Navigating SAS Portal to find "Common Core State Standards"
Next: Click on Common Core at far right:
Wednesday, December 5, 2012
Evaluation v. Supervision
FEEDBACK
-Evaluative
-Descriptive
-Effective Descriptive
-Motivational
@ Good Feedback
-Your work has definitely improved
-I like how you completed the assignment
-It is obvious you worked hard on this assignment
-Evaluative
-Descriptive
-Effective Descriptive
-Motivational
@ Good Feedback
-Your work has definitely improved
-I like how you completed the assignment
-It is obvious you worked hard on this assignment
Philly.com (Practice, practice, practice
http://www.philly.com/philly/living/20121202_Never_mind_talent__Practice__practice__practice.html
Karen Rile teaches creative writing at the University of Pennsylvania
Me, I want to be a natural. I want to show up at the first class and discover I have a knack for whatever it is we're going to study - pottery, Japanese calligraphy, racquetball, oil painting, flute. I don't mind work, as long as it comes easily, with guaranteed results. But I'm usually the class dunce, or at least that's what it feels like as I struggle to keep up after the going gets tough. Eventually I quit, loath to spend precious effort on what could be a mediocre outcome.
Sound familiar?
But my four daughters turned out differently. They don't think about talent, because it's beside the point. Like the proverbial tortoise, they make slow and steady strides in disciplines that are difficult for them, eventually surpassing more gifted hares. They weren't born this way. Their approach to learning came about as a lucky accident.
When they were little, I encouraged them to dabble in the usual lineup of Saturday kiddie activities. When the oldest was in kindergarten, she had a whim to play the violin, so I signed her up for lessons at the neighborhood Suzuki school. Some musicians I knew warned me that "no great violinist has ever come from the Suzuki tradition." Fine by me - I wasn't looking to raise a violinist, just a well-rounded kid.
Gradually, inexorably, those violin lessons took over our lives. The younger one wanted to copy everything her big sister did, and soon we had a 2-year-old strutting around with a tiny violin case, like a miniature mafioso. I was pregnant at the time, so the baby learned her Twinkle Variations in the womb. As soon as that baby could talk, she, too, demanded a violin. And so it escalated, until we were juggling four weekly private lessons, four group classes, and hours of practicing every day of the week. The house was littered with violins. I learned to play piano so I could accompany them as they practiced. I wasn't even sure why we were doing all this, only that it seemed crucial in some way I could not define.
Let me be clear: My family was not naturally suited for immersion in the Suzuki method. We're not joiners. My oldest, an inquisitive and highly verbal child, asked so many questions during lessons that her teacher suggested we have her tested for ADHD. (We declined.) The little ones had meltdowns in group class, or refused to open their instrument cases at their lessons. They did not exactly embrace the idea of daily practice.
But we stuck it out. They practiced every day and, lo and behold, progressed. Two of our four turned out to be musically gifted and before long were shuttled out of Suzuki to hard-core classical violin teachers. The baby, by age 6, was so in love with music that she was practicing for hours every morning before school. Her new teacher put her on a steady diet of dry 19th-century études to reform her technique. This difficult work she embraced with joy, because the habit of daily practice and steady, incremental progress had been ingrained in her from infancy. I doubt that she or I would have had the heart to steady that rigorous course without the foundation laid out for both of us by our accidental immersion in the Suzuki world. She's now a violin performance major at Juilliard.
Flash-forward 20 years from that first Suzuki lesson, and three of my four kids have put away their violins in favor of other pursuits. But those early lessons stuck. All four have had the courage to embrace long-term, large-scale projects outside the realm of their formal academic training. All of them credit their Suzuki days for ingraining in them the habit of patient practice that has seen them through the long, slow development of mastery.
Sure, talent matters. Talent is the difference between good art and great art, between proficiency and virtuosity. But talent alone is rarely enough to get by. In our culture, we have romantic notions of the artist as a formidable, congenital genius. Obsessive focus on talent alone creates a hobbling anxiety of failure. How many of us are discouraged from trying because we were told we are "tone deaf" or "can't draw a straight line"?
So forget about talent. If I had a nickel for every parent who told me her own kid was a "natural" at music, dance, or whatever, but never got anywhere because he didn't like to practice, I could take everybody out for lunch. Teach your kids to practice. Practice something difficult and complex, where the rewards come slowly over time. And it doesn't matter if they're naturals; the lesson's more profound when they are not.
Opening Ceremony SAS- Dec. 2, 2012-Hershey PA
notes from Dr. Reitz and I
Achievement - is it a mater or talent or effort?
