august 25, 2015 albany, new york independent and peer evaluation: making the work matter

August 25, 2015Albany, New York

Independent and Peer Evaluation: Making the

Work Matter

Today’s Plan

Getting

Starte

d

Peer Evaluation

The NYS

Teaching and

Leadership

Standards

Inter-rater Reliabilit

y

Making the

Work Matter

3

Bolman and Deal’s Four Frames

Structural Human Resource

Political SymbolicThe

Changes

7

APPR

Growth Scores

Common Core

Budget

Opt Out

Cuomo

SLO’s

8

9

10

11

CULTURE

13

What can

you do to

quiet the

noise?

What can

you do to

keep the

focus on student

learning?

How w

ill y

ou

change w

hat

you s

ay a

nd

do?

How w

ill y

ou

chan

ge yo

ur

cultu

re?

It’s all about attitude…

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Peer and Outside Evaluator Training

Workshop

Professional Learning Through Peer

Observations and Conversations

Presented by Mike Ford

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Learning Objective:

Learn about and apply tools and protocols for collaborative

conversations that promote teacher learning and intentional classroom practice within a peer evaluation

process.

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AGENDA “Where do good ideas come from?”

Peer observation vs. Peer assistance and review

Benefits and components of peer observation

Norms of collaboration: An essential skill set for observers and evaluators

Collaborative conversations: The centerpiece of effective peer evaluation

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Where do good ideas come from?

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

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Where do good ideas come from?

What are your “take aways” from watching this video?

What are some implications for teacher learning and evaluation?

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Guiding Principle #1

Student learning is at the center of everything that we do in

schools.

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Guiding Principle #2

There is an inextricable link

between the learning of adults and

children in schools.

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Guiding Principle #3

Collaborative conversations between peers that are focused on instruction promote learning, thinking and intentional practice.

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Important Distinctions

Peer Observers as Part of an Evaluation System

Supports novice and experienced teachers at all levels of expertise

Trained peers observe teacher classroom practice at least one time during the evaluation cycle

Evidence can be used as part of a summative rating but administrators determine final evaluation and rating

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Important Distinctions

Peer Assistance and Review (PAR) Program

Supports novice and struggling teachers

Trained “consulting teachers” provide coaching and mentoring throughout the school year

Consulting teacher presents mid-year and end-of-year recommendations to PAR panel (comprised of both union and district leadership) who decide whether to retain or dismiss teacher

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Benefits of Peer Observation

Reduce burden on school administrators

Increase number of teacher observations per year

Increase evaluator credibility

Provide quality feedback

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Challenges of Peer Observation

Financial cost

Defining and communicating roles

Objectivity and inter-rater reliability

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Components of Effective Peer Observation

Role clarification and communication with staff

Requirements of peer observation

Selection and training

Assignment of peer observers

--grade level and content area matters!!

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Norms of CollaborationA Modified Jigsaw Process

All read pages 31 through mid 32 Reading 1: Pausing and paraphrasing

Reading 2: Putting inquiry at the center

Reading 3: Probing for specificity

Reading 4: Placing ideas on the table, paying attention to self and others & presuming positive intentions

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Pausing

Paraphrasing

Presuming positive

intentions

Probing

Puttingideas on and

off table

Payingattention to

self and others

Promoting a spiritof inquiry

Norms ofCollaboration

Source: Center for Adaptive Schools

Source: Garmston, Robert. and Wellman, Bruce. (2009). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Norwood, MA: Christopher-Gordon Publishing.

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Don’t Know

Know

Can’tDo

Can Do

MysteriousUnknown

TheoreticalUnable to

demonstrate

MagicalUnexplained

IntentionalDeliberate practice

Ability to explain own teaching practice

Ab

ility

to

te

ac

h

Source: Dunne, Kathy and Villani, Susan. (2007). Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning. San Francisco: WestEd.

A Window into Teaching Thinking

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Gordon’s Skill Development Ladder

Impact of Professional Learning Components

Source: Joyce, Bruce and Showers, Beverly. (2002). Student Achievement Through Staff DevelopmentAlexandria, VA: Association of Supervision and Curriculum Development

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Key elements of coachingLearner-focused

Adaptive to match the ever-changing needs of the learner

Conversations are grounded in common language around instruction

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What makes a question agood question?

Open-ended

Agenda free

Promotes reflection

Expands thinking and possibilities

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A Continuum of Coaching Behaviors

Coaching Approach

Coaching Behaviors

Non-directive

Listen fully and affirm Listen fully and feed back the desired result Ask your partner to generate a few new possibilities Ask your partner to generate many possibilities

Collaborative

Add to your partner’s list of possibilities and, together, create new options Present 10 possibilities (some contradictory) and follow up with inquiry

Direct Informational Teach a new technique Offer an option

Directive(Supervisory and

EvaluativeNot a coaching stance)

Give advice Give advice by sharing or questioning Give the answerSource: Dunne, Kathy and Villani, Susan. (2007). Mentoring New Teachers Through

Collaborative Coaching: Linking Teacher and Student Learning. San Francisco: WestEd.

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Resources and References

Peer Observation and Assessment of Teachinghttp://www.albany.edu/teachingandlearning/tlr/peer_obs/Peer%20Observation%20Resource%20Book%20for%20UAlbany.pdf

A User’s Guide to Peer Assistance and Reviewhttp://www.gse.harvard.edu/~ngt/par/

"Peer Observation: Supporting Professional Learning in Six Successful, High-Poverty, Urban Schools." by Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. (May 2015). Project on the Next Generation of Teachers Working Paper.

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Thank you for your participation!

A Look to the Future

Surprised me Concerned me

Implications for what we do

What needs to be a amplified to

your staff?

2028

New York State Standards

Jigsaw Activity• Groups of 4

• #1 Read Knowledge of Content and Instructional Planning

• #2 Read Instructional Practice and Learning Environment

• #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth

• #4 Read Standards for Building and District Leaders

Surprised me Pleased me

Concerned me Needs to be amplified

NYS Standards

Inter-rater Reliability

Inter-rater Reliability

Perspective Matters

Inter-rater Reliability

Requires:

▫Consistent definition of good teaching▫A shared understanding of the

definition▫Skilled evaluators (Danielson)

Inter-rater Reliability

Discuss and reach consensus:

▫What constitutes great student engagement?

▫What does quality assessment look like in a lesson?

▫What makes for strong questioning and discussion prompts?

Inter-rater Reliability

Process:

▫Work on the consistent definition as a school/district, using the rubric

▫Observe and rate classroom videos together

▫Use “instructional rounds”, identifying two or three areas only

▫Conduct joint observations and compare findings

Wrapping it up

Need to remember Must share with others

Want to learn more What else?

Our Two Days