Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standards

Teacher Effectiveness: Fulfilling the
Promise of the Common Core Standards

The Thoughtful Classroom
Teacher Effectiveness Framework

Presented by
Tr. Harvey F. Silver EdD.

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How effective has your current teacher evaluation
process been in developing the expertise of your
teachers and raising the achievement of your
students?

1. Not effective
2. Minimally effective
3. Somewhat effective
4. Effective
5. Highly effective

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1


Teacher observation and evaluation is considered
by many administrators to be…
“the third rail of education administration;

no one wants to touch it.”

Pollock & Ford (2009)

Source: Pollock, J. E. & Ford, S. M. (2009). Improving Student Learning One Principal
at a Time (p. 25).  Alexandria, VA: ASCD.

A common thought amongst most administrators
regarding teacher observation and evaluation is that
these processes

“...gobbled huge amounts of time and effort without
g g
making significant differences in teacher performance,
student achievement, or organizational culture.”

Pollock & Ford (2009)

Source: Pollock, J. E. & Ford, S. M. (2009). Improving Student Learning One Principal
5
at a Time (p. 25).  Alexandria, VA: ASCD.

How Effective is Your
Present Teacher Evaluation Process?
According to a 2008 report called Rush to Judgment:
Teacher Evaluation in Public Education…

Most current supervisory and evaluative practices are
Most current supervisory and evaluative practices are
“superficial, capricious, and often don’t even directly
address the quality of instruction, much less measure
students’ learning.”

Toch & Rothman (2008)
Rush to Judgment: Teacher Evaluation in Public Education

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Why Teacher Effectiveness?

1. Growing consensus around teacher effectiveness as the key to
raising student achievement and improving schools.

2. Understanding that teacher effectiveness can’t be improved
without first improving classroom instruction.
without first improving classroom instruction

3. Recognition that improving teacher effectiveness is a shared
responsibility.

4. Greater accountability for school leaders to raise student
achievement by ensuring that all teachers are effective.

5. Belief that education is vital to the prosperity of our nation. 7

What does it mean
to be thoughtful?

8

What’s the Difference Between…

buying a lottery ticket and starting an annuity

buying a bouquet and planting a rose bush

buying your child a cupcake and baking cupcakes with your child

a grade on a report and feedback on a report

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3


What’s the difference between
a thoughtful teacher evaluation
process and one that is designed
d th t i d i d
simply to meet state mandates?

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A Thoughtful Teacher Evaluation Process is…

Manageable

Measurable

Meaningful

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Manageable
• Can it be adopted using available time and
resources?
• Can educators easily collect, retrieve, and
d il ll i d
analyze data?
• Are there practical procedures and protocols
to support the process?

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4



Measurable
• Are the dimensions and indicators of teacher
effectiveness valid?
• Are the observers trained to be reliable
h b i d b li bl
assessors?
• Will the process help us predict teacher
effectiveness?

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Meaningful
• Will it help teachers improve their
instructional practice?
• Will it enhance communication about
effective teaching between and among
teachers and administrators?
• Will it have a positive effect on student
achievement?
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A Thoughtful Framework

In this workshop we’ll be looking Organization, Positive
Preparing
closely at The Thoughtful Rules, and
Procedures
Students for New
Relationships
Learning
Classroom Teacher Effectiveness
Framework.
Deepening and Reflecting on and
Presenting New
Reinforcing
Reinforcing Celebrating New
Celebrating New
Learning
Learning Learning

A Culture of Engagement and
Thinking Applying Learning Enjoyment
and Learning

Professional Practice

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5


Learning Goal

To understand where The Thoughtful Classroom
Teacher Effectiveness Framework came from

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1. Research

40 years of educational research tell us what works…
Research clearly indicates the impact of each of these on student learning:
Category Percentile Gain

Identifying Similarities & Differences
Identifying Similarities & Differences 45/25
Summarizing & Note‐taking 34/39
Reinforcing Effort & Providing Recognition 29
Homework & Practice 28/21
Non‐Linguistic Representation 27/19
Cooperative Learning 27/17
Setting Objectives & Providing Feedback 23/40
Generating & Testing Hypotheses 23/10
Questions, Cues, and Advance Organizers 22/33
Sources: From Classroom Instruction That Works by R. J. Marzano, D. J. Pickering, and J. E. Pollock, 2001, Alexandria, VA: ASCD © 2001 McREL. 17
Classroom Instruction That Works 2nd Edition by C.B., Dean, E.R. Hubbell, H. Pitler, and B.Stone, 2012, Alexandria, VA: ASCD. © 2012 McREL..