How can we get kids to try harder?
See slides on energies of man- Men don't differ- only their worh ethic does...
Saw clip on Will Smith's treadmill - the will not be out-worked. Defintion of effort
Darwin agreed with Galton (Eminence)in that zeal and hard work are what define achievement
Deliberate practice - focused practice at edge of ability - using feeback to grow and with repetition. We make mistakes, we';re confused, we're frustrated, and feedback may not be immediate. Many people not comfortable with this, but this is what it takes to acheive.
Argued that in order to become expert or professional at anything requires 10 years of practice - 4 hours a day, 7 days a week.
Pluralistic ignorance - when everyone thinks the same about something that is wrong because nothing is questioned
10,000 Hour Rule... Martha GrahamGRIT - stamina and focused effort on goals
Essentially - kids need to learnt o fail and know how to get back up again in order to begin acquiring grit.
BEAST barracks at West Point - 1st year no grades, but many dropped out. Study showed that those who were the most gritty remained and didn't drop out.
Woody Allen- 80 percent of the battle "Showin up is really more than half the battle" - being gritty adds even more potential for achievement
Gritty people are doers and finishers
Teach for America - study observed when you measure grit, it is predictable. Happier teachers are better teachers. Optimistic teachers are better teachers. For example, when something bad happens... does a person catastrophize or find a solution or silver lining?
Confusion is prevalent emotuon of learning
Kids need to learn self-control using the "angry bird" metaphor
Stress - research on tis is when children undergoes a life event, impulsive behavior occurs more. They decrease in self control and even classroom level can view this.
Delayed Gratification- To increase self - control: rely on reminders that encoourage and remind them of goals; psycholoically distance oneself from the an angry thought or memory; replay it instead as it unfolds as it should in the third person (marshmallow study).
These thigns can reduce angry memory so you can process information.
Goal setting and planning - make a plan to take action
Strategies, then, need to becoem habits - (William James - 1899)
If we measure it, we treasure it.
Are there gritty schools? Culturally, schools might be gritty can embrace it and ma have gritty leaders and teachers.
Negative feedback is really hard for most
To counter, leadership has to make it known that it is NOT OK for teachers to screw up - to fail is to learn.
Wharton - businesses learn to grow from making mistakes - that is why calculated risks are to be encouraged
Feedback needs to be as imemdiate as possible in order for learning to occur - to actually be OK with having made a mistake
Thursday, December 06, 2012 4:20 PM
#Implementation of Act 82---
Educator effectiveness
-2013-14 into effect for teachers
-2014-15 for supervisors
-Mandating an evaluation form
-Implementing with fidelity requires time. It needs to be differentiated supervision model
#Charlotte Danielson....state adopted her framework and state will probably increase its rigor also...
-The bar is too low and needs to be raised for both teachers and principals
-There is a need to assess quality assurance --robust, valid and reliable...
-Promote professional learning
-What are we trying to accomplish?
+Disillusion of teacher practice....we need to move the curve
-defining effective teaching
#Two basic approaches
-teachers practice
-results, that is, what teachers ACCOMPLISH, typically how well their students learn
-need to analyze student work
What do we really need in the observation process?
-Clear and validated definition of teaching "the what"
-Instruments and procedures of the "how"
---Behind the scenes worth too...interaction with parents etc
----Observers must be trained and certified evaluators
-need professional dev for teachersntomalsomunderstandnhow they are evaluated
Rethinking Teacher Evaluation in Chicago
http://ccsr.uchicago.edu/sites/default/files/publications/Teacher%20Eval%20Report%20FINAL.pdf
The Widget Effect meets MET
Also study in Pittsburgh
NATIONAL IMPLICATIONS
-Connections to student achievement: Students showed the greatest growth in test scores in the classrooms where teachers received the highest ratings on the Danielson Framework, and students showed the least growth in classrooms where teachers received the lowest ratings.
-This is especially important for teachers in non-tested grades and subjects – a major focus of recent evaluation design work – since it suggests we can accurately measure those teachers’ impact on students using effective observation tools.
-Agreement in ratings: Principals and trained observers who watched the same lesson consistently gave the teacher the same ratings; crucially, they were most likely to agree on unsatisfactory practice, suggesting these ratings can be used to identify low-performing teachers.
Educators liked the new system: Consortium researchers found high levels of educator satisfaction and buy-in, with the majority of teachers indicating it was more effective than their current evaluation system. Teachers were positive about the Danielson Framework, the conferences they had using the Framework, and the potential for this evaluation system to improve their instruction.
