September 2011 DLT Powerpoint Danielson Calibration Final 9.22

7/31/2019 September 2011 DLT Powerpoint Danielson Calibration Final 9.22

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Photos by Susie Fitzhugh

Principal District Leadership Team MeetingDanielson Calibration

September 27, 2011


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Welcome & Introductions Review agenda

Housekeeping

Parking Lot

Norms

Begin and end on time

Be fully present

Speak your truth

Accept non-closure

Cell phones off please

Setting the Stage

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Revisit the Danielson PD focus for the year and alignment to

SPS goals:

Pillar 1: Great principals who are highly skilled instructional

leaders.

Pillar 2: Great teachers who are highly skilled in meeting the

needs of all students.

Share best practices in developing a growth mindset

throughout the district.

Expand knowledge of the effective use of the Danielson

framework.

Become more calibrated by focusing on evidence collection

(both the how and the what).

Calibration Learning Targets

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SharedUnderstanding

of QualityInstruction

Effective Useof Tools

Successful PG&EImplementation

Ability toNavigate the

Human Side ofChange

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How did you launch the year in terms of Growth

Mindset, Danielson, and/or PG&E?

In table groups, share your artifact.

Post artifacts in the gallery.

Best Practice Sharing

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Discussion Protocol:

Read and annotate text silently

Reflect on the following three questions in three rounds:

What resonates for you?

What part of the text do you aspire to (or want to act upon)?

How might this theory apply to our work with staff andstudents?

Growth Mindset Chapter 2

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Calibration refers to a periodic assessment of

whether raters are continuing to score reliably

and the degree to which an evaluation maydrift from the original training.Adapted from Nation al Comprehensive Center for Teacher Quality

Calibration

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2b: Establishing a culture for learning

SLI Calibration Data

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Level/Total Unmet Basic Proficient Innovative

Elementary (63) 2 (3%) 5 (8%) 44 (70%) 12 (19%)

Middle/K8 (40) 0 (0%) 10 (25%) 29 (73%) 1 (2%)

High (34) 0 (0%) 26 (76%) 8 (24%) 0 (0%)


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3c: Engaging students in learning

SLI Calibration Data

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Level/Total Unmet Basic Proficient Innovative

Elementary (55) 0 (0%) 4 (7%) 46 (84%) 5 (9%)

Middle/K8 (40) 1 (3%) 16 (40%) 19 (47%) 4 (10%)

High (33) 1 (3%) 20 (59%) 13 (38%) 0 (0%)


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Collecting andUsing Evidence to

Support Teachers

ProvidingFeedback

RecordKeeping

NoteTaking

Common Practices

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Reread Domain 3

In table groups, brainstorm a list of 3-5 Look

Fors for each component within Domain 3

Whole group share out

Preparing for the Observation

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What are the teachers and students saying

and/or doing?

Script without positive or negative inferences

or judgments

Keep to the facts: describe, count & quote.

Collecting Evidence through

Descriptive Note-Taking

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Why Be Descriptive?

Learning to Search and Identify: Helps us to search for cause

and effect relationships between what we observe teachers and

students doing and what students actually know and are able to

do as a consequence. Descriptive scripting consists only of what

you see and hear, without writing positive or negativeinferences or judgments from what you see and hear. This

allows us to analyze what we seeas opposed to debating our

own idea of effective instruction.

Unlearning to Judge: Keeps us focused on analyzing what we

see going on in the classroom vs. debating what constitutes

effective instruction. Evaluative scripting includes inferences

and/or judgments.Adapted from Elmore, Instructional Rounds in Education, Chapter 4


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Student 1 asked student 2: what are we

supposed to write down? Student 2 said, I

dont know.

Students looked at directions in the text and

then made circuit boards.

Teacher introduced the concept of fractions

and students began a hands-on activity.

Description withoutJudgment

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The teacher read from a book that was not at

the appropriate level for the class.

There was too much time on discussion, not

enough time on individual work.

The students conducted a sophisticated lab

experiment.

Description with Judgment

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Students did a good job during group work

All but two of the students were asking or

answering questions of their peers.

S. did not begin the task until the teacher

talked with him.

Teacher asked too many closed questions.

Use private think time and give a thumbs up

when you are ready.

Most of the students were engaged in task.

Thumbs up/Thumbs down

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4

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Grade Classroom Ms. Givens

Educational Impact Teacher

Video

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Refer back to rubric (both component and

element level)

Anonymously rate the lesson for 3a, 3b, 3c, 3d

and 3e on a post-it note

Pass it to the facilitator in your group

Calibration Data

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Step 1: Individually label evidence by component

Step 2: Discuss evidence collected with table group.

Answer the following question together to determine

your focus component:

For which component did you collect the most

substantial amount of evidence (at least 5 pieces)?

Step 3: Share out your focus component

Gather Evidence

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Complete the chart with focus component elements

on the left and bulleted evidence on the right.

Refer to the student work if more evidence is

needed. If you collected a sufficient amount of evidence (at

least 5 pieces), write a claim and rate the level of

performance.

If not, discuss what your look fors will be in your

next observation or conversation with this teacher.

Breakdown the Evidence

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A statement that a teacher performs a certainteaching skill or carries out a certain pattern in his or

her instruction (thus, a generalization).

Examples:

She communicated standards for quality and quantity

of work in several ways.

There was no evidence of posted rules or

expectations being enforced in the class.

What is a Claim?

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Rooted in appropriate and sufficient evidence!

Aligned with the language in the rubric.

Precise, carefully worded and clear Accurately interprets observation avoids

exaggeration or mind reading

Avoids vague language, needless words andpassive voice

What Makes a Strong Claim?

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Share your claim, evidence and rating

Colleagues provide feedback:

Is there sufficient and appropriate evidence to

make this claim?

Is the claim rooted in the language of the rubric?

Is it precise, carefully worded and clear?

How might you strengthen this claim?

Whole Group Share Out

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What insights are you leaving with today that

might strengthen your instructional

leadership?

Final Take-Aways

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Optional 30-Minute Demo

When: TODAY during lunch

Where: Room 2700

Who: Educational Impact Vendor

What: Learn how to leverage this tool!

Educational Impact Support

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Documents

September 2011 DLT Powerpoint Danielson Calibration Final 9.22