCLS - ELA3 part model for measuring text

complexity

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Reading

Grade Band

Old Lexile Level

Lexile Aligned to the CCR

Expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

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6 Shifts in ELA

PK-5 Balancing

Info & Lit Text

6-12 Building Knowledge in

Disciplines

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

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Six Shifts in ELA

1.Balancing informational & Literacy Text2.Building Knowledge In the Disciplines3.Staircase of Complexity4.Text-based Answers5.Writing from sources6.Academic Vocabulary

1&2 Non-fiction TextsAuthentic Texts

3 Higher Level of Text ComplexityPaired Passages

4&5 Focus on command of evidence from text: rubrics and prompts

6 Academic Vocabulary

Common Core AssessmentsCommon Core Implications

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Commissioner King, Literacy and PracticeengageNY – Commissioner King

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Commissioner King, Literacy and Practice

TABLE TALKQ – What does “starting” look like in your district?

Q – How can districts “find the time” to develop one CC aligned unit each semester?

Q – What is the best way to disseminate messages about the new teacher evaluation system?

engageNY – Commissioner King

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Reading - Standard 10 as noted in Appendix A

K

•Actively engage in group reading activities w/purpose & understanding

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•W/prompting & support, read prose & poetry of appropriate complexity

2

•By EOY, read & comprehend literature in grades 2-3 text complexity band proficiently w/ scaffolding

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Reading - Standard 10

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•By EOY, read & comprehend literature in grades 4-5 text complexity band proficiently w/scaffolding

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•By EOY, read & comprehend literature at the high end of grades 4-5 band independently and proficiently

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•By EOY, read & comprehend literature, history/social studies texts, science/technical tests, in grades 6-8 band proficiently w/ scaffolding

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Reading – Standard 10

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•By EOY, read & comprehend literature, , history/social studies texts, science/technical tests, in grades 6-8 band proficiently w/ scaffolding at the high end of range

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•By EOY, read & comprehend literature, history/social studies texts, science/technical texts, at the high end in grades 6-8 band independently and proficiently

9-10

•By the end of grade 9, read and comprehend literature, history/social studies, science/technical texts in grades 9-10 band proficiently w/scaffolding at the high end of range

•By the end of grade 10, read and comprehend literature, history/social studies, science/technical texts at the high end of grades 9-10 band independently and proficiently

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Reading – Standard 10

11-12

•By the end of grade 11, read and comprehend literature, history/social studies, science/technical texts in grades 11-CCR band proficiently w/scaffolding at the high end of range•By the end of grade 12, read and comprehend literature, history/social studies, science/technical texts at the high end of grades 11-CCR band independently and proficiently

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Reading TypesGrades

Literature Informational

K-2 50% 50%

3-5 50% 50%

6-12 30%-fiction-poetry-drama-Shakespeare

70%“substantially more literary non-fiction”-essays-speeches-opinion pieces-biographies-journalism-historical-scientific-contemporary events-nature-the arts-Founding Documents

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Writing

Argument – persuasion› Defend with evidence from text› History/social studies – interpretation &

judgments with evidence from multiple sources

› Science – claims and conclusions that answer questions or address problems

› K-5 – opinion = argument

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Writing

Informational/Explanatory› Information to provide data› Explanatory – clarification› Wide array of genres including academic

genres (scientific/historical reports/summaries)

Narrative › Experience – real, imaginary – to inform,

instruct persuade or entertain

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Focus on Writing

Level Argue Explain/Inform

Narrative

Elementary 30% 35% 35%

Middle School 35% 35% 30%

High School 40% 40% 20%These forms are not independent. Informing and arguing rely on using information or evidence drawn from texts.

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Speaking & ListeningListening and Reading Comprehension by Age

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Reading Activity

Gettysburg Activity› Table Talk: From an administrative

viewpoint, how will the classroom look different?

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Shift Happens - Mathematics

Changes in the CCLS for Mathematics

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What does it all mean?