-Training, training, training: The report shows how important effective training is to ensure that principals rate teachers consistently.. Fair, consistent ratings are not simply a function of the observation tool; rather, they are an outgrowth of a system that includes training, ongoing support, and methods for measuring principal consistency (for instance, through the use of independent observers).
-Promoting instructional improvement: The Framework offers details on what kinds of practices separate outstanding teaching from less effective teaching, and provides guidance on how teachers can improve their practice. Teachers and principals believed the Framework and teacher evaluation system could promote instructional improvement.
-Focus on principals: While the majority of principals were positive about the evaluation system in Chicago, principals still have much to learn about how to coach teachers effectively
The complexity of Teaching -Lee Shulman
4 domains
Planning and prep, instruction, professionalism, environment
The Framework for Teaching second edition
Observation - teacher highlights notes
2014-15
School district of Lancaster uses Marzano framework
What when how and why
Descriptive narrative and specific
#Keystone Exams
Transition to keystones from the PSSA
Class of 2017. Current 8th graders
Proficiency as determined by school, charter school, voc tech or cyber or cyber charter
Chapter 4 still requires
July 1. 2013 full implementation of common core and address alignment to PSSA
Chronological Perspective (page 6)
Project-Based Assessment (PBA)
+Student not proficient on one of modules they only need to take that module but the score is based on overall score of entire exam and therefore in best interest of the student to take entire Keystone.
Educator effectiveness
-2013-14 into effect for teachers
-2014-15 for supervisors
-Mandating an evaluation form
-Implementing with fidelity requires time. It needs to be differentiated supervision model
#Charlotte Danielson....state adopted her framework and state will probably increase its rigor also...
-The bar is too low and needs to be raised for both teachers and principals
-There is a need to assess quality assurance --robust, valid and reliable...
-Promote professional learning
-What are we trying to accomplish?
+Disillusion of teacher practice....we need to move the curve
-defining effective teaching
#Two basic approaches
-teachers practice
-results, that is, what teachers ACCOMPLISH, typically how well their students learn
-need to analyze student work
What do we really need in the observation process?
-Clear and validated definition of teaching "the what"
-Instruments and procedures of the "how"
---Behind the scenes worth too...interaction with parents etc
----Observers must be trained and certified evaluators
-need professional dev for teachersntomalsomunderstandnhow they are evaluated
Rethinking Teacher Evaluation in Chicago
http://ccsr.uchicago.edu/sites/default/files/publications/Teacher%20Eval%20Report%20FINAL.pdf
The Widget Effect meets MET
Also study in Pittsburgh
NATIONAL IMPLICATIONS
-Connections to student achievement: Students showed the greatest growth in test scores in the classrooms where teachers received the highest ratings on the Danielson Framework, and students showed the least growth in classrooms where teachers received the lowest ratings.
-This is especially important for teachers in non-tested grades and subjects – a major focus of recent evaluation design work – since it suggests we can accurately measure those teachers’ impact on students using effective observation tools.
-Agreement in ratings: Principals and trained observers who watched the same lesson consistently gave the teacher the same ratings; crucially, they were most likely to agree on unsatisfactory practice, suggesting these ratings can be used to identify low-performing teachers.
Educators liked the new system: Consortium researchers found high levels of educator satisfaction and buy-in, with the majority of teachers indicating it was more effective than their current evaluation system. Teachers were positive about the Danielson Framework, the conferences they had using the Framework, and the potential for this evaluation system to improve their instruction.
-Training, training, training: The report shows how important effective training is to ensure that principals rate teachers consistently.. Fair, consistent ratings are not simply a function of the observation tool; rather, they are an outgrowth of a system that includes training, ongoing support, and methods for measuring principal consistency (for instance, through the use of independent observers).
-Promoting instructional improvement: The Framework offers details on what kinds of practices separate outstanding teaching from less effective teaching, and provides guidance on how teachers can improve their practice. Teachers and principals believed the Framework and teacher evaluation system could promote instructional improvement.
