Photos by Susie Fitzhugh Principal District Leadership Team Meeting Danielson Calibration October 2011
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Photos by Susie Fitzhugh
Principal District Leadership Team MeetingDanielson Calibration
October 2011
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•
Welcome & Introductions• Review agenda
• Housekeeping
• Parking Lot
• Norms
– Begin and end on time
– Be fully present
– Speak your truth
– Accept non-closure
Setting the Stage
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Pillar 1: Great principals who are highly skilled
instructional leaders.
Pillar 2: Great teachers who are highly skilled in
meeting the needs of all students.
Our Big Goals
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Reading:1. Develop a common language for the change process.
Calibration:
1. Identify connections between Domain 1 and Domain 3.
2. Collect and interpret evidence using the Danielson
Framework.
3. Calibrate ratings and evidence with Charlotte Danielson.
Session Outcomes
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SharedUnderstanding
of QualityInstruction
Effective Useof Tools
Successful PG&EImplementation
Ability toNavigate the
Human Side of Change
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Switch: How to Change Things When Change is
Hard by Chip and Dan Heath
How do we create lasting change and guide
teams to a growth mindset?
Introducing Our Next Anchor
Reading
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Direct the Rider: "What looks like resistanceis often a lack of clarity.“
Motivate the Elephant: "What looks like laziness
is often exhaustion.“
Shape the Path: "What looks like a people
problem is often a situation problem."
Switch – The Framework
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Review the text and identify 2-3 passages thatyou feel may have important implications for
your work in elevating teacher practice at your
school.
Switch – Chapter 1: Three
Surprises About Change
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1. One person uses up to 3 minutes to:
LEVEL 1: Read aloud one passage
LEVEL 2: Describe what he/she thinks about the passage
(interpretation, connection to past experiences, etc.)LEVEL 3: Discuss the implications it has on his/her leadership
as we work to elevate the quality of teaching in our schools.
2. The group responds (for a total of up to 2 minutes)
3. After all rounds are complete, debrief the process
Three Levels Text Protocol
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How are you managing (or better yet, inspiring)
the change process within your building?
How have you directed the rider? Motivated
the elephant? Shaped the path?
Which one of these three could you spend more
time focusing on while leading your staff?
Written Reflection & Whole
Group Discussion
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Review Domain 5 & 6 in the Principal
Evaluation Tool
As we work on calibrating around the
Danielson Framework, which components
within the Principal Evaluation Tool are we
strengthening?
Linking Our Work
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Calibration refers to a periodic assessment of
whether raters are continuing to score reliably
and the degree to which an evaluation may“drift” from the original training.Adapted from National Comprehensive Center for Teacher Quality
Calibration
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October Calibration Data
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All
Levels Unmet N/A Basic Proficient Innovative 3A (143) 1 (1%) 0 (0%) 22 (15%) 98 (69%) 22(15%) 3B (146) 5 (3%) 0 (0%) 82 (56%) 52 (36%) 7 (5%) 3C (143) 5 (3%) 0 (0%) 57 (40%) 79(55%) 1 (.7%) 3D (129) 6 (5%) 6 (5%) 61 (47%) 54 (42%) 2 (2%) 3E (104) 4 (4%) 6(6%) 46 (44%) 48(46%) 0 (0%)
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Domain 1: Planning and Preparation
1a Demonstrating knowledge of content
and pedagogy
1b Demonstrating knowledge of students
1c Setting instructional outcomes
1d Demonstrating knowledge of resources1e Designing coherent instruction
1f Designing student assessments
Domain 2: The Classroom Environment
2a Crating and Environment of Respect
and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior2e Physical Space
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records4c Communicating with Families
4d Participating in Professional Learning
Communities
4e Growing and Developing Professionally
4f Showing Professionalism
Domain 3: Instruction
3a Communicating with Students
3b Using Questioning and DiscussionTechniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating flexibility and
Responsiveness
The Framework for Teaching:
Components
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1. Review Domain 3 individually, reading 3c
carefully and noting “Look Fors”
2. Table Discussion: What do you notice about
1e and 3c?
