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Observing Teacher Practice SCEE Monthly Webinar October 9, 2012
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Page 1: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

Observing Teacher PracticeSCEE Monthly Webinar

October 9, 2012

 

Page 2: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

Webinar Logistics

Participants are muted

Use the chat function to make a comment or ask a question

You may chat privately with individuals on your team

If you have problems, you may send Naz Rajput a message via the chat function or an email at [email protected]

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Page 3: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

Moderator

Deb Hansen

Senior Policy AnalystWest Wind Education Policy Inc.

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Webinar Objectives

To learn about the skills evaluators need to conduct observations that yield useful information

To examine how evaluators can use observation data to support teacher capacity building

To consider the state’s role in supporting effective observation practices

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Presenter

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Jess WoodProject Director

Align TLF Training PlatformIMPACT 

Office of Human CapitalDC Public Schools

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Presenter

Kim LevengoodDirectorTeacher Effectiveness Strategy 

Office of Human CapitalDC Public Schools

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District of Columbia Public Schools | 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

IMPACT Educator Assessment SystemFall 2012

Page 8: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

Agenda

IMPACT Educator Assessment System | Fall 2012

8District of Columbia Public Schools

Overview of the IMPACT evaluation system

Lesson observations The framework The process

Facilitating teacher improvement and easing teacher stress

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IMPACT at a High Level

IMPACT Educator Assessment System | Fall 2012

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IMPACT is the evaluation system for the nearly 7,000 school-based personnel in

DCPS. First introduced in 2009, the system is designed to help staff become

more effective by clarifying expectations, providing feedback and support, and

retaining great people.

District of Columbia Public Schools

Page 10: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

IMPACT in Context: DCPS’s Human Capital Theory of Action

IMPACT Educator Assessment System | Fall 2012

10District of Columbia Public School

Recruit and Select the Best Possible Talent

Rigorously Evaluate

Performance

Retain the Best and

Extend Their Reach

Provide High-Quality Professional

Development

Remove the Ineffective

Student Achievement

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IMPACT Components1. Student Achievement Data — IMPACT includes two student achievement

measures: Individual Value-Added Student Achievement Data (IVA) and Teacher-Assessed Student Achievement Data (TAS). IVA is weighted at 35% and TAS is weighted at 15% of teachers’ final IMPACT scores.

2. Teaching and Learning Framework (TLF) — This is a measure of instructional expertise and is weighted at 40% of teachers’ final IMPACT scores.

3. Commitment to the School Community (CSC) — This is a measure of support and collaboration with the school community and is weighted at 10% of teachers’ final IMPACT scores.

4. Core Professionalism (CP) — This is a measure of four basic professional requirements for all school-based personnel. This component is scored differently from the others, which is why it is not represented in the pie chart.

IMPACT Educator Assessment System | Fall 2012

11District of Columbia Public Schools

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IMPACT Components

IMPACT Educator Assessment System | Fall 2012

12District of Columbia Public Schools

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IMPACT Ratings

IMPACT Educator Assessment System | Fall 2012

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Developing Effective HighlyEffective

100Points

200Points

300Points

350Points

400Points

250Points

Ineffective MinimallyEffective

District of Columbia Public Schools

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IMPACT Ratings

IMPACT Educator Assessment System | Fall 2012

14District of Columbia Public Schools

Highly Effective Eligible to advance to the next stage of our teacher career ladder Eligible for a base salary increase upon reaching the Advanced, Distinguished, and Expert Teacher

career stages Eligible for an annual bonus

Effective Eligible to advance to the next stage of our teacher career ladder (up to the Advanced stage) Eligible for a base salary increase upon reaching the Advanced stage

Developing Salary step-hold Eligible for separation after three years

Minimally Effective Salary step-hold Eligible for separation after two years

Ineffective Eligible for separation after one year

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Agenda

IMPACT Educator Assessment System | Fall 2012

15District of Columbia Public Schools

Overview of the IMPACT evaluation system

Lesson observations The framework The evaluators

Facilitating teacher improvement and easing teacher stress

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IMPACT Components

IMPACT Educator Assessment System | Fall 2012

16District of Columbia Public Schools

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The Teaching and Learning Framework (TLF)

IMPACT Educator Assessment System | Fall 2012

17District of Columbia Public Schools

Execute aligned lessons

that move all students toward

mastery

Check progress and push

understanding

Create a climate for learning

Teach 1: Lead well-organized, objective-driven lessons

Teach 2: Explain content clearly

Teach 3: Engage students at all learning levels in accessible and

challenging work

Teach 4: Provide students multiple ways to move toward mastery

Teach 5: Check for understanding

Teach 6: Respond to student understanding

Teach 7: Develop higher-level understanding through effective

questioning

Teach 8: Maximize instructional time

Teach 9: Build a supportive, learning-focused classroom community

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Observation Protocols 1. Before (and up until 24 hours after) each formal observation

Teachers may choose to share important information about their students, curriculum, or teaching strategies by uploading a 250-word narrative to our online database.

2. During each formal observation Evaluators observe and capture detailed notes for at least 30 minutes.

3. After each formal observation Teachers receive an extensive written report, which includes scores and comments on all

nine teaching standards of our Teaching and Learning Framework. Teachers meet with their evaluators within 15 calendar days to debrief the observation and

review the written report.

