Schedule for Today • 9:45-10 Check in • 10-10:15 Welcome & Overview • 10:15-10:30 Overview of Instructional Development & Strategic

Partnership Work • 10:45-12:00 Danielson Refresher • 12-12:45 Lunch • 12:45-1pm Paperwork & Process for College supervisors • 1-1:45pm Taskstream review & updates • 1:45-2pm Break • 2-2:10pm Student Teacher Welcome • 2:10-2:30pm Student Teaching Overview • 2:30-3:00pm Student Teacher & C. Supv meetings • 3-5pm Co-Teaching Introduction

Danielson Refresher &

Taskstream for Student Teaching

Presented by: Norma Boakes Program Coordinator of the Teacher Ed Program Richard Stockton College of NJ Summer 2014

Past

Present

Available at http://www.slideshare.net/nboakes/stockton-supervisor-meeting-summer-14

• Define what it means to be a college supervisor

• Refresh and ignite knowledge of the domains of Danielson

• Work through the domains through the lens of a college supervisor

• Hone your observation skills through review of real teaching episodes

• Review the formative & summative elements of student teacher evaluation & offer advice for grading

• Have fun and be involved

Part I- Danielson Refresher

Defining a “college supervisor”….. • Group with those with the same number you

have on your index card (1, 2, 3 or 4) • Combine your post-its. Try to categorize them.

As a team, come up with 3 major statements that describe a college supervisor to a novice.

• Be ready to share them.

College supervisors are….

Preparing for your Role

Danielson’s Framework for Teaching

• Research-based set of components

• Describes responsibilities within and beyond the classroom

• Provides general and in-depth look at the specifics of teaching

• Provides a common language about the practice of teaching

How well do you know the FfT?

• You were each given a card with a number from 1 to 4.

• Your number corresponds to a Domain of Danielson.

• You have five minutes to state the domain that goes with your number and list the components for that domain without looking? Brainstorm a list as best you can.

New or need a refresher? • Full printable PDF on Stockton SOE’s website! • Great resources online…. • Look and listen fors • Good summarized, easy view version

Danielson and Your Role….

• Domain 1- Planning and Preparation – Review of lesson plan – Discussion prior to observation (optional) – Observation of preparation prior to starting teaching…

• Domain 2- Classroom Environment & Domain 3- Instruction – Observation of teaching

• Domain 4- Professional Responsibilities – Post-observation discussion – Review of artifacts (attendance, gradebook, letters

home, etc)…

So how are student teachers doing in Domain 1? Let’s see……..

• Briefly review each lesson you were given than ask yourself these questions…. – Are the standards appropriate & accurate? – Is the goal/objective clear? – Can you link to each component of this Domain

• Knows content/pedagogy? • Knows students? • Has and knows resources to teach? • Designs clear instruction? • Has assessment(s) planned?

Lesson 1- Gr.3 Language Arts

Practicing writing feedback….

• What would you say to this student for Domain 1?

• Think of at least 1 strength and 1 area for improvement.

1a. Lesson plans reflect important concepts in reading 1b. The plan has the same assignment and activities for the class as a whole. 1c. Outcomes are suitable for most of the class 1d. Resources and materials are taken from internet sources rather than school text 1e. Activities are structured well, but there are too many activities planned for too short a class period 1f. The planned formative assessments are appropriate for this lesson

Comments made by supervisor….

Lesson 2- Gr.5 Science

Practicing writing feedback again….

• What would you say to this student for Domain 1?

• Think of at least 1 strength and 1 area for improvement.

Comments made by the supervisor…. 1A) Kevin has thorough knowledge of the important concepts of Astronomy and how they relate to one another as well as the overall discipline of Physical Science. He has furthered his understanding of prerequisite relationships among topics and concepts and his familiarity with effective pedagogical approaches to Science. 1B) Kevin knows his students well particularly their cognitive development levels, their interests, cultural heritage and special needs. 1C) The lesson plans contained clear instructional outcomes, which were written in the form of student learning with viable methods of assessment. The outcomes took into account the varying needs of the students and represented high expectations. 1D) Kevin continues to make good use of available resources from sources in school, out of school and the internet. 1E) The plans contained learning activities matched to the instructional outcomes. The lesson was well organized with reasonable time allocations for the various activities. 1F) Each of the learning activities had a method of assessment, with clear criteria.

Lessons are key to Domain 1 • If you can’t judge a component of Domain

1 then the ST should be asked to provide more detail

• Emphasize the importance of good structure

• Make sure ST list the details! Accommodations, resources, instructional materials,….

• Provide specific, action-oriented feedback if the ST is not writing a strong lesson

• A good evaluation links back to the written lesson clearly

New for Fall 14 • **Students will submit each formal

Taskstream lesson that goes with an observation in the DRF Program (same one you go to write evaluations).

