Photos by Susie Fitzhugh

Principal District Leadership Team Meeting Danielson Calibration October 2011

Setting the Stage

Welcome & Introductions Review agenda Housekeeping Parking Lot Norms
Begin and end on time Be fully present Speak your truth Accept non-closure
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Our Big Goals

Pillar 1: Great principals who are highly skilled instructional leaders. Pillar 2: Great teachers who are highly skilled in meeting the needs of all students.

Session Outcomes
Reading: 1. Develop a common language for the change process. Calibration: 1. Identify connections between Domain 1 and Domain 3. 2. Collect and interpret evidence using the Danielson Framework. 3. Calibrate ratings and evidence with Charlotte Danielson.

Shared Understanding of Quality Instruction

Successful PG&E Implementation

Effective Use of Tools

Ability to Navigate the Human Side of Change

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Cycle of Inquiry on PD Effectiveness

On a scale of 1 (not at all useful) to 10 (extremely useful), how useful did you find the

Danielson PD Average Principals Assistant Principals 7.4 8.5

Principal Evaluation Tool PD Average 7.5 NA (covered in upcoming AP Reg. Mtg.)

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Introducing Our Next Anchor Reading

Switch: How to Change Things When Change is Hard by Chip and Dan Heath
How do we create lasting change and guide teams to a growth mindset?

Switch The Framework

Direct the Rider: "What looks like resistance is often a lack of clarity. Motivate the Elephant: "What looks like laziness is often exhaustion.

Shape the Path: "What looks like a people problem is often a situation problem."
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Switch Chapter 1: Three Surprises About Change

Review the text and identify 2-3 passages that you feel may have important implications for your work in elevating teacher practice at your school.

Three Levels Text Protocol

1. One person uses up to 3 minutes to:

LEVEL 1: Read aloud one passage LEVEL 2: Describe what he/she thinks about the passage (interpretation, connection to past experiences, etc.) LEVEL 3: Discuss the implications it has on his/her leadership as we work to elevate the quality of teaching in our schools.
2. The group responds (for a total of up to 2 minutes) 3. After all rounds are complete, debrief the process
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Written Reflection & Whole Group Discussion

How are you managing (or better yet, inspiring) the change process within your building? How have you directed the rider? Motivated the elephant? Shaped the path?

Which one of these three could you spend more time focusing on while leading your staff?
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Linking Our Work

Review Domain 5 & 6 in the Principal Evaluation Tool As we work on calibrating around the Danielson Framework, which components within the Principal Evaluation Tool are we strengthening?

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Calibration
Calibration refers to a periodic assessment of whether raters are continuing to score reliably and the degree to which an evaluation may drift from the original training.
Adapted from National Comprehensive Center for Teacher Quality

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October Calibration Data

All Levels 3A (143) 3B (146) 3C (143) 3D (129) 3E (104) Unmet N/A 1 (1%) 0 (0%) 5 (3%) 0 (0%) 5 (3%) 0 (0%) 6 (5%) 6 (5%) 4 (4%) 6(6%) Basic 22 (15%) 82 (56%) 57 (40%) 61 (47%) 46 (44%) Proficient Innovative 98 (69%) 52 (36%) 79(55%) 54 (42%) 48(46%) 22(15%) 7 (5%) 1 (.7%) 2 (2%) 0 (0%)

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The Framework for Teaching: Components

Domain 1: Planning and Preparation 1a Demonstrating knowledge of content and pedagogy 1b Demonstrating knowledge of students 1c Setting instructional outcomes 1d Demonstrating knowledge of resources 1e Designing coherent instruction 1f Designing student assessments Domain 2: The Classroom Environment 2a Crating and Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Physical Space

Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in Professional Learning Communities 4e Growing and Developing Professionally 4f Showing Professionalism

Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating flexibility and Responsiveness

Gathering Evidence in Domain 1

1. Review Domain 1, reading 1e carefully 2. Read the lesson plan and the outcome (referring to the WA State Math Standards) 3. Review the MAP Report noting where the 4th and 5th graders fall 4. Table Discussion: How would you rate this lesson plan within 1e? Why?

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Preparing for the Observation

1. Review Domain 3 individually, reading 3c carefully and noting Look Fors 2. Table Discussion: What do you notice about 1e and 3c?

3. Prepare your note-taking template

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Why Be Descriptive?
Descriptive scripting consists only of what you see and hear, without writing positive or negative inferences or judgments from what you see and hear. Allows us to analyze what we see as opposed to debating our own idea of effective instruction. Helps us search for cause and effect relationships between what we observe teachers and students doing and what students actually know and are able to do as a consequence.
Adapted from Elmore, Instructional Rounds in Education, Chapter 4

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Why this Clip?

SPS Teacher SPS Students SPS Classroom Multiage Everyday Math curriculum Better audio and visual Your input is important to us!
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Interpreting Evidence Independently

Step 1: On your note-taking form, individually label evidence by component. Step 2: Use the graphic organizer to align evidence to the elements within 3c. If there is time, complete the extension activity.

Step 3: Rate the lesson.

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Why Are We Rating?

Purpose: We are collecting rating data to assess how calibrated we are as a system and to inform our PD not to practice the process you will go through in evaluating and supporting teachers. Before assigning a rating to a teacher, you will collect, discuss and analyze a large body of evidence with a teacher through a thoughtful and thorough process.

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What is a Claim?
A statement that a teacher performs a certain teaching skill or carries out a certain pattern in his or her instruction (thus, a generalization). Claims are used in written teacher evaluations and are also useful when discussing building trends. Examples: She communicated high expectations for learning. The expectations werent enforced in the class.

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What Makes a Strong Claim?

Rooted in appropriate and sufficient evidence! Aligned with the language in the rubric. Precise, carefully worded and clear Accurately interprets observation avoids exaggeration or mind reading Avoids vague language, needless words and passive voice
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Claim Examples
Mrs. Green has built and clearly protects a climate in which students feel safe to take risks. The pacing of the lesson was slow because the teacher wasnt prepared. Ms. Smiths discussion techniques led to the engagement of all students. Ms. Finn used a range of instructional strategies to help students reach her intended outcome.

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How Would You Modify These Claims?

Mr. Robinsons discussion techniques are innovative.
Mrs. Smith stated the outcome, reviewed the agenda and activated prior knowledge.

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Interpreting Evidence Together

Step 1: Compare your evidence to a partner. Step 2: Turn & Talk - What do you notice? Step 3: Table Discussion - Share your ratings and rationale. Refer back to your evidence and see if you can come to consensus.
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Whole Group Share

Which tables were able to come to consensus on a rating for one of the components in Domain 3? Two? Three? Four? Five? Where is there disagreement? What is the rationale for each side? Which tables were able to come to consensus on a rating for all of Domain 3?

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Next Steps
What would your next step be with this teacher to help elevate his practice? What support or resources might you provide?

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Teacher Facilitator Training

Catch-up sessions for those who didnt attend the first training:

Session I: Friday, Dec. 2, 8:30 3:30 at JSCEE & Session II: Thursday, Dec. 8, 4:30 7:30 at JSCEE

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Teacher Facilitator Training II

Second session (Focus on Domains 1, 2 and 4) for those who participated in session I: Thursday, Nov. 3, 8-11 at JSCEE Saturday, Nov. 5, 9:00 Noon at JSCEE Thursday, Dec. 8, 4:30 7:30 at JSCEE

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Educational Impact Winners

Executive Director: Phil Brockman Principal #1: Vicki Sacco Principal #2: Kristina Bellamy-McClain

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Thank You for Your Feedback

https://www.surveymonkey.com/s/D33KBV6

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