Rubric Based Evaluation System

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Rubric Based Evaluation System

• Presented by David OConnell
• Original Work by Kim Marshall
• Marshallmemo.com

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For Students entering at the 50th percentile,
achievement after two years

• Most effective teacher, most effective school -
  96th Percentile
• Average teacher, most effective school - 78th
• Most effective teacher, least effective school -
  63rd
• Average Teacher, average school - 50th
• Least effective teacher, most effective school -
  37th
• Least effective teacher, least effective school -
  3rd

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 Which three best monitor and improve teaching
and learning?

• Walk-arounds (Hi, how are you?)
• Mini-observations with feedback
• Walk-throughs (systematic learning walks)
• Working with teacher teams on unit plans
• Collecting and inspecting lesson plans
• Pre-observation, full-lesson observation,
  evaluation, post-obs
• Working with teams on interim assessment results

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 Problems with traditional supervision
evaluation

• The principal sees only a tiny percent of
  teaching time
• Teachers put on an atypical dog and pony show
• Principal-pleasing versus student-learning is
  the focus
• We arent looking at whether students learned
• Detailed write-ups of lessons miss the bigger
  picture
• Many evaluation instruments are cumbersome,
  legalistic
• Critical evaluations shut down adult learning
• Teachers shrug off criticism You dont
  understand my world
• Evaluations feed teacher isolation and jealousy
• People are gutless. Keep the peace. Grade
  inflation
• Many principals are too busy to do it justice

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450 Teaching Periods a Year (based on a 90min
block)
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Mike Schmoker (1992)

• Evaluation has become a polite, if
  near-meaningless matter between a beleaguered
  principal and a nervous teacher. Research has
  finally told us what many of us suspected all
  along that conventional evaluation, the
• kind the overwhelming majority of American
  teachers undergo, does not have any measurable
  impact on the quality of student learning. In
  most cases, it is a waste of time.

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Mike Schmoker (2007)

• What schools call supervision is nothing of
  the sort. It has evolved into routines that
  eliminate the friction between teachers and
  administrators and ensure that poor practices
  predominate year after year, with serious
• consequences for students.

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A strategy for working with teachers

• The goal getting understanding and trust
• Giving teachers a genuine change for input /
  ownership
• Filling in the principals knowledge gaps
• Comparing notes, agreeing, celebrating
• Setting goals for improvement
• Options student and parent input

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Marshall Plan Develop the Domains

• Many different approaches Charlotte Danielsons,
  others
• Marshall synthesis
• Planning and preparation for learning
• Classroom management
• Delivery of instruction
• Monitoring, assessment, and follow-up
• Family and community outreach
• Professional responsibilities

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Rating scale and labels

• Four-point scale is the emerging consensus.
• 4 Expert
• 3 Proficient
• 2 Needs improvement
• 1 Does not meet standards

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Sort the criteria

• Classroom Management (proficient level).
• Clearly communicates and consistently enforces
  high standards for student behavior
• Is fair and respectful toward students and builds
  positive relationships
• Commands respect and refuses to tolerate
  disruption
• Fosters positive interactions among students and
  teaches useful social skills
• Teachers routines established maintained all
  year
• Develops students self-discipline and teaches
  them to take responsibility for their own actions
• Has a repertoire of discipline moves and can
  capture and maintain students attention
• Maximizes academic learning time through
  coherence, lesson momentum and smooth transitions
• Is a confident, dynamic presence and nips most
  discipline problems in the bud
• Uses incentives wisely to encourage and
  reinforces student cooperation

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Tease out the Rubrics
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Lets try one page

• Think of a teacher you know well
• Pick one rubric page
• For each letter, highlight 4, 3, 2 or 1
• Step back and look at the overall picture
• What strikes you?
• Minimalist leadership evaluate only what
  matters
• Mike Schmoker (2006)

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Teacher Supervision Mini-Observations

• The challenge how to
• Get into classrooms frequently
• See reality versus the dog and pony show
• Give teachers feedback, dispel loneliness
• Have authentic conversations about teaching and
  learning
• Know enough to write thoughtful, fair
  evaluations.
• Most principals are racked with guilt over this
• Its what most often doesnt get done

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A key question How long do you need to stay in a
classroom? It depends on your purpose

• To show the flag 5 seconds
• To check on a substitute 6 seconds
• In-depth professional development 40 min
• To make the case for dismissal multiple 40 min
• To see a representative slice of teaching 5
  minutes
• To be able to have a conversation about teaching
  5 minutes
• Diminishing returns after that

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Mini-observations

• Trying for five 5-minute mini-observations a day
• Unannounced, random times
• Systematically cycling through a staff of 45
• Trying for two weeks per cycle
• Face-to-face feedback within 24 hours
• Very well-received by teachers
• It got us talking constantly about instruction

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The essence of this system

• Being organized and purposeful!
• Observing lots of slivers of teaching that
  represented reality
• De-bureaucratized no paperwork
• Giving honest feedback face to face
• Regular, authentic conversations with teachers
• In touch with all classrooms
• Alerted to teacher problems stumble across
  issues
• Lots of data for evaluations

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But how much can you see in five minutes?

• Lets watch 5 minutes of a class
• This is challenging, but go for it!
• Reflect on what you see
• Think about your teaching point to the teacher
• And our opening 30 seconds
• Pair off one be the teacher, one the principal
• Role-play the follow-up conversation

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Your reactions

• Did it seem like a long time?
• Did you see a lot?
• If visits were random, would you see reality?
• Would once every 2/3 weeks be enough?
• How would your teachers react to it?
• Do you feel you could observe, give honest
  feedback?
• NB Walk-through is totally the wrong term for
  this!

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Do the math Assuming 35 weeks,observation
frequency with 45 teachers

• 5 mini-observations a day 19/teacher for the
  year
• 4 mini-observations a day 15 per teacher
• 3 mini-observations a day 12 per teacher
• 2 mini-observations a day 8 per teacher
• 1 mini-observations a day 4 per teacher
• WHATS A DO-ABLE TARGET FOR YOU?

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What to look for?The irreducible elements of
good teaching

• S Safety
• O Objectives
• T Teaching
• E Engagement
• L Learning

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Types of feedback (specific, clinical)

• Praise, reinforcement, suggestions
• Questions, redirection, criticism (specific and
  global)
• All the traditional functions of supervision (Jon
  Saphier)
• Cheerleading
• Stimulating thinking
• Problem-solving
• Valuing the profession confirming the importance
  of good teaching

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Do you think teachers mention these visits to
their significant others that evening?

• Teachers work hard
• They have student work on the wall
• Their kids are creating stuff
• Theyre in early and late working
• It really matters that someone notices!
• Taking a deep breath and looking around
• And take the time to give feedback

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Four reasons follow-up talks are vital

• To give feedback
• Teacher growth and development
• To be ethical
• Teachers need to be able to correct wrong
  impressions, give the context
• To have quality talks
• Principal talking with teachers about teaching
• An opening for a deeper talk
• Hows it going this year?

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Feedback by e-mail?

• In e-mail, people talk at you in conversation I
  can talk with (people), and a casual remark can
  lead to a level of discussion that neither party
  anticipated from the beginning, I am more likely
  to learn from someone in a conversation than in
  an e-mail exchange, which simply does not allow
  for the serendipity, intensity and give-and-take
  of real-time interaction.
• Steven Levy, Newsweek, June 11, 2007

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Keeping track of visits, impressions

• Notes and checklists raise the stress level
• Better to slow down, smell the flowers
• Whats going in here?
• Whats my teaching point?
• Track impressions later
• Quick impressions
• Check for follow-up talk

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