School-Based Instructional Framework and Rubric Overview 2

Report
1
Supporting Quality Teaching:
Overview of the Instructional
Framework and Rubric
Fall 2011
BALTIMORE CITY
PUBLIC SCHOOLS
Why an Instructional Framework and Rubric?
2
City Schools’ Instructional Framework and Rubric:
 Create a common language about what constitutes excellent
teaching and how it looks
 Provide guidance in designing and implementing quality
instruction for each student
 Ensure an alignment of school resources, priorities and
teacher supports
 Elevate the work of the Common Core State Standards and
the City Schools’ academic priorities of Rigor, Engagement
and Intervention
BALTIMORE CITY
PUBLIC SCHOOLS
Goals of the Instructional Framework and Rubric
3
Goals for
SY 11-12
• The Instructional
Framework and Rubric
will be used to provide
meaningful feedback,
support, and
development to teachers
around the seven focus
Key Actions
BALTIMORE CITY
Long-Term
Goals
• Alignment of
professional learning
and evaluation systems
to the Instructional
Framework and Rubric
• Increased inter-rater
reliability in observing
and evaluating teacher
instruction
PUBLIC SCHOOLS
Development Timeline
4
Stakeholder
Meetings
Jan 19
Initial external
stakeholder meeting
to discuss district
Effectiveness work
Focus
Groups
Teacher
Advisory Group
(TAG)*
(includes teachers, school
leaders, and select district
office staff)
(24 Teachers from various
contents and grade levels;
provided recommendations
to the Effectiveness Team
Jan 24-25
Initial Framework
focus groups
374 Teachers
March 23
TAG Meeting: Rubric
analysis of level 3
performance
indicators
Feb 16
Framework Focus
Groups for public
62 Teachers
42 schools represented
April 13
TAG Meeting: Rubric
analysis of all
performance
indicators
April 12-14
Rubric Focus Groups
for public
91 Teachers
May 18
TAG Meeting: Rubric
analysis and feedback
*Additional TAG workgroup meetings held on March 30, April 27, and June 1
BALTIMORE CITY
PUBLIC SCHOOLS
Field
Testing
May 2-12
Framework and
Rubric Field Testing
22 Central Office and
BTU staff members
Rubric tested in 40
classrooms through-out
district
MSDE Teacher Evaluation Pilot
5
 A low-stakes teacher evaluation pilot will take place
in select schools in partnership with MSDE during
SY 11-12
 Pilot involves the combination of classroom
observations, student growth measures, and other
non academic measures such as professional
responsibility to evaluate teacher performance
 Participating schools will also be required to conduct
all aspects of PBES as their formal evaluation system
BALTIMORE CITY
PUBLIC SCHOOLS
City Schools’ Instructional Framework
6
Reflect
& Adjust
Teach
Plan
P1 Know your students
P2 Set growth goals based on
students’ performance levels
T1 Engage students in standards-based
lesson objectives
T2 Communicate content clearly
RA1
Analyze student progress
P3
Develop standards-based units and
long-term plans
T3 Use strategies and tasks that
engage all students in rigorous work
RA2
Modify instruction in response to
data
P4
Design daily lessons to meet
learners’ unique needs
T4 Use questioning to bring
students to higher-order thinking
RA3
Assess and refine classroom
space and culture
P5
Use and align resources
strategically
T5 Check for understanding and
respond to misunderstandings
RA4
P6
Mobilize families and stakeholders
in support of student success
T6 Facilitate student-to-student
interaction and academic talk
Partner with students and
families to reflect on student’s
progress
P7
Organize classroom space and
materials
T7 Implement routines to maximize
instructional time
T8 Build a positive, learning focused
classroom culture
T9 Reinforce positive behavior,
redirect off-task behavior, and deescalate challenging behavior
BALTIMORE CITY
PUBLIC SCHOOLS
City Schools’ Instructional Rubric
7
BALTIMORE CITY
7
PUBLIC SCHOOLS
Connecting Instructional Bodies of Work
8
TASKS
Academic
Priorities
Rigor,
Engagement and
Intervention
Teacher
Effectiveness
Instructional
Framework
and Rubric
BALTIMORE CITY
Common
Core State
Standards
Mathematics,
English
Language Arts
and Content
Literacy
PUBLIC SCHOOLS
QUESTIONS
FEEDBACK
Implementation Expectations for SY 2011-12
9
Teachers
• Use the Instructional
Framework and
Rubric to:
• plan, teach, reflect on
and adjust your practice
• drive professional
development
conversations with your
colleagues and school
leaders
BALTIMORE CITY
School
Leaders
• Use the Instructional
Framework and
Rubric to:
• observe practices of
planning, teaching,
reflecting and adjusting
at your school
• provide meaningful
feedback
PUBLIC SCHOOLS
Implementation Supports for SY 2011-12
10
Teachers
• Two-day introduction to the Instructional Framework and
Rubric (summer/fall 2011)
• Infusion of the seven Key Actions into professional
development opportunities provided by district
• Increased support from school leaders through informal
classroom observations and feedback conversations
School
Leaders
• Five-day Framework and Rubric Norming Professional
Development for school leaders (summer/fall 2011)
• On-going development and support for school leaders
through the monthly leadership institute and continuous
support through the Executive Directors for Principal
Support
BALTIMORE CITY
PUBLIC SCHOOLS
Where Can I Learn More?
