Florida Charter School Technical Assistance. Review and Response. Student Learning. Leader & Teacher Performance. Day 1 Feedback

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Clementine Susan McKenzie
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Introduction and Overview Day 2 Day 1 Feedback Review

1 The Leadership and Learning Center January February, 2013 Florida Charter School Technical Assistance Systems Introduction and Overview Day 2 Day 1 Feedback Review and Response Student Learning Leader & Teacher Performance Page1

2 Objectives for Today Examine and discuss the Florida requirements for instructional performance evaluation FEAPS, common language, high effect size, standards based instruction Explore foundational research frameworks Review approved state models for instructional evaluation Objectives for Today Discuss and understand performance metrics Value - added measure Instructional practice Apply deliberate practice to teacher evaluation Analyze the FEAPs alignment to approved state models Agenda Topics Part I: Teacher Evaluation Requirements Part II: The Research Base Part III: State Approved Models Agenda Topics Part IV: Performance Score Metrics Part V: Alignment of FEAPS Part VI: Closure & Feedback Page2

The Florida Model Evaluation System for Teachers Reflects teacher

experience levels Assigns weight to the domain with greatest impact

by measuring teacher improvement over time on specific elements

3 The Florida Model Evaluation System for Teachers Reflects teacher performance across all elements (4 domains) Accounts for teachers experience levels Assigns weight to the domain with greatest impact on student achievement (Domain 1) Acknowledges deliberate practice by measuring teacher improvement over time on specific elements within the framework Florida Educator Accomplished Practices (FEAPS) Page3

to refine conversations in ways that increase the clarity of exchanges and deepen

4 Learning Activity FEAPs in your school? Florida s Common Language of Instruction The Common Language Project is a process to refine conversations in ways that increase the clarity of exchanges and deepen common understanding of the work in progress. Learning Activity Creating a Common Language Do we have one in Florida? Page4

5 Art and Science of Teaching Over time, extensive research on effective teaching has assembled a core of understanding on what works (see high probability strategies and Mind-Brain-Education) so there is a science of teaching that should inform the knowledge basis and skill sets of effective educators. The art of teaching is the teacher s adaptation of the science to fit the needs of the learners. The true artist looks at the science and applies it in his or her context to produce results years of research on teaching has moved the profession from being essentially a craft where one s feel for the task and wisdom of experience defined the master teacher, to a profession where there is a science of teaching and artistic expression of that science in the classroom defines the master teacher. Emerging understandings from neuroscience deepens connections between education and other branches of science. DOE Form No. EQEVAL Causal Instructional Strategies Key strategies revealed by research to have the highest probability of impacting student learning when used appropriately and in appropriate instructional contexts. These are the controllable actions in a school that impact student learning. DOE Form No. EQEVAL Focused Feedback Focused feedback is an element in the feedback and practice process that supports improving one s proficiency in specific instructional practices. Focused feedback (on what is observed when the instructional strategy is being used) is generally provided by administrators, coaches, and peers. It is intentionally limited to the issue(s) to be addressed and focused on specific classroom strategies and behaviors during a set time interval. The feedback is informative, constructive, objective, and actionable meaning the educator has guidance on how to make changes that improve proficiency of the practice. Focused feedback is usually provided through these five processes; selfrating, walkthroughs, comprehensive observations, coaching or cueing, and student. DOE Form No. EQEVAL Page5

The rubric form guides learners in self-assessment of progress toward mastery of the goal and guides teachers in tracking student progress and providing feedback on progress toward accomplishing the

6 Learning Goal(s) A learning goal is a statement of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified. The rubric form guides learners in self-assessment of progress toward mastery of the goal and guides teachers in tracking student progress and providing feedback on progress toward accomplishing the goal. DOE Form No. EQEVAL Common Language a tool of master practitioners in any profession that is used to facilitate effective communications about the essential concepts and practices of the profession. High Effect Size Practices Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. Page6

High effect size strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A- 5.065, F.A.C.