1. Research

“The Thoughtful Classroom Program’s great power lies in
its ability to explain 35 years of research in a way that is
immediately accessible to teachers.”

Robert J. Marzano, Author
Classroom Instruction that Works,
and The Art and Science of Teaching

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1. Research

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2. Preeminent Teacher Effectiveness Models
and Studies
Over the last five years, we’ve examined
all the preeminent teacher effectiveness
models and worked with hundreds of
schools to assess their strengths,
liabilities, and ability to help teachers and
li bili i d bili h l h d
administrators improve.

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and Studies
The MET Project (Measures of Effective Teaching)
• The largest study of teacher effectiveness ever undertaken.

• Ongoing study with regular reports.

• Includes over 3,000 teachers, 44,000 students, and 7,000
observations.

• Funded by the Bill & Melinda Gates Foundation

Gathering Feedback for Teaching (2012)
MET Project Research Paper
Bill & Melinda Gates Foundation
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and Studies
For example, we learned from the MET study that there is a new
condition affecting educators called…

rubricitis.
rub . ric . i . tis (n) a panic caused by the overwhelming
number of rubrics an observer must use to evaluate a
teacher

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and Studies

“When observers are overtaxed by the
cognitive load of tracking many different
competencies at once, their powers of
p , p
discernment could decline.”

Gathering Feedback for Teaching (2012)
MET Project Research Paper
Bill & Melinda Gates Foundation

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3. And most important, educators

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A Framework to Address the
Challenges of Teacher Effectiveness

How do the challenges highlighted by these
administrators compare with your ideas?

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Learning Goal

To learn the components of The Thoughtful
Classroom Teacher Effectiveness Framework and
how it’s both simple and deep

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An Overview of the Framework

—or—
What makes The Thoughtful Classroom
Teacher Effectiveness Framework simple?

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The Thoughtful Classroom
Teacher Effectiveness Framework
3 Components
The Five Episodes of
10 Dimensions Effective Instruction

Organization, Positive
Preparing
Rules, and Relationships
Students
Procedures for New Learning

The Four Cornerstones of Deepening and Reflecting on and
Presenting New
Effective Teaching Reinforcing
Learning
Celebrating
Learning Learning

A Culture of Engagement and
Applying
Thinking Enjoyment
Learning
and Learning

Effective Professional Practice

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Component One: The Four Cornerstones of
Effective Teaching (Dimensions 1, 2, 3, & 4)
• Universal elements of
Organization,
Rules, and
Positive
Relationships
quality instruction
Procedures
• Always relevant in any
classroom
l
• Without the
cornerstones in place
Engagement and
A Culture of
Thinking
Enjoyment in the classroom,
and Learning
student learning will
be compromised.
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Component Two: Five Episodes of Effective
Instruction (Dimensions 5, 6, 7, 8, & 9)

• Good instruction
Preparing unfolds in a series of
Students for New
Learning learning episodes
• Teachers use these
Teachers use these
Reinforcing
Presenting New
Learning
Celebrating New
Learning
episodes to design
Learning
high‐quality lessons
and units
Applying Learning
• Ensures observer and
teacher are on the
same page
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Component Three: Professional Practice
(Dimension 10)
• Looking beyond the
classroom
• Commitment to:
– Ongoing learning
– The school
community
– Professionalism

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A Closer Look at the Framework

—or—

What makes The
Wh t k Th
Thoughtful Classroom Teacher
Effectiveness Framework deep?

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The Value of Essential Questions

• Each of the ten dimensions is driven by an
essential question.
• These essential questions
–KKeep schools focused on what’s important.
h l f d h t’ i t t
– Promote school‐wide inquiry.
– Foster a common language for instruction and
how to improve it.

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Let’s take a closer look at the essential
questions for the Four Cornerstones…
Organization, Positive
Rules, and Relationships
Procedures

Engagement
A Culture of
and
Thinking
Enjoyment
and Learning

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Organization, Rules, and Preparing Students Positive Relationships
How do you organize How do you build
your classroom to enhance meaningful relationships
learning and establish with your students and among
rules and procedures students to promote learning?
that clarify expectations?

