#memspachat Archive
A chat for Principals, Administrators & Lead Educators. Come join the Collaboration and Learning THURSDAY'S at 8pm ET.
Thursday March 10, 2016
8:00 PM EST
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Welcome to - Starting NOW!
TOPIC: Teacher Evaluations: What Are Your Look For's?
Let's get started with Introductions
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MODERATOR Tonight: Mike Domagalski
Palms Elementary Principal and Elem Curriculum Coordinator,
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Good evening! Evan Robb from VA- Happy to be here!
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Hey everyone!! Steve Chisik from Milford/Kurtz/HVS back again!
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Good evening so happy to join tonight! Tim Lyman, principal at Elmwood Elementary in Waverly
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Hi! Michelle, Elementary Instructional Specialist, K-5, HVS, happy to be here and learn.
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Glad to be with you! Molly Funk, professional learning provider and principal mentor here.
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Happy chat night! Hattie, principal at Bertha Neal in Durand
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Good Evening Everyone! Elizabeth - elementary principal in Mount Clemens.
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Good evening! Cyndi Nickel, Elementary Principal from Walled Lake!
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Hello Everyone! Craig McCalla , Cornerstone Elementary Principal, Dexter
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Rachel Card, principal of Belle River Elementary in Marine City. Lurking to learn tonight.
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Hi team! Matt Severin from Dowagiac Middle School. Principal.
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Walter Fitzpatrick from Trombly Elementary in Grosse Pointe. First time participating in a Twitter Chat
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Questions starting in 1 minute on - Teacher Evaluation chat and collaboration
JOIN US!
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Welcome Sir! Enjoy the learning and collaboration
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Hello, everyone! Shawn Caldwell, principal at Wall Elementary school in Sturgis
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Q1: First off, what evaluation tool do you (your district) use to evaluate teachers?
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Hey team MI! Ryan Relken here, principal,
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We use a modified Marzano tool. It will be nice to move to a stronger tool next year.
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Our district transitioned to the 5D+ tool this year.
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A1: Stages/thoughtful classroom
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A1: HVS has started using 5D+ this year.
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A1 Presently we use an evaluation tool suggested by our state dept
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5D, great! Have you all been trained in 5D, if so, how much training?
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A1-We use a Danielson based model in our district.
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A1. We currently use "stages"/thoughtful classroom.
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Still an egg! Joyce Lemmer, Pine River in East China checking in. Lots to learn on this subject!
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Is it a variation of any of the big models???
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We use the same... how do you/your teachers like it?
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A1: Our is a homebrew based on Danielson.
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Steve Krause Airport Community Schools
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IN GP we use the Danielson model
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A1 Some relation to Danielson model
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We were years ago. We are looking to change for next year.
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A1 we use a model based on Danielson's framework
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QUESTION 2 coming up in 1 minute on
Great collaboration going on now, check us out!
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Q2: What does student engagement mean to you as an evaluator?
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Hi everyone. A1. Currently using district tool. Moving to 5d next year.
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A2 students leading the discussions, student collaboration, teachers letting the students lead
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My first year in the district... my training was in-house before school started.
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Joining late...A2: Visible learning, students need to be able to tell me/show me
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A2 - Engagement means students leading, discussing, collaborating. Students sharing their learning.
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Student engagement often looks like active participation. Actively participating can look different in most rooms.
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A2 Engagement is critical effective classrooms as we shift to a 21st century model-Collaboration and Communication
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A2: As an evaluator, St engagement looks like happy, engaged, interested and growing learners taking risks in class!!
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A2 Has to be true learning not just doing and I would love to see/hear of some great PD for teachers as we discuss this a lot
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A2 students asking question to deepen their learning, student conversations around the target of the lesson, actively listening
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A2. I'm looking for Ss-to-Ss discussion. Ss goal setting. Higher order thinking questions, not just answer seeking.
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A2: Engagement is when Ss are connecting to content in a way that challenges their thinking and improves their understanding.
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A2: everything. Try to look for active engagement for all students. Staff has done a great job bring kagan into their rooms
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A2 The classic question- Who is doing the work- teacher as lecturer or students problem solving?
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A2 Ss involved in collaboration, giving evidence of their thinking, discussing, using inquiry
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A2: Engagement is COGNITIVE, not just participation or compliance. Seeing that Ss are THINKING!
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A2:I don't evaluate but I would think I would see ownership through conversation, work, peer interaction,q's , excitement!
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Great job . Keep up the great responses and collaboration!
I love seeing side conversations starting... Q3 coming up!
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A2: Everything...and it has many faces. It's the child of innovation, risk taking, and data based planning.
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This is valid. Needs to have students doing more than sit & get.
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I think there are a million good answers to that last question...yet all so different.