7 High effect size strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A , F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and Constitute priority issues for faculty development and deliberate practice. A listing of these high effect size strategies will be posted for district use on High Effect Size Practices Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. Learning Activity Identifying High Effect Size Strategies What do you think? Page7

Research Based High Effect Size Strategies 19% 34% 14% 15% 25% 20% 17% High Effect

Progress Using Scoring Scales Nonlinguistic Representations Note Taking Student

Building Vocabulary Interactive Games Typical Percentile Gains The Visible Leadership

8 Research Based High Effect Size Strategies 19% 34% 14% 15% 25% 20% 17% High Effect Strategies Summarizing Homework Practice Effort & Recognition Tracking Student Progress Using Scoring Scales Nonlinguistic Representations Note Taking Student Discussion/Chunking Setting Goals/Objectives Identifying Similarities & Differences Building Vocabulary Interactive Games Typical Percentile Gains The Visible Leadership and Learning Learning Center What works BEST? Hattie, J. (2009) Visible Learning. Rutledge. New York Page8

Learning Activity Challenge your assumptions with contemporary research Rank these Effects Teacher subject knowledge Questioning strategies Teacher expectations Team teaching Learning styles

9 Learning Activity Challenge your assumptions with contemporary research Rank these Effects Teacher subject knowledge Questioning strategies Teacher expectations Team teaching Learning styles Vocabulary instruction Metacognitive strategies Open classrooms Student-centered teaching Feedback Teaching test-taking Ability grouping Retention Phonics Instruction Standards-Based Instruction (SBI) Evaluation instruments focus attention on research-based practices that impact student learning growth on academic standards Indicators in the evaluation instrument allow priority attention and feedback on SBI and Common Core In Florida, inter-related systemic elements come together...including how to use evaluation systems to support college & career readiness & Common Core transition Page9

SBI & Common Core State Model for Teacher Evaluation 42 indicators focus on SBI and Common Core Danielson Framework for Teaching 14 components and over 100 of the critical attributes focus on SBI

10 SBI & Common Core State Model for Teacher Evaluation 42 indicators focus on SBI and Common Core Danielson Framework for Teaching 14 components and over 100 of the critical attributes focus on SBI and Common Core Reflection Explore the utility of the Department s SBI and Common Core alignment documents in your work with teachers and leaders Part II: Research Base for Teacher Evaluation Page10

Research frameworks pre-approved by the Department are: - Based on contemporary research - Aligned with the Student

Framework Based on research and meta-analyses by Dr. Robert Marzano, Dr.

and in appropriate circumstances, have a positive probability of improving student learning.

Research Laboratory has examined the reliability of classroom observations using the Marzano Teacher Evaluation

11 Research frameworks pre-approved by the Department are: - Based on contemporary research - Aligned with the Student Success Act, the FEAPs or FPLS, as appropriate Research Frameworks for Instructional Evaluation Behavioral Framework Based on research and meta-analyses by Dr. Robert Marzano, Dr. John Hattie, and other research findings that identify instructional strategies or behaviors that, done correctly and in appropriate circumstances, have a positive probability of improving student learning. Marzano Causal Teacher Model New research conducted in 2012 by Learning Sciences International and the Marzano Research Laboratory has examined the reliability of classroom observations using the Marzano Teacher Evaluation Model. The results of four studies demonstrated positive correlations between the Marzano Teacher Evaluation Model and student learning, with the first three focusing on state test scores. Page11

Constructivist Framework Based on research and meta-analyses by Dr. Charlotte Danielson, Dr.

ideas. Danielson s Framework for Teaching A recently published study of a two-year pilot program in Chicago Public Schools has documented the benefits of this approach.

As members of the Danielson Group have observed after working with in hundreds of school districts to enhance professional practices, "It's all about the conversation.

12 Constructivist Framework Based on research and meta-analyses by Dr. Charlotte Danielson, Dr. Albert Miller, and other research findings that focus on principles and methods of instruction designed to generate knowledge and meaning from an interaction between their experiences and their ideas. Danielson s Framework for Teaching A recently published study of a two-year pilot program in Chicago Public Schools has documented the benefits of this approach. Researchers at the Consortium on Chicago School Research at the University of Chicago, aim to accurately measure a teacher's classroom performance. As members of the Danielson Group have observed after working with in hundreds of school districts to enhance professional practices, "It's all about the conversation." Comprehensive Framework Based on a merger of both Behavioral and Constructivist insights into quality instruction. Relies on Behavioral Framework strategies to establish a core repertoire of teaching competencies and Constructivist methods for planning instructional units, collegial work on adapting core strategies to local conditions, and deliberate practice work for deepening expertise. Page12

The Comprehensive System Two in One The challenge is merging these two purposes of teacher evaluation.

learning is likely to be collegial and collaborative these are much "softer sounding qualities.