4. Informal observations Teachers who are new to DCPS (including those who are new to the profession and those

who have experience teaching elsewhere) receive an informal observation before any formal observations.

Informal observations are not considered when determining final IMPACT ratings.

IMPACT Educator Assessment System | Fall 2012

18District of Columbia Public Schools

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Agenda

IMPACT Educator Assessment System | Fall 2012

19District of Columbia Public Schools

Overview of the IMPACT evaluation system

Lesson observations The framework The evaluators

Facilitating teacher improvement and easing teacher stress

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IMPACT Evaluators

IMPACT Educator Assessment System | Fall 2012

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IMPACT observations are conducted by principals, assistant principals, and master educators. Master educators

are experts in particular content areas and are not school-based.

District of Columbia Public Schools

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Master Educators: Selection Process

IMPACT Educator Assessment System | Fall 2012

21District of Columbia Public Schools

Rigorous Recruitme

nt

Online Applicatio

n

General Phone

InterviewPerformance Task

Panel Interview

Deputy Chief

Interview

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IMPACT Educator Assessment System | Fall 2012

District of Columbia Public Schools

1. Instructional Expertise Deep content and pedagogical knowledge At least 5 years of teaching experience (and evidence of success in

raising student achievement) in a low-income school

2. Interpersonal and communication skills Outstanding written and oral communication Sensitivity to self and others

3. Fit with DCPS Alignment with the DPCS core beliefs Adaptability Initiative and results-orientation Commitment to constant learning

Master Educators: What We Look For

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Observer Training

IMPACT Educator Assessment System | Fall 2012

Consistent, Transferrable Content

Video-based Practice

Responsive Assessment

Ongoing Calibration

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2

3

4

District of Columbia Public Schools 23

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Agenda

IMPACT Educator Assessment System | Fall 2012

24District of Columbia Public Schools

Overview of the IMPACT evaluation system

Lesson observations The framework The evaluators

Facilitating teacher improvement and mitigating teacher stress

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Facilitating Teacher Improvement

IMPACT Educator Assessment System | Fall 2012

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IMPACT was designed to improve teacher practice by clarifying expectations and

ensuring that all teachers receive frequent, targeted feedback through written

observation reports and in-person debrief conferences.

District of Columbia Public Schools

Nearly 60% of the teachers who received a Minimally Effective rating at the end of the 2010-11 school year

improved their performance to Effective or Highly Effective during the 2011-12 school year.

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Facilitating Teacher Improvement In addition to IMPACT observations, support for teachers includes:

Reality PD is an extensive library of more than 80 professionally produced lesson videos across a variety of grade levels and subject areas. The videos address each Teach standard of the Teaching and Learning Framework and feature some of DCPS’s best teachers.

Teach resource sets include self-assessments, high-impact instructional strategies, annotated resource lists, and other tools aligned to each Teach standard.

During structured learning cycles, school-based instructional coaches work with teachers through observations, side-by-side coaching, modeling, co-planning, and debriefing with a focus on a particular Teach standard.

IMPACT Educator Assessment System | Fall 2012

26District of Columbia Public Schools

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IMPACT Educator Assessment System | Fall 2012

Mitigating Teacher Stress

“IMPACT is stressful. I never know when

someone is going to walk into my classroom to

evaluate me.”

– Elementary Teacher,Murch ES

Informal observations

Fewer observations for high performers

Dropping low outlier observation scores

Introducing LIFT, DCPS’s new teacher career ladder

Ongoing feedback collection

Sharing contextual information about teachers’ classes with master educators

A focus on relationship-building between teachers and master educators

How We’re Working to Address This:

27District of Columbia Public Schools

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Reflections from a DCPS Principal

Principal Dana NerenbergHyde-Addison Elementary School

IMPACT Educator Assessment System | Fall 2012

District of Columbia Public Schools 28

In thinking about your experience conducting IMPACT observations:

1. How have they helped to improve the instruction in your building?

2. How have they changed the culture at your school?

3. What have been some of the challenges?

4. What lessons have you learned?

5. What are the most important skills you needed to develop?

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Questions and Answers

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Page 30: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

Reactors

Holly BoffySCEE Educator in Residence and 2010 Louisiana Teacher of the Year

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Jackie WilsonDirector of the Delaware Academy for School Leadership at the University of Delaware

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Poll

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I would like to learn more about:

a) Using additional staff as observers (in addition to the principal)

b) Increasing inter-rater reliability of observations

c) Evaluating the effectiveness of our state evaluation systems

d) Monitoring LEA implementation of evaluations systems

e) The state's role in supporting LEAs to improve evaluations

f) Other:32

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Restoring webinar panels

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Upcoming Webinars

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November 13, 2:00-3:30 pm EST

Post-Election Analysis and Policy Update

December 11, 2:00-3:30 pm EST

TBA

Page 37: Observing Teacher Practice SCEE Monthly Webinar October 9, 2012.

Raising your hand

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Lowering your hand

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30 Minute Q&A

Participants may ask questions of the presenters by raising your hand or by typing questions into the Chat box

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To offer an anonymous question or comment privately, click on Circe Stumbo’s name in the list of chat recipients or email her at [email protected]

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Thank you

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