11
Click on Teacher Effectiveness under the
Teacher tab of City Schools Inside to view
the Instructional Framework, Rubric and
additional teacher supports
http://www.baltimorecityschools.org/cityschoolsinside
BALTIMORE CITY
PUBLIC SCHOOLS
12
Performance Based
Evaluation System
Review of timelines, procedures, and
connections to the Instructional framework
BALTIMORE CITY
PUBLIC SCHOOLS
PBES Timelines and Documentation
13
 The timelines, due dates, and documentation associated with the formal
evaluation process, as outlined in the Performance Based Evaluation
System (PBES) Handbook, remain unchanged including:
 the staff review of the evaluation process
 Individual Development Plan
 1st and 2nd observation cycles
 mid-year progress reporting
 end-of-year final evaluation rating (Proficient, Satisfactory, Unsatisfactory)
 the Performance Improvement Plan (PIP) processes
BALTIMORE CITY
PUBLIC SCHOOLS
PBES Timeline
14
EVALUATION MILESTONE
BY WHEN
Staff Review of Evaluation Process
By September 30th
Initial Planning Conference
By October 15th
(including IDP development)
1st Formal Observation
By December 1st
Performance Review
By January 15th
2nd Formal Observation
By April 1st
Annual Evaluation
By one week before teacher’s last day of
work (Unsatisfactory evaluations received
by May 1st)
*From page 10 of the PBES handbook
BALTIMORE CITY
PUBLIC SCHOOLS
PBES Annual Evaluation Performance Ratings*
15
 Proficient: The overall performance exceeds many of the performance
expectations identified in the four domains. The performance is either satisfactory
or proficient in each of the domains. A combined score of 86 to 100 is proficient.
 Satisfactory : The overall performance meets most of the performance
expectations identified in the four domains. The performance may have domains
in which areas for growth or improvement are identified. A combined score of 7085 is satisfactory. Any domain identified as unsatisfactory requires the
development of a Performance Improvement Plan
 Unsatisfactory: The overall performance does not meet a sufficient number of
the performance expectations identified in the four domains. The combined points
for the four domains total 69 or below. Assistance and improvement are required
in order to justify continued employment. A Performance Improvement Plan is
required
*From page 8 of the PBES handbook
BALTIMORE CITY
PUBLIC SCHOOLS
City Schools’ Instructional Framework
16
Reflect
& Adjust
Teach
Plan
P1 Know your students
P2 Set growth goals based on
students’ performance levels
T1 Engage students in standards-based
lesson objectives
T2 Communicate content clearly
RA1
Analyze student progress
P3
Develop standards-based units and
long-term plans
T3 Use strategies and tasks that
engage all students in rigorous work
RA2
Modify instruction in response to
data
P4
Design daily lessons to meet
learners’ unique needs
T4 Use questioning to bring
students to higher-order thinking
RA3
Assess and refine classroom
space and culture
P5
Use and align resources
strategically
T5 Check for understanding and
respond to misunderstandings
RA4
P6
Mobilize families and stakeholders
in support of student success
T6 Facilitate student-to-student
interaction and academic talk
Partner with students and
families to reflect on student’s
progress
P7
Organize classroom space and
materials
T7 Implement routines to maximize
instructional time
T8 Build a positive, learning focused
classroom culture
T9 Reinforce positive behavior,
redirect off-task behavior, and deescalate challenging behavior
BALTIMORE CITY
PUBLIC SCHOOLS
Connecting the Instructional Framework to PBES
17
PBES
DOMAINS
DOMAIN ONE:
Planning and Preparation
DOMAIN TWO:
The Learning Environment
DOMAIN THREE:
Instruction
DOMAIN FOUR:
Professional Responsibilities
The domain, Planning and
Preparation, includes indicators
that provide for the evaluation of
the teacher in planning
procedures for improving student
performance that reflect
knowledge of content and
pedagogy.