Shifts in Mathematics

1. Focus2. Coherence3. Fluency4. Deep Understanding5. Application6. Dual Intensity

1 Intense Focus

2 Linking Back

4, 5, 6 Mathematical Modeling

Common Core Assessments

Common Core Implications

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Shifts in MathematicsGrade 2005 2010K K.OA.5 - Add/subtract fact families within 51 1.N.28 - Add/subtract fluency to 10 1.OA.6 - Add/subtract fact families within 10

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2.N.17 - Fluency to 182.N.16 - Add/subtract two-digit numbers, emphasis to 100

2.0A.2 - Add/subtract within 20, mentally2..5 - Add/subtract within 100, pencil and paper

33.N.18 - Add/subtract three-digit numbers, emphasis to 1000

3..2 - Add/subtract within 10003.OA.7 - Multiply/divide within 100

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4.N.14 - Add/subtract up to 10,0004.N.18 - Multiply two-digit by one-digit numbers, 4.N.19 - Multiply two-digit by two digit

4..4 - Add/subtract within 1,000,0004..5 - Multiply four digits by one-digit, multiply two two-digit numbers

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5.N.16 - Multiply three-digit by three-digit numbers5.N.17 - Divide one three-digit by one-digit numbers5.N.23 - Add/subtract/multiply/divide decimals to thousandths

5..5 - Multi-digit multiplication5..6 - Find quotients up to four-digit dividends and two-digit divisors 5..7 - Add/subtract/multiply/divide decimals to hundredths

6 6.N.3 - Distributive property

6.NS.2 - Multi-digit division 6.NS.3 - Multi-digit decimal operations 6.NS.4 - Use distribute property with whole numbers

77.A.4 - Solve multi-step equations … use distributive

7.EE.4 - Solve equations of the form px + q = r and p(x + q) = r where p, q, and r are rational numbers

88.EE.8 - Solve pairs of simultaneous linear equations

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Gaps & OverlapsConcept / Skill 2005 NYS Core

Curriculum 2010 Common Core

Number Systems:Decimals - Comparing & Ordering

4.N.11- Decimal notation to hundredths4.A.2 - Compare decimals to hundredths using <, >, =; using visual models is part of the process strands (4.R.3)

5.N.8 - Read, write and order decimals to thousandths5.N.10 - Compare decimals using <, >, or =

4.NF.6 - Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.34.NF.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.35..3a –Read and write decimals to thousandths.5..3b - Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols

Number Systems:Percents - Meaning of

5.N.11 - Understand that percent means part of 100, and write percents as fractions and decimals

Not addressed 6.RP.3c - Find a percent of a quantity

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Shifting to the Classroom

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Wisdom of Practice

Imagine you are in the classroom of a highly effective teacher:› What would you see?› What would you hear?› What would the students be doing or saying?

Individually, write one idea per post-it note.

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Standard 1Knowledge of StudentsAnd Student Learning

Standard 2Knowledge ofContent andInstructional Planning

Standard 3Instructional Practice

Standard 4Learning Environment

Standard 5Assessment forStudent Learning

Standard 6Professional Responsibilities

Standard 7Professional Growth

New York State

TeachingStandards

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Planning and Preparation(Pre-observation)

Standard 1: Knowledge of Students & Student Learning• Knowledge of child development• Knowledge of research…• Knowledge of diverse learning needs• Knowledge of individual students• Knowledge of economic, social• Knowledge of technological literacy…

Standard 2: Knowledge of Content & Instructional Planning• Knowledge of content…• Connect concepts across disciplines…• Uses a broad range of instructional strategies• Establishes goals & expectations• Designs instruction• Evaluate / utilize resources

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Instruction (Observation)

Standard 3: Instructional Practice• Research-based practices• Communicates clearly…• High expectations…• Variety of instructional… to engage student• Engage students in multi-disciplinary skills• Monitor and assess progress

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Classroom Environment(Observation)

Standard 4: The Learning Environment• Creates a respectful, safe and supportive

environment• Creates an intellectually stimulating environment• Manages the learning environment• Organize and utilize available resources (e.g. physical

space, time, technology…)• Standard 5: Assessment for Student Learning

• Range of assessment tools• Understand, analyze, use data for differentiation*• Communicates assessment system*• Reflect upon assessment system and adjust*• Prepare students for assessments

* - assessed through “multiple measures”

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Professional Responsibilities(Post-observation)

• Standard 6: Professional Responsibilities• Upholds standards and policies• Collaborate withcolleagues• Communicate & collaborate with families• Perform non-instructional duties• Complies withlaws and polices

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Professional Growth(Post-observation & ongoing)

Standard 7: Professional Growth› Reflect on practice› Set goals for professional development› Communicate and collaborate to improve practice› Remain current in knowledge of content and pedagogy

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Aligning Evidence to the NYSED Teaching Framework

 

Table Talk: Using knowledge of the Teaching Standards, when you observe a lesson, what evidence do you see of learning?

