View the presentation from Dr. Harvey Silver where he the presented the 10 elements of the Thoughtful Classroom Framework, giving you strategies to create dialogue between teachers and administrators and to strengthen professional practice. Approved in New York, New Jersey, and Michigan, Dr. Silver’s simple framework provides profound rubrics and frameworks. Learn more about this webinar at http://www.schoolimprovement.com/resources/webinars/thoughtful-approach-to-classroom-observations/

1. The
Though(ul
Classroom
Teacher
Effec2veness
Framework
This
webinar
was
presented
by
Dr.
Harvey
Silver
on
November
7,
2012.
View
the
recording
online
at:
hBp://www.schoolimprovement.com/
resources/webinars/thoughEul-­‐approach-­‐
to-­‐classroom-­‐observaGons/

2. Why Teacher Effectiveness?
A
recent
study
of
the
world’s
top
25
school
systems
draws
two
straighEorward
conclusions
about
how
to
improve
educaGon:
“The quality of an education system cannot exceed the
quality of its teachers.”
“The only way to improve outcomes is to improve
instruction.”
McKinsey & Company (2007)

3. The Thoughtful Classroom
Teacher Effectiveness Framework
Two
of
America’s
leading
educaGonal
organizaGons
have
partnered
to
provide
a
new
web-­‐based
observaGon,
evaluaGon,
and
professional
development
system.
3

4. Today’s Guiding Questions
• What
does
a
“simple
and
deep”
approach
to
teacher
effecGveness
look
like?
• How
do
we
make
the
observaGon
process
meaningful
and
manageable?
• What
is
the
ulGmate
goal
of
any
teacher
evaluaGon
system?
• How
do
we
develop
a
final
evaluaGon
of
a
teacher’s
effecGveness?
4

5. What does a “simple and deep”
approach to teacher effectiveness
look like?
5

6. The Thoughtful Classroom
Teacher Effectiveness Framework
An evaluation framework needs to
listen to multiple voices.
Preparing
Organization,
The
voice
of
the
research
community:
Rules, and
Students Positive
for New
•
Over
40
years
oProceduresesearch
&
meta-­‐analyGc
research
that
shows
us
f
acGon
r Learning
Relationships
what
really
works
in
the
classroom.
•
Every
indicator
iDeepening with
what
the
Reflecting on about
best
s
aligned
research
says
pracGces
in
the
classroom.
Presenting
and
New
and
Reinforcing Celebrating
Learning
Learning Learning
The
voice
of
educators
We
worked
with
over
250
teachers,
administrators,
and
union
representaGves
to
develop
and
refine
Ahe
framework
to
ensure
Engagement
t Thinkingof Applying
Culture
that
it:
and
Learning
•
Is
manageable
and Learning Enjoyment
•
Respects
the
realiGes
of
classrooms
&
schools
Professional Practice
6

7. The Thoughtful Classroom
Teacher Effectiveness Framework
Simple Deep
7

8. The Thoughtful Classroom
Teacher Effectiveness Framework
What makes The Thoughtful Classroom
Teacher Effectiveness Framework simple?
Preparing
Organization,
Students Positive
Rules, and
for New Relationships
Procedures
Learning
Deepening Reflecting on
Presenting
and and
New
Reinforcing Celebrating
Learning
Learning Learning
A Culture of Engagement
Applying
Thinking and
Learning
and Learning Enjoyment
Professional Practice
8

9. The Thoughtful Classroom
Teacher Effectiveness Framework
Organization,
Rules, and
Preparing
Students Positive
3 Components
Procedures
for New Relationships 1. The Four Cornerstones
Learning
of Effective Teaching
Deepening Reflecting on
Presenting
and
New
and 2. The Five Episodes of
Reinforcing Celebrating
Learning
Learning
Learning
Effective Instruction
3. Effective Professional
A Culture of Engagement
Thinking
Applying
and Practice
Learning
and Learning Enjoyment
Professional Practice
9

10. The Thoughtful Classroom
Teacher Effectiveness Framework
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
3 Components
Procedures
Learning 1. The Four Cornerstones
of Effective Teaching
Deepening Reflecting on
Presenting
and and
Reinforcing
New
Celebrating 2. The Five Episodes of
Learning
Learning Learning Effective Instruction
A Culture of
Applying
Engagement 3. Effective Professional
Thinking and
and Learning
Learning
Enjoyment Practice
Professional Practice
10