Charlotte Danielson Reflection The Florida state model relies on: Behavioral Framework strategies to establish a core repertoire of teaching competencies

13 The Comprehensive System Two in One The challenge is merging these two purposes of teacher evaluation. A system to ensure quality must be valid, reliable, and defensible these are "hard sounding" qualities whereas a system designed to promote professional learning is likely to be collegial and collaborative these are much "softer sounding qualities. The profession is better served when the requirements for these two purposes are embedded in the design of the systems themselves. Charlotte Danielson Reflection The Florida state model relies on: Behavioral Framework strategies to establish a core repertoire of teaching competencies Constructivist methods for planning instructional units, collegial work on adapting core strategies to local conditions, and deliberate practice work for deepening expertise. How does this square with your thinking about performance evaluation for your teachers and leaders? Part III: State Approved Models Page13

Florida State Model Framework for Teacher Evaluation Domain 1: Classroom Strategies & Behaviors Routine segments Content segments On the spot segments 41 elements Domain 3: Reflecting on Teaching

14 Florida State Model Framework for Teacher Evaluation Domain 1: Classroom Strategies & Behaviors Routine segments Content segments On the spot segments 41 elements Domain 3: Reflecting on Teaching Evaluating personal performance Professional growth plan 5 elements Domain 2: Planning & Preparation Lesson and units Use of materials & technology Special needs of students 8 elements Domain 4: Collegiality & Professionalism Promoting positive environment Promoting exchange of ideas Promoting district and school development 6 elements Total 60 Elements Florida Approved Model Danielson Framework for Teaching 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 Resources 1e Designing Coherent Instruction 1f Designing Student Assessments 6 elements Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness 5 elements Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space 5 elements 6 elements Total 22 Elements Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Escambia County Empowering Effective Educators E3 Main Site Training Videos on the Danielson Model: The Framework for Teaching E3_Overview.aspx Page14

Citrus County Model Standard 2 The teacher designs and delivers knowledge work that meets the needs of students, parents, school system, and community.

15 Citrus County Model Standard 2 The teacher designs and delivers knowledge work that meets the needs of students, parents, school system, and community. 11 elements Standard 1 The teacher supports the beliefs, shared vision, and mission adopted by the district. 6 elements Standard 3 The teacher manages the resources of time, people, space, information and technology in order to enhance the qualities of the work provided to the students. 7elements Standard 4 Standard 5 The teacher continuously monitors The teacher is a leader. and communicates the extent to 5 elements which students are engaging the work, persisting with the work, experiencing satisfaction in the products of the work, and modifies Total 40 Elements the work accordingly. 11 elements Part IV: Performance Score Metrics State Model Evaluation Metrics Student Growth 50% Status Score 30% Deliberate Practice 20% Instructional Practice 50% Source: SB 763, 2011 Page15

16 Student Growth Measure? The Student Success Act requires the inclusion of student learning growth measures in teacher evaluations, and it tasks the education commissioner with identifying and implementing student growth models. The Value-Added Model (VAM) Value-added is a statistical model that uses studentlevel growth scores to differentiate teacher performance in the area of student learning growth. The Value-Added Model (VAM) A student s predicted performance serves as the target. A student who meets or exceeds his target has a positive impact on the teacher s evaluation, and a student not making his target has a negative impact. Page16

The Value-Added Model (VAM) The percent of students whose performance is equal to or higher than predicted forms the foundation for the student growth score in the evaluation system.

17 The Value-Added Model (VAM) The percent of students whose performance is equal to or higher than predicted forms the foundation for the student growth score in the evaluation system. The Value-Added Model (VAM) This overall percent is transferred to a scale which provides a rating for the teacher at highly effective, effective, needs improvement/ developing, or unsatisfactory. State Model Evaluation Metrics Student Growth 50% Status Score 30% Deliberate Practice 20% Instructional Practice 50% Page17

