Teacher Evaluation as a Means of Enhancing Student Learning

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Teacher Evaluation as a Means of Enhancing
Student Learning

• The single most important factor in students
  academic success is
• the effectiveness of the teacher's performance.

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FCPS Teacher Evaluation System

• Supports professional growth
• Enhances student achievement
• Provides clear definition of good teaching
• Utilizes concrete data to ensure evaluations are
  objective rather than subjective
• Allows for reflection and collegial conversation
  about good teaching

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Click here to view the TEACHER EVALUATION
PROCESS VIDEO. The video will load in Windows
Media Player (in a separate window). Once the
video ends, you can return to this PowerPoint
slideshow and continue.
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Our evaluation system is based on the work of
Charlotte Danielson. She has divided the complex
activity of teaching into 22 components clustered
into four domains of teaching.
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The Four Domains of Teaching

• Domain 1 Planning and Preparation
• Domain 2 The Classroom Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities

The four domains are in your packet.
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Planning and Preparation

• There are six components listed on the left
• Demonstrates knowledge of content and pedagogy
• Demonstrates knowledge of students
• Selects instructional goals
• Demonstrates knowledge of resources
• Designs coherent instruction
• Assesses student learning

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Each Domain Contains Descriptors Demonstrating
Levels of Performance

• Unsatisfactory
• Emergent
• Proficient
• Distinguished

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Self-Reflection

• Of the six components in Planning and
  Preparation, identify the one in which you feel
  most confident
• Demonstrates knowledge of content and pedagogy
• Demonstrates knowledge of students
• Selects instructional goals
• Demonstrates knowledge of resources
• Designs coherent instruction
• Assesses student learning
• Read across the rubric to determine where you see
  yourself on the continuum

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Explore the Four Domains Planning and
Preparation, Classroom Environment, Instruction
Professional Responsibilities

• For each domain, identify the one in which you
  feel most confident
• Read across the rubric to determine where you see
  yourself on the continuum

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3 Minute Buzz

• How do you see this tool helping you grow as a
  teacher?

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Ultimately there will be 3 tiers to the
evaluation system.

• Tier 1 is for non-tenured teachers. New teachers
  will be provided pre-determined focus areas by
  semester. This tier centers around a classroom
  visitation model.
• Tier 2 is for all satisfactory, tenured teachers
  and satisfactory retired/rehired teachers.
• Tier 3 is for teachers rated unsatisfactory on
  two or more components of the summative
  evaluation system. The Task Force has not
  recommended changes to the current process for
  unsatisfactory teachers.

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Who Will Participate This Year?

• Teachers who formerly were evaluated using the
  classroom observation form will participate this
  year.
• Teachers who formerly were evaluated using a
  specialized form will not participate this year.
  Their evaluation process will remain the same.
  The teacher evaluation committee will create
  specialized forms to be used for future
  implementation.

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Lets Talk About Tier 1

• Tier 1 is for all teachers new to the system
  including
• All non-tenured teachers (except satisfactory
  retire/rehire teachers)
• Teachers right out of education training
• Teachers with prior experience outside the system
• Teachers returning to our system
• Conditionally certified teachers
• Administrators will observe each Tier 1 teacher
  using the Observation/Evaluation form.
• Each semester the domains of focus are
  predetermined.

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Tier 1- Domains of Focus
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Tier 1 Teacher Responsibilities

• Become familiar with the Framework, components,
  focus areas, and rubric.
• Attend scheduled meetings regarding the
  evaluation process.
• Think about the focus areas for each semester and
  plan to include evidence of professional growth
  in those areas.
• Participate in pre and post observation
  conferences.
• Implement improvement recommendations of
  evaluators.

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Model/Focus Area Overview Chart
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Time to Process

• Stand up.
• Take one minute to summarize your understanding
  thus far with your shoulder partner.

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Lets Talk About Tier 2

• Allows tenured, satisfactory teachers to choose
  their own focus for professional growth
• Assumes that teachers within this tier are
  satisfactory which on the rubric would be
  emergent, proficient or distinguished
• Encourages teachers to develop new skills, refine
  skills, experiment with best practices and work
  in collaboration with colleagues to grow
  professionally

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A Choice of Three Professional Growth Models

• Classroom Visitation Model
• Evidence of Effectiveness Model
• Collaborative Professional Development Model
• Tier 2 teachers choose the domain(s). Those
  teachers with an Advanced Professional
  Certificate, in a non-evaluative year, may choose
  the model.