11. The Thoughtful Classroom
Teacher Effectiveness Framework
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
3 Components
Procedures
Learning 1. The Four Cornerstones
of Effective Teaching
Deepening Reflecting on
Presenting
and and
Reinforcing
New
Celebrating 2. The Five Episodes of
Learning
Learning Learning Effective Instruction
A Culture of Applying
Engagement 3. Effective Professional
Thinking and
and Learning
Learning
Enjoyment Practice
Professional Practice
11

12. The Thoughtful Classroom
Teacher Effectiveness Framework
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
3 Components
Procedures
Learning 1. The Four Cornerstones
of Effective Teaching
Deepening Reflecting on
Presenting
and and
Reinforcing
New
Celebrating 2. The Five Episodes of
Learning
Learning Learning Effective Instruction
A Culture of Applying
Engagement 3. Effective Professional
Thinking and
and Learning
Learning
Enjoyment Practice
Professional Practice
12

13. The Thoughtful Classroom
Teacher Effectiveness Framework
 3 Components
1 5 2
Preparing
Organization,
Students Positive
Rules, and
for New Relationships
 10 Dimensions
Procedures
Learning
7 6 9
Deepening Reflecting on
Presenting
and and
Reinforcing
New
Celebrating 1 Visually organized
Learning
Learning Learning framework
4
A Culture of
Thinking
and Learning
8 3
Applying
Learning
Engagement
and
Enjoyment
10
Professional Practice
13

14. The Thoughtful Classroom
Teacher Effectiveness Framework
Organization,
Rules, and
Procedures
Preparing
Students
for New
Positive
Relationships
 3 Components
Learning
Deepening
and
Presenting
Reflecting on
and
 10 Dimensions
Reinforcing
Learning
New
Learning
Celebrating
Learning  1 Visually organized
framework
A Culture of Engagement
Applying
Thinking and
Learning
and Learning Enjoyment
Professional Practice
14

15. Component One:
The Four Cornerstones of Effective Teaching
(Dimensions 1-4)
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
 The Four Cornerstones
of Effective Teaching
Procedures
Learning
• Universal elements of
quality instruction
Deepening Reflecting on
Presenting
and
New
and • Always relevant in any
Reinforcing Celebrating
Learning
Learning
Learning
classroom
• Without the cornerstones
in place in the classroom,
A Culture of Engagement
Thinking
Applying
and student learning will be
Learning
and Learning Enjoyment compromised
• Always included as part
Professional Practice of a teacher’s evaluation
15

16. Component Two:
The Five Episodes of Effective Instruction
(Dimensions 5-9)
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
 The Five Episodes of
Effective Instruction
Procedures
Learning • Good instruction unfolds
in a series of learning
Deepening
and
Presenting
Reflecting on
and
episodes
New
Reinforcing
Learning
Celebrating • Teachers use these
Learning Learning
episodes to design high-
quality lessons and units
A Culture of
Thinking
Applying
Engagement
and
• Ensures observer and
and Learning
Learning
Enjoyment teacher are on the “same
page”
Professional Practice • Evaluated based on which
episodes are observed
16

17. Component Three:
Effective Professional Practice
(Dimension 10)
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
 Effective Professional
Practice
Procedures
Learning • Looking beyond the
classroom
Deepening
Presenting
Reflecting on • Commitment to:
and and
Reinforcing
New
Celebrating – Ongoing learning
Learning
Learning Learning – The school community
– Professionalism
A Culture of Engagement • Always included as part of
Applying
Thinking Learning
and a teacher’s evaluation
and Learning Enjoyment
Professional Practice
17

18. What’s the Difference Between a List
of Standards and a Framework?
NJ
Professional
Standards
for
Teachers
and
School
Leaders
(Based
on
the
CCSSO’s
InTASC
Core
Teaching
Standards)
1. Subject
MaBer
Knowledge
2. Human
Growth
and
Development
3. Diverse
Learners
4. InstrucGonal
Planning
and
Strategies
5. Assessment
6. Learning
Environment
7. Special
Needs
8. CommunicaGon
9. CollaboraGon
and
Partnerships
10. Professional
Development
18

19. Component One:
The Four Cornerstones of Effective Teaching
(Dimensions 1-4)
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
 The Four Cornerstones
of Effective Teaching
Procedures
Learning
Deepening Reflecting on
Addresses
these
NJ
Standards:
Presenting
and
Reinforcing
New
and
Celebrating
2.
Human
Growth
and
Development
Learning
Learning Learning 3.
Diverse
Learners
6.
Learning
Environment
A Culture of Engagement
Applying
Thinking
Learning
and 7.
Special
Needs
and Learning Enjoyment
Professional Practice
19