Re-sort your table’s post-it notes as appropriate to the standard, element and indicator

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Performance Indicators

NY State Teaching Standards Vocabulary

Knowledge of Students & Student Learning

Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels.

A) Describes developmental characteristics of students

StandardsSummary statements

Elements

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How Do We Observe and Evaluate Teacher

Performance Relative to the Seven NYS Teaching

Standards?

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State Approved Rubrics

1. Danielson's Framework for Teaching - ASCD Model

2. Danielson's Framework for Teaching - Teachscape3. Marzano's Causal Teacher Evaluation Model4. NYSTCE Framework for the Observation of

Effective Teaching - Pearson5. NYSUT - Teacher Practice Rubric

Approved rubrics:http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/home.html

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Sample Rubric

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Common Themes Across the State Approved Rubrics or Frameworks

• Equity• Cultural competence• High expectations• Developmental appropriateness• A focus on individuals, including those

with special needs• Appropriate use of technology• Student assumption of responsibility

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The students should be working harder than the teacher.

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The Learning is done by the LEARNER

• Cognitive Engagement• Constructivist Learning• 21st Century Skills

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Building Understanding of the Learner – Text jigsaw

Discuss the Reading with your colleagues1. Conley, D. (2011). “Building on the Common Core.” Educational

Leadership. Alexandria, VA: ASCD. (pages 16-20)2. An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A.

Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony. Boulder, CO: Westview Press (Pages 30-31)

3. Excerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling. Making the Connection.” Phi Delta Kappan: 697-702, May ; and “Constructivist Processes and Education” From William F. Brewer, on-line at Education Encyclopedia, Learning Theory: Constructivist Approaches.

Discussion question: How do these texts inform your understanding of the Learner?

Whole group debrief

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Priorities of the Frameworks

Cognitive Engagement› “Effective” = students must be

cognitivelyengaged › “Highly Effective” = cognition, meta-cognition,

and student ownership of their learning Constructivist Learning

› Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge.

21st Century Skills› Effective and Highly Effective practice must plan

for and have evidence of application of college career-readiness skills and dispositions

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HEDILevel State

AssessmentsLocal Measures 60% Other

Measures

Ineffective Results are well-below State average for similar students (or district goals if no State test).

Results are well-below district or BOCES-adopted expectations for growth or achievement of student learning for grade/subject

Overall performance and results are well below standards.

Developing Results are below State average for similar students (or district goals if no State test).

Results are below district or BOCES-adopted expectations for growth or achievement of student learning standards for grade/subject.

Overall performance and results need improvement in order to meet standards.

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HEDILevel State

AssessmentsLocal Measures 60% Other

Measures

Effective Results meet State average for similar students (or district goals if no State test).

Results meet district or BOCES-adopted expectations for growth or achievement of student learning for grade/subject

Overall performance and meet standards.

Highly Effective

Results are well-above State average for similar students (or district goals if no State test).

Results are well-above district or BOCES-adopted expectations for growth or achievement of student learning standards for grade/subject.

Overall performance and results exceeds expectations.

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Ineffective– Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention

Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance

Levels of Performance

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Effective- Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.

Highly Effective– Classroom functions as a community of learners with student assumption of responsibility for learning.

Levels of Performance

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Levels of Performance and Student Achievement – Research

Research Findings from Cincinnati (National Bureau of Economic Research,

2010)• Teachers have substantial effect on

student achievement• Correlation between FFT based evaluation

and student achievement• Evaluation using the FFT found:

– Unsatisfactory and Basic: students had lower gains than expected

– Proficient: students made expected gains– Distinguished: students made positive, and greater than

expected gains

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Reviewing the Levels of Performance

Read the descriptors for Element III.4 of the rubric

Highlight the words / phrases that distinguish the differences among the levels of performance

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Engagement in ActionVideo observation:• Observe what students are doing

that shows evidence of cognitive engagement, constructing meaning, or college-readiness.

