Observing Teacher PracticeSCEE 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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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
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
Agenda
IMPACT Educator Assessment System | Fall 2012
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Overview of the IMPACT evaluation system
Lesson observations The framework The process
Facilitating teacher improvement and easing teacher stress
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
IMPACT in Context: DCPS’s Human Capital Theory of Action
IMPACT Educator Assessment System | Fall 2012
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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
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
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IMPACT Components
IMPACT Educator Assessment System | Fall 2012
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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
IMPACT Ratings
IMPACT Educator Assessment System | Fall 2012
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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
Agenda
IMPACT Educator Assessment System | Fall 2012
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Overview of the IMPACT evaluation system
Lesson observations The framework The evaluators
Facilitating teacher improvement and easing teacher stress
IMPACT Components
IMPACT Educator Assessment System | Fall 2012
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The Teaching and Learning Framework (TLF)
IMPACT Educator Assessment System | Fall 2012
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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
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
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Agenda
IMPACT Educator Assessment System | Fall 2012
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Overview of the IMPACT evaluation system
Lesson observations The framework The evaluators
Facilitating teacher improvement and easing teacher stress
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
Master Educators: Selection Process
IMPACT Educator Assessment System | Fall 2012
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Rigorous Recruitme
nt
Online Applicatio
n
General Phone
InterviewPerformance Task
Panel Interview
Deputy Chief
Interview
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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Agenda
IMPACT Educator Assessment System | Fall 2012
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Overview of the IMPACT evaluation system
Lesson observations The framework The evaluators
Facilitating teacher improvement and mitigating teacher stress
Facilitating Teacher Improvement
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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.
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.
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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:
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Reflections from a DCPS Principal
Principal Dana NerenbergHyde-Addison Elementary School
IMPACT Educator Assessment System | Fall 2012
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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?
Questions and Answers
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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
Poll
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
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
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]
Contact Information
Kim Levengood, [email protected]
Jess Wood, [email protected]
Dana Nerenberg, [email protected]
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Thank you
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