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• Need to communicate with staff where we are at this time. Use CBAM to identify concerns.

• It is becoming clearer how the alignment of the framework brings all pieces together.

• Thorough research is complete including best practices from multiple book readings.

• Beliefs and assumptions were drafted and underwent first refinement.

• Aligned teaching standards into manageable categories.

January 31, 2007

• Teacher evaluations are not a silo, but are integrated with other areas including professional development, classroom peer support, student learning, and hiring

• Teacher quality effects student achievement

• Focus of evaluations is to improve teacher practices

• Continue to invest in school based professional development based on formative information

• Continuous improvement è Culture of learning through ongoing reflection and renewal

January 25, 2007

Some positives about our current evaluation system:

• Non-tenured staff consistently receive 3 evaluations a year

• The current model for non-tenured teachers is consistent throughout the district

Some items to address about our current evaluation system:

• Tenured staff need something in the way of effective evaluations

• Professional development needs to be tied in with evaluations

Highlights of the GTC charge statement:

• Establish a process based upon best practices

• Establish a process that assumes competence for tenured teachers

• Establish a process that is aligned throughout the system for all licensed staff

Resources and Summary Statements

March 7th, 2007

Aseltine, James M. , Faryniarz, Judith O. , Rigazio-DiGilio, Anthony J.: Supervision For

Learning: A Performance-Based Approach to Teacher Development & School

Improvement For more Details Download Here

Costa, Arthur L. & Garmston, Robert J., Cognitive Coaching: A Foundation for

Renaissance Schools

Danielson, Charlotte & McGreal, Thomas L., Teacher Evaluation To Enhance

Professional Practice For more Details Download Here

Danielson, Charlotte, Teacher Leadership That Strengthens Professional Practice

For more Details Download Here

Fogarty, Robert & Pete, Brian, From Staff Room to Classroom: A Guide for Planning &

Coaching Professional Development. For more Details Download Here

Glickman, Carl D., Leadership For Learning: How to Help Teachers Succeed

For more Details Download Here

Knipe, Caroll & Speck, Marsha, Why Can’t We Get It Right? Designing High-Quality

Professional Development for Standards-Based Schools

Margulus, Lisabeth S. & Melin, Jacquelyn Ann, Performance Appraisals Made Easy:

Tools for Evaluating Teachers & Support Staff

Scherer, Marge, A Better Beginning: Supporting and Mentoring New Teachers

For more Details Download Here

Steffy, Betty E. , Wolfe, Michael P. , Pasch, Suzanne H. , Enz, Billie J., Life Cycle of The

Career Teacher For more Details Download Here

Strong, James, Qualities of Effective Teachers For more Details Download Here

Sullivan, Susan & Glanz, Jeffrey, Supervision That Improves Teaching: Strategies and

Techniques

Tucker, Pamela D. & Stronge, James H., Linking Student Evaluation and Student

Learning For more Details Download Here

Zepeda, Sally J., Informal Classroom Observations: Instructional Leader’s Guide

For more Details Download Here

February 7, 2007

Revisioning Professional Development: Report of the National Partnership for Excellence and Accountability in Teaching

Teaching Teachers: Professional Development to Improve Student Achievement: American Education Research Association, Summer 2005, Vol. 3 Issue 1

Shifting Our Thinking About Evaluation: Assessing Impact: Evaluating Staff Development

The Age of Accountability: Journal of Staff Development, Fall 1998, Vol. 19, No.4

Taking A Second Look: Journal of Staff Development, Winter 2005, Vol. 26, No. 1

Student Achievement, Teacher Quality, and Professional Development: What Works in School: Results Based-Staff Development

How Can Professional Development Be Evaluated: Supporting and Sustaining Teachers’ Professional Development

• Focused on instructional strategies and learner centered

• On-going w/proper support and ample time to be successful

• Done with or for a purpose: What’s the worth (of PD)?

