Post on 03-Feb-2022
practical applications synthesized data inspired professional development
TO DO:
n Chart paper n Sticky notes
practical applications synthesized data inspired professional development
Welcome Back!
Marzano Follow-Up Training Day
Module #6
practical applications synthesized data inspired professional development
First, let’s take time to…
n Re-Introduce n Reflect n Remind
practical applications synthesized data inspired professional development
Lost on a Desert Island
n You are allowed to bring one object to the island n Something that represents you or n Something that you enjoy
practical applications synthesized data inspired professional development
Lost on a Desert Island
n Teams of four n Work together to improve your chances of
survival by combining your objects n If necessary, add more objects
practical applications synthesized data inspired professional development
First, let’s take time to…
n Re-Introduce n Reflect n Remind
practical applications synthesized data inspired professional development
Solo Reflection… 1. What have been your experiences
observing teachers using the Framework? 2. What changes are you noticing in
classrooms based on our TPEP work? 3. Where are you most confident in the new
evaluation process? Strength 4. Where are you less confident?
Opportunity
practical applications synthesized data inspired professional development
Group Processing – Fish Bowl n 4 in + 2 hot seats n You’re in the fishbowl for your assigned
question n Hot seats welcome anyone interested in
contributing
practical applications synthesized data inspired professional development
First, let’s take time to…
n Re-Introduce n Reflect n Remind
practical applications synthesized data inspired professional development
Last Time
n Teacher Development: Becoming a Reflective Teacher
n Leadership Development: Coaching Classroom Instruction
practical applications synthesized data inspired professional development
Homework n Observation Report Trends n Mid-year Check Trends
n 3 Steps to Writing Effective Performance Assessments 1. Evaluative Statement 2. Cite Evidence 3. Impact Statement
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Summative Evaluation n Minimum of 2 evaluative statements n Rate each of the 8 criteria n Assure staff of the ‘satisfactory’ n Data collection for all TPEPers – no
teacher names
practical applications synthesized data inspired professional development
What must a district or school do?
q Develop a common language of teaching q Provide opportunities for focused feedback
and practice q Provide opportunities for observing and
discussing effective teaching q Require individual teacher growth and
development plans on a yearly basis
?
practical applications synthesized data inspired professional development
The Marzano Teacher Evaluation Model
n Two Purposes for Teacher Evaluation….
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Two purposes for evaluation
n Measurement = Measure teaching competence
n Growth/Development = Improve teaching
skills
What should an evaluation system do?
practical applications synthesized data inspired professional development
During the past year…
Marzano Research Laboratory has surveyed just over 3,000 educators using a five point
scale for responses to the question of:
What should a good evaluation system do?
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The scale we used:
1 = Only measure teacher competence 2 = More measurement than development 3 = Equally measure teacher competence
and promote teacher professional growth
4 = More development than measurement 5 = Only promote teacher growth
practical applications synthesized data inspired professional development
Table Family Discussion
What do you think about the purpose of an evaluation system?
Where should it be on the scale?
1…….2……..3…….4……..5
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The results so far…
1 = 0% 2 = 2% 3 = 20% 4 = 76% 5 = 2%
practical applications synthesized data inspired professional development
Stated differently…
Evaluation should be used for both purposes but the development of
teachers’ professional skills should be the more important purpose.
practical applications synthesized data inspired professional development
Measurement vs. Development
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Video Reflection
n What stood out to you about the conversation?
n Discuss with table groups
practical applications synthesized data inspired professional development
A Focus on Development… n Develop a common language of teaching (the instructional
framework, four domains; rubric) n Provide opportunities for focused feedback and practice
(teacher self-perception data, teacher self-observation data, observational data from peers, coaches, and supervisors)
n Provide opportunities for observing and discussing effective teaching (instructional rounds, expert coaches, expert videos, teacher led PD, virtual communities)
n Require individual teacher growth and development plans on a yearly basis (self-audit using teacher reflective scales, goal setting, tracking progress (using reflection logs, video, student surveys, achievement data))
practical applications synthesized data inspired professional development
Learning Targets: n Continual reminder of the emphasis on
professional growth n Some help with scoring n Research supporting the path we’ve
chosen as a state & district n Leadership n Changing culture n Building capacity
n The future looks bright!
