1 / 31

Teacher Evaluation: Lessons Learned Teaneck Public Schools

Teacher Evaluation: Lessons Learned Teaneck Public Schools. Dr. Marisa M. King Dr. Deirdre Spollen-LaRaia. Teaneck Public Schools. Diverse Suburban/Urban Community 6 miles from the George Washington Bridge 3,741 Total Students 1 – High School 9-12 2 – Middle Schools 5-8

clem
Download Presentation

Teacher Evaluation: Lessons Learned Teaneck Public Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teacher Evaluation:Lessons LearnedTeaneck Public Schools Dr. Marisa M. King Dr. Deirdre Spollen-LaRaia

  2. Teaneck Public Schools • Diverse Suburban/Urban Community • 6 miles from the George Washington Bridge • 3,741 Total Students • 1 – High School 9-12 • 2 – Middle Schools 5-8 • 3 – Elementary Schools 1-4 • 1 – Early Childhood School Pre-K/K

  3. Student Demographics African-American 44% Hispanic/Latino 27% White 15% Asian 13% Other 1%

  4. Introduction • Grant – Excellent Educators for New Jersey Program (EE4NJ) • Pilot District General Requirements- Cohort 2 • Pilot and Implement • Provide Feedback to NJDOE • Collaborate - District Evaluation Advisory Committee (DEAC) • Communicate with stakeholders, share common language • FAQ’s, addressed concerns

  5. Teacher Evaluation System Selection Process Framework for Teaching (FFT) – Charlotte Danielson Aligned to existing evaluation rubric Online videos – Professional Development

  6. Excellent Educators for New Jersey • EE4NJ Grant $104,000 • Teachscape software to manage the FFT • Teachscape Proficiency System (per user cost) • Teachscape Learn • Digital Cameras • Danielson Group Professional Development for Administrators

  7. Training of Administrators • iPads • 30 hours – Online Professional Development Summer 2012 • Collaboration among colleagues • Make-a- Meeting • Small Study Groups • Demonstrate Proficiency -2-Stage Assessment

  8. Domain 2The Classroom Environment 2a: Creating an Environment of Respect & Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior

  9. Domain 3Instruction 3a: Communicating with Students 3b: Using Questioning/Prompts & Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction

  10. Teacher Training • September 2012 – High level Overview • Rubric for Domain 2 and Domain 3 • Discussion of Frequency of Observations • Discussion of Type of Observations • Faculty Meetings • Teachscape Online Modules

  11. Preparing for Observations • Requirements for Cohort 2 Pilot Districts • Tenured and Non-Tenured • Core and Non-Core Tested/Non-tested • Double-Scored, External Evaluator, 30 min, 15 min • Observations commenced in October 2012 • Oct- Dec observations focused on Domain 2 only (to allot time for teachers to acclimate to the framework) 1,240 Observations 24 Administrators Average of 51.6 Observations per Administrator

  12. Action-Research • Permission from Superintendent • Consulted with Board Attorney • Rutgers University - External Evaluator

  13. Preparedness to Implement the FFT • Varying Perceptions • Both groups noted that additional time was needed to learn the • tool before beginning observations

  14. Preparedness to Implement the FFT • Post survey results indicate agreement that both groups are prepared to implement the FFT following 8 months of observations

  15. Understanding the Domains • Respondents indicated a higher understanding of Domain 2 over • Domain 3 • Could be result of observations focused on Domain 2 for first trimester

  16. Understanding the Domains • Respondents in both groups indicate an increase in their understanding of the Domains

  17. The Power of Two • Pilot required one double-scored observation for most teachers • Final regulations double-scored observation are not required for • teachers. They are required for administrators to calibrate scoring on • the FFT * Several respondents left this question blank

  18. The Power of Two

  19. Consistent Ratings • This finding indicates that administrators and teachers do agree that FFT will provide consistent ratings between administrators • Research based tool provides agreement by those who are involved * Several respondents left this question blank

  20. Consistent Ratings

  21. Effective Feedback • Feedback (pre and post) using a common rubric helped to create • common dialogue related to the critical attributes and evidence for • each domain • Subjectivity is reduced * Several respondents left this question blank

  22. Effective Feedback

  23. Next Steps/Lessons Learned

  24. Next Steps/Lessons Learned

  25. Next Steps/Lessons Learned • Technology • Wireless network • Additional technology has been purchased • User difficulty navigating the platform for the Danielson Framework

  26. Next Steps/Lessons Learned Continue to develop a Common Understanding and Language

  27. Inspire

  28. Questions?

  29. Thank You Marisa M. King, Ed.D. mking@teaneckschools.org Deirdre Spollen-LaRaia, Ed.D. Dspollen-laraia@teaneckschools.org

More Related