• Staff need to become invested: goes back to merit or purpose (of PD)

• Explicit intent

• Needs planning process with steps in place: Both formative and summative

• Need goals for desired outcomes

• 3 types of evaluation

  • Planning (real verses perceived needs)

    • Knowing goals

    • Use backward design

    • Purpose of improving

    • Learning centered environment

  • Formative (trained coaches and leaders)

    • Supportive

    • Trusted

    • Well received

    • Expected progress is being made

    • Timely and effective communication occurs

  • Summative (did we get results we wanted)

    • Student learning outcomes

    • Worth the cost?

• Ongoing process

• Use to improve performance and student learning

• Layout the parameters prior – together

• Purposeful and results driven

January 31, 2007

District 16 Continuous Improvement Framework

Life Cycle of the Career Teacher: LSS Publication Series No. 98-16

• Retirement is no longer viewed as ending a career, but the beginning for new ventures

• Reflection and renewal throughout teaching career is important and needs systemic support

• Teaching career cycle begins with the 1^st days of college

• Collegial support needs to be available at all levels of career

• Reflection and renewal is tied to Professional Development growth, without reflection and renewal growth ends

• Article encompasses ideas of: Value, support, feedback, and sense of belonging and competence

• The C.I. Framework provides the guidelines for systemic improvement

• 80% of teachers need to be at the expert level to impact student learning

• Number show that 50% of staff have been in the district less than 5 years (however, some of those do have more than 5 years of teaching experience)

• College experience should be understood as part of the teaching career

Improving Teacher Evaluation to Improve Teacher Quality: NGA Center for Best Practices

• Define teacher quality, what are the indicators of quality

• Move from input based to output based

• Teacher quality effects student achievement

• Should not be based solely on student achievement

• Focus on improving teacher practice

• Focus on leadership: preparing school/teacher leadership

Important to our work why?

• Need to train staff evaluators

• Need to define teacher quality

• Need to gain acceptance of classroom teachers

• Continue investment in school-based professional development

• Trust needs to be developed

• Admin – teacher

• Teacher – teacher

• Establish clear, objective, concrete process

Teacher Evaluation Uncoupled: Teacher Evaluation Policies and Practices in Australian states, Their Relation to Quality Teaching and Learning

• Quality teaching and Student achievement

• Employability and technical core

• Involve teachers in defining “quality” as well as process of evaluation (inclusive of best practice)

• Accountability: profession and public

• Phases of teachers in their careers

• Maintain respect of the profession

• Use multiple sources of data to validate performance

• Cooperative effort among colleagues—full participation

• Training for all: how this works

• Formative evaluation verses summative evaluation

• Communication at all levels

• Highly qualified verses highly education – very different

January 25, 2007

Promoting a Collaborative, Reflective Culture: The Three-Minute Classroom Walk-Through

The Call for an Alternative Model: Supervision For Learning

The Power of an Effective Teacher and Why We Should Assess It: Linking Teacher Evaluation and Student Learning

• Focus on Student Learning

• Define Purpose of Appraisal

• Incorporate Student Engagement

• Provide Support / Professional Dialogue

• Understand the difference between Highly Qualified and Highly Effective Teachers

• Incorporate Student Achievement: measure output verses input (Learning verses Instruction)

• Continuous Learning and Reflection Culture

Next Steps

January 25, 2007

The next 4-5 meetings will focus on reviewing research, best practices, and benchmark districts. After the bulk of the research is completed, the task force will develop a set of beliefs and assumptions that will drive our work. The Task Force is operating under the Decision Making Process of the district in the "B" group capacity. At this point, review and feedback from "A" groups will be sought to help refine the statements. If you are interested on serving on an "A" group please e-mail Stacey Sovine. The task force will then make any necessary revisions before making recommendations to the "C' group, Dr. Helmstetter / Jeff Ronneberg. We will not develop a process, format, or other components until our beliefs and assumptions section has been approved. For a copy of the Decision Making Process, Download Here.

Questions?