practical applications synthesized data inspired professional development
Today:
‘Putting it all Together’ • Revisiting the Toolkit ⏎ • Criterion Scoring Guidance • Leadership Traits • Changing Cultures and Building Capacity • Launching vs. Sustaining
practical applications synthesized data inspired professional development
Teacher Development Toolkit
n http://www.marzanoresearch.com/documents/TeacherDevelopmentToolkit.pdf
practical applications synthesized data inspired professional development
Today:
‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance ⏎ • Leadership Traits • Launching vs. Sustaining
practical applications synthesized data inspired professional development
Document
n Criterion Scoring Methodology and Matrix: Guidance from the Washington State Framework Authors
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Criterion Scoring Methodology and Matrix
n Identify: Facilitator/Timekeeper n Final Word Protocol:
n Read: • Opening Paragraph, Guiding Principles, and
General Rules for Utilizing a Scoring Matrix
Identify 2-3 significant sentence/ideas from these sections.
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Matrix – Criteria 5 Fostering & Managing a safe, positive learning environment
U B P D Criterion Score
5.1 F P 5.2 FW P 5.3 F W S P 5.4 F S D 5.5 F S D 5.6 W S D
So what do we do about this?
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Document
n Comprehensive/Focused Evaluation—Marzano—Certificated Classroom Teacher
practical applications synthesized data inspired professional development
Solo Thinking
n Appreciate:
n Questions:
n Wonder:
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Group Processing
n Appreciate: n Questions: n Wonder:
practical applications synthesized data inspired professional development
Today:
‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance • Leadership Traits ⏎ • Changing Cultures and Building Capacity • Launching vs. Sustaining
practical applications synthesized data inspired professional development
Descriptions of Effective Principals
n Consider the attributes of effective principals from the Wallace Study.
n Reflect on your current practice.
practical applications synthesized data inspired professional development
Teacher survey investigated two factors
The Wallace Study
Instructional Actions…
principal’s effort to create a
vision for learning
Instructional Climate….
what the principal does to enact
that vision
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Wallace sub-study:
Explored the perceptions of teachers and the actions of principals in instructional improvement.
Quantitative and Qualitative data collection
Quantitative data: Teacher survey Qualitative data: Teacher interviews
practical applications synthesized data inspired professional development
Wallace sub-study:
Principals whose teachers’ ratings placed them in the top 20% were labeled “high-scoring principals” (HSP). Principals whose teachers’ ratings placed them in the bottom 20% were labeled “low-scoring principals” (LSP).
practical applications synthesized data inspired professional development
+
What actions and behaviors are most associated with high performing principals?
…establish a vision centered on
high student achievement which includes a “personal vision”
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High Scoring Principals: n Discuss the time needed to invest in developing the
school’s vision, gathering research information, and applying it to local setting.
n Vision is non-negotiable, expectations are high and teachers know it. n Low Performing Principals: Don’t have a vision or have a
typical “mission” then don’t reinforce it.
n Believe all students can achieve at high levels. n Low Performing Principals: Yes, but...
practical applications synthesized data inspired professional development
High Scoring Principals, Continued:
n This vision is what gets them out of bed in the morning keeps them awake at night.
n Want to stay in their current school until “mission is accomplished.”
n Also have a personal vision- i.e. ultimate goal is “that economically disadvantaged children will break the cycle of generational poverty.” n Low Performing Principals: Care more about doing
their job than impacting lives.
practical applications synthesized data inspired professional development
Solo Thinking
n What is your “personal vision” for your school (particularly around teacher evaluation)?
n Have you--or how will you--share it with your staff?
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+
What actions and behaviors are most associated with high performing principals?
