PP2 The Rubric GS

Report
The Tulsa Model
TLE Observation and Evaluation System / Process
E VA L U ATO R T R A I N I N G – 2 0 1 2 – S e g m e n t 2
The Rubric
©Copyright
2012, Tulsa
PublicPublic
Schools
© Tulsa
Schools 2011
©Copyright
2012, Tulsa
PublicPublic
Schools
© Tulsa
Schools 2011
A Test…
This is a mental exercise, don't write down your answers and
don't share them. This test be being proctored.
1.
Pick a number from 2 to 9. It can be 2, or it can
be 9, or any number in between.
2.
Take that number and multiply it by 9.
3
A Test…
3.
That should give you a two-digit number. Take
those two digits and add them together.
4.
Take the resulting number and subtract 5.
4
A Test…
5.
Take that number and correspond it to the
alphabet, numbering the letters: A=1, B=2, etc.
6.
Take your letter and think of a COUNTRY that
begins with that letter.
5
A Test…
7.
Take the last letter in the name of that country
and think of an ANIMAL.
8.
Now, take the last letter in the name of that
animal and think of a COLOR.
6
A Test…
But remember...
There are no
ORANGE
KANGAROOS in
DENMARK.
7
Importance of Each and Every Slide…
Each slide
represents an
EQUALLY
important
component of the
Tulsa Model
system and
process.
One missing
component can
derail the process.
8
Not a Test, but a Reality!
TLE is not a quick fix elixir or an off-the-shelf
remedy.
TLE is “roll up your sleeves” hard work that takes
commitment, expenditure of energy and superb
time management.
TLE requires instructional leadership at efficacy
levels.
9
Tulsa Model Evaluation System and
Process
10
Tulsa Model Evaluation System
Description
Rubric
Provides the narrative definitions of professional
proficiency (effectiveness) for all 5 rankings. A matrix
structure provides clarity and specificity for the 20
Indicators that impact student performance.
1
2
3
4
5
Ineffective
Needs
Improvement
Effective
Highly Effective
Superior
>>>
Efficacy in
Effectiveness
Achieved
NOT in Evidence
>>>
>>>
11
Tulsa Model Evaluation System
Description
Observation+ Process
The Observation scores reflect the Evaluator's intentional
study of the teacher’s classroom performance plus an
assessment of other factors specified in the Rubric up
to a given point in time.
Observations and the Observation Form serve as the
precursors (foundations) to the Evaluation.
Is guided by the rubric.
• A minimum of two (2) observations are required
before every evaluation.
12
Tulsa Model Evaluation System
Description (cont.)
Evaluation Form
Web-based or paper-based. Your choice.
Conferences
Follow every observation and evaluation.
Customized Feedback and Support
Focusing the most intensive supports for 1 (“Ineffective”)
and 2 (“Needs Improvement”).
13
Tulsa Model System - Structure
Teachers
• Classroom Management
• Instructional Effectiveness
• Professional Growth &
Continuous Improvement
• Interpersonal Skills
• Leadership
14
Tulsa Model Evaluation System Indicators
Teachers (20)
• Classroom Management (6)
• Instructional Effectiveness (10)
• Professional Growth &
Continuous Improvement (2)
• Interpersonal Skills (1)
• Leadership (1)
15
Tulsa Model System - Weight
Teachers
• Classroom Management (30%)
• Instructional Effectiveness (50%)
• Professional Growth &
Continuous Improvement (10%)
• Interpersonal Skills (5%)
• Leadership (5%)
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More indicators?…It’s a fine balance.
“Each additional [indicator] included in an
instrument adds costs….training time and
scoring time for observers.”
“Adding an indicator risks lowering the quality
of data on all other indicators if observers have
already reached their ability to keep track.”
“When observers are overtaxed by…tracking
many different competencies at once, their
powers of discernment decline.”
MET Policy and Practice Brief
January 2012
Page 28
“…it may be useful to economize by combining
or dropping competencies that commonly
occur together, that prove to be too difficult to
measure reliably, or that are unrelated to
other outcomes.”
17
The RUBRIC… hands-on
Establishing a Common Language…
“Domains” are the Performance Measures taken from SB
2033.
“Dimensions” are the TITLES of the specific components that
establish the parameters of the Domain, e.g., the branches off
the main truck of a tree.
“Indicators” are those observable and measurable
characteristics and practices that are correlated to student
performance success.