Deepening and Reinforcing Presenting New Learning Reflecting on and Celebrating
Learning Learning

A Culture of Thinking Applying Learning Engagement and Enjoyment
and Learning

How do you develop a classroom How do you motivate students
culture that promotes serious to do their best work and inspire
learning and sophisticated the love of learning?
forms of thinking?

Professional Practice 35

What is Learning?
Look at what four 2nd graders said when we asked them to explain
what learning meant to them:

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Organization, Rules, and
Learning Procedures Learning
How do you organize your
classroom to enhance learning
classroom to enhance learning
and establish rules and
A Culture of Thinking procedures that clarify
Applying Learning Engagement and Enjoyment
and Learning
expectations?
forms of thinking?


Organization, Rules, and Procedures
What do we need to do to make….
• our classroom a good place for everyone to
learn?
• our classroom a good place for you (the
l d l f (h
student) to learn?

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Learning Positive Relationships Learning
How do you build meaningful
relationships with your students
relationships with your students
and among students to promote
A Culture of Thinking learning?
and Learning

forms of thinking?


13


Positive Relationships
What makes for a great class?

A recent Gallup Youth Survey asked students
how good teachers helped them learn.
how good teachers helped them learn

The number one response: Students
learn best when the teacher cares about and
respects students.

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Learning
A Culture of Thinking Learning
and Learning
How do you develop a classroom
culture that promotes serious
learning and sophisticated forms
and Learning
of thinking?
forms of thinking?


A Culture of Thinking and Learning
What is thinking?
• The philosopher, Martin Heidegger said,
“Thinking is an engagement of the mind that
changes the mind.”
g
• A great teacher, Richard Strong said, “Thought
is the pursuit of purpose under conditions of
uncertainty.”
• A second grader said, “Thinking is what you do
when you don’t know what to do.”
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The Power of Pooh

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The Power of Pooh

Owl found Piglet in a whirlpool
and Pooh in a honey pot.

What’s missing?

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Learning Engagement and Enjoyment Learning

How do you motivate students to
How do you motivate students to
do their best work and inspire
A Culture of Thinking the love of learning?
and Learning

forms of thinking?


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Engagement and Enjoyment
A simple experiment

We asked over 200 teachers two questions:
1) Why did you become a teacher?
2) At your retirement dinner, what would you
hope your students would say you taught
them?

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...The love of learning
...The love of learning

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“The illiterate of the 21st century will not be those
who read and write, but those who cannot learn,
unlearn, and relearn.
unlearn and relearn ”
– Alvin Toffler, futurist

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Taking the Cornerstones Out for a Test Drive

1. Break up into teams of four.  Each member of
the team will be responsible for one
cornerstone.
2. Review the essential questions, teaching
indicators, and student behaviors for your
cornerstone. (Use the observation forms
found in your materials).

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See next page for activity sheets

Taking the Cornerstones Out for a Test Drive Take 1

3. Together, we’ll be watching a classroom
video.  As you watch the video, use the
observation form for your cornerstone.
4. Identify teaching behaviors and student
4 Identify teaching behaviors and student
behaviors that are evident in this classroom.
Make notes on what you observed in the
space labeled “Provide Evidence.”

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Taking the Cornerstones Out for a Test Drive Take 1

1. Meet with the members from other teams
who had the same cornerstone as you.
2. Share and compare your observations.
3. Return to your home team. Share what
you’ve learned about using your cornerstone
to conduct a classroom observation.

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Observing Dimension One: Organization, Rules, and Procedures
Essential Question: How does the teacher organize the classroom to enhance
learning and establish rules and procedures that clarify expectations?

Which instructional indicators are evident? FEEDBACK NOTES
REMEMBER: Quality instruction does not Provide Evidence (Collect evidence that supports what you
mean addressing all indicators. observed.)

 1.1: Organizing classroom space (e.g., seating,
resources, technology, decoration) to ensure
safety, maximize learning, and meet overall goals
and objectives
 1.2: Keeping the flow of activities in the classroom
moving smoothly
 1.3: Establishing a manageable set of classroom
rules and procedures and communicating with
students about them regularly (e.g., posting them,
modeling them, explaining the rationale behind
them, discussing their applications in the
classroom, and refining them as needed)
 1.4: Providing clear directions for classroom tasks
using a variety of modalities (e.g., verbal, visual,
physical demonstration) and checking to make sure
students understand their roles and responsibilities Praise (Recognize positive teaching behaviors that enhance
 1.5: Developing an effective plan for managing learning.)
student behavior that includes positive
consequences, negative consequences, and an
appropriate level of home involvement
 1.6: Managing non-instructional duties (e.g., taking
attendance, distributing materials and take-home
notices, lunch counts) with minimal disruption to Pose (Ask questions that foster reflection on the teacher’s
classroom learning decisions and their impact.)
 1.7: Working effectively with other adults in the
classroom (e.g., co-teachers, paraprofessionals,
aides, student teachers)

IMPACT ON STUDENT LEARNING
Propose (Decide—collaboratively, if possible—on how to
improve practice.)