3. Prepare your note-taking template
Preparing for the Observation
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Why Be Descriptive?
Descriptive scripting consists only of what you see and hear,
without writing positive or negative inferences or judgments
from what you see and hear.
• Allows us to analyze what we see as opposed to debating ourown idea of effective instruction.
• Helps us search for cause and effect relationships between
what we observe teachers and students doing and whatstudents actually know and are able to do as a consequence.
Adapted from Elmore, Instructional Rounds in Education, Chapter 4
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• SPS Teacher
• SPS Students
•
SPS Classroom• Multiage
• Everyday Math curriculum
• Better audio and visual
Your input is important to us!
Why this Clip?
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Step 1: On your note-taking form, individually label
evidence by component.
Step 2: Use the graphic organizer to align
evidence to the elements within 3c. If there is time,
complete the extension activity.
Step 3: Rate the lesson.
Interpreting Evidence
Independently
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Purpose: We are collecting rating data to assess how
calibrated we are as a system and to inform our PD not to
practice the process you will go through in evaluating and supporting teachers. Before assigning a rating to a teacher,
you will collect, discuss and analyze a large body of
evidence with a teacher through a thoughtful and thorough
process.
Why Are We Rating?
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A statement that a teacher performs a certainteaching skill or carries out a certain pattern in his or
her instruction (thus, a generalization). Claims are
used in written teacher evaluations and are alsouseful when discussing building trends.
Examples:
•
She communicated high expectations for learning.• The expectations weren’t enforced in the class.
What is a Claim?
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• Rooted in appropriate and sufficient evidence!
• Aligned with the language in the rubric.
•
Precise, carefully worded and clear• Accurately interprets observation – avoids
exaggeration or “mind reading”
•
Avoids vague language, needless words andpassive voice
What Makes a Strong Claim?
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•
Mrs. Green has built – and clearly protects – a climate inwhich students feel safe to take risks.
• The pacing of the lesson was slow because the teacher
wasn’t prepared.
• Ms. Smith’s discussion techniques led to the engagementof all students.
• Ms. Finn used a range of instructional strategies to help
students reach her intended outcome.
Claim Examples
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• Mr. Robinson’s discussion techniques are
innovative.
• Mrs. Smith stated the outcome, reviewed the
agenda and activated prior knowledge.
How Would You
Modify These Claims?
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Step 1: Compare your evidence to a partner.
Step 2: Turn & Talk - What do you notice?
Step 3: Table Discussion - Share your ratings
and rationale. Refer back to your evidence andsee if you can come to consensus.
Interpreting Evidence Together
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• Which tables were able to come to consensus
on a rating for one of the components in
Domain 3? Two? Three? Four? Five?
• Where is there disagreement? What is the
rationale for each side?
• Which tables were able to come to consensus
on a rating for all of Domain 3?
Whole Group Share
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What would your next step be with this teacher
to help elevate his practice?
What support or resources might you provide?
Next Steps
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Catch-up sessions for those who didn’t attend
the first training:
Session I: Friday, Dec. 2, 8:30 – 3:30 at JSCEE
&
Session II: Thursday, Dec. 8, 4:30 – 7:30 at JSCEE
Teacher Facilitator Training
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Second session (Focus on Domains 1, 2 and 4)
for those who participated in session I:
• Thursday, Nov. 3, 8-11 at JSCEE
• Saturday, Nov. 5, 9:00 – Noon at JSCEE
•
Thursday, Dec. 8, 4:30 – 7:30 at JSCEE
Teacher Facilitator Training II
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• Executive Director: Phil Brockman
•
Principal #1: Vicki Sacco
• Principal #2: Kristina Bellamy-McClain
Educational Impact Winners
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