Re-framing the job: University clinical supervisors and the shift to a Danielson-based observation and evaluation system

Mr. Jay Mann, Director of School and Community Experiences

Ms. Sunny McMurry, Clinical Experiences Specialist, School and Community Experiences

2016 AACTE Annual MeetingLas Vegas, NV

Agenda

I. Models of supervision transition/timelineII. Methodology of present study

III. Key findings with relationship to practiceIV. Future research and policy recommendations

V. Questions/comments

Timeline• Subjective observation/evaluation model in place prior to Summer 2012• Review of clinical experiences and supervision mandates/recommendations

• Illinois State Board of Education Performance Evaluation Reform Act• InTASC standards• NCATE Blue Ribbon Panel (2010)• Various frameworks (other universities, school districts, states, Danielson, Marzano, etc.)

• Task force convened in August 2012• Two sub-committees emerged

• Observation tools• Evaluation instruments

• Four meetings over the 2012-2013 academic year• Two meetings in fall semester; led to production of pilot observation forms and evaluation rubrics• Two spring semester meetings during and after pilot

• Danielson Framework adopted University-wide during 2013-2014 academic year and implemented during 2014-2015 academic year

Full Implementation

• Campus required TeachScape Focus training for all student teaching supervisors

• Collaborative preparation before independent module assessments

• Informal cooperating teacher/student teacher awareness and education• Danielson FfT unaltered• Early field experience ratings qualitative (not scored) • Reliance upon teacher experience as an evaluee

Methodology

• Qualitative informal study• Supervisor survey (administered to all

supervisors in clinical programs) • Follow-up interviews (selected respondents)• Observation/evaluation content analysis (pre-

and post-Danielson/TeachScape training)

Findings

Shifts in supervisor performance• Breaking the culture of experience and assumed expertise• Diminishing the role of evaluator

• Critic Coach• Increased Reporter role• “Investigative questioner”

• Emphasizing objective evidence over subjective commentary• Consistent expectations• Common language• Focus• No judgment

Culture of Experience and Assumed Expertise

• “Prior to Danielson, I was basing a majority of my comments on my background as a teacher.”

• “My personal beliefs are not part of the observation.”• “Students use the evidence I share to create their own goals.”• “I guide students to see their own areas of need for improvement.”

Diminishing the Role of EvaluatorCritic to Coach• “I type what I see and hear without judgment. It is very cut and dry.”• “Overwhelmingly, they (students) analyze what happened and how they might modify the

lesson. I report on the different areas and explain the evidence.”• “I am able to focus on the teaching skills used without judging what the student is doing.

Increased Reporter Role• “I am an observer, reviewer and reporter.”

Investigative Questioner• “Using Danielson requires me to be much more of an investigative questioner. Guiding

students to recognize aspects of their lessons [that need to be changed] requires much more finesse than before.”

Shifting to New RolesIncrease in Role of Observer• Prior to Danielson: 63%• Post: 86%• “This tool has made me only focus on what I observe when evaluating the students.”• “This whole process has made me a better observer.”

Increase in Reporter• Prior to Danielson: 30%• Post: 63%• “As a supervisor, I report on the different areas and explain the evidence.”• “Evidence is expressed in specific terms, so I think it is more helpful to student

teachers. e.g. ‘18/19 students participated in discussion.’ vs. ‘Some students participated in discussion.’”

Shifting to New Roles

Decrease in Critic • Prior to Danielson:

• Not at all: 6% • Some of the time: 48%

• Post: • Not at all:26%• Some of the time: 29%

• “It has taken the bias out of my observations.”• “I type exactly what I see and hear without judgement.”

Objectivity vs. SubjectivityConsistent Expectations• “This tool has made me aware of any biases I have.Common Language• “It has been helpful to have a common language with both student teaches and

cooperating teachers.”Focus• “My focus is more narrowed and defined.”• “It has focused my observations to aspects of each component considered to be

effective teaching, and has narrowed what I am concentrating on when I make a visit.

No judgment• “This method takes my feelings about a lesson out of play.”

Observation DataBefore Danielson After Danielson

When students expressed confusion during the activity, [student teacher] did a great job explaining thoughts with students in a one-on-one setting.