18 Sample Evidence to Support Rating Source: St. Lucie County School District Teacher Performance Appraisal System Documents, 2012 Domain 1: Classroom Strategies & Behaviors Formal observation(s) Informal Observations Student Interviews/Surveys Videos of classroom practice Artifacts (e.g. student work, letters from parents) Domain 3: Reflecting on Teaching Self-assessment Post-observation conference Individual Professional Development Plan (IPDP) Conferences Student Work Samples Domain 2: Planning & Preparing Pre-observation conference Lesson Planning Documents Evidence of differentiation Artifacts (e.g. student work samples, assessments, scales, rubrics) Domain 4: Collegiality & Professionalism Professional Learning Community Agendas Participation in School Activities Log Lesson Study Agendas Documentation of Parent Involvement/Communication Leading Professional Development Formative Ratings Formative Ratings Used for Each Domain Element State Required Ratings Converting Formative to Summative Ratings Innovating Applying Developing Beginning Not Using Required Ratings for Each Domain Element Highly Effective Effective Needs Improvement/ Developing Unsatisfactory Data Collection for Status Score Ratings Domain 1 Domain 2 Domain 3 Domain 4 Highly //// (4) /// (3) // (2) / // (3) Effective Totals 12 Effective ////////// ////// (16) //// (5) /////// (7) //// (4) 32 Needs Improvement/ Developing /////// (7) ////// (6) // (2) // (2) 17 Unsatisfactory (0) (0) (0) (0) 0 Weights X 68% X 13% X 8% x 10% 61 Page18

Domains Combined 1-4 Proficiency Scales by Experience Category 1 Teachers: 1-3 years experience Highly Effective (4) At least 65% and 0% at Levels 1 or 0 Effective (3) Category 2 Teachers: 4 or more

1-4 At least 85% and 0% at Levels 1 or 0 Needs Improvement (2) Unsatisfactor y (1) 65% or higher Less than 65% at Greater than Level 3 or higher and 50% at Level less than 50% at 1 or 0 Level 1 or 0

19 Domains Combined 1-4 Proficiency Scales by Experience Category 1 Teachers: 1-3 years experience Highly Effective (4) At least 65% and 0% at Levels 1 or 0 Effective (3) Category 2 Teachers: 4 or more years Domains Highly Effective (4) Effective (3) Combined 1-4 At least 75% and 0% at Levels 1 or 0 Category 3 Teachers: 10 or more years (optional) Domains Highly Effective (4) Effective (3) Combined 1-4 At least 85% and 0% at Levels 1 or 0 Needs Improvement (2) Unsatisfactor y (1) 65% or higher Less than 65% at Greater than Level 3 or higher and 50% at Level less than 50% at 1 or 0 Level 1 or 0 Needs Improvement (2) Unsatisfactor y (1) 65% or higher Less than 65% at Greater than Level 3 or higher and 50% at Level less than 50% at 1 or 0 Level 1 or 0 Needs Improvement (2) Unsatisfactor y (1) 85% or higher Less than 85% at Greater than Level 3 or higher and 50% at Level less than 50% at 2, 1 or 0 Level 2, 1 or 0 Source: SB 763, 2011/St. Lucie County School District Teacher Performance Appraisal System Documents, 2012 State Model Evaluation Metrics Student Growth 50% Status Score 30% Deliberate Practice 20% Instructional Practice 50% A MINDSET for Deliberate Practice Fixed Growth Page19

Deliberate Practice for Teachers Teachers take the lead Collaborate with

structure, resources and feedback for ongoing practice The end result is

improved student achievement year to year.

Practice Focused Practice Focused Feedback 10,000 Hours to Expert

20 Deliberate Practice for Teachers Teachers take the lead Collaborate with the principal to identify personal growth goals Leaders provide structure, resources and feedback for ongoing practice The end result is year to year development of instructional expertise giving rise to improved student achievement year to year. Deliberate Practice Protocol Monitor Progress Setting Goals Focused Practice Focused Practice Focused Feedback 10,000 Hours to Expert Performance Living in a cave does not make you a geologist, and being in a classroom does not make you an expert teacher. Page20

21 Reflection What are your observations, conclusions and questions about the overall scoring process for the performance evaluation? Part V: FEAPS Alignment Document Florida Educator Accomplished Practices Reflection How do the state approved models for teacher evaluation compare to your current evaluation system? Page21

22 Team Time Part VI: Closure & Day 2 Feedback Questions & Reflection The Leadership and Learning Center leadandlearn.com Page22

Florida s Common Language of Instruction

Florida s Common Language of Instruction DOE Form No. EQEVAL-2012-4 Florida is in the midst of a historically significant paradigm shift in how public education works. A statewide systemic change process