Evidence vs. Opinion:

1. Evidence vs. Opinion: Improving Student Achievement via Teacher Evaluation Bruce Boyd Consultant to Boise State University--Center for School Improvement & Policy Studies

2. What’s the Problem? Poor students cannot learn? Minority students cannot learn? Learning-disabled students cannot learn? English Language Learners students lack ability/intellect? Or Are they underserved in our current system?

3. Can These Gaps Be Closed? An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. ---Marzano, What Works in Schools, 2003

4. 初心, • Openness, eagerness, • lack of preconceptions. Shoshin • “In the beginner’s mind there are • many possibilities…in the expert mind • there are few.”

5. Readiness to Benefit

6. Nine Characteristicsof High Performing Schools

7. Clear and Shared Focus High Standards and Expectations Effective Leadership Collaboration and Communication Alignment with State Standards Monitoring of Learning and Teaching Focused and Professional Development Supportive Learning Environment Family and Community Involvement Goals In All Areas Processes Supports

8. Relationships Among Characteristics 1

9. Danielson’s Framework McREL Marzano Turnaround Leaders

10. “History teaches us that men and nations behave wisely… once they have exhausted all other alternatives.” ---Abba Eban “We usually see only the things we are looking for---so much so that we sometimes see them where they are not.” ---Eric Hoffer “Sustainability comes from the willingness to embrace a concept with which you may have little in common, but are prepared to support its life and enrich its existence by all measure.” ---anonymous “The kind of thinking that got you into the problem is not the kind of thinking that will get you out of it.” ---Albert Einstein “If we are all in agreement---we definitely have a problem.” ---General George Patton

11. A Flawed System • Outdated, limited criteria • Few shared assumptions about • good teaching • Lack of precision in evaluation • Hierarchical communication

12. A Flawed System • Same procedures for novices • and experienced professionals • Limited supervisor expertise • Limited data • Too much time for too little gain

13. Danielson’s Framework

14. The Domains Domain 1: Planning and Preparation Domain 2: The Learning Environment Domain 3: Instruction and the Use of Assessment Domain 4: Professional Responsibilities 2

15. Framework for Teaching Four Domains Domain 2 – The Classroom Environment The culture of the classroom characterized by the relationships and management of the room for the purpose of learning. Domain 1 – Planning and Preparation What a teacher does and knows in preparation for teaching. Domain 4 – Professional Responsibilities Domain 3 – Instruction What a teacher does to engage students in learning. Professional responsibilities and behavior outside the classroom.

16. Domain 1 – Planning and Preparation • 1a: Demonstrating Knowledge of Content • and Pedagogy • 1b: Demonstrating Knowledge of Students • 1c: Setting Instructional Goals • 1d: Demonstrating Knowledge of Resources • 1e:Designing Coherent Instruction • 1f:Assessing Student Learning

17. Domain 2 – Learning Environment • 2a: Creating an Environment of Respect • and Rapport • 2b: Establishing a Culture for Learning • 2c: Managing Classroom Procedures • 2d. Managing Student Behavior • 2e: Organizing Physical Space

18. Domain 3 Instruction and Use of Assessment • 3a: Communicating Clearly and Accurately • 3b: Using Questioning and Discussion Techniques • 3c: Engaging Students in Learning • 3d: Providing Feedback to Students • 3e: Demonstrating Flexibility and Responsiveness • 3f: Use Assessment to Inform Instruction and Improve Student Achievement

19. Domain 4 – Professional Responsibilities • 4a: Reflecting on Teaching • 4b: Maintaining Accurate Records • 4c: Communicating with Families • 4d: Contributing to the School and • District • 4e: Growing and Developing • Professionally • 4f: Showing Professionalism

20. DomainsandComponents have been discussed… What are Elements in the Charlotte Danielson Framework for Teaching?

21. Elements

22. Levels of Performance Swimming Analogy Unsatisfactory Basic Proficient Distinguished

23. Levels of Performance Unsatisfactory - doing harm Basic - knowledge and skills; inconsistent performance due to lack of experience Proficient- successful, professional, effective teaching Distinguished - Community of learners; student assumption of responsibility

24. TEACH Implementation in the classroom APPLY How will I apply what I’ve learned in my classroom to enhance student learning? Framework Observation Program: Plan-Teach-Reflect-Apply Cycle • PLAN • Information gathering • What are my goals? • What do I know about my students? • Developing a plan • REFLECT • What have I learned • about my students? • about my teaching? • about the community of learners at my school? Adapted from W.E. Deming, Out of the Crisis, Massachusetts Institute of Technology Center for Advanced Engineering, (1996)

25. McREL

26. McREL A Framework for the 9 Categories of Instructional Strategies 3

27. Creating an Environment for Learning 1. Setting objectives and providing feedback 2. Reinforcing effort and providing recognition 3. Cooperative learning

28. Helping Students Understand Learning 4. Cues and Questions and Advance Organizers 5. Nonlinguistic representations 6. Summarizing and note taking 7. Homework and practice

29. Helping Students Extend and Apply Knowledge 8. Identifying Similarities and Differences 9. Generating and Testing Hypotheses

30. Evaluation System Design McREL’s Teacher Evaluation System is based on 21st century standards and five sets of formative rubrics aligned with these standards. Together, they guide teachers and evaluators through the evaluation process and toward improved performance.

31. Standard I Teachers demonstrate leadership. Standard II Teachers establish a respectful environment for a diverse population of students.

32. Standard III Teachers know the content they teach. Standard IV Teachers facilitate learning for their students. Standard V Teachers reflect on their practice.

33. Marzano

34. Marzano Causal Evaluation Model 4

35. Domain 1: Classroom Strategies and Behaviors 41 Elements in this Domain

36. Lesson Segments Involving Routine Events DQ1: Communicating Learning Goals and Feedback DQ6: Establishing Rules and Procedures DQ = Design Questions

37. Lesson Segments Addressing Content DQ2: Helping Students Interact with New Knowledge DQ3:HelpingStudents Practice and Deepen New Knowledge DQ4:Helping Students Generate and Test New Hypotheses

38. Lesson Segments Enacted on the Spot DQ5: Engaging Students DQ7: Recognizing Adherence to Rules and Procedures

39. Lesson Segments Enacted on the Spot DQ8: Establishing and Maintaining Effective Relationships with Students DQ9: Communicating High Expectations for All Students

40. Domain 2: Planning and Preparing 8 Elements in this Domain

41. Planning and Preparing Planning and Preparing for Lessons and Units Planning and Preparing for Use of Resources and Technology Planning and Preparing for the Needs of English Language Learners

42. Planning and Preparing Planning and Preparing for the Needs of Students Receiving Special Education Planning and Preparing for the Needs of Students Who Lack Support for Schooling

43. Domain3: Reflecting on Teaching 5 Elements in this Domain

44. Reflecting on Teaching EvaluatingPersonal Performance Developing and Implementing a Personal Growth Plan

45. Domain 4: Collegiality and Professionalism 6 Elements in this Domain

46. Collegiality and Professionalism Promoting a Positive Environment Promoting Exchange of Ideas and Strategies Promoting District and School Development

47. Turnaround Leaders

48. An Effective Leader is someone who helps make the rules… and is the first to break them.

49. Turnaround Actions for Teachers and Administrators

50.  Identify and focus on a few early wins with big payoffs.  Break organization norms or rules to deploy new tactics needed for early wins.  Act quickly in a fast cycle of trying new tactics, measuring results, discarding failed tactics and doing more of what works.