RAPPS Rural Alaska Principal Preparation and Support ProgramUsing Teacher Evaluation ResultsMay 28 30, 2014Learning Groups 1, 2, and 3Hilton Hotel - Anchorage, AlaskaSession Leader: Al Bertani, RAPPS Senior Design Consultant

Using evaluation results in human resource decisions

Aligning evaluation results with professional development needs

Designing targeted long-term professional developmentSession Objectives

USING EVALUATIONS IN HUMAN RESOURCEDECISIONS

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012 Does the state intend to align evaluation results to human resource decisions?

At what point will evaluation results warrant promotion, dismissal, etc?

Will teacher identified as ineffective have sufficient opportunities and support to improve before termination is considered?

What resources, including time and personnel, will be dedicated to teacher improvement?

Can evaluation results be used to identify teachers for roles such as mentors, master teachers, etc?Evaluations and Human Resource Decisions

ALIGNING EVALUATION RESULTS WITH PD PLANNING

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012 Have trigger points been established for using evaluation results?Is professional development an integral components of the evaluation cycle?Will teacher evaluation results be used to target professional development activities?Are professional learning activities provided in a manner that is supported by research?Have systems been established to evaluate professional learning efforts?Using Teacher Evaluation Results

Step 1Count off 1 4 across the room.

Step 2Re-group finding three other colleagues that are not sitting at your table.

Step 3Assume responsibility for addressing the Problem of Practice you are assigned.

Step 4Outline the professional development supports and the content focus of whatyou would recommend on chart paper.

Step 5Be prepared to share with another group.Problems of Practice

Problem 12nd Grade TeacherEstablishing Rules and Procedures

Problem 26th Grade TeacherUsing Questioning and Discussion Techniques

Problem 3Music TeacherProviding Feedback to Students

Problem 4High School Science TeacherDemonstrating Knowledge of ContentProblems of Practice

2nd Grade Teacher - Establishing Rules and Procedures

Mary is a second grade teacher with three years of experience. She has inherited a challenging classroom of students filled with what seems to be boundless energy. In your early fall observation of her classroom, you note multiple inconsistencies in her classroom rules and and procedures.

What professional development would you outline for her to support her growth (How)? What resources would you identify to support her content learning to improve rules and procedures (What)?

Problem of Practice #1

6th Grade Teacher-Using Questioning & Discussion Techniques

Brad is a sixth grade teacher with seven years of experience. With the implementation of the Alaskan Standards, he has been consciously working on challenging his student with higher order thinking tasks. In your observation of his classroom, you note he is struggling with questioning and discussion techniques.

What professional development would you outline for him to support his growth (How)? What resources would you identify to support his content learning to improve his questioning and discussion techniques in the classroom (What)?

Problem of Practice #2

Music Teacher - Providing Feedback to Students

Nancy is a music teacher with 12 years of experience. In an effort to renew her teaching strategies, she has chosen to focus on differentiated methods for providing feedback to students. In observing her teaching, you recognize that she is using a limited number of strategies to provide feedback.

What professional development would you outline for her to support his growth (How)? What resources would you identify to support her content learning to expand her methods of providing students with differentiated feedback (What)?

Problem of Practice #3

H.S. Science Teacher - Demonstrating Knowledge of Content

Michael is a biology teacher with 17 years of experience. In implementing the Alaskan Standards, he is struggling with theincreased cognitive demands his students will be facing. While you are not an expert in science teaching, you do note that he lacks clarity in teaching complex science concepts.

What professional development would you outline for him to support his growth (How)? What resources would you identify to support his his needs around content learning in biology (What)?

Problem of Practice #4

Accessing Student VoicesAction ResearchAssessment as P.D.Case DiscussionsClassroom Walk-ThroughsCritical Friends GroupsCurriculum DesignersData AnalysisImmersion in PracticeJournalingLesson StudyMentoringPeer CoachingPortfolios for EducatorsSchool CoachingShadowing StudentsStandards in PracticeStudy GroupsTraining the TrainerTuning ProtocolsVisual DialogueUnder Development

Powerful Designs for Professional Learning

DESIGNING TARGETED LONG-TERMPROFESSIONALDEVELOPMENT

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

PD Learning Cycle Framework

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD

PD Learning Cycle Framework

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PDEngage Tools (Join Groups, Ask Questions, Share Resources)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PDLearn Tools (On-Line Courses, Webinars, Self-Paced Modules)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD Support Tools (Connect and Share Practices with Mentors for Feedback and Coaching)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD Measure Tools (Collect Data to Measure Teacher Growth on New Practices and New Skills)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014; https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD Teaching Channel On-Line Video Resource

Teaching Channelhttps://www.teachingchannel.org Teaching Channel On-Line Video Resource

Australian Institute for Teaching and School Leadershiphttp://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage AITSL Illustrations of Practice

Illustrations of Practice Introductory Video

https://www.youtube.com/watch?v=dwwwE5PsxNs

Australian Institute for Teaching and School Leadershiphttp://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage AITSL ILLUSTRATIONS OF PRACTICE

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