The domain, The Learning
Environment, includes indicators
that provide for the evaluation of
the teacher in the establishment
and maintenance of orderly and
effective learning cultures that
promote student achievement.
The domain, Instruction, includes
indicators that provide for the
evaluation of the teacher in the
development of effective learning
activities and quality teacherstudent interactions in the
classroom that result in increased
student achievement.
The domain, Professional
Responsibilities, includes
indicators that provide for the
evaluation of the teacher’s
participation in meaningful
school improvement and
professional growth that promote
increased student achievement.
Domain One:
Planning &
Preparation
Domain Two:
Learning
Environment
P1: Know your students
FOCUS KEY
ACTIONS
SY 11/12
P4: Design daily lessons to meet
learners’ unique needs
R A 2: Modify instruction in
response to data
BALTIMORE CITY
Domain Three:
Instruction
T3: Use strategies and tasks that
engage all students in rigorous
work
T4: Use questioning to bring
students to higher order thinking
T5: Check for understanding and
respond to misunderstanding
T6: Facilitate student-to-student
interaction and academic talk
PUBLIC SCHOOLS
Domain Four:
Professional
Responsibilities
APPENDIX
18
SAMPLE REFLECTION PROTOCOLS
KEY QUESTIONS FOR OBSERVATION/FEEDBACK
CONNECTING BODIES OF WORK:
MAKING THE CONNECTION QUESTION MATRIX
BALTIMORE CITY
PUBLIC SCHOOLS
Sample Protocols for Reflection Questions
19
 Turn and talk
 Gallery/Graffiti walk
 3,2,1 share-out : 3 thoughts, 2 questions, 1 implication
 Jigsaw
For additional ideas on educational protocols visit:
http://www.nsrfharmony.org/protocol/a_z.html
BALTIMORE CITY
PUBLIC SCHOOLS
KEY QUESTIONS FOR OBSERVATION/FEEDBACK
Domain 1: Planning and Preparation
DOMAIN ONE: Planning and Preparation
Key Questions
Focus
Key
Actions
PBES Indicators
The domain, Planning and Preparation, includes indicators that provide for the evaluation of the teacher in planning procedures
for improving student performance that reflect knowledge of content and pedagogy.
1. Planning reflects teacher understanding of
student knowledge, skills, and readiness
levels, including Individualized Education
Programs (IEP), individual student needs,
interests and learning styles.
7. Teacher uses data to diagnose student
strengths and weaknesses and to develop
prescriptive strategies.
P1: Know your students
• What do I know about my students? How
do I know it?
• What strategies do I use to get to know my
students? How does that information
impact teaching and learning in my
classroom?
• How does my current planning process
incorporate student interests? How can I
modify my curriculum to incorporate more
of my students’ interests?
• How does feedback from families, service
providers, etc. influence my planning?
1. Planning reflects teacher understanding of
student knowledge, skills, and readiness
levels, including Individualized Education
Programs (IEP), individual student needs,
interests and learning styles.
3. Planning reflects knowledge of content and
pedagogy, logical organization of tasks, and
appropriate pacing of planned activities.
4. Teacher selects a variety of technology
materials and uses materials appropriate to
the lesson's objectives and the students'
abilities.
6. *Teacher selects or develops a variety of
assessments and formats related to specific
learning objectives.
P4: Design daily lessons to meet
learners’ unique needs
• How will my lessons meet the needs of all
learners?
• How will I engage students in the lesson
objectives so they understand what they will
learn?
• How will my lesson be broken into smaller
pieces to support students?
• What is the most effective way to assess daily
objectives?
• How does my daily lesson fit into the
sequence of my unit?
• In what ways can I ensure that students
understand key ideas before I move on?
1. Planning reflects teacher understanding
of student knowledge, skills, and
readiness levels, including Individualized
Education Programs (IEP), individual
student needs, interests and learning
styles.
7. uses data to diagnose student strengths
and weaknesses and to develop
prescriptive strategies.
