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Examining the Nebraska Teacher Evaluation Model. ESU 8 Prinicipal Cadre Septemeber 17, 2013. Principal Cadre. Introductions Activity. Marzano Training Partnership. 3 year commitment Marzano model Common language Instructional model Nebraska Teacher/Principal Evaluation model. - PowerPoint PPT Presentation
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Examining the Nebraska Teacher Evaluation Model
ESU 8 Prinicipal CadreSeptemeber 17, 2013
Principal Cadre
•Introductions
•Activity
Marzano Training Partnership•3 year commitment
•Marzano modeloCommon languageo Instructional model
•Nebraska Teacher/Principal Evaluation model
Principal Cadre Partners
• Norfolko James Lake -- High School principalo Bruce Strong -- Junior High assistant principalo Jennifer Robinson -- Middle School principalo Tim Kwapnioski -- Bel Air Elementary principalo Angie Hausmann -- Jefferson Elementary principalo Beth Nelson -- Director of Teaching and Learning
• West Boydo Cindy Johnson – Principal
Educator Effectiveness Reforms
In recent years, national, state, and local educational leaders have come to realize
that improving teacher and principal effectiveness is the key to increasing student achievement and developing
better school systems.
Put another way...“...more can be done to improve education by improving the effectiveness of teachers
than by any other single factor.” - Wright, Sanders, and
Horn
“Effective teachers matter a great deal and ineffective teachers may
matter even more.”
- National Council on Teacher Quality,
State of the States Report, October 2011
Current Teacher Evaluation Model
Using the current model for your school/district determine:
●One strength●One weakness
Current Evaluation RequirementsSec. 79-828 requires probationary certificated
employees to be evaluated each semester based on a full period observation. No requirement for tenured employees.
NDE’s Rule 10 requires school districts to develop a Board policy for evaluating certificated staff on instructional performance, classroom organization and management, and personal and professional conduct. Rule also includes some procedural requirements.
Nebraska Teacher and Principal Performance Framework provides effective practices as voluntary guidelines for districts.
Follow-up report, “Teacher Evaluation 2.0” (2010) noted:
Infrequent—Annual evaluations often not required.
Unfocused—Student achievement often not included.
Undifferentiated—Evaluations don’t distinguish great teachers from mediocre ones.
Unhelpful—Useful feedback is not provided.
Inconsequential—Not used for important decisions.
Problems with current evaluation practices
• Frequent evaluations of tenured staff.
• Clear, rigorous expectations for teachers.
• Multiple measures of teacher performance.
• Differentiation in performance ratings.
• Regular feedback other than to probationary staff.
• Use of evaluation data in employment decisions other than dismissal.
What Nebraska does not require
The “Wow” FactorThink of when you observed an excellent
teacher in the classroom or a professional context.
What would you see or hear that made you think this teacher was excellent at their profession?
What would make you think I want my child in this teacher’s class or this is what I like to see in my school?Using the Padlet
email link, post two traits to the board
NDE Timeline for Evaluation Model
Pilot Phase (2013-14 and 2014-15 school years)—Implement models in pilot districts and make necessary adjustments. Districts select either Marzano or Danielson model.
Implementation Phase (2015-16 school year and beyond)—Make models available for voluntary adoption by districts and assist with implementation.
Nebraska Teacher Evaluation Model
Measures of Teacher Practice:
•Classroom observation based on Danielson or Marzano instructional frameworks.
•Summative evaluation of teacher practice based on 7 Effective Practices in Nebraska Framework.
Measures of Student Achievement:
•Impact on learning measured through assessments.
Measures of Professional Development:
•Annual Individual Professional Development Plan for all teachers.
Other Components:
•Evaluation of local factors (optional)
Nebraska Teacher Evaluation Model
Purposes of Evaluation
Marzan0 ● Measurement
Measure teaching competence
● Growth Improve teaching skills
Danielson
● Ensure teacher quality
● Professional development
Marzano Model
Student Achievement
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Dom
ain 4: Collegiality
and Professionalism
Dom
ain
4: C
olle
gial
ity
and
Pro
fess
iona
lism
Danielson Model
NE Teacher Evaluation Model
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 1 - Foundational Knowledge
• The teacher demonstrates comprehensive knowledge of content, pedagogy, students, and standards needed to provide all students with effective opportunities for learning, development, and achievement.
Marzano Domain 2: Planning and Preparing
Danielson Domain 1: Planning and Preparation
Padlet
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 2 - Planning and Preparation
• The teacher integrates knowledge of content, pedagogy, students, and standards with established curriculum to develop rigorous and meaningful instruction for all students that supports the growth of student learning, development, and achievement.
Marzano Domain 2: Planning and Preparation Danielson Domain 1: Planning and Preparation
Padlet
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 3 - The Learning
Environment• The teacher develops and maintains a
learning environment that promotes active student engagement in learning, development, and achievement.
Marzano Domain 1: Classroom Strategies and Behaviors
Danielson Domain 2: The Classroom Environment
Padlet
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 4 - Instructional Strategies
• The teacher intentionally uses a variety of effective instructional strategies to ensure growth in student achievement.