REMEMBER: The ultimate result of quality teaching is
quality learning. Look for these student behaviors, which
are some of the sure signs of teacher effectiveness.
Students…
 Show respect for each other and the classroom.
 Have access to necessary supplies and resources.
 Understand and follow classroom rules and ASSESSMENT RUBRIC
procedures. When you feel you have enough information, use this
 Make good use of their time. rubric to assess the teacher’s overall effectiveness within
 Know what to do (self-directed). this dimension. (Note: See the complete Four-Point Assessment
 Take responsibility for their own learning. Rubric for a full description of each level of effectiveness.)
 Have a positive attitude.  (1) Novice – Minimal or no commitment to this dimension
 Use conflict-resolution techniques when there is a  (2) Developing – Initial commitment to this dimension
disagreement.  (3) Proficient – Clear commitment to this dimension
 (4) Expert – Strong commitment to this dimension18

Observing Dimension Two: Positive Relationships
Essential Question: How does the teacher build meaningful relationships
with the students and among students to promote learning?


 2.1: Maintaining a positive and “with it” demeanor
that shows students their teacher cares about
what’s going on in the classroom and is committed
to the idea that “we’re all in this together”
 2.2: Getting to know students and incorporating
their interests, aspirations, and backgrounds into
the curriculum
 2.3: Differentiating instruction and assessment so
students of all styles and ability levels can
experience the joys of success
 2.4: Building a classroom community that insists on
respect and mutual support for each student’s
learning and provides opportunities for students to
become familiar with each other
 2.5: Designing learning experiences that call for
high levels of collaboration, discussion, and Praise (Recognize positive teaching behaviors that enhance
interaction among students learning.)
 2.6: Maintaining an open and appropriate level of
communication with students and the home
 2.7: Showing care and concern for students as
individuals

Pose (Ask questions that foster reflection on the teacher’s
decisions and their impact.)


REMEMBER: The ultimate result of quality teaching is Propose (Decide—collaboratively, if possible—on how to
quality learning. Look for these student behaviors, which improve practice.)

Students…
 Are respectful of each other and the teacher.
 Collaborate with each other.
 Participate in whole-class and small-group
discussions.
ASSESSMENT RUBRIC
 Feel that “We’re all in this together.”
When you feel you have enough information, use this
 Display empathy.
rubric to assess the teacher’s overall effectiveness within
 Share their feelings.
this dimension. (Note: See the complete Four-Point Assessment
 Resolve conflicts.
Rubric for a full description of each level of effectiveness.)
 Have a voice.
 (1) Novice – Minimal or no commitment to this dimension
 (2) Developing – Initial commitment to this dimension
 (3) Proficient – Clear commitment to this dimension
 (4) Expert – Strong commitment to this dimension
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Observing Dimension Three: Engagement and Enjoyment
Essential Question: How does the teacher motivate students to
do their best work and inspire the love of learning?


 3.1: Engaging students in diverse forms of thinking
(e.g., practical, analytical, creative, exploring
feelings and values)
 3.2: Using key “motivational levers” like
controversy, choice, competition, challenge, and
creativity to increase students’ commitment to
learning
 3.3: Maintaining a high level of student excitement
and on-task behavior using a wide variety of tools
and strategies
 3.4: Communicating and maintaining a passion for
teaching, learning, and quality work throughout
lessons and units
 3.5: Tapping into the power of “selfhood”:
encouraging students to pursue their own
interests, make their own choices, develop their Praise (Recognize positive teaching behaviors that enhance
own perspectives, and express their values and learning.)
dreams
 3.6: Creating a classroom environment that has
the capacity to inspire and delight (e.g., through
enthusiasm, humor, novelty, color, movement)

Pose (Ask questions that foster reflection on the teacher’s



Students…
 Are energetic and enthusiastic.
 Display effort.
 Enjoy themselves in the classroom.
 Express their own interests, ideas, and insights.
 Are on-task and motivated. ASSESSMENT RUBRIC
 Stretch their minds with different forms of When you feel you have enough information, use this
thinking. rubric to assess the teacher’s overall effectiveness within
 (4) Expert – Strong commitment to this dimension20

Observing Dimension Four: A Culture of Thinking and Learning
Essential Question: How does the teacher develop a classroom culture that
promotes serious learning and sophisticated forms of thinking?