• Collect evidence from the video, be prepared to share your evidence later.

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Observing and Evaluating Practice

The dos and don’ts…

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Teacher Evaluation - Purposes

Quality Assurance

Professional Learning – Improving teacher quality

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Teacher Evaluation

What’s wrong with teacher evaluation? Why hasn’t it traditionally resulted in

professional growth? What conditions support professional

growth?

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Three “Gates” for Effective Teacher Evaluation

Fairness

Reliability

Validity

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Best Practices in Observing

Observers must understand the Criteria

Observers must have a focus on constructing meaning

through cognitive engagement

Observers must be able to identify appropriate data

(evidence) to paint an accurate picture of

educators’ work

Observer must understand the process including it’s

intent or purpose.Observer must follow process with fidelity,

engaging the educator in discussion along the wayObserver must maintain consistency and fairness

from educator to educator

Observer must align evidence to appropriate

componentObserver must level evidence accuratelyObserver must have sufficient evidence to

support ratingObserver must have skill in

engaging educator in conversation around level

and direction for future

Basis for observation– Knowledge of the criteria

Plan for gathering data – Fidelity to process and procedures

End result – Quality of the product

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Best Practices in Evaluations

Quality of work – rubric based criteria

Student progressState Assessment

Benchmark assessments

Common assessmentsTeacher-made assessments

Processes and procedures for

gathering information about quality of work

Procedures for gathering information about student progress

Student learningTeacher ratingDirection for

professional growthDetermination of

employmentCompensationCareer ladder

Basis for evaluation

Plan for gathering data

End result

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Effective Teacher Evaluation - Research

Six Best Practices 1) Annual Processes, 2) Clear, rigorous

expectations, 3) Multiple measures. 4) Multiple ratings, 5) Regular feedback, 6) Significance› From Teacher Evaluation 2.0

http://www.tntp.org/index.php/publications/issue-analysis/teacher-evaluation-2.0/

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Closure

Questions?

Plus/Delta› What worked?› What could be improved?

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Day 2 Agenda

• Plus/Delta• Objectives and Agenda Review• Observation Skills• Observing Practice – Baseline• Debrief the Day

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Shifting the View

Man on Fire – Data informs practice

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Shifting the View

Man on Fire – Data informs practice

Table Talk – What made Creasy’s analysis effective?

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Shifting the View

Man on Fire – Data informs practice

Table Talk – What made Creasy’s analysis effective?

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Evidence

Evidence is a factual reporting of events.

› It may include teacher and student actions and/or behaviors.

› It may also include artifacts prepared by the teacher, students, or others.

› It is not clouded with personal opinion or biases.

› It is selected using professional judgment by the observer and / or the teacher.

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Types of Observation Evidence

Verbatim scripting of teacher or student comments:

“Bring your white boards, markers and erasers to the carpet and sit on your

square.” Non-evaluative statements of observed teacher or

student behavior:Teacher presented the content from the front of room.

Numeric information about time, student participation, resource use, etc.:

[9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29

An observed aspect of the environment:Desks were arranged in groups of four with room to walk

between each group.

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What is Evidence? - Review

• Actions, by teacher or students

• Statements or questions, by teacher or students

• Observable features of the classroom

• Review the evidence collected previously – is it evidence? Or opinion?

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Evidence vs. Opinion…• Today’s activities are an extension of the math

unit.• The pacing of the lesson was slow, allowing for

student restlessness, disengagement, and disruptive behavior.

• The new table arrangement encourages concentration and controlled interaction with students.

• The teacher clearly has planned and organized for maximum effect.

• As the activity progressed students started calling out, “What should we do next?”

• The last activity discussed on the key scene was rushed.

• The teacher said the Civil War was a tragedy for the U.S. civilization.

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Bias

Definition:Attaching positive or negative meaning to elements

in our environment based on personal or societal influences that shape our thinking.

A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness.

• Example: “Mrs. T does so much for the school, she is an excellent teacher. “

• The actual classroom evidence may not support the rating of the teacher as “excellent.”

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Bias in an Educational Setting

• Imagine that you are the parent of a school age child. You are walking down the hall of your child’s school while classes are in session. The doors to several rooms are open and you have the opportunity to look in on teachers.

