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Observing Teacher Practice SCEE Monthly Webinar October 9, 2012

Dec 17, 2015

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  • Slide 1
  • Observing Teacher Practice SCEE Monthly Webinar October 9, 2012
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  • 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] [email protected] 2
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  • Moderator Deb Hansen Senior Policy Analyst West Wind Education Policy Inc. 3
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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 states role in supporting effective observation practices 4
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  • Presenter 5 Jess Wood Project Director Align TLF Training Platform IMPACT Office of Human Capital DC Public Schools
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  • Presenter Kim Levengood Director Teacher Effectiveness Strategy Office of Human Capital DC Public Schools 6
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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 System Fall 2012
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  • 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 9 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
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  • IMPACT in Context: DCPSs 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 Components 1.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 13 DevelopingEffective Highly Effective 100 Points 200 Points 300 Points 350 Points 400 Points 250 Points Ineffective Minimally Effective 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
  • Slide 15
  • 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
  • Slide 18
  • 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 20 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 Recruitment Online Application General Phone Interview Performanc e 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 22
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  • Observer Training IMPACT Educator Assessment System | Fall 2012 Consistent, Transferrable Content Video-based Practice Responsive Assessment Ongoing Calibration 1 2 3 4 District of Columbia Public Schools23
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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 25 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 DCPSs best teachers. Teach resource sets include self-assessments, h