 4.1: Challenging students’ minds with rigorous
texts and content and equipping them with the
skills they need to handle rigorous content
 4.2: Engaging students in extended, higher-order
thinking challenges (e.g., inquiry, investigation,
problem-based learning, action research projects)
 4.3: Encouraging and challenging students to
support their written and spoken ideas with
evidence
 4.4: Probing, extending, and clarifying student
responses using effective questioning and
recognition techniques
 4.5: Encouraging discussion, dialogue, and debate
around important ideas
 4.6: Requiring students to use critical academic
vocabulary in their speaking and writing Praise (Recognize positive teaching behaviors that enhance
 4.7: Using technology as a tool for fostering critical learning.)
thinking, creative expression, and problem solving
 4.8: Teaching students how to use strategies on
their own, as tools and frameworks for thinking
and learning (e.g., moving from using Compare &
Contrast to teaching students how to conduct
their own comparative analyses) Pose (Ask questions that foster reflection on the teacher’s



Students…
 Use different forms of critical thinking.
 Show curiosity.
 Use thinking and learning strategies.
 Support their thinking with evidence.
ASSESSMENT RUBRIC
 Use academic vocabulary.
When you feel you have enough information, use this
 Ask meaningful questions.
rubric to assess the teacher’s overall effectiveness within
 Challenge themselves.
 Apply technology in meaningful ways.
 Exhibit habits of mind to work through problems.
 (4) Expert – Strong commitment to this dimension 21


Let’s take a closer look at the essential
questions for the five episodes…

Preparing
Students for New
Learning

Deepening and Reflecting on
Presenting New
Reinforcing and Celebrating
Learning
Learning New Learning

Applying
Learning

52

How do you establish your
purpose, activate students’ prior
knowledge, and prepare
students for learning?

Deepening and Reinforcing
Preparing Students
Presenting New Learning Reflecting on and Celebrating
Learning for New Learning
How do you present new Learning
How do you help students How do you establish your How do you help students look
information and provide
solidify their understanding opportunities for students to back on their learning and refine
and practice new skills?
d purpose, activate students prior
purpose activate students’ prior their learning process?
k ll ? actively engage with content?
knowledge, and prepare
students for learning?
and Learning
How do students demonstrate
How do you develop a classroom their learning and what kinds of How do you motivate students
culture that promotes serious evidence do you collect to assess to do their best work and inspire
learning and sophisticated their progress? the love of learning?
forms of thinking?

How do you demonstrate your commitment to professional learning and 53
to the school community?

Dimension 5: Preparing Students for New Learning
Indicators of Quality Teaching Behavior
5.1 Selecting relevant standards that are appropriate to your content and grade level
5.2 “Unpacking” standards and turning them into clear, measurable learning goals and
targets
5.3 Using essential questions to guide learning and promote deep thinking
5.4 Beginning lessons and units with engaging “hooks”—thought‐provoking activities
or questions that capture student interest and activate their prior knowledge
or questions that capture student interest and activate their prior knowledge
5.5 Introducing students to the key vocabulary terms they will need to know and
understand to successfully learn the content
5.6 Assessing students’ background knowledge, skill levels, and interests relative to
learning goals and targets
5.7 Helping students develop insights into the products they’ll be creating,
performances they’ll be delivering, and/or tasks they’ll be completing to
demonstrate what they’ve learned (e.g., providing models of high‐quality work,
rubrics, checklists, etc.)
5.8 Encouraging students to establish personal learning goals and plans for achieving
them 54

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Some teacher evaluation frameworks
separate planning, instruction, and
assessment.

The Thoughtful Classroom Teacher
The Thoughtful Classroom Teacher
Effectiveness Framework integrates planning,
instruction, and assessment within each of
the five instructional episodes.