• **Students will be asked to write a written reflection in the “Author’s Reflection(s)/Critical Analysis” section.

Considering Domains 2 & 3 • Take 2 minutes to review Domains 2 & 3 with

a shoulder partner. Discuss the key differences between the two domains.

• How well do you know it? Let’s see…. • Go to….. http://quizlet.com/_hpvbs • Hit “Scatter” under play. Match the phrase

with the correct component. Play this game at least twice. Can you complete it in under a minute?

A little test of your skills lies behind this box…. Be ready

Let’s practice our observation skills

• Lesson A- elementary math lesson on fractions, decimals, & percents

• Lesson B- elementary math lesson on equivalent fractions

• Script thoughts as we watch each video. Focus on specific points you might make for Domains 2 and/or 3

Part II- Taskstream & Updates

Spring 2014 Taskstream Highlights • Launch of a fully online college supervisor

evaluation system within Taskstream • Submission of teacher evaluations via a

“teacher-friendly” observation form by emailed survey link

• Launch of “co-teaching” model • Thoughts?

A look at Spring 14

Taskstream results….

Mean DI Mean DII Mean DIII Mean D IV Mean all domains Final Grade

3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 3.00 3.00 3.00 A 3.00 3.00 2.80 3.00 2.95 A

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2.50 2.60 2.00 2.50 2.40 A- 2.17 2.20 2.40 2.33 2.28 A- 2.00 2.40 2.20 2.00 2.15 A- 2.50 2.40 2.60 2.33 2.46 B 2.00 2.00 2.00 2.50 2.13 B 1.33 1.60 1.80 1.67 1.60 B 2.00 2.40 2.00 2.17 2.14 B+ 2.67 2.40 2.00 1.50 2.14 B+

Consider the data highlighted. What does it tell you?

Linking qualitative feedback to summative evaluation

• You are given a sample of qualitative comments made on the observation form for the student teacher, Mr. X

• Review quickly. Outline/highlight words that might give you an idea of performance

• If you had to guess at the final evaluation rating and a grade, what do you think they would be?

Mr. X strength is his knowledge of his students and their learning style. He has good voice volume and uses hand gestures and body language. Areas for improvement include the ability to plan for instruction, find resources within the text, designing his own activities instead of relying on his cooperating teacher for activities and lessons. He needs to use lab activities from the lab manual that accompanies the text. He needs to better organize lessons and unit structure.

The culture for learning was already established by the cooperating teacher which Mr. X continued in the activities. Many times the transitions were not smooth and there was to much conversation during the activities. He showed improvement in his classroom management but needs to continue to grow in this area.

The strengths demonstrated in this domain were his directions for activities, and the explanation of content. The use of instructional materials were usually done well but he did not learn how to use the Smart Board. The students were usually engaged in their activities but in two of the observations there was a chaotic atmosphere at times.

The electronic records were up to date and complete. Mr. X needs to be more receptive to feedback from his cooperating teacher as well as his supervisor. He id send a letter to the students families introducing himself to them

Domain Mean Score

I-Prep & Planning 2.50

II- Class Environment 2.40

III- Instruction 2.60

IV- Prof. Responsibilities 2.33

Overall 2.46

Based on what you know, what’s the grade?

Linking qualitative to summative….

• Now let’s take a look at observation feedback by the college supervisor for Mrs. Y

• Do the same thing. Look for clues that might indicate performance levels

• Consider what the final evaluation might look like and rating received

Mrs. Y has improved tremendously in her planning and preparation due to great self-reflection and the benefits of the Co-Teaching model. She has many areas of strength in this Domain: knowledge of content and pedagogy; providing feedback to her students as needed, The ability to gain knowledge of the students in her class and their special needs and utilize this for instruction, seeking/and or creating materials to promote/enhance instruction varying her lessons to provide for all learning types and personality styles making them challenging, fun, and creative yet structured and thoughtfully planned.

When looking at the way in which Mrs. Y interacts with her students, you would never know that she is a novice teacher. She has so many strengths in this area! Mrs. Y 's classroom environment is one where learning can take place. The students feel safe and valued so there is nothing to worry about but the job at hand. Mrs. Y and her co-teacher have set such a positive tone in this classroom, the students respect one another and take pride in their work. Mrs. Y is very supportive and caring, encouraging her students to always do their best. Classroom procedures are clearly established and routines run smoothly; students know what to do! This is a "feel good" classroom. There is minimal misbehavior and Mrs. Y has gotten better at responding quickly, appropriately and effectively as needed.

