Danielson Coachng and Eval for Teachers Aug 14 2014

Report
Alaska Educator
Evaluation Overview
Yukon Koyukuk School District
Quick Facts
 Piloting a new system this year.
 Full implementation in 2015-16
 Based on the Danielson Framework
 Evaluation will be on 12 specific
Danielson components
 Data points will not be included until
next year.
Quick Thoughts
 The new system will be more about
coaching than evaluation
 “The quality of the coaching conversations is the lynch pin
of the system”
 “Feedback is the breakfast of
champions”
 Expectations will be clear
 The new system will appear complex and
daunting and will produce anxiety.
 Clear Communication, collaboration and our experience will
overcome this
Danielson Framework
Each teacher has a copy of
Enhancing Professional
Practice
Book Study on the 12
components
 During Chane’s
Collaboration Wednesdays
1 Framework
4 Domains
12 Components
YKSD Danielson
Component
Card
YKSD Danielson Component Card
Domain 1
Domain 2
PLANNING AND
PREPARATION
CLASSROOM
ENVIRONMENT
1c Setting Instructional Outcomes
1e Designing Coherent Instruction
1f Designing Student Assessments
2a Creating an Environment of
Respect and Rapport
2c Managing Classroom Procedures
2d Managing Student Behavior
Domain 4
Domain 3
PROFESSIONAL
RESPONSIBIITES
INSTRUCTION
4b Maintaining Accurate Records
4c Communicating with Families
4f Showing Professionalism
3c Engaging Students in Learning
3d Using Assessments in Instruction
3e Demonstrating Flexibility and
Responsiveness
YKSD%Danielson%Smart%
Card%
YKSD Danielson
Smart
Card
PLANNING'AND'PREPARATION''
CLASSROOM'ENVIRONMENT'
1c''''''''Setting'Instructional'Outcomes'
· Value,%sequence,%and%alignment%
· Clarity%
· Balance%
· Suitability%for%diverse%learners%
1e'
Designing'Coherent'Instruction'
· Learning%activities%
· Instructional%materials%and%resources%
· Instructional%groups%
· Lesson%and%unit%structure%
1f'
Designing'Student'Assessments'
· Congruence%with%outcomes%
· Criteria%and%standards%
· Formative%assessments%
· Use%for%planning%
%
2a''''''''Creating'an'Environment'of'Respect'and'Rapport'
· Teacher%interaction%with%students%
· Student%interaction%with%students%
2c'
Managing'Classroom'Procedures'
· Instructional%groups%
· Transitions%
· Materials%and%supplies%
· NonGinstructional%duties%
· Supervision%of%volunteer%and%paraprofessionals%%
2d'
Managing'Student'Behavior'
· Expectations%
· Monitoring%behavior%
· Response%to%misbehavior%
%
PROFESSIONAL'RESPONSIBIITES'
INSTRUCTION'
'
4b''''''''Maintaining'Accurate'Records'
· Student%completion%of%assignments%
· Student%progress%in%learning%
· NonGinstructional%records%
4c'
Communicating'with'Families'
· About%instructional%program%
· About%individual%students%
· Engagement%of%families%in%instructional%program%
4f'
Showing'Professionalism'
· Integrity%/%ethical%conduct%
· Service%to%students%
· Advocacy%
· Decision%making%
· Compliance%with%school%/%district%regulations%
3c'
3d'
3e'
Engaging'Students'in'Learning'
· Activities%and%assignments%
· Student%groups%
· Instructional%materials%and%resources%
· Structure%and%pacing%
Using'Assessments'in'Instruction'
· Assessment%criteria%
· Monitoring%of%student%learning%
· Feedback%to%students%
· Student%self%assessment%and%monitoring%
Demonstrating'Flexibility'and'Responsiveness'
· Lesson%Adjustment%
· Response%to%students%
· Persistence%
Each of the 12 Components has a
rubric of clear expectations
DOMAIN 3: INSTRUCTION
3C-ENGAGING STUDENTS IN LEARNING
Elements: Activities and assignments, Student groups, Instructional materials and resources, Structure and pacing
Evidence:
Grouping of
students
Evidence:
Instructional
materials and
resources
L E V E L O F
BASIC
Activities and assignments are
appropriate to some students
and engage them mentally, but
others are not engaged.
P E R F O R M A N C E
PROFICIENT
Most activities and assignments
are appropriate to students, and
almost all students are cognitively
engaged in exploring content.
Grouping of students
Instructional groups are
inappropriate to the
students or to the
instructional outcomes.
Instructional groups are only
partially appropriate to the
students or only moderately
successful in advancing the
instructional outcomes of the
lesson.
Instructional groups are
productive and fully appropriate
to the students or to the
instructional purposes of the
lesson.
Instructional groups are productive and
fully appropriate to the students or to
the instructional purposes of the
lesson. Students take the initiative to
influence the formation or adjustment
of instructional groups.
Instructional materials and
resources are unsuitable to
the instructional purposes
or do not engage students
mentally.
Instructional materials and
resources are only partially
suitable to the instructional
purposes, or students are only
partially mentally engaged with
them.
Instructional materials and
resources are suitable to the
instructional purposes and
engage students mentally.
Instructional materials and resources
are suitable to the instructional
purposes and engage students
mentally. Students initiate the choice,
adaptation, or creation of materials to
enhance their learning.
The lesson has a recognizable
structure, although it is not
uniformly maintained
throughout the lesson. Pacing
of the lesson is inconsistent.
The lesson has a clearly defined
structure around which the
activities are organized. Pacing of
the lesson is generally
appropriate.
The lesson’s structure is highly
coherent, allowing for reflection and
closure. Pacing of the lesson is
appropriate for all students.
UNSATISFACTORY
Activities and assignments
are inappropriate for
students’ age or
background. Students are
not mentally engaged in
them.
Evidence:
Structure and Pacing The lesson has no clearly
defined structure, or the
pace of the lesson is too
slow or rushed, or both.
Evidence:
EXEMPLARY
All students are cognitively engaged in
the activities and assignments in their
exploration of content. Students
initiate or adapt activities and projects
to enhance their understanding.

