Melissa Hornyak Competency 4: Curriculum, Instruction, Supervision

Related Task: 4.3 Knowledge of a variety of instructional methods and skills Specific Task: 4.3.6 Conduct at least one clinical supervision cycle including pre-observation, classroom observation and evaluation session with teacher. Narrative of specific task: A pre-observation meeting, classroom observation and post-observation using the Huron Valley School districts observation model will be carried out. A written observation will be constructed using the districts teacher evaluation rubric. Upon completion of the evaluation process, a comparison will be made to the states requirements for teacher evaluation, the wording in the Huron Valley Education Association contract, and current teacher knowledge of the evaluation process. This comparison will identify gaps in the current evaluation process and offer recommendations to help bridge those gaps so that all teachers can grow professionally. Process, Purpose, and Approach: Currently, teacher evaluations are an important topic in schools amongst teachers and administrators. Both parties should recognize and understand the importance and value behind the evaluation process. The purpose should be to promote professional growth so that the teacher can improve classroom performance and the delivery of instruction to their students. In order for this purpose to be fully effective, teachers and administrators must understand the language of the evaluation and have knowledge of what the districts evaluation rubric states that a highly effective teacher should be. The process of conducting the teacher evaluation required me to review the state of Michigans teacher evaluation laws and the Huron Valley Schools contract language and evaluation rubric. The district uses the Danielson Model without the student growth domain. The evaluation rubric is provided for teachers in the contract. The district requires that all probationary teachers are evaluated at least three times during each school year. Tenured teachers are evaluated on a three-year cycle. Cycle One is when tenured teachers are evaluated at least twice using the same rubric as probationary teachers. At the year-end meeting, the teacher and administrator discuss professional growth goals for Cycle Two which is a two- year cycle. Both probationary and tenured teacher evaluations require a pre and post evaluation meeting with the administrator. After reviewing the teacher evaluation process and rubric, I evaluated a first grade teacher at Kurtz Elementary School. The pre-evaluation meeting was held in the teachers classroom. We discussed the process of the pre and post evaluation meetings and also what lesson I would observe on the day of the evaluation. I then opened up the discussion of what the teacher would like to see come out of an evaluation. The teacher expressed concerns that teacher evaluations seem to be a formality that needs to be done and once they are completed they are filed away and never looked at again.

The teacher would like to see evaluations focus more on improving teachers professional growth and helping teachers obtain their personal goals as educators. This conversation made me dig deeper into Huron Valleys teacher evaluation rubric to see if teachers really understand the language of the rubric and how to obtain a highly effective rating on their evaluations. The findings were quiet unsettling and will be discussed later in this competency. The evaluation took place during a Social Studies lesson. I sat at the teachers desk during her whole group instruction and took notes of everything I saw during her lesson. My detailed notes included how prepared she was for the lesson, the content she was teaching, how she was delivering her instruction and the response of the students during the lesson. When it was time for the students independent work time, I moved around the room looking to see if the students were engaged in the activity and knew what the expectations of the lesson were. I also observed the teacher during this time as well. I was looking for how she helped the students who were having difficulty getting started, how she monitored all the students during this independent work time and how she provided a positive learning environment for all of her students. At the conclusion of the observation, I thanked the teacher and students for letting me come into their classroom and see what they were working on today. The post-evaluation took place again in the teachers classroom. We discussed the different domains of the evaluation rubric and I provided evidence of what I saw in the classroom that pertained to each element of each domain. The teacher received highly effective in each domain by exhibiting what I thought to be highly effective in each element of the rubric (Attachment A, Huron Valley Schools evaluation rubric). I realized at this time, how subjective the evaluation rubric is. What I think is highly effective may not be the same as another administrator based on the language used in the rubric. During this post-evaluation meeting, is when I started to dig deeper into the evaluation process to uncover if teachers really understand what is being asked of them to be highly effective. Also, I was interested in finding out what part of the current evaluation process needs to be improved to support the teacher. I picked two elements from each domain and surveyed five teachers to get their view on what it means to be highly effective in each element. The teachers all had different answers but came to the same conclusion that the teacher evaluation system and tool leaves the whole process open to be very subjective. Lessons Learned Teacher evaluations are an important part of helping teachers grow as professionals. In order to help teachers grow, they need to understand what they are being evaluated on and be offered professional development to help them reach their personal and professional goals in order to become a highly effective teacher. According to the Michigan Department of Education, Common professional training is essential to assure that evaluators and staff are thoroughly trained in all aspects of the evaluation process being used in the district. To get the greatest improvements in teaching practices, the teachers must be trained in all aspects of the evaluation process and offered professional development in each domain on the rubric. Currently, our evaluation process is not helping teachers reach their full potential in and out of the classroom do to the lack of training and knowledge of the current components and elements on the evaluation rubric. The district as a whole provides three years of new teacher meetings to all of their newly hired teachers. This would be the perfect place to provide new teachers with