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Classroom Visitation Model is Required During
Evaluation Year
An evaluation year requires two classroom
observations in that year.
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The Classroom Visitation Model

• The Classroom Visitation Model enables a staff
  member to work with administrators/supervisors to
  examine, refine and enhance professional
  performance through classroom observations and
  conferencing.
• The form for Classroom Visitation Model is in
  your handout.

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Classroom Visitation Form
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Time to think and share

• Take a minute to reflect on how classroom
  observations have helped you enhance your
  professional performance in the past.
• Share these ideas with a partner.

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The Evidence of Effectiveness Model

• The Evidence of Effectiveness Model enables a
  teacher to confirm competence and document
  professional growth and student achievement in a
  selected goal area by providing a systematic and
  organized collection of evidence.
• See examples of Types of Evidence in your handout.

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Time to think and share

• Take a minute to reflect on things you have done
  in the past that might fit in with this model.
• Share these ideas with a partner.

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The Collaborative Professional Development Model

• The Collaborative Professional Development Model
  enables a group of teachers to select a goal area
  and to explore in depth new ideas/interests in
  order to refine teaching skills and to promote
  professional growth and student achievement.
• Teachers and administrator will determine
  appropriate checkpoints and ways to monitor
  progress.

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Model/Focus Area Overview Chart
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Time to think and share

• Take a minute to reflect on things you have done
  in the past that might fit in with this model.
• Share these ideas with a partner.

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Professional Development Plan

• At the beginning of each school year, all
  teachers will fill out the Professional
  Development Plan form. This will record the
  teachers plans and focus areas for professional
  development.
• On certificate renewal years, the teacher will
  submit the form to Human Resources.

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Tier 2 Teacher Responsibilities

• Become familiar with the Framework, components,
  focus areas, and rubric.
• Think about the focus areas and plan to include
  evidence of professional growth in those areas.
• Develop a Professional Development Plan.
• Review and finalize Professional Development Plan
  in collaboration with an administrator.
• Implement Professional Development Plan.

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Its All AboutEvidence, Interpretation,
Evaluation
Visual representation of the process.
Evidence of a component
Data
Interpretation
Evaluation
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Mrs. Smith has chosen as her focus Domain 3
InstructionUsing questioning and discussion
techniques (This would be under of Domain 3,
Instruction, component b.)
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The Professional Growth Plan located in your
packet is designed to guide the discussion
between the administrator and teacher(s) about
the chosen domain and identified components from
the rubrics. The focus is on evidence of student
learning. (A sample of a completed form is in
your packet).
The discussion will be centered around the
teachers plans. This teacher plans on using the
strategy of differentiated questioning to
increase student achievement.
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Any of the 3 models would support the teachers
growth in her focus on questioning.

• Classroom Visitation Model Will require
  classroom observation and conferencing.
• Evidence of Effectiveness Model Will require
  teacher to demonstrate effectiveness with an
  organized collection of evidence.
• Collaborative Professional Development Model
  Will allow a group of teachers to explore in
  depth new ideas/interests in order to refine
  teaching of questioning skills.

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Time to Reflect on Tier 2

• Review the Professional Development Plan form.
• How might you complete this form this year?
• What model might you choose?
• What might be a focus area
• goal for you?
• What domain would that fit?

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Lets Talk About Tier 3

• Teachers within this tier have been rated as
  unsatisfactory on their most recent evaluation.
• Current policies and procedures used when
  teachers have been evaluated as unsatisfactory
  will continue to be implemented.
• The classroom visitation model is the only option
  for Tier 3.

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Model/Focus Area Overview Chart
APC Non eval year
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Outcomes of FCPS Teacher Evaluation System

• Enhances professional practice
• Encourages reflection and continual improvement
• Fosters collaboration between and among peers and
  administrators
• Develops trust
• Supports risk taking
• (It would be okay, for instance, for Mrs. Smith
  to share that her attempts at differentiated
  questioning didnt work out well. Since it is
  about ongoing learning, she and her administrator
  may talk about other techniques).
• Uses data to support student learning and teacher
  practice

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QUESTIONS COMMENTS IDEAS SUGGESTIONS
REFLECTIONS MUSINGS PUZZLEMENTS
Joys and Concerns
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Additional forms and resources can be found

• At FCPSteach. Click on the Teacher Evaluation
  System icon.