ELEMENT
Activities and
assignments
Teachers will use these 12
components to:
 Complete the self reflections
 Set instructional goals for the
school year
 Know exactly what is
expected of them regarding
instruction.
Instructional Goals
Collaborative Goal Setting
Teacher Name ____________________________________________ School _______________________________________
PLANNING AND PREPARATION
1c Setting Instructional Outcomes
· Value, sequence and alignment
· Clarity
· Balance
· Suitability for diverse learners
1e Designing Coherent Instruction
· Learning activities
· Instructional materials and resources
· Instructional groups
· Lesson and unit structure
1f Designing Student Assessments
· Congruence with outcomes
· Criteria and standards
· Formative assessments
· Use for planning
CLASSROOM ENVIRONMENT
2a Creating an Environment of Respect and Rapport
· Teacher interaction with students
· Student interaction with students
2c Managing Classroom Procedures
· Instructional groups
· Transitions
· Materials and suppliers
· Non-instructional duties
· Supervision of volunteers and paraprofessionals
2d Managing Student Behavior
· Expectations
· Monitoring behavior
· Response to misbehavior
PROFESSIONAL RESPONSIBILITIES
4b Maintaining Accurate Records
· Student completion of assignments
· Student progress in learning
· Non-instructional records
4c Communicating with Families
· About instructional program
· About individual students
· Engagement of families in instructional program
4f Showing Professionalism
· Integrity / ethical conduct
· Service to students
· Advocacy
· Decision making
· Compliance with school / district regulations
INSTRUCTION
3c Engaging Students in Learning
· Activities and assignments
· Student groups
· Instructional materials and resources
· Structure and pacing
3d Using Assessments in Instruction
· Assessment criteria
· Monitoring of student learning
· Feedback to students
· Student self assessment and monitoring
3e Demonstrating Flexibility an Responsiveness
· Lesson adjustment
· Response to students
· Persistence
Component
Element
Goal
Evidence of Completion
Timeline
Yukon Koyukuk School District Evaluation Timeline
Month
August
Deadlines
Staff training in Evaluation
Process by Principal at site
in-service day
September
October
November
Weekly
(per teacher)
1 Five Minute Walk Through
observation via Observe4Success
1 Five Minute Walk Through
observation via Observe4Success
1 Five Minute Walk Through
observation via Observe4Success
By Oct. 1 – Complete Selfevaluation and Goal setting
conferences
By Nov. 30 – Complete one in 1 Five Minute Walk Through
observation via Observe4Success
person observation and one
video observation with
feedback.
December
1 Five Minute Walk Through
observation via Observe4Success
January
1 Five Minute Walk Through
observation via Observe4Success
1 Five Minute Walk Through
observation via Observe4Success
February
By Feb. 15 – Pre Conference/
Formal Observation/ Post
Conference/ Summary Form
completed and signed forms
sent to District Office
March
April
May
By Apr. 30 – Complete one in
person observation and one
video observation with
feedback.
1 Five Minute Walk Through
observation via Observe4Success
1 Five Minute Walk Through
observation via Observe4Success
1 Five Minute Walk Through
observation via Observe4Success
Semester
(per teacher)
First Semester –
minimum of 2
classroom observations
– (one per quarter) –
one will be an in person
observation and one inhouse video recorded
observation with
coaching feedback
within 48 hours of each
observation (by
November 30)
Second Semester –
minimum of 2
classroom observations
– (one per quarter) –
one will be an in person
observation and one inhouse video recorded
observation with
coaching feedback
within 48 hours of each
observation (by April
30)
Yearly
Formal
Evaluation
(Pre and Post
Conference
required);
and Summary
form
completed by
February 15
Alaska EED
Requirements
YKSD Educator Evaluation
System Requirements
Observations (district
may select a nationally
recognized framework
approved by the
department)
Information from
parents, students,
etc.
Other information
(as determined by the
district)
*Two to four valid,
reliable measures of
student growth
including statewide
assessments
Results & Actions
YKSD Evaluation Components
Domain 1Planning
And Preparation
Domain 2 –
Classroom
Environment
Domain 3 –
Instruction
Domain 4 –
Professional
Responsibilities
Student
Learning
Objectives
Cultural Standards
Information Sources
Performance
Rating on each
of the
four (4)
components
Unsatisfactory
Basic
Proficient
Exemplary
Unsatisfactory on
1 or more
standard
Plan of Improvement
Basic on 2 or
more standards
District Support
OR
Plan of Professional
Growth (optional)
Proficient or
higher on 7
standards and
basic or higher on
1 standard.
______________
Exceeds the districts
performance
standards (as
determined by the
district)
Professional
Learning Focus for
district & teacher.
_______________
Annual Evaluation
Alternative for the
following school year
(as determined by
the district)
Information Sources
Qualitative
Districts:
Observations
• may select a nationally recognized
observational framework approved by
the department or continue to use the
observation tools they have
previously adopted.
• must have a procedure and a form to
collect information concerning an
educator’s performance from
students, parents, and other
stakeholders.
• may use other information like
surveys, self-assessments, portfolios,
etc. to gather information concerning
an educator’s performance.

