Teacher Evaluation & Classroom Walkthroughs: Establishing a Common Instructional Language & Supporting Teacher Development Dr. Jim Lloyd, Assistant Superintendent Olmsted Falls City Schools In public education, there are several waves of change approaching for the purpose of: Ensuring high school graduates have the necessary skills to qualify for and succeed in college level courses and postsecondary job training we will have choices to make •Victim of Change Or •Acceptor of Change Or •Leader of Change 2014-15 Simultaneous Change Curriculum, Instruction & Assessment Educator Credentialing Master Teacher Program ODE Assessments in Sci and SS PARCC Assessments for Common Core By 2014-15 School Year Improved Outcomes for Students Fundamental Question 1? You are all school leaders so… …what do you want for middle/high school learners? Turn and talk to someone near you to quickly brainstorm what you want from your middle school/high school learners. What do you want? Group Thoughts What do you want? My Thoughts • • • • • • • Post secondary readiness Readers Engaged learners Critical thinkers Problem-solvers Productive citizens Difference makers …AND… • High levels of student achievement • High levels of student growth Fundamental Question #2? How can secondary school administrators help achieve these aims? …how do you help teachers make this possible? Turn and talk to someone near you to quickly brainstorm how you can help. How do you help? Group Thoughts How do you help? My Thoughts • Focus on the right things ▫ Things that can be more universally applied (macro strategies v. micro strategies) • Focus on only a few things ▫ i.e. The Hedgehog concept (see Jim Collins) • Seek evidence of implementation and be relentless in your pursuit Our Purpose Today— Discussing How to Bring It to Scale • What do we want? ▫ —Prepared Students • How can secondary school administrators help? ▫ –Focus ▫ —Implement ▫ —Support • What is THE method whereby we can get what we want and help make it happen? Supervision/Evaluation What is the purpose of supervision/evaluation? • Too Narrow ▫ To renew a teacher contract ▫ To follow a negotiated agreement What is the purpose of supervision/evaluation? • To determine building (and ultimately district) implementation of our agreed upon nonnegotiables. • To validate our common instructional language • To ensure effective instructional practices • To direct resources to support the development of teachers Anything else that you can think of? The Supervisory Behavior Continuum Listening Clarifying Encouraging Reflecting Presenting Problem-Solving Negotiating Directing Standardizing Reinforcing T t What factors influence whether you are an “s” or an “S”? s T=Maximum teacher responsibility S=Maximum supervisor responsibility t=Minimum teacher responsibility s=Minimum supervisor responsibility Nondirective Collaborative Directive Informational Directive Control S What will be required of us? The Ohio Teacher Evaluation System Will Be: • Grounded in teacher performance standards (50%) ▫ Effective instructional planning Focus for learning Prior content; sequence and connections Knowledge of Students ▫ Effective instruction and assessment Lesson delivery Differentiation Effective use of teaching resources Classroom Environment ▫ Professionalism Communicating with students and families Marzano, Waters & McNulty, 2005 1. Communication—classroom walkthroughs (CWTs) help to establish strong communication lines between teacher and student 2. Intellectual Stimulation—CWTs help ensure faculty is aware of most current instructional research and practice 3. Monitoring/evaluating—CWTs help monitor effective practice. 4. Situational Awareness—CWTs help identify details and undercurrents of situations. 5. Visibility—CWTs help admins be visible Things we know from more research • Cotton (2003). Principals and Student Achievement: What the Research Says ▫ Visibility and accessibility; collaboration; instructional leadership; observation and feedback to teachers • Strong, Richard, & Catano (2008). Qualities of Effective Principals ▫ Building and sustaining school vision; shared leadership; leading a learning community; using data to make instructional decisions; monitoring CIA CWTs: To Improve Teaching and Learning Kachur, Stout & Edwards (2010) • CWTs are not teacher evaluations • CWT identify opportunities for improvement and support sharing • CWTs should be used to evaluate instructional and curricular practices; not people This is where it gets weird… CWTs/Informal Observations from OTES Bringing It To Scale • Get administrators on the same page ▫ Collaboratively define HQ instructional elements • Establish an agreed upon pedagogy that has demonstrated high effectiveness (e.g. AfL) • Utilize leadership structures (DLT, BLTs and TBTs) to define what the short-term and long-term focus will be • Honestly determine what support is needed (Prof Dev) to help staff get there Bringing It To Scale • Use the OTES/OPES as an opportunity to build a common instructional language • Gather real time instructional exemplars http://www.youtube.com/watch?v=RX5iwws52AI QUESTIONS?