Marzano Domain 1: Classroom Strategies and BehaviorsDanielson Domain 3: Instruction
Padlet
Innovating4
Applying3
Developing2
Beginning1
Not using0
The teacher integrates
several strategies to
create a macrostrategy
or adapts strategies for
unique student needs and situations
The teacher uses strategies
or behaviors associated with an element and monitors their
effects on student
outcomes.
The teacher uses
strategies or
behaviors associated
with an element, but in a
mechanistic way.
The teacher
uses strategies
or behaviors associated
with an element
incorrectly or with parts
missing.
The teacher is
unaware of strategies
or behaviors associated
with an element
Marzano Rubric for Instructional Strategies
Danielson Rubric
•Rubric for each element of a domain with levels of performanceoUnsatisfactoryoBasicoProficientoDistinguished
Enhancing Professional Practice, A Framework for Teaching, Charlotte Danielson
Danielson Rubric
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 5 - Assessment
• The teacher systematically uses multiple methods of assessment to measure student progress and to inform ongoing planning, instruction, and reporting.
Marzano Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and PreparingDanielson Domain 1: Planning and Preparing Domain 3: Instruction Padlet
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 6 - Professionalism
• The teacher acts as an ethical and responsible member of the professional community.
Marzano Domain 3: Reflecting on Teaching Domain 4: Collegiality and ProfessionalismDanielson Domain 4: Professional Responsibilities
Padlet
Nebraska Teacher Evaluation Model
Effective Practices Rating• Standard 7 - Vision and Collaboration
• The teacher contributes to and promotes the vision of the school and collaborates with students, families, colleagues, and the larger community to share responsibility for the growth of student learning, development, and achievement.
Marzano Domain 4: Collegiality and ProfessionalismDanielson Domain 4: Professional Responsibilities Padlet
Other Components of the Nebraska Model include:
●Student Achievement Rating●Professional Development
Rating●Local Factors Rating (optional)
Nebraska Teacher Evaluation Model
NE Teacher Evaluation Model
Student Achievement
The key task is finding accurate and fair ways to evaluate teachers’ effectiveness in increasing student achievement. •What measures of achievement are valid and appropriate?
•What measures of achievement fairly assess the teacher’s contribution to student achievement?
Nebraska Teacher Evaluation Model
Measuring Student Achievement
Measuring Student Achievement
Nebraska Teacher Evaluation Model
● It is important to include student achievement outcomes in the evaluation process both as a means to determine whether teachers are effective and as a means to improve student achievement further.
● It’s not enough just to identify effective or ineffective teachers based on student achievement. How do we help teachers get better?
Nebraska Teacher Evaluation Model
Measuring Student Achievement
● Student Learning Objectives● NeSA● MAPS● DIBELS● C4L● Pre/Post-Testing● More?
PROS? CONS?
NE Teacher Evaluation Model
Professional Development Rating
• Professional development efforts evaluated using an annual Individual Professional Development Plan
• Develop or revise after summative evaluation
Nebraska Teacher Evaluation Model
Professional Development is an important component in the Marzano and Danielson Frameworks
● The key to professional learning is feedback and conversation.
● What are some guidelines and tools to help?
Nebraska Teacher Evaluation Model
Marzano Framework
Marzano approach to Professional Development
● Domain 3: Reflecting on Teaching○ Evaluating Personal Performance○ Developing and Implementing a Professional
Growth and Development Plan● Self-Reflection ● Coaching● Instructional Rounds
Danielson Framework
Danielson approach to Professional Development
●Domain 4: Professional Responsibilities○ Reflecting on Teaching○ Participates in a Professional
Community (PLCs)○ Growing and Developing Professionally
Common Components of Professional Learning
●An environment of trust and a culture of professional inquiry
●Self-assessment●Reflection on practice●Professional conversation●Infusion of expertise●School/district structures
support professional learning
NE Teacher Evaluation Model
NE Teacher Evaluation Model
Local Factors (optional)
• Student surveys• Additional duties• Parent/community surveys• Others?
Evaluation Ratings
NDE Pilot program rubric:oExemplaryoProficientoBasicoUnsatisfactory
Evaluation Ratings
Discussion - Pros and Cons to:
•Satisfactory vs Unsatisfactory model
•Multi-tiered level of performance or rubrics similar to Marzano and Danielson models
Change is Good, You Go First!
http://play.simpletruths.com/movie/change-is-good/
Nebraska Teacher Evaluation/Marzano Models
Self Reflection of Today
•Do you have a common language?•Have you adopted an instructional model?
•Current evaluation model effective?•What changes would you like to incorporate?
•Do you need more information?•Will you use the Danielson model?•Will you use the Marzano model?•Will you use a blended or other model?•How can we help?
Resources•Principal Cadre wiki•www.marzanoresearch.com
oCoaching Classroom InstructionoArt and Science of TeachingoEffective Supervision
•www.danielsongroup.orgoEnhancing Professional Practice
•http://home.wsd.wednet.edu/oWenatchee School District, WA
Top right under Evaluation Pilot
•www.iobservation.com
Nebraska Teacher Evaluation/Marzano Models
Next time:
Supervision & Coaching Classroom Instruction
January 14, 2014
Nebraska Teacher Evaluation/Marzano Models