the knowledge of teacher evaluations and the perfect opportunity to delve into each element in each component. After conducting an evaluation cycle, using my personal knowledge of the districts evaluation cycle and talking with a small group of staff members, I discovered that the Kurtz staff has had no prior training on the evaluation process used in the district. Also, when thinking about the teachers knowledge of the evaluation tool, it confirmed how subjective the current evaluation rubric is. Each teacher interpreted the meaning of being Highly Effective in each element in a different way. However, when asked what part of the evaluation process needs to be improved upon, their answers all seemed to revolve around the evaluation not being just a process but a learning tool to provide them with additional training and resources to help them reach their full potential as educators. Also, they want additional resources or professional development once they reach highly effective in all areas to improve even more in certain areas. As a future administrator, there are a few ways that I would improve our current evaluation process. First, I would provide my staff with professional development of the evaluation system. They must have knowledge of the elements on the evaluation rubric in order to understand the goals we are trying to achieve with teacher evaluations. Next, I would establish common planning time so that individuals within their grade level could create individual and team goals and come up with valuable tools to measure student growth and a common ways to collect data within their classrooms. Also, I would offer teachers the opportunity to observe their cohorts in order to learn some new techniques that would be useful to them in their own classroom. In the end, the district, administrators and staff all have the same end result in mind and that is high student achievement. We all want students to succeed and by providing teachers with the tools and knowledge up front to be successful in their classrooms we are setting teachers up to succeed as well. Artifacts Huron Valley School Districts Teacher Evaluation Tool (Appendix A) Ideal versus Real Self Assessment Model (Appendix B)

Appendix A APPENDIX C-1 TEACHER EVALUATION RUBRIC

Planning and Preparation Component Element
Knowledge of Content

Ineffective

Minimally Effective
Teacher displays basic content knowledge but cannot make connections with other parts of the discipline or with other disciplines. Teacher displays general understanding of the different approaches to learning that students exhibit.

Effective

Highly Effective
Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

Teacher makes content errors or is not aware of content errors students make.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines. Teacher displays solid understanding of the different approaches to learning that students exhibit.

Knowledge of Students

Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, skills and knowledge, cultural heritage, or characteristics of age group. Teacher is unaware of resources available for student learning. Goals are unclear, unsuitable, or stated as student activities; do not permit viable methods of assessment; or are not related to curriculum frameworks and standards.
Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.
Content and methods of assessment lack congruence with instructional goals and contain no clear criteria or standards.

Teacher uses, where appropriate, knowledge of students varied approaches to learning in instructional planning.

Knowledge of Resources

Teacher displays limited awareness of resources available. Goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment or are not related to curriculum frameworks and standards.
Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.
Some of the instructional goals are assessed, but they are either not clear or have not been clearly communicated to students.

Teacher is fully aware of all resources available. Most of the goals are clear but may include a few activities. Most permit viable methods of assessment and relate to curriculum frameworks and standards.

Teacher actively seeks other materials to enhance instruction. All the goals are clear, written in the form of student learning, permit viable methods of assessment and relate to curriculum frameworks and standards.

Instructional Goals

Learning Activities

Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research.
Most of the instructional goals are nominally assessed, clear, and communicated to students.

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.
All of the instructional goals are assessed, in both content and process, and students are aware of how they are meeting the established standards.

Assessment

The Classroom Environment Component Element Creating an Environment of Respect and Rapport

Ineffective

Minimally Effective

Effective

Highly Effective

Teacher interactions with at least some students are negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students cultures. Students exhibit only minimal respect for teacher. Instructional goals, activities, interactions, and the classroom environment convey inconsistent expectations for student achievement.

Teacher-student interactions are friendly and demonstrate general warmth, caring and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher. Instructional goals, activities, interactions, and the classroom environment convey high expectations for student achievement.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher for both personal and professional reasons.

Establishing a Culture for Learning

Instructional goals, activities, interactions, and the classroom environment convey only modest expectations for student achievement.

Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment, high expectations for the learning of all students.

Engaging Students in Learning

Students not working with the teacher are not productively engaged in learning.

Tasks are partially organized, resulting in some off-task behavior.

Tasks are organized and most students are engaged at all times.

Students working independently are productively engaged at all times and assuming responsibility for productivity.

Managing Instructional Time Managing Student Behavior

Considerable instructional time is lost or used inefficiently.

Some instructional time is lost yet there is evidence of classroom routines.

Loss of instructional time is minimal with classroom routines in place.

Classroom routines are seamless, with students assuming considerable responsibility for efficient operation.

Teacher is unaware of, or does not monitor, student behavior. No standards of conduct appear to have been established.

Teacher is generally aware of student behavior but may miss the activities of some students. Standards of conduct appear to have been established.

Teacher is aware of student behavior at all times. Standards of conduct are clear to all students.

Teacher monitoring is subtle and proactive. Standards of conduct are clear, and students monitor their own and their peers behavior.