R A 2: Modify instruction in
response to data
• Will the formative and summative
assessments I have planned provide me
enough information to know if I need to
modify instruction?
• Was this lesson successful? How do I
know?
• Do I have structures built into the daily
schedule that allow me to re-teach
groups of students?
• How can our staff support each other in
improving our practice?
20
KEY QUESTIONS FOR OBSERVATION/FEEDBACK
Domain 2: The Learning Environment
DOMAIN TWO: The Learning Environment
Key Questions
PBES Indicators
The domain, The Learning Environment, includes indicators that provide for the evaluation of the teacher in the establishment and
maintenance of orderly and effective learning cultures that promote student achievement
1. Teacher establishes and requires students to adhere to appropriate classroom rules and standards, establishes appropriate
consequences for student misbehavior, and effectively implements management procedures.
2. Teacher creates and maintains an organized, productive, safe, and orderly classroom environment.
3. Teacher establishes and maintains an atmosphere of mutual respect.
4. Teacher expresses and reinforces high expectations for all students with regard to attendance, achievement, and behavior.
5. Teacher maintains a classroom culture that maximizes academic learning time.
6. Teacher organizes classroom space to best promote student learning.
•
•
•
•
•
•
•
•
How does my physical environment promote learning that maximizes instructional time?
What routines are in place to maximize instructional time?
How will I involve my students in being responsible for maximizing their learning time?
How do I use students’ voice to adjust my classroom environment so it demonstrates a culture of mutual respect and high
expectations that fosters a safe orderly learning environment conducive to student learning?
How do my interactions with all student groups build a positive and respectful learning environment?
What strategies do I use to seek and include student opinions, interests, and ownership of daily learning?
How have I communicated behavioral expectations to students?
How have I helped students internalize behavioral expectations so they can manage themselves?
KEY QUESTIONS FOR OBSERVATION/FEEDBACK
Domain 3: Instruction
2. Teacher uses a variety of questioning 2. Teacher uses a variety of questioning
and discussion techniques.
and discussion techniques.
6. *Teacher uses appropriate
8. *Teacher uses learner-centered
instructional techniques and
techniques that provide for
modifications to meet the needs of
acquisition of basic skills and
students with disabilities, as outlined
knowledge and promotes critical
in student Individualized Education
thinking and problem solving.
Programs.
8. *Teacher uses learner-centered
techniques that provide for
acquisition of basic skills and
knowledge and promotes critical
thinking and problem solving.
Focus Key
Actions
PBES Indicators
DOMAIN THREE: Instruction
The domain, Instruction, includes indicators that provide for the evaluation of the teacher in the development of effective learning
activities and quality teacher-student interactions in the classroom that result in increased student achievement.
•
Key Questions
•
•
•
T3: Use strategies and tasks
that engage all students in
rigorous work
How do I ensure my instructional
decisions are purposeful and
intentional?
Which instructional strategies will
engage my students?
How do I ensure that my
instructional strategies and lesson
objectives aligned?
What is the best way to differentiate
instructional tasks to meet the needs
of all learners?
•
•
•
•
•
T4: Use questioning to bring
students to higher order
thinking
How do I develop effective questions
that promote discovery and critical
thinking?
How can I use questioning to build
comprehension and scaffold
learning?
What am I doing to providing
students with the appropriate wait
time?
What strategies can I use to establish
equitable opportunities for all
students to ask and answer
questions?
What is the best way to respond to
students who do no answer
questions correctly?
5. Teacher clarifies and/or corrects
1. Teacher's oral and written
inaccurate information given by
communications are clear and precise
students.
and utilize the conventions of
6. *Teacher uses appropriate
standard English.
instructional techniques and
2. Teacher uses a variety of questioning
modifications to meet the needs of
and discussion techniques.
students with disabilities, as outlined 8. *Teacher uses learner-centered
in student Individualized Education
techniques that provide for
Programs.
acquisition of basic skills and
7. *Teacher monitors and assesses
knowledge and promotes critical
academic progress of students and
thinking and problem solving.
provides constructive feedback.
10. *Teacher assesses before, during
and after instruction and adapts a
variety of teaching strategies and
assessments within and between
topics.
•
•
•
•
•
T5: Check for understanding
and respond to
misunderstanding
What are the key ideas that I will
emphasize during the lesson?
What are the appropriate times for
me to check for understandings?
What strategies can I use to have a
variety of ways to check for
understanding?