When one student spoke out of turn at the beginning of the lesson, [student teacher] attempted to give that student his "teacher look." That look was effective in redirecting the student.

11:15- [student teacher] was at the smart board teaching a lesson on area. Students were seated at their desks with a pencil, scissors and glue on their desks.[student teacher] was guiding a whole class lesson on finding area. "What if I did this and this part isn't there?" When a student answered incorrectly, [student teacher] guided thought process using a visual drawing on the board and asking pointed questions: "Is this a whole unit?" "If this is 6 and this is half of another unit, how would you say it?" Questioning to guide discussion: "[Name], why is it 6.5 square units? Can you walk us through that?" [student teacher]: When we go find an area how do we do it?Students: We count the squaresSet expectation: Today we're going to be counting full and half squares with our project today.

aBefore Danielson After Danielson

Excellent detailed lesson plans! You are fully prepared to teach with all supplies and SmartBoard cued up and ready to go.

Beginning each lesson with learning targets on SmartBoard slide.

Excellent job introducing CHAMPS with separate slide for each lesson. This is a great visual for students and it flows well in your lesson. This made all the difference in classroom management. It is nice that you can pull this slide up anytime during the lesson to revisit expectations. It also forces you to use CHAMPS during the lesson!

Excellent use of visuals during these lessons. The SmartBoard was used effectively to model and for guided practice. Effective use of helping verbs song to help students memorize the contractions.

2b: Teacher says, "You will become volcano experts." Students silently cheer.Teacher builds excitement for volcano simulation. "This is going to be really exciting. Are we ready to see our volcano explode?" 2c: Teacher transitions students from carpet to desks to begin lesson. Students are asked to put water bottles on the ground. Volcano SmartBoard slide is projected to signify start of the lesson. -Teacher sets up volcano model on table two and has students come up table by table. ex. "When I see quiet tables, I will have you come to the front." Teacher gives behavioral expectations for the experiment prior to students transitioning. "You need to be at a zero voice for me to let more students join table two." 2d: -Students are very excited when viewing the volcano slide and start shouting and cheering. Teacher directs students to silent cheer for 4 seconds and gives positive praise. -Teacher gives positive praise to students meeting behavioral expectations throughout the lesson. ex. "I love how table one is sitting at a zero voice." Teacher passes out green tickets along with positive praise throughout the lesson. ex.: "You will get a green ticket if you show that you are an awesome listener.“ "I will give out tickets to people who are super quiet."-Teacher goes over CHAMPS behavioral expectations at the beginning of the lesson and during the lesson when lesson activities change.

Observation DataBefore Danielson After Danielson

Concept knowledge superior, articulates knowledge into clearly defined objectives. Uses appropriate activities to generate knowledge.

Understands and respects diversity. Delivers lesson clearly and relevantly.

Lesson is fluent. Needs to involve more students in participation. Asks questions on multi-levels of difficulty. Uses appropriate technology.

2c:ST told class the procedure for class hour, followed the procedures which included a new seating arrangement with shared group work. ST had a prepared board, and used a timer for initial discussion, "Respectful Discussion Starters."ST stopped class at end with appropriate closure and announcements. 3b:ST used factual and "thinking" questions individually and in groups: How about…? What if we tried…? I like that, but why…?ST often reminded students to discuss solutions with group before they asked him.ST switched groups for today's lesson to have them discover solutions with new people and to facilitate "huddle" discussions.

Self- Reported Effectiveness

Prior to Danielson:• 55% Very Effective• “Prior to Danielson, I was more subjective.”• “I based a majority of my comments during an observation on my

background as a teacher.”

Post Danielson:• 81% Very Effective• “Even though I rated myself as very effective prior to Danielson, I am now

better because of Danielson.”• “Students now know what I am looking for- my personal beliefs are not part

of the observation.”

Future Implications

Recalibration• Through videos recorded for edTPA• Periodically throughout the yearFocus of Professional Conversations • Reviewing observations and evaluations• Discussing domains and componentsIntegration into University Coursework • Lack of connections between coursework and fieldRole of Cooperating Teacher• Current understanding based on own use of Danielson

Questions/ Comments

School and Community Experiences Website:www.education.illinois.edu/sce Jay Mann- jaymann@illinois.eduSunny McMurry- koerber@illinois.edu