They have an acute awareness of teaching and learning in their schools.
practical applications synthesized data inspired professional development
High Scoring Principals n Attend team meetings and is an active member. n Are able to discuss and articulate instructional
issues. n Provide or locate resources. n Gain awareness by collecting and examining
lesson plans. n Encourages collaborative work among staff.
n Low Performing Principals: Describe a “hands off” approach to leadership or believe all instructional leadership should be delegated to coaches, APs, department heads…
practical applications synthesized data inspired professional development
Table Team Discussion
n What are the predominant instructional practices in your school?
n How do you know?
practical applications synthesized data inspired professional development
+
What actions and behaviors are most associated with high performing principals?
…direct and frequent involvement with teachers, providing them with formative assessment of teaching and learning
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High Scoring Principals n Observe classrooms for short periods making
20-60 visits a week. n Observations were often spontaneous. n Complete formative observations that were
clearly about learning and professional growth. n Follow-up conversations with well-defined
instructional ideas and issues.
practical applications synthesized data inspired professional development
Low Scoring Principals n Completed fewer observations per week—less
than 10. n Visits were not for instructional purposes. n Informal observations were planned in advance
so teachers knew principal would be stopping by.
n Teachers received little or no feedback--feedback that was given was non-threatening (all positive).
n Visits decrease over year.
practical applications synthesized data inspired professional development
Solo Thinking
n How often do you visit classrooms? n When? n Why? n How long? n Follow-up?
practical applications synthesized data inspired professional development
+
What actions and behaviors are most associated with high performing principals?
…the ability and interpersonal skills to empower teachers to learn and grow according to the vision established for the school.
practical applications synthesized data inspired professional development
High Scoring Principals n Believe in order for students to learn and grow,
teachers need to learn and grow. n Goal is to enhance every teacher’s practice. n They are responsible for the professional development
in their schools. n Example: Provide Saturday workshops to catch up new
teachers and involves other staff members in workshops. n Low Performing Principals: Seldom suggested or supported
professional growth opportunities.
n Seek out and provide differentiated opportunities for teachers to learn and grow.
n Guide and support teaching and learning and encourage data use for planning student needs.
practical applications synthesized data inspired professional development
Table Family Discussion
n How do you—or will you—provide professional growth opportunities for your teachers (particularly around the instructional framework)?
practical applications synthesized data inspired professional development
Brain Break!
n SLAP Count ü 21 ü 29
practical applications synthesized data inspired professional development
Today:
‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance • Leadership Traits • Changing Cultures and Building Capacity⏎ • Launching vs. Sustaining
practical applications synthesized data inspired professional development
Education Development Center, Inc.
Changing Cultures and Building Capacity:
An Exploration of District Strategies for Implementation of Teacher Evaluation
Systems
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Context
n Na*onal a,en*on on teacher evalua*on
n Focus on districts
n Systems change as framework
7/8/13 64
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Research Ques*ons
1. What challenges are districts facing as they design and implement new teacher evaluation systems?
2. What strategies have districts developed to
address these challenges?
7/8/13 65
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Approach
n Conducted semi-‐structured interviews with 16 district representa*ves
n Employed an emergent code strategy to transcripts and interview notes to iden*fy key themes
7/8/13 66
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Findings: 2 Major Challenges
1. Changing district and school level culture
2. Building district and school level capacity
7/8/13 67
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Findings: Strategies for Changing Culture
1. Focus on effective teaching
2. Engage stakeholders in the design process
3. Involve the teachers union
4. Align professional development
5. Establish differentiated and direct communication
strategies
7/8/13 68
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Findings: Strategies for Building Capacity
1. Invest in training evaluators and teachers
2. Establish district-‐level, cross-‐func*onal teams
3. Iden*fy new roles and fill gaps in exper*se
4. Sequence implementa*on strategies
7/8/13 69
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Focus on Effective Teaching n Develop shared vision of effective teaching and
learning. n The driving goal of the reform is to improve
instruction. n Most effective strategy for making progress is
building the trust/support of teachers. n Have real conversations about effective practice. n Provide feedback to teachers.
practical applications synthesized data inspired professional development
Reflection
n # off by 9’s n Google Share n 1 min share out 1. Reflect on this year...how have we
addressed this? 2. What are the implications for next year?
