new teacher preparation: compass teacher evaluation dr. michelle abadie daussin 1 st grade teacher...
TRANSCRIPT
New Teacher Preparation:Compass Teacher Evaluation
Dr. Michelle Abadie Daussin
1st Grade TeacherSt. Bernard Parish
A+PEL Board of Directors
Associated Professional Educators of Louisiana2015
Words to Know!Student Growth
◦SLTs (Student Learning Targets)Professional Practice
◦Observation Rubric
◦Ineffective (1)◦Effective Emerging (2)◦Effective Proficient (3)◦Highly Effective (4)
Student Learning Targets (SLTs)Old vs. New TemplateOld Template
◦Student Learning Target “By the end of the year, __ out of __ students
will earn a score of __% on the end of year assessment.” (# of students based on what a “3” score would look like)
New Template◦Set individual student growth goals
based on pretest data “By the end of the year, __ students will meet
or exceed their individual growth targets on the end of year assessments.” (# of students based on what a “3” score would look like)
PROFESSIONAL PRACTICECOMPASS Observation Rubric
Based on Danielson’s Rubric for Effective Teaching
Domain I: Setting Instructional OutcomesDomain 2: Managing Classroom
ProceduresDomain 3: Using Questioning/Discussion*Domain 4: Engaging Students in
LearningDomain 5: Using Assessment in
Instruction
Domain I:Setting Instructional Outcomes
Effective (3)
Outcomes represent high expectations and rigor.
Outcomes are related to “big ideas” of the discipline.
Outcomes are written in terms of what students will learn rather than do.
Highly Effective (4)
Teacher plans blueprints to ensure accurate sequencing.
Teacher connects outcomes to previous and future learning
Outcomes are differentiated to encourage individual students to take educational risks
Domain 1: Setting Instructional Outcomes (See Example Lesson Plan)
◦ Incorporate standards from across the curriculum (Math & ELA CCSS used)
◦Outcomes are what students will learn. (The students will solve…)
◦Establish learning goal WITH students.◦Connect to previous learning (warm-up/
reflection)◦Provide for independent and collaborative
working.◦Self-assessment- let students share and reflect◦Teacher assessment- Exit Ticket◦Evidence of differentiation
Domain 2:Managing Classroom Procedures
Effective (3)
The students are productively engaged during small group work.
Transitions between large and small group activities are smooth.
Routines for distribution and collection of materials and supplies work efficiently.
Classroom routines function smoothly.
Highly Effective (4)
Students take the initiative with their classmates to ensure that their time is used productively.
Students themselves ensure that transitions and other routines are accomplished smoothly.
Students take initiative in distributing and collecting materials efficiently.
Domain 2: Managing Classroom ProceduresIntroduce a problem or activity that is
set up for “students to take the initiative” in a way they have practiced.
ALREADY have routines set so “students themselves ensure transitions/distributing materials are smooth” (I use group leaders, group points, count down, materials prepared, heads down to eliminate chaos, “get ready” position)
Domain 3: Using Questioning/Discussion
Effective (3)
Teacher uses open‐ended questions, inviting students to think and/or have multiple possible answers.
The teacher makes effective use of wait time.
The teacher builds on uses student responses to questions effectively.
Discussions enable students to talk to one another, without ongoing mediation by the teacher.
The teacher calls on most students, even those who don’t initially volunteer.
Many students actively engage in the discussion.
Highly Effective (4)
Students initiate higher‐order questions.
Students extend the discussion, enriching it.
Students invite comments from their classmates during a discussion
Domain 3: Using Questioning / Discussion“Knee to Knee” discussion, thumbs for
agree/disagree technique to informally assess understanding (not just raise your hand to speak… strive for more whole group participation)
Make it exciting for them and make them feel like the leaders! Make it a REAL challenge related to their lives.
Invite students to explain and discuss why they agree/disagree. It’s okay to let students present wrong answers. They are learning to fix their mistakes and know it’s okay to do this.
Domain 4: Engaging Students in Learning
Effective (3)
Most students are intellectually engaged in the lesson.
Learning tasks have multiple correct responses or approaches and/or demand higher‐order thinking.
Students have some choice in how they complete learning tasks.
There is a mix of different types of groupings, suitable to the lesson objectives.
Materials and resources support the learning goals and require intellectual engagement, as appropriate.
The pacing of the lesson provides students the time needed to be intellectually engaged.
Highly Effective (4)
Virtually all students are highly engaged in the lesson.
Students take initiative to modify a learning task to make it more meaningful or relevant to their needs.
Students suggest modifications to the grouping patterns used.
Students have extensive choice in how they complete tasks.
Students suggest modifications or additions to the materials being used.
Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
Domain 4: Engaging Students in LearningPrepare activities for students to work
independently and collaboratively. Have various materials for them to use to problem-solve for various learners.
Allow for enough time! Monitor and assist with engagement by encouraging their peers to make suggestions--- not you!
Close with a review which allows them to apply to real-life. Also, have students refer to learning goal and celebrate their achievements!
Domain 5: Using Assessment in Instruction
Effective (3)
Students indicate that they clearly understand the characteristics of high quality work.
The teacher elicits evidence of student understanding during the lesson
Students are invited to assess their own work and make improvements.
Feedback includes specific and timely guidance for groups
The teacher attempts to engage students in self‐ or peer‐assessment.
When necessary, the teacher makes adjustments to the lesson to enhance understanding
Highly Effective (4)
There is evidence that students have helped establish the evaluation criteria.
Teacher monitoring of student understanding is sophisticated and continuous: the teacher is constantly “taking the pulse” of the class.
Teacher makes frequent use of strategies to elicit information about individual student understanding.
Feedback to students is specific and timely, and is provided from many sources, including other students.
Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.
The teacher’s adjustments to the lesson are designed to assist individual students.
Domain 5: Using Assessment in InstructionPositive feedback! (Teach
students how to do this too!)Constantly monitor! (Listen to
discussions and encourage students to assist one another.)
Adjust lesson if necessary! (But students need consistency in routines to eliminate confusion to any changes, so you need to be strategic about this.)
Great resources!http://videolibrary.louisianabelieves.com/
◦Videos show Compass ratings in various domains and explanations of evidence to determine the ratings.
http://www.teachingchannel.org◦So many great video lessons!
http://www.teacherspayteachers.org ◦Free and cheap worksheets/ resources made
by actual teachers using the CCSS.http://www.donorschoose.org
◦Excellent and easy resource to obtain free classroom materials big or small!
Example Lessonhttp://youtu.be/qK75YuCT2AQWhile you watch, if you would
like, please write your name on your card and one thing you enjoyed learning from this session OR one idea for a good lesson you have or have seen.
Your card will be entered for a prize drawing and I will share what you wrote after the video!