Here’s how…
55


PLANNING INDICATORS
5.1 Selecting relevant standards that are appropriate
to your content and grade level
to your content and grade level

5.2 “Unpacking” standards and turning them into
clear, measurable learning goals and targets

56


INSTRUCTIONAL INDICATORS
5.3 Using essential questions to guide learning and
promote deep thinking

5.4 Beginning lessons and units with engaging
54B i i l d i ih i
“hooks”—thought‐provoking activities or questions
that capture student interest and activate their
prior knowledge

5.5 Introducing students to the key vocabulary terms
they will need to know and understand to
successfully learn the content 57

23



ASSESSMENT INDICATORS
5.6 Assessing students’ background knowledge, skill
levels, and interests relative to learning goals and
targets
5.7 Helping students develop insights into the products
they’ll be creating, performances they’ll be
delivering, and/or tasks they’ll be completing to
demonstrate what they’ve learned (e.g., providing
models of high‐quality work, rubrics, checklists, etc.)
5.8 Encouraging students to establish personal learning
goals and plans for achieving them 58

Impact on Student Achievement

Students…
• Understand/restate learning goals in their own words.
• Ask questions about learning goals.
• K
Know what they have to produce and what’s expected
h t th h t d d h t’ t d
of them.
• Assess own knowledge of vocabulary.
• Call up their prior knowledge.
• Generate questions about content or personal goals.
• Understand the plan for learning.

59

A “Simple and Deep” Framework

Dimensions of Indicators of Impact on Student
Teacher Effectiveness Quality Teacher Learning
(Essential Questions)
(Essential Questions) Behavior
Beha ior

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Learning Goal

To learn the five episodes of effective instruction

Preparing
Students
St d t
for New
Learning
Deepening and Reflecting on
Presenting New
Reinforcing and Celebrating
Learning
Learning Learning

Applying
Learning

61

Taking the Episodes Out for a Test Drive Take 1

We’ll be looking at a classroom in which a
teacher is preparing students for new learning
(Dimension 5). As you watch the video, use the
short form to identify relevant indicators and
short form to identify relevant indicators and
student behaviors.

62

Forms will be distributed

Taking the Episodes Out for a Test Drive Take 1

How did you do?

Share and compare your observation notes with
your group.

63

25


Learning Goal

To learn how to use the 4Ps to better feedback

64

The 4Ps to Better Feedback

Provide Evidence: Collect evidence that supports what you observed.

Praise: Recognize positive teaching behaviors that enhance learning.

Pose: Ask questions that foster reflection on the teacher’s decisions
and their impact on student learning.

Propose: Decide—collaboratively, if possible—on how to improve
practice.

65


4. Propose (Decide—collaboratively if possible—on how to improve practice.)
1. Provide Evidence (List specific, evidence to support what you observed.)
2. Praise (Recognize positive teaching behaviors that enhance learning.)
3. Pose (Ask questions that foster reflection on teacher’s decisions and
The targets were posted, but I think it’s important that all students really
Standards were clear and posted as student‐friendly learning goals.
Great hook!  Using a “what if” question really engaged students and got
their impact.)
internalize those targets.  You might try the 5‐S Goal Sharing tool to accomplish
Hook was used to activate prior knowledge. Backward Learning tool What
them to tap into their prior knowledge gthe
I was really interested in p
g g y
them to tap into their prior knowledge. g
I was really interested in how you used the Backward Learning tool. What
how you used p
this.
Used the Backwards Learning tool to help students understand what they
effect does it have on student focus and self‐assessment over the week?
needed to know and do by unit’s end.

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Based on your observation of the last classroom we
observed…
• What specific evidence do you want to provide to the
teacher?
• What do you want to praise?
• What question(s) do you want to pose?
• What would you propose?

67

Weather Report

What is it?
A check‐for‐understanding tool that tells us what
students are clear about and what s still foggy.
students are clear about and what’s still foggy

68

Weather Report

What’s your weather report for today’s workshop?

69

27


Learning Goal

To learn how to conduct a formal observation
using The Thoughtful Classroom Teacher
Effectiveness Framework

70

The Formal Observation Process

Pre‐Observation

Classroom
Observation

Post‐
Observation

Written Evaluation
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Pre‐Observation Questions

• Where are you in your lesson sequence?
• What are the learning goals for the particular lesson I’ll be observing?
• How will student learning be assessed?
• What learning opportunities will you provide to achieve your goals?
• What questions do you have about the lesson?

These questions provide focus, but on their own may not lead to
deep thinking and learning. To make sure that our teacher
conferences lead to high levels of thinking and learning, we can
look to the insights from cognitive coaching.