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Trained in chatting in tweets? Clearly not! Yes, TC has admin and teacher training. It's excellent, focuses on coaching
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Right on!! https://t.co/N05AF5vRtr
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A2 The classic question- Who is doing the work- teacher as lecturer or students problem solving?
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Q3: What are some of the major points build within your eval form that you are really looking at when you observe &/or evaluate?
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Being a first-year in SPS, it's growing on me! It is growing on me. All are challenged!
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Being a first-year in SPS, it's growing on me! It is growing on me. All are challenged!
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A2b- heard a recent quote "Schools should not be a place where young people go to see old people work!" Show me the LEARNING!
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Eager learners, active participants!
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A2: Engagement can be overt and covert. Ss are working with the content -asking questions, defending their thoughts.
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A3: One word - Relationships!
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we had her k-12 ... always awesome! I have dr Johnson and Walsh from extreme teaching coming his year ❤️
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Every teacher is different. I try to meet staff at their individual spot and help them move forward. One constant is .
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A2: Kagan PIES
positive interdependence
individual accountability
equal participation
simultaneous interaction =
engagement
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A3 Many! Here are some- Student friendly Learning Targets- Engagement- Checks for Understanding- Collaboration
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Q3: teachers building relationships with students and assisting students building relationships with students
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A3. I ask Ts what data they want me to collect for them to help build their instructional practice. Discussed at post-ob conf.
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A3 teacher feedback and student choice
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Demonstration of relationships with students is tops on my list. Number 2 is checking for understanding
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A3: Learning objectives, questioning, checking for understanding, cooperative groups, differentiating, data-driven inst.
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A3: S's collaborating/groupings, Addressing/noticing behaviors, scaffolding, intentional instruction, and feedback responses
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a buzz in the air-u don't notice ur learning cuz ur so busy processing. Collaboratively/individually-Varies, but always energy!
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A3: Evidence of working towards my goals and self-reflecting, as well as using the feedback given to improve upon.
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A3: I firmly believe that the Relationships piece is key!
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A3: Biggest thing...Intentionality on the part of the T. Everything from instruction, interactions with Ss, assessments, DI....
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A3. Teacher / student relationships, questioning techniques, self-reflection, and seeking for understanding. Culture building!
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A3: Learning targets. Start w/the art of making them and moving toward the art created by when the kids are focused on them
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A3: relationships is number one for me, others are management, engagement, and culture of learning (all tie to relationships)
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A3: I try to focus on the intentional instructional parts of the eval when observing. & Focus on the students can tell the story
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QUESTION 4 is on deck... here we go...
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Q4: In your words, what does it look like to evaluate classroom environments by focusing on students?
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A4 Do the S's look comfortable no matter what their background or homelife is like
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A4: Take a look at Advanc-Ed's ELEOT tool for a good rubric to focus on what students are doing not what teachers are doing
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A4: I ask Ss "is this easy, too hard, or just right?" This lets me see how they feel about task & the appropriateness
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A4:Looking for student engagement, student ownership of lrng, knowledge of their 'why', knowing their target, happy,happy, kids!
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A4. Student interactions are supportive and kind. There is joy in the room and learning is at each students level.
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A4: "If that was my child, this is what I want for him."
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A4: Students are pretty honest. I think I get my best info from them.
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A4 Expectations are high/clear/ procedures are known students are excited/ collaborating/communication/ risktaking
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A4. do kids know the rules of behavior/participation/effort/no opt-out answers? Who is doing more talking, T or S?
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Yes, I use this as well & it is all about the Ss environment https://t.co/aSdrPoepRI
https://t.co/ssXm7JIcKs
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A4: Take a look at Advanc-Ed's ELEOT tool for a good rubric to focus on what students are doing not what teachers are doing
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A4: Watch Ss' behaviors and listen to their responses & ?s. Is the T meeting their indiv. needs as learners, bldg. dendrites?
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Mutual respect between student and teacher
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Inviting, bright, organized, student-centered/involvement, not the same stale "inspirational" jargon year after year!
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A4: ask students questions, watch students, what questions are the students asking...
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QUESTION 5 coming up on
Great job everyone. Love the responses!
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Q5: What are the strengths and weaknesses you look for when discussing or reviewing measurable data?
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A4: classroom environment is not packed with "stuff", a stress free place that makes learning attainable.
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sorry to be late,
I saw 8 pm and forgot it was East Coast!
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A5 I look at what if any changes were made by the T if the student wasn't showing growth for interim assessments
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Ss engaged, immersed in learning, involved in activity, collaboration, evidence of S ownership, atmosphere of positive energy
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A5: Always looking at and discussing with Ts BOTH Growth and Achievement data. Subgroups down to the classroom level.
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A5. Anyone can collect data - I love to see what teachers can do with the data! How does it inform instruction?
