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