practical applications synthesized data inspired professional development
Engage Stakeholders in the Design Process
n Teachers and school-level leaders as partners.
n All help to develop tools. n Implementation of design teams.
n Change from something that is happening TO teachers to something that they are doing themselves to improve the district.
practical applications synthesized data inspired professional development
Involve the Teachers Union
n Collaborative work with union representatives. n United front. n Sit on steering committees and working
groups.
practical applications synthesized data inspired professional development
Align Professional Development n Teacher evaluation reform as an
opportunity to align other key aspects of their human capital systems. • Align PD with the new evaluation system.
n Develop digital libraries of effective practices, aligned with the new evaluation rubrics.
n With heightened accountability comes heightened support.
practical applications synthesized data inspired professional development
Establish Differentiated and Direct Communication Strategies
n Focused attention on how messages about the new evaluation system get to teachers.
n District must be aware of the various stakeholder audiences for whom messages about the new system will be crafted.
practical applications synthesized data inspired professional development
Findings: 2 Major Challenges
1. Changing district and school level culture
2. Building district and school level capacity ⏎
7/8/13 76
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Invest in Training Evaluators and Teachers
n Reorient principals to support the improvement of ALL teachers.
n Address a range of needs: n Understand the rubric n Improve skills in collecting evidence n Give effective formal/informal feedback n Use data to make decisions
practical applications synthesized data inspired professional development
Establish District-Level Cross-Functional Teams
n Changes in the way the central office works.
n Facilitate collaboration across traditional boundaries within the central office.
n Distribute work across multiple district offices and ensure that the reform is a coherent and systemic effort.
practical applications synthesized data inspired professional development
Identify New Roles and Fill Gaps in Expertise
n New roles to manage the different system components.
n External partners. n Principals can’t do it all.
practical applications synthesized data inspired professional development
Sequence Implementation Activities
n Be strategic about how to sequence the rollout of the new system. n To address limitations in district capacity and
engendering support by carefully selecting which elements of the new system will be most palatable in the initial phase of reform.
practical applications synthesized data inspired professional development
Today:
‘Putting it all Together’ • Revisiting the Toolkit • Criterion Scoring Guidance • Leadership Traits • Changing Cultures and Building Capacity • Launching vs. Sustaining ⏎
practical applications synthesized data inspired professional development
Launching
n Reflect on how you chose to ‘launch’ the new teacher evaluation system with your staff: n Celebrations n Concerns n Lingering Questions
practical applications synthesized data inspired professional development
Reminders n Develop a common language of teaching (the instructional
framework, four domains; rubric) n Provide opportunities for focused feedback and practice
(teacher self-perception data, teacher self-observation data, observational data from peers, coaches, and supervisors)
n Provide opportunities for observing and discussing effective teaching (instructional rounds, expert coaches, expert videos, teacher led PD, virtual communities)
n Require individual teacher growth and development plans on a yearly basis (self-audit using teacher reflective scales, goal setting, tracking progress (using reflection logs, video, student surveys, achievement data))
practical applications synthesized data inspired professional development
Sustaining
n What does ‘sustaining’ look like in your district/school for next year? n Celebrations n Concerns n Lingering Questions
practical applications synthesized data inspired professional development
Worries/Fears
n Anonymously write a fear or worry that you have. n Be as specific and as honest as possible, but
not in such a way that you could be easily identified.
n After everyone is done writing a fear/worry (including the group leaders), collect each sheet into a large hat.
practical applications synthesized data inspired professional development
Worries/Fears n Take turns reading one fear aloud, and each
reader should attempt to explain what the person who wrote the fear means. Do not allow any sort of comments on what the reader said. Simply listen and go on to the next reader.
n After all fears have been read and elaborated, discuss as a whole group what some of the common fears were.
practical applications synthesized data inspired professional development
Thank you!
Learning Targets: Continual reminder of the emphasis on professional growth Some help with scoring Research supporting the path we’ve chosen as a state & district
Leadership Changing culture Building capacity
The future looks bright!