18
Rubric Structure and Design
Dimensions and Indicators are defined into five
(5) Levels of Performance:
1
2
3
4
5
Ineffective
Needs
Improvement
Effective
Highly Effective
Superior
>>>
Efficacy in
Effectiveness
Achieved
NOT in Evidence
>>>
>>>
“N/A” – Not Applicable or “N/O” – Not Observed can be used at the
determination of the Evaluator.
Ranking language taken from SB 2033.
19
The Rubric, Observations and the
Evaluation Form
The Rubric is the foundational base for
ranking determinations following
Observations (within the all inclusive
context of the school year) and ranking
decisions that are transferred to the
Evaluation Form.
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Teacher Rubric
21
1
Roll up your sleeves…
22
A Teacher Rubric in Detail
Like a dictionary, the rubric’s descriptions provide definitional
clarity as to each level of effectiveness.
Plan for instructional
strategies that encourage
the development of
performance skills. Ensures
materials and equipment
are ready at the start of the
lesson / activity.
23
Rubric Drill-down: Classroom
Management
Domain/Relative Weight
Dimension
Classroom
Management
1. Preparation
2. Discipline
3. Building-Wide Climate
Responsibility
4. Lesson Plans
5. Assessment Practices
6. Student Relations
30%
24
Rubric Drill-down: Classroom
Management - 1
Domain: Classroom Management Dimension: Preparation
Indicator: Teacher plans for delivery of the lesson relative to
short term and long term objectives.
3 - Effective
Plans for instructional strategies that encourage the
development of performance skills.
Ensures materials and equipment are ready at the start of the
lesson or instructional activity. (most of the time)
25
Rubric Drill-down: Classroom
Management - 2
Domain: Classroom Management
Dimension: Discipline
Indicator: Teacher clearly defines expected behavior.
3 - Effective
Establishes and posts standards of conduct and implements with
consistency.
Ensures that students are engaged and clear as to the expectations of the
classroom with few reminders given.
Monitors the behavior of students during whole-class, small group and
seat work activities and during transitions between instructional activities.
Stops inappropriate behavior promptly and consistently with an
appropriate voice level / word choice.
26
Rubric Drill-down: Instructional
Effectiveness
Domain/Relative Weight
Instructional Effectiveness
50%
Dimension
7. Literacy
8. Common Core Standards
9. Involves All Learners
10.Explains Content
11.Explains Directions
12.Models
13.Monitors
14.Adjusts Based upon Monitoring
15.Establishes Closure
16.Student Achievement
27
Rubric Drill-down: Instructional
Effectiveness - 9
Domain: Instructional Effectiveness
Dimension: Involves All
Learners Indicator: Teacher uses active learning, questioning
techniques and/or guided practices to involve all students.
3 - Effective
Engages most students in active learning experiences 80 percent of the
class time.
Uses questioning strategies throughout the lesson, scaffolding to at least
the mid level of Bloom's taxonomy. Provides wait time for some student
response and does random checking to ensure the involvement of all
learners.
Engages students by incorporating their general skills and interests into the
lesson.
28
The RUBRIC… hands-on
In your review of the assigned Indicators (within Dimension titles that reside
under Domains) what did you learn:
• about the structure of the Rubric?
• the focus of the Dimensions?
• the details of the Indicators?
Be prepared to SHARE one, specific Indicator:
• talk about the increase in “expectations” from Ineffective to Superior, e.g.,
progressive, abrupt, ability to achieve the highest rankings.
• talk about the narrative components that reside within a specific ranking, e.g.,
the EFFECTIVE ranking, e.g., how do the parts equal the whole?
• talk about what you would expect to see in teacher behavior (or evidence) and
student behavior (or evidence).
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What We Have Learned…
1. Every slide provides an important piece to
the TLE mosaic.
2. The Rubric provides definitional clarity of
effectiveness within a structure of Domains,
Dimensions and Indicators.
3. The Rubric is the “foundation” for all that
follows.
4. There are 5 numeric rankings, plus N/O and
N/A.
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Questions and Next Segment…
The 3rd Segment of Evaluator Information
File: PP3 Observation+ and Evaluaton
Topic: Observation+ and Evaluation
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For more information: www.tulsaschools.org
Office of Teacher and Leader Effectiveness
918-746-6800
Tulsa Framework: http://sde.state.ok.us; left column: Teacher and
Leader Effectiveness; Scroll to Frameworks; Tulsa Framework
Talia Shaull – [email protected]
Jana Burk – [email protected]
Katy Ackley – [email protected]
Gene S. Kleindienst - [email protected]
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