What do I do when students do not
understand the content or skills I
taught?
How do my instructional tasks allow
students to demonstrate an
understanding of content or skills?
22
•
•
•
•
•
T6: Facilitate student-tostudent interaction and
academic talk
What the appropriate norms for my
students to follow during studentto-student interaction time?
At what point in my lesson is it
most effective for students to
interact?
How do I model academic talk for
the students?
How am I reinforcing vocabulary
and correct grammatical structures
throughout my teaching?
How do I provide intentional
opportunities for students to
engage in academic talk with one
another?
KEY QUESTIONS FOR OBSERVATION/FEEDBACK
Domain 4: Professional Responsibilities
DOMAIN FOUR: Professional Responsibilities
The domain, Professional Responsibilities, includes indicators that provide for the evaluation of the teacher’s participation in meaningful
school improvement and professional growth that promote increased student achievement.
PBES Indicators
1.
2.
3.
4.
5.
6.
7.
8.
9.
Key Questions
10.
•
•
•
•
•
•
•
•
Teacher interacts professionally, ethically, legally, and respectfully with parents, students, colleagues, and supervisors.
Teacher works collaboratively to contribute to a safe, orderly, and productive school environment.
Teacher assumes responsibility for the care of materials, equipment, and the classroom.
Teacher completes all reports, documents, and student forms, and complies in a timely manner with all federal, state, and local
requirements.
Teacher sets an appropriate example for colleagues, students, and community in appearance, demeanor, and work habits.
Teacher makes self available for conferences and consultations.
Teacher complies with attendance and punctuality policies and procedures.
Teacher participates in professional activities that are set forth in the Individual Development Plan and/or required by the teacher's
Performance Improvement Plan.
Teacher maintains an organized, accurate system for monitoring and reporting individual student achievement, skill progress, and
attendance and meets grade reporting deadlines and requirements.
Teacher discusses student attendance, performance, lessons, concepts, and/ or units taught in conferences with qualified observers
and / or parents.
How do I most effectively communicate data points to various stakeholders?
What strategies do I implement that demonstrates my flexibility to address the needs of all stakeholders?
How do I work collaboratively with all stakeholders (students, parents, peers/teachers, administration)?
How well am I meeting school based reporting deadlines that will enable me to develop instruction and enrich strategies to meet the
needs of all my students?
How does my attendance/punctuality pattern affect my students’ performance, my availability to parents, and the schools ability to
maintain a safe, orderly, and productive environment?
How do I consistently demonstrate that I value “parents” as equal partners in all interactions?
Is my feedback to all stakeholders constructive so it includes strategies that will improve systems to increase student achievement?
Does my “voice” to all stakeholders consistently align to the mission/vision core values of the school?
Connecting Bodies of Work:
Making the Connection
Tasks
Questions
Feedback
Rigor
Is the work complex and
grounded in substantive
content?
Do questions challenge
students to pursue higher
order thinking?
Does feedback challenge
students to engage with the
complexity of the work?
Engagement
Are students active
participants? Do students
engage with each other in
academic work?
Do students have the
opportunity to engage each
other in academic talk?
Does feedback provide
students with an
opportunity to revise their
responses?
Intervention
ACADEMIC PRIORITIES
ARTIFACTS SUPPORTING COMMON CORE
Do students receive
differentiated tasks?
Do questions help support
student understanding and
extend student learning?
Does feedback translate into
student learning?
Connecting Bodies of Work:
Making the Connection
Engagement
Tasks
Questions
Feedback
Is the work complex and
grounded in substantive
content?
Do questions challenge students to
pursue higher order thinking?
Does feedback challenge students
to engage with the complexity of
the work?
Plan 4
Plan 4
Teach 4
Teach 3
Teach 4
Teach 5
Are students active participants?
Do students engage with each
other in academic work?
Do students have the opportunity
to engage each other in academic
talk?
Does feedback provide students
with an opportunity to revise their
responses?
Plan 4
Teach 3
Intervention
ACADEMIC PRIORITIES
Rigor
ARTIFACTS SUPPORTING COMMON CORE
Teach 6
Do students receive
differentiated tasks?
Plan 4
Plan 1
Plan 4
Teach 3
Teach 6
Teach 5
Do questions help support student
understanding and extend student
learning?
Does feedback translate into
student learning?
Plan 1
Teach 3
Teach 5
Teach 5
Reflect and Adjust 2
Teach 6
Reflect and Adjust 2

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