-Focus on principals: While the majority of principals were positive about the evaluation system in Chicago, principals still have much to learn about how to coach teachers effectively
The complexity of Teaching -Lee Shulman
4 domains
Planning and prep, instruction, professionalism, environment
The Framework for Teaching second edition
Observation - teacher highlights notes
2014-15
School district of Lancaster uses Marzano framework
What when how and why
Descriptive narrative and specific
#Keystone Exams
Transition to keystones from the PSSA
Class of 2017. Current 8th graders
Proficiency as determined by school, charter school, voc tech or cyber or cyber charter
Chapter 4 still requires
July 1. 2013 full implementation of common core and address alignment to PSSA
Chronological Perspective (page 6)
Project-Based Assessment (PBA)
+Student not proficient on one of modules they only need to take that module but the score is based on overall score of entire exam and therefore in best interest of the student to take entire Keystone.
SAS Wrap-up (PA School Performance Profile)
*This info is also on Keystone On Demand
Educator Effectiveness- in Act 82 of 2012
Poverty
IEP
ESL all impact the process- not just the teacher
Educator Effectiveness Attribution Formula
PDE intends to release data to districts (password protected)
It will include press packages- etc
School Performance Profile
-Performance profile provides multiple sources of data, not just state test!
4 Takeaways
1. See proposed public website for school performance profile
---need to understand and be able to explain to stakeholders
2. Types of data that will indicate high performing schools of achievement
3. Another window to review formula and demographic data
4. Data Matters- it counts for us 15 percent of teacher evaluation and 15 % teacher evaluation
-All data is available- public documents but they are not yet brought into single repository, nor does it draw conclusions
-A consistent measure across the state will be developed
-PIMS data will be used but no new data needed at this time
-Will be looking for 11-12 data
-Today we will look at 10-11
October 11, 2012 Leave a comment Go to comments
**DATE: October 2, 2012…
With the implementation of Educator Effectiveness for Pennsylvania, it is of utmost importance that the data used to create the building measure for schools is accurate. With many data points in consideration, it is critical that Local Education Agencies (LEA) have the opportunity to conduct a verification as the process moves forward. Thus, the Pennsylvania Department of Education will provide a verification window for your review of the Academic and Demographic data:
Academic and Demographics: 2011-12 data
**Verification Window: Nov. 7-16, 2012
Approximately 110 elements per school (academic and demographic data)
Approximately 40 elements per district (district level demographic data)
Each LEA Superintendent/CEO will receive an email signaling the opening of the verification window for Academics and Demographics. This email will include a link to the LEA’s data elements, as well as instructions to conduct verification and provide an electronic signoff by the LEA Superintendent/CEO.
Note: The majority of this data has been previously submitted to PIMS and verified for accuracy by your organization. This is your opportunity to review the data provided both by PIMS and other sources and verify that it concurs with previously submitted data and is indeed accurate. PDE will review your responses and take appropriate action, and you will receive a confirmation of any corrections made by PDE.
Educator Effectiveness- in Act 82 of 2012
Poverty
IEP
ESL all impact the process- not just the teacher
Educator Effectiveness Attribution Formula
PDE intends to release data to districts (password protected)
It will include press packages- etc
School Performance Profile
-Performance profile provides multiple sources of data, not just state test!
4 Takeaways
1. See proposed public website for school performance profile
---need to understand and be able to explain to stakeholders
2. Types of data that will indicate high performing schools of achievement
3. Another window to review formula and demographic data
4. Data Matters- it counts for us 15 percent of teacher evaluation and 15 % teacher evaluation
-All data is available- public documents but they are not yet brought into single repository, nor does it draw conclusions
-A consistent measure across the state will be developed
-PIMS data will be used but no new data needed at this time
-Will be looking for 11-12 data
-Today we will look at 10-11
October 11, 2012 Leave a comment Go to comments
With the implementation of Educator Effectiveness for Pennsylvania, it is of utmost importance that the data used to create the building measure for schools is accurate. With many data points in consideration, it is critical that Local Education Agencies (LEA) have the opportunity to conduct a verification as the process moves forward. Thus, the Pennsylvania Department of Education will provide a verification window for your review of the Academic and Demographic data:
Academic and Demographics: 2011-12 data
**Verification Window: Nov. 7-16, 2012
Approximately 110 elements per school (academic and demographic data)
Approximately 40 elements per district (district level demographic data)
Each LEA Superintendent/CEO will receive an email signaling the opening of the verification window for Academics and Demographics. This email will include a link to the LEA’s data elements, as well as instructions to conduct verification and provide an electronic signoff by the LEA Superintendent/CEO.
Note: The majority of this data has been previously submitted to PIMS and verified for accuracy by your organization. This is your opportunity to review the data provided both by PIMS and other sources and verify that it concurs with previously submitted data and is indeed accurate. PDE will review your responses and take appropriate action, and you will receive a confirmation of any corrections made by PDE.
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