Instruction Component Element

Communicating Directions and Procedures

Ineffective

Minimally Effective
Teacher directions and procedures are clarified after initial student confusion or are excessively detailed. Teacher makes some attempt through questioning to engage students in a productive discussion, with uneven results.

Effective

Highly Effective

Teacher directions and procedures are confusing to students.

Teacher directions and procedures are clear to students and contain an appropriate level of detail. Through effective questioning, classroom interaction represents productive discussion, with teacher stepping aside when appropriate. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is mostly consistent.

Teacher directions and procedures are clear to students and anticipate possible student misunderstanding. Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

Using Questioning and Discussion Techniques

Interaction between teacher and students is predominantly recitation style, with teacher mediating all questions and answers.

Utilizing Structure and Pacing

The lesson has no clearly defined structure, or the pacing of the lesson is too slow or rushed, or both.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. Feedback is inconsistent in quality and timeliness.

The lessons structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students. Quality feedback is consistently provided in a timely manner. Students make appropriate use of the feedback in their learning. Teacher successfully monitors, adjusts, and assesses instruction using an extensive repertoire of strategies and tools to enhance learning.

Providing Feedback to Students

Feedback is not provided, untimely, or of poor quality.

Quality feedback is consistently provided in a timely manner.

Monitoring, Adjusting and Assessing.

Teacher unable to monitor, adjust or assess a lesson, either gives up or blames the student or the environment for the students lack of success.

Teacher attempts to adjust a lesson, with mixed results. Teacher has only a limited repertoire of instructional strategies and assessment tools.

Teacher is able to monitor and adjust lessons. Teacher possesses a moderate repertoire of strategies and assessment tools.

Professional Responsibilities Component Element

Reflecting on Instruction

Ineffective

Minimally Effective

Effective

Highly Effective

Teacher does not know if a lesson was effective and has no suggestions for how a lesson may be improved.

Teacher has a generally accurate impression of a lessons effectiveness and makes general suggestions about how a lesson may be improved. Teachers system for maintaining information on student progress is rudimentary, partially effective, and at times, inaccurate. Teacher adheres to the schools required procedures for communicating progress. Responses to concerns are minimal.

Teacher makes an accurate assessment of a lessons effectiveness and makes a few specific suggestions for future lessons.

Teacher makes an accurate assessment of a lessons effectiveness, citing appropriate examples and offering numerous specific suggestions for future lessons. Teachers system for maintaining information on student progress is fully effective and accurate.

Maintaining Accurate Records

Teacher has no system for maintaining information on student progress, or the system is in disarray. Teacher provides minimal information and does not respond, or responds insensitively, to concerns about students.

Teachers system for maintaining information on student progress is mostly effective and generally accurate.

Communicating Student Progress

Teacher communicates students progress on a regular basis and is available as needed to respond to concerns.

Teacher provides information frequently on both positive and negative aspects of student progress. Responses to concerns are handled professionally. Teacher takes initiative in assuming leadership responsibilities with colleagues.

Interacting With Colleagues

Teachers interaction with colleagues is negative or selfserving and does not fulfill school or district requirements. Teacher avoids becoming involved in school and district projects.

Teacher moderately interacts with colleagues.

Teacher supports and cooperates with colleagues.

Participating in School and District Projects

Teacher participates in school and district projects when specifically asked.

Teacher volunteers to participate in school and district projects, making a substantial contribution.

Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project.
Teacher seeks out opportunities for professional development, makes a systematic attempt to apply learning to the classroom, and shares information

DEVELOPING PROFESSIONALLY

Teacher engages in no professional development activities to enhance knowledge or skill.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher participates in professional development to enhance content knowledge and shares knowledge with colleagues.

Appendix B Reporting teachers knowledge of Huron Valley School Districts current Teacher Evaluation Rubric wording to obtain Highly Effective on an evaluation.

Self-Assessment Model

Importance of obtaining Highly Effective 5

High

1
Low
1. Knowledge of Content Teacher displays content knowledge, with evidence of continuing pursuit of such knowledge

Current staff knowledge of the evaluation rubric wording for obtaining Highly Effective 5 4 3 2 1
High Low

2. Instructional Goals All the goals are clear, written in the form of student learning, 4 viable 3 2 1 permit methods of assessment and relate to curriculum frameworks and standards. 3. Using Questioning and Discussion 3 1 considerable 5 Techniques 2 Students assume responsibility for the success of the discussion, initiating topics and making unsolicited contributions. 4. Monitoring, Adjusting and Assessing 5 4 Teacher successfully monitors, adjusts, and assesses instruction using an extensive repertoire or strategies and tools to enhance learning.

5 5. Establishing a culture for learning Both students and teacher establish and maintain through 5 planning 4 of learning 3 activities, 2 interactions and the classroom environment, high expectations for the learning of all students.
6. Communicating Student Progress - Teacher 5 on both 4 provides information frequently positive and negative aspects of student progress. Responses to concerns are handled professionally.