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Agree or Disagree?

• New teachers have a greater capacity for growth than
seasoned teachers.
• With all the research we now have, it is possible to develop a
recipe or formula that ensures effective instruction.
• Teachers’ observable behaviors are based on internal thinking
and decision‐making processes.
• The primary job of an instructional coach is to expose internal
thinking so that it can be explored, refined, and turned into
better classroom practice.

73

See next page for activity sheet

Improving Conferences with Cognitive Coaching

Cognitive Coaching Assumptions
• All human beings are capable of change and continue to grow
cognitively.
• Teaching cannot be reduced to a formula or a recipe.
g p
• Teachers’ observable behaviors are based on their internal
thinking and decision making.
• Skillful coaches can significantly enhance a teacher’s cognitive
processes. This, in turn, leads to better decisions and better
teaching.

74

Classroom Observation

Pre‐Observation For formal observations, observers
typically use a four‐point rubric to
Classroom assess the teacher’s effectiveness.
Observation
Ob ti

Post‐
Observation

Written Evaluation
75

29

Agree or Disagree

Agree    New teachers have a greater capacity for growth than seasoned teachers.
Disagree

Agree    With all the research we now have, it is possible to develop a recipe or formula
Disagree that ensures effective instruction.

Agree    Teachers’ observable behaviors are based on internal thinking and decision‐
Disagree making processes.

Agree    The primary job of an instructional coach is to expose internal thinking so that
Disagree it can be explored, refined, and turned into better classroom practice.

30


Classroom Observation <none>
4—Expert
Strong commitment to effective
instruction that shows advanced
expertise. The teacher applies relevant
instructional practices and is able to adapt
them to students’ needs and particular
learning situations. These practices have a
consistently positive impact on student
learning.
3—Proficient
Clear commitment to effective instruction.
The teacher applies relevant instructional
practices that have a positive impact on
student learning.
2—Developing
Initial commitment to effective
instruction. The teacher is using relevant
instructional practices but the practices
need further refinement. With
refinement, the impact on student
learning can be increased.
1—Novice
Minimal or no commitment to effective
instruction. The practices are not being
used or need reconsideration because
they are not having their intended effects
on student learning.

76


Instructional Rubrics
(4) Expert
– Strong commitment to effective instruction that
shows advanced expertise.
h d d i
– The teacher applies relevant instructional
practices and is able to adapt them to learning
situations.
– These practices have a consistently positive
impact on student learning.
77


Pre‐Observation Now, based on your notes and this
teacher’s learning goals, reflect on the
overall effectiveness of the lesson.  Use
Classroom
the instructional rubric to assess this
Observation
Ob ti
teacher’s effectiveness.
Post‐ 1 Novice: Minimal or no commitment to effective
Observation instruction.

2 Developing: Initial commitment to effective instruction.

3 Proficient: Clear commitment to effective instruction.
Written Evaluation
4 Expert: Strong commitment to effective instruction that
shows advanced expertise.

31


Post‐Observation

Post‐observation questions are guided by 5 Rs:
Pre‐Observation Review: What happened?
React: What were your reactions?  What were students’
reactions?
Classroom Reasons: What caused you to think/feel this way?
Observation
What caused students to think/feel this way?
Rethink: What have you learned?
What would you do differently?
Post‐Observation
Reflect: How did the entire observation process help you?
How can we improve it together?

Written Evaluation

See next page for activity sheet

Learning Goal

To learn how The Thoughtful Classroom Teacher
Effectiveness Framework promotes continuous
learning and growth

80

Promoting Teacher Growth

Teacher Self‐Assessment

Professional Growth Plan

Targeted Professional
Development and PLCs

Assessing Teacher Growth
81

32

Post‐Observation Protocol Using the 5 Rs
Review:
– What happened in the lesson?
– What did you do?
– What did the students do?
– What was the sequence of questions, statements, and activities?

React:

Reasons:

Rethink:

Reflect:

33


Teacher Self‐Assessment Guide

Teacher Self‐Assessment The Teacher Self‐Assessment
Guide allows teachers to reflect
on and assess their classroom
Professional Growth practice according to the same
Plan
dimensions and indicators that
dimensions and indicators that
administrators use to guide
Targeted Professional observations.


82

Why Self‐Assessment?

We know self‐assessment is one of the most
powerful tools for enhancing student learning.
It’s also a powerful tool for enhancing adult
learning.
learning

Self‐assessment leads to growth.