• What would cause you to think favorably about what you saw and what would cause you to think negatively? Write your response.

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Other Threats to Observer Accuracy

Assessor bias Leniency Central Tendency “Halo” or “Horns” Effect

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Individual Professional Bias

Reflection: As your reflect upon your individual and group

responses to these activities, make your own personal list of biases to be aware of when you assess teaching performance.

List your biases in or around the yield sign to remind you not to yield to them when evaluating performance.

Determine if the bias leads you to assign a higher or lower rating when evaluating teacher performance.

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Understanding Your Own Bias

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The Evidence Cycle

COLLECTDATA

(Evidence)

SORT TOALIGN

WITH YOURRUBRIC

Interpret:Clarify

Conclusions

Impact on learning…Support needed…

NO!

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Observation Practice INSTRUCTION

Priorities of the rubrics› Cognitive Engagement› Constructivist Learning› 21st Century Skills

Review:› What evidence must be collected to

assess the priorities listed above?

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Directions for Evidence Collection

• Script the lesson in your style• Hold conclusions• Beware of bias

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Observing Practice

• Observe the video • Collect evidence of Standard 3

Instruction or use your district’s rubric:• With a partner, sort your evidence so

that it aligns with the appropriate criteria in your rubric for instruction

• Be prepared to share your evidence

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Checking Evidence

Use the self-check questions to review your evidence collectionHave I recorded only facts? Is my evidence relevant to the criteria being

examined?Whenever possible, have I quantified words such

as few, some, and most?Have I used quotation marks when quoting a

teacher or student?Does my selection or documentation of evidence

indicate any personal or professional preferences? 

Have I included any opinion (in the guise of fact)?

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Observing Practice

With your partner, develop questions you have about the lesson you observed that must be answered before you rate the teacher’s performance?

Be prepared to share your questions

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Talk About Teaching

• Please count off 1-4 at your table.• 1’s – “Promoting Professional Learning

Through Conversation”• 2’s – “Assumptions Underlying Professional

Conversation and The Demands of Teaching”

• 3’s – “The Contextual Nature of Teaching”• 4’s – “The Role of Feedback”• All – “Summary”

Danielson, C. (2009). Talk About Teaching. Thousand Oaks, CA: Corwin Press

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In Your Group…

Individually› Read the assigned text › Be prepared to share and overview of the text

you read with the whole group Group discussion

› Discuss the important concepts and ideas› How do the concepts and ideas in the text

relate to teacher observation, evaluation, and professional growth?

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The Complexity of Teaching

“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”

Lee Shulman, The Wisdom of Practice

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A Culture of Professional Inquiry

Professional learning never ends. It is every teacher’s responsibility to

engage in professional development. Teaching is so complex that it is never

done perfectly. Every educator can always become more

skilled. Making a commitment to do so is part of the essential work of teaching.

Charlotte DanielsonThe Handbook for Enhancing Professional Practice

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A Culture of Professional Inquiry Should:

Infuse a school’s practices related to professional development;

Be reflected in the school’s practices surrounding mentoring and teacher evaluation; and

Regard mentoring and evaluation as ongoing learning.

Charlotte DanielsonThe Handbook for Enhancing Professional Practice

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Teacher Evaluation…

“Teacher evaluation can be an opportunity for genuine professional learning. When organized around clearly established and accepted standards of practice, teacher evaluation offers an opportunity for educators to reflect seriously on their practice, and promote learning.”

Charlotte DanielsonThe Handbook for Enhancing Professional Practice

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Table Talk

• Discuss the content of the previous four slides with your colleagues.

• How do you create a culture of professional inquiry in the current climate of teacher accountability?

• In what ways does the type of questions observers ask of teachers promote – or inhibit – such a climate?

• Be prepared to share your discussion.

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Question Review

Return to the questions you and your partner created after observing the math lesson› Reframe your questions to ensure that they are

designed to promote a climate of professional inquiry Work with another pair and try out your

questions on one another. Consider the following:› How does the question make you feel?› How might the teacher respond to the question?

Revise your questions as necessary based on feedback.

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Science Lesson

Evidence & feedback

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Debrief and Closure

Questions?

Complete the survey

Thank you for your participation!