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Just getting on too! Great topic!
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A5: Oh how I need work on this. I always want the teacher to be able to find their own strengths and weaknesses in the data.
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A5: looking for growth. Try help T ID strengths and build from to here. Weaknesses are shored up from without & within.
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A5 I like to see growth but focus on the quality of the assessment and is it apples to apples or apples to oranges
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Student Growth- It is so important to me that a teacher can talk to the why or why not a student hits their growth target.
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A5:What's been done formatively along the way too, how has the GPS recalculated getting to the target. Am I on the right track?
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A5: Ts must be able to use data formatively to drive instruction. Not enough to collect must dissagregate!!
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A5-I am obsessively focused with how that data should be used to change what we do for S and our future delivery
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AND the use of multiple pieces of data and types of assessments. Good point!
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A5. Strength - show the Ts where their hard work is paying off & target instruction. Weakness - the holes in the curriculum
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Great minds! https://t.co/Gl5fkEm1u4
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A5:What's been done formatively along the way too, how has the GPS recalculated getting to the target. Am I on the right track?
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A5: We need to examine trends and performance of subgroups, but it is essential to look at Ss as individuals with unique goals.
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Q6: How do you ensure quality and reliability within the evaluation tool you use?
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A5 Great Point! Data drives instruction- remediation and enrichment! A guide to differentiate!
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A5: Also look for student growth & agree with NHerblet, what does the teacher bring as Ss & Ws, are these agreeable?
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I would argue even that isn't enough, we need to use the data to take steps with our instruction and not just respond
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A6: Create systems for training & opportunities for principals to understand the tool, what it looks like in their district.
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A6: building trust and a growth-mindset culture. No gotchas, just an endless cycle of organizational improvement
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A6 we have spent a ton of time to at least get the S growth portions set
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We do instructional rounds with supt and all principals each month to 'calibrate' what we look for district wide
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A6: Admins must implement rubrics with fidelity. Build strong relationships and lead!
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A6: Also, Principals need to collaborate, observe together and create discussion for Interrater reliability.
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A6: It's gotta be a tool for improvement. Important to practice with other admin. We did well in year one but not this year.
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A6. Insuring the fidelity of the tool with fellow admin and show staff how the tool is used.
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Awesome collaboration of ideas! QUESTION 7 coming up on ...
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Q6:Being consistent in how it's used,& letting Ts know u r there to support Ts and Ss to grow which is what my admin always does
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Q7: What does it mean to you to “implement a powerful tool for professional development, peer learning and ongoing improvement?”
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Training at our monthly ADMIN meetings focused on one domain. Instructional rounds both with colleagues and teachers
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A6: Superintendent joins principals in classroom observations and models reflection/evaluation process.
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A6 Great Point! A professional learning community focused of growth and pedagogy- continuous improvement!
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Agreed! Data must lead to something that changes teaching and learning in the classroom. https://t.co/7cbR2Bgv5C
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I would argue even that isn't enough, we need to use the data to take steps with our instruction and not just respond
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A6-need peers to complete observations together and compare notes to change for consistency
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A6. Having a balance of student growth, instructional practice and professional practice.Growth/ effectiveness in all areas key
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A7: Empowering and building capacity of your team. When every member is all in & motivated, this pulls together naturally
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A7: To be powerful tool both parties have a part in the ownership of the outcome and a voice
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A7. A school who will consistently make strides toward the "next level of work" is demonstrating true School Improvement.
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A7-changing the game...making changes to benefit students
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A7 the staff want, and do take control to push themselves and each other
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LAST QUESTION on tonight:
Q8: What is something you learned from tonight’s chat that will help you evaluate in the future?
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A7: Building the capacity of everyone in the school leads to collective responsibility for student learning and school growth.
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PD is only powerful if their is a partnership. It must be relevant to teachers thus they need to be a partner
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Q8: What is something you learned from tonight’s chat that will help you evaluate in the future?
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A6. If eval tool is truly working, there should be evidence of improved instruction, increased achievement & engaged happy Ss!
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A8. All the different ideas of student engagement. Great insights everyone!
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A8 I need to increase my peer-to-peer evaluations or meetings to let the T's hear from T's
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Such a valuable part of the process for Principals.Great way to show that admin are "on the same page." https://t.co/fXBC6j3Pvv
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A6: Also, Principals need to collaborate, observe together and create discussion for Interrater reliability.
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Absolutely
Proof in the pudding!
https://t.co/MJy8QJZ58s
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A6. If eval tool is truly working, there should be evidence of improved instruction, increased achievement & engaged happy Ss!
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A8-I learned the correct time of the chat so I can truly learn from you all!
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A7 Yes! Change that is initiated and embraced because staff believe it will improve learning for students!