83

Why Self‐Assessment?

• What is a goal that you’d like to achieve or have
recently achieved?
• What are some of the steps you’d need to take or
took to achieve your goal?
took to achieve your goal?

84

34


Teacher Professional Growth Plan

Teacher Self‐Assessment

Professional Growth
Plan



85

Targeted Professional Development

Teacher Self‐Assessment The Framework is integrated with
PD 360, the most extensive
Professional Growth
Plan
professional development video
lib
library in the country.
i th t
Development and PLCs • Online
• On‐demand 24/7
• Research‐based
• Ultimate flexibility

86


For observers…
Based on observation data, observers select
relevant PD 360 videos that correspond to
identified needs.
identified needs

87

35



For teachers…
Teachers build a customized professional growth
plan using the Teacher‐Self Assessment Guide
and the PD 360 video library.
and the PD 360 video library

88


89

and Professional Learning Communities (PLCs)

To facilitate the development of Professional Learning
Communities (PLCs) and help teachers grow together,
we’ve also developed Strategic Teacher PLC Guides with
ASCD.

90

36


How Do We Assess Teacher Growth?

Organization,
Preparing Positive
A comprehensive
Rules, and
Procedures
Students for New Relationships assessment includes
Learning
looking beyond the
classroom.
g
Presenting New
P i N
Reinforcing Celebrating
Learning
Learning
Learning
Commitments:
Ongoing learning
A Culture of
Thinking Applying Learning
Engagement and
Enjoyment
and professional
and Learning growth
The school
community
Professionalism
91

How Do We Assess Teacher Growth?

For these three “commitments” to
Teacher Self‐Assessment professional practice, what are some of
the indicators of teacher behavior you
Professional Growth might look for?
Plan

A commitment to…
• Ongoing learning and professional
growth?
• The school community?
• Professionalism?

92


Commitment to Professional Growth
INDICATORS RUBRIC
(1) Novice: The teacher is reluctant or
10.1 Self‐assessing and working to resistant to professional growth.
improve his or her own classroom (2) Developing: The teacher has made an
p
practice. p g
initial commitment to professional growth
10.2 Developing and implementing a and applies new learning in the classroom.
(3) Proficient: The teacher has made a
professional growth plan. clear commitment to professional growth
10.3 Seeking out professional and regularly applies new learning in the
development and continuous classroom.
learning opportunities. (4) Expert: The teacher has made a strong
commitment to professional growth that is
10.4 Working with colleagues to improve highly evident. The teacher is adept at
practice throughout the building as translating new learning into improved
part of a professional learning classroom practice. In addition, the
teacher has taken an active role in
community.
promoting professional learning
93
throughout the school.

37



Commitment to the School Community

INDICATORS RUBRIC
(1) Novice: The teacher is not contributing
10.6 Maintaining open communication
to the school community beyond his or her
with the entire school community classroom.
(e.g., administrators, teachers, (2) Developing: The teacher will contribute
parents, students). to the larger school community, but often
10.7 Assuming appropriate leadership requires prompting from colleagues or
roles (e.g., mentor, instructional superiors.
(3) Proficient: The teacher is a regular and
coach, teacher‐leader).
active contributor to the school
10.8 Helping maintain and build a positive community.
school culture (e.g., through athletic (4) Expert: The teacher contributes to the
coaching, volunteerism, and other school community consistently and with
forms of non‐required participation or passion and enthusiasm. The teacher is
contribution). recognized as a leader and role model
94
within the school community.


Commitment to Professionalism

INDICATORS RUBRIC
(1) Novice: The teacher needs to be reminded of
10.8 Maintaining a high level of
school rules and has little to no awareness of larger
professionalism at all times. educational policy (e.g., state and national
p y( g,
10.9 Becoming aware of and initiatives).
adhering to legal (2) Developing: The teacher generally follows
responsibilities and current school rules but has only a basic awareness of
educational policies of the educational policy beyond the school walls.
(3) Proficient: The teacher adheres to school rules
school, district, and state.
and is generally aware of major changes in
educational policy.
(4) Expert: The teacher is a committed professional
who follows and promotes school rules. The
teacher understands the purpose of educational
policies and how they affect classroom practice and
95
the educational community.

Learning Goal

To learn how to use The Thoughtful Classroom
Teacher Effectiveness Framework to make better
summative evaluations

96

38

Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standards

Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standards

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