Mrs. Y does a great job engaging her students in learning. She plans lessons that are varied and appropriate for her learners and as a result the students are on task and motivated to work. She is highly responsive to her students' needs and works with small groups and/or with individuals on an ongoing basis. Mrs. Y communicates clearly with her students. She scaffolds her directions and content in such a way that students know what to do and repeats, reinforces, and re-teaches as needed. Questioning skills and discussion techniques are improving as are Mrs. Y’s variety of assessment approaches.

Mrs. Y has been highly reflective throughout her student teaching semester and this has played a positive part in the success of her experience. She interacted with the professional community in her building and benefited from that involvement and participation as she grew professionally showing both initiative and willingness to make a contribution to the school and community.

Domain Mean Score

I-Prep & Planning 2.67

II- Class Environment 2.80

III- Instruction 2.60

IV- Prof. Responsibilities 2.50

Overall 2.64

Based on what you know, what’s the grade?

Do your observations link clearly to the performance ratings received?

• Could “Danielson” words be spotted to help determine level of performance?

• Do you provide direct statements about areas to improve when needed? (Any student with a 2 is OK but should have areas to work on.)

• Did you capture what you learned from the cooperating teacher’s feedback/comments in your formal observation forms?

• If I read your observations knowing only what you wrote, could I predict the level of performance (unsatisfactory, basic, proficient)?

Observations should…. • Be specific focusing on strengths and areas for

improvement • Be directly tied to observation or evidence • Include “Danielson words” to help identify

performance level w/o giving a score • Build on the previous observations, noting any growth

or lack of growth since last observation made • Link clearly to the midterm and final evaluations.

Observational comments form a PATTERN. (ie. It should be clear WHY a student gets a 1 or 2 at the time of summative evaluation by reading previous comments)

• **Consider cooperating teacher input

Recommendations • Refer to the Danielson rubric often for phrasing that

can help indicate performance w/o a score • Make a point to note strengths AND areas for

improvement- be clear about what you expect next time you come so you can comment on it

• Remember what the scores MEAN – 1- not present or needs major work (unsatisfactory) – 2- basic, inconsistent w/understanding but spotty

implementation typical of a novice teacher – 3- proficient, consistent performance expected of that of a

tenured teacher • A student must meet “basic” level of performance, a 2

overall. Check your means in each domain to ensure that the value is fair based on the letter grade you intend to give!

• Student teachers will now submit lessons in two ways – For review (just like in past) – Within the formal DRF for archival

• Cooperating teachers will join Taskstream and follow a system like yours – Will receive free, light accounts like you have – Prepare evaluations in the same “DRF” area in the same way – Use a slightly different, “teacher-friendly” form

• Why? – All work is shared digitally within secure Taskstream system – All parties can access ALL work easily (so no more signature

forms!) – Stronger connection between cooperating teacher, ST and you – SOE can easily track progress of student teachers

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*Same format *But….students must submit lessons to start lesson observation evaluations!

*Same look as supervisor *Teacher-friendly evals vs qualitative version *And again….students must submit lessons to start observation evaluation!

Things that are different that you should keep in mind…..

• You cannot begin a formal observation until the student teacher submits the lesson in two ways – For review so you can go to the Reviewer area and

comment on it prior to observation – In the Taskstream DRF folder so you can write your

formal observation. If this is NOT done, you will not have access to the observation form.

– Students are responsible to know how to do this and get it done with the timeframe we have set!

• The cooperating teacher will need to have their own “light account”. You will need to provide cooperating teachers with the information on how to do so during your meet-and-greet.

• Coop teachers use Taskstream just like you do – They go the “review” area to review lessons and to

“evaluate” to evaluate their student teacher’s performance.

– They complete observations (4 total), a midterm & final eval (though you do more observations- 6 total)

• All parties can see ALL evaluations! – No more need for hard copies of any evaluations or a

signature sheet. – Once an evaluation is released you can view it. – The evaluator must select “Meets Requirement” and

submits the evaluation formally in the DRF before the evaluation can be seen by others

If you had to summarize the main things you will take away today, what will they be?

Thank you for your commitment to our student teachers and program!

Norma Boakes Program Coordinator of the TEDU Program

August 20, 2014

Helpful resources to know…. • http://tinyurl.com/TEDUSupervisor

– Includes forms & information for supervisor (being updated- will be ready for Sept.1)

• http://tinyurl.com/RSCSTHandbook – Includes link to Danielson’s Framework, viewable or printable

PDF • www.stockton.edu/educ

– Stockton’s formal School of Education website • Danielson Resources online (so many- named two I use

often…) – http://www.docstoc.com/docs/95720100/%E2%80%9CLook-

Fors-and-Listen-Fors%E2%80%9D-in-Components-of-Charlotte-Danielsons

– http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/Teachscape_Rubric.pdf