Roxanne M. Williams Ed.D. Michelle Hellman. How many years of teaching experience do you have? 1....
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Classroom Observations: Was That Me? Roxanne M. Williams Ed.D. Michelle Hellman
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Transcript of Roxanne M. Williams Ed.D. Michelle Hellman. How many years of teaching experience do you have? 1....
Classroom Observations: Was That Me?
Roxanne M. Williams Ed.D.Michelle Hellman
ClickersHow many years of teaching experience do you have?
1. Pre-service2. 0-23. 3-54. 6-105. 11-over
Pre-service 0-20%
10%20%30%40%50%60%
50% 50%
If you were to walk into a classroom, what might you see or hear that would cause you to think that you were in the presence of an expert?
Explain Model Rehearse Review
Pair Share
PERAHow familiar are you with PERA?
1. Not at all2. I heard about it3. Somewhat4. Very familiar5. Familiar enough
to explain it
0%20%40%60% 56%
20% 16% 8% 0%
Every school district is required to have a teacher evaluation tool based on a researched based teaching framework (Danielson, Marzono).
Accurately or objectively measure how educators are doing
Identify their strengths and areas for growth Align areas of growth to professional
development
Purpose of PERA
Danielson’s levels of performance (descriptors from framework)◦Unsatisfactory (unsafe, lack of, unaware, unclear,
unsuitable)◦Basic (needs improvement, partial, inconsistent,
attempts, moderate, minimal, some)◦ Proficient (consistent, frequent, successful,
appropriate, clear, positive, smooth)◦Distinguished (seamless, solid, subtle, skillful,
preventative, leadership)
Rubric & Ratings
Example: When a teacher receives distinguished ratings on one area of a rubric and proficient on other areas, what rating will he/she receive?
Ratings Issues
Nontenured teachers: minimum of three observations (2 formal)
Tenured teachers that receive overall rating of “basic – needs improvement” or “unsatisfactory”: minimum of three observations (2 formal)
Tenured teachers that receive overall rating of “proficient” or “distinguished – excellent”: minimum of two observations (1 formal)
State Observation Requirements
Informal Observation – Walk Throughs Gathering evidence of where teacher is at
on the framework Oral or written feedback Written documentation will be filed and be
used as part of the eventual summative evaluation
State Observation Requirements, Cont.
Levels of AchievementHow familiar are you with how administrators determine teachers’ level of achievement?
1. Not at all2. I heard of it3. Somewhat4. Very familiar5. Familiar enough
to explain it
0%10%20%30% 30%
11%
30%22%
7%
Domain 1: Planning and Preparation Domain 4: Professional Responsibilities Domains 1 & 4: “Off stage” – What teachers
do to get ready to teach Tip: Collect evidence and show your
administrator
Danielson Domains
Domain 2: Classroom Environment Domain 3: Instruction Domains 2 & 3: “On stage” – What teachers
directly do with students. Tips from us!
Danielson Domains, Cont.
Format – Madeline Hunter & Current person◦ Anticipatory set◦ Objective(s) – Redirect throughout lesson◦ Teacher input and modeling◦ Guided practice/monitoring◦ Check for understanding◦ Independent practice◦ Closure
Tip for Domain 1: Planning and Preparation
Understanding by Design◦ Begin with assessment in mind
Common Core◦ Begin with assessment in mind
Other Lesson Formats
Domain 2a: Creating an environment of respect and rapport
Domain 2b: Establishing a culture for learning◦ “Workmanship attitude”◦ Comfortable◦ Calm◦ Respect◦ We are not doing “stuff” because it is “fun”
Tip for Domain 2: Classroom Environment
Domain 2c: Managing Classroom Procedures◦ Danielson Distinguished: Transitions are
seamless; routines for handling procedures
Rules posted Preventative measures
◦ Circulating, teacher look, say name, say expectation
Modify teacher responses based upon student individual needs
Domain 2d: Managing Student Behavior
Furniture arrangements are adjusted per activity - transitioning
Learning materials are accessible◦ Long term storage◦ Short term storage◦ Wheels!
Domain 2e: Organizing Physical Space
Domain 3a: Communicating Clearly and Accurately
Domain 3a Distinguished: Teacher directions and procedures are clear to students and anticipate possible student misunderstanding. ◦ Hands on Head◦ “Visual and Verbal”: Write up on board!◦ Take students through steps
Tip for Domain 3: Instruction
Wait Time Delving Higher order thinking
Domain 3b: Using Questioning & Discussion Techniques
Domain 3c – Distinguished – lnstruction links well to student knowledge & experience; projects to enhance student understanding; ◦ Multiple Intelligences
Domain 3c: Engaging Students in Learning
Guided practice: It’s not just worksheets!wipe off boards, clickers, whip around pass option
Model Whip Around Pass Option
Domain 3d: Providing Feedback to Students
Closure: Tie in that day’s lesson objective with the next day’s objective to create interest and “tie-in”
Francis technique: “Who will remember tomorrow what we will be learning about?”◦ Evolved that students wrote the next day’s
objective down, so they could “tell.”
Domain 3e: Demonstrating Flexibility and Responsiveness
4d: Contributing to the school and district – distinguished: Support and cooperation of colleagues; assume leadership roles; volunteer
Domain 4: Professional Responsibilities
Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
Domain Corners