(district may select a
nationally recognized
framework approved by the
department)
Information from
parents, students,
etc.


Other information
(as determined by the
district)
Information Sources
2015 and Beyond
Districts must:
Quantitative
*Two to four
valid, reliable
measures of
student growth
including
statewide
assessments
• Select appropriate measures of
student growth with the input of the
educators being evaluated.
• Establish standards and performance
levels for student learning data.
• Develop procedures based on objective
& measurable criteria to ensure that
data used accurately reflects student
growth based on the educator
performance.
• Use statewide assessment data for
teachers who provide instruction in the
content areas assessed.
Aligning Information Sources to
Evaluation Components

Observations (district
may select a nationally
recognized framework
approved by the department)
Information from
parents, students,
etc.


Other information
(as determined by the district)
*Two to
four valid,
reliable measures of
student growth
including statewide
assessments
YKSD Evaluation Components
Domain 1Planning
And Preparation
Domain 2 –
Classroom
Environment
Domain 3 –
Instruction
Cultural Standards
Information Sources
Domain 4 –
Professional
Responsibilities
Two to four student
data points. We will
need to write an
Student Learning
Objective (SLO) for
each one.
Performance
Rating on each
of the
four (4)
Danielson
components.
Unsatisfactory
Basic
Proficient
Exemplary
Levels of Performance
Performance Rating on
each of the 4 Danielson
components.
Performance Levels
Standards
Domain 1 – Planning and
Preparation

Unsatisfactory (U)

Basic (B)
Domain 3 - Instruction

Proficient (P)
Domain 4 – Professional
Responsibilities

Exemplary (E)
2 – 4 Student Learning
Objectives
(Student data points)
Domain 2 – Classroom
Environment
E
P
B
U
Overall Rating & Student Learning Data
 A district will evaluate whether an educator’s overall performance
is exemplary, proficient, basic, or unsatisfactory.
 A district shall include student learning data in teacher and
administrator’s overall rating according to the following schedule:



SY 2015‐16 & SY 2016‐17, at least 20%
SY 2017‐18 at least 35%
SY 2018‐19 and after, at least 50%
 A district may not give an educator an overall performance rating
of proficient or higher if the educator has been evaluated to be
performing at a level of basic or lower on one or more of the
content standards or other criteria for which evaluation is
required.
District Reporting
School Year 2015-2016 & School Year 2016-2017
Alaska Teacher Standards
Domain 1Planning
And Preparation
Domain 2 –
Classroom
Environment
Domain 3 –
Instruction
Domain 4 –
Professional
Responsibilities
Student
Learning Objective
Student
Learning
Standard
20%
Rating on each
of the 4
Danielson
Components
Exemplary
Proficient
Basic
Unsatisfactory
ContentOverall
StandardRating
80%
Exemplary
Proficient
Student Learning
Standards
Basic
Unsatisfactory
Proficient
or higher
on all
standards
Exemplary
Proficient
Basic or
Unsatisfa
ctory on
any one
standard
Basic
Unsatisfactory
District Reporting
2017-2018
Content
Standard
65%
Student
Learning
Standard
35%
2018-2019
Content
Standard
50%
Student
Learning
Standard
50%
Danielson Education
 Book study on Enhancing Professional
Practice – 12 YKSD Components
 Quarterly Newsletters (½ Danielson, ½ AK Standards)
 Chane’s Collaboration Meetings (1x/month)
 On Site Trainings with Patty White and Chane
 Review AK EED website for more detailed
information
 https://education.alaska.gov/TeacherCertification/edeval.html
 Remember:
 This is about coaching…not “gotcha”
 Coaching > evaluation
 Don’t worry, we will help you through this

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