20. Component Two:
The Five Episodes of Effective Instruction
(Dimensions 5-9)
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
 The Five Episodes of
Effective Instruction
Procedures
Learning
Deepening Reflecting on
Addresses
these
NJ
Standards:
Presenting
and
Reinforcing
New
and
Celebrating
1.
Subject
MaBer
Knowledge
Learning
Learning Learning 4.
InstrucGonal
Planning
and
Strategies
A Culture of Engagement
Thinking
Applying
and 5.
Assessment
Learning
and Learning Enjoyment
8.
CommunicaGon
Professional Practice
20

21. Component Three:
Effective Professional Practice
(Dimension 10)
Organization,
Rules, and
Preparing
Students
for New
Positive
Relationships
 Effective Professional
Practice
Procedures
Learning
Deepening Reflecting on
Addresses
these
NJ
Standards:
Presenting
and
Reinforcing
New
and
Celebrating
9.
CollaboraGon
and
RelaGonships
Learning
Learning Learning 10.
Professional
Development
A Culture of Engagement
Applying
Thinking and
Learning
and Learning Enjoyment
Professional Practice
21

22. The Thoughtful Classroom
Teacher Effectiveness Framework
A Simple Framework
Preparing
Organization,
Students Positive
Rules, and
for New Relationships
Procedures
Learning
Deepening Reflecting on
Presenting
and and
New
Reinforcing Celebrating
Learning
Learning Learning
A Culture of Engagement
Applying
Thinking and
Learning
and Learning Enjoyment
Professional Practice
22

23. The Thoughtful Classroom
Teacher Effectiveness Framework
What makes The Thoughtful Classroom
Teacher Effectiveness Framework deep?
Preparing
Organization,
Students Positive
Rules, and
for New Relationships
Procedures
Learning
Deepening Reflecting on
Presenting
and and
New
Reinforcing Celebrating
Learning
Learning Learning
A Culture of Engagement
Applying
Thinking and
Learning
and Learning Enjoyment
Professional Practice
23

24. The Thoughtful Classroom
Teacher Effectiveness Framework
The Value of Essential Questions
• Each of the ten dimensions is driven by an essential
question.
• These essential questions
– Keep schools focused on what’s important.
– Promote school-wide inquiry.
– Foster a common language for instruction and how
to improve it.
24

25. Organiza2on,
Rules,
and
Preparing
Students
Posi2ve
Rela2onships
Procedures
for
New
Learning
How
do
you
build
How
do
you
organize
your
classroom
to
enhance
meaningful
elaGonships
r
learning
and
establish
with
your
students
and
among
rules
and
procedures
students
to
promote
learning?
that
clarify
expectaGons?
Deepening
and
Reinforcing
Presen2ng
New
Learning
Reflec2ng
on
and
Celebra2ng
Learning
Learning
A
Culture
of
Thinking
Applying
Learning
Engagement
and
Enjoyment
and
Learning
How
do
you
moGvate
students
How
do
you
develop
a
classroom
culture
that
promotes
serious
to
do
their
best
work
and
inspire
learning
and
sophisGcated
the
love
of
learning?
forms
of
thinking?
Professional
Prac2ce
25

26. What is learning?
Here’s
what
four
2nd
graders
said:
26

27. Organiza2on,
Rules,
and
Preparing
Students
Posi2ve
Rela2onships
Procedures
for
New
Learning
How
do
you
build
How
do
you
organize
How
do
you
establish
your
your
classroom
to
enhance
meaningful
elaGonships
r
purpose,
acGvate
students’
prior
learning
and
establish
with
your
students
and
among
knowledge,
and
prepare
students
rules
and
procedures
students
to
promote
learning?
for
learning?
that
clarify
expectaGons?
Preparing
Students
Deepening
and
Reinforcing
Presen2ng
New
earning
for
New
LLearning
Reflec2ng
on
and
Celebra2ng
Learning
Learning
How
do
you
establish
your
How
do
you
present
new
How
do
you
help
students
How
do
you
help
students
look
solidify
their
understanding
purpose,
acGvate
students’
prior
n
their
learning
and
refine
informaGon
and
provide
back
o
and
pracGce
new
skills?
opportuniGes
for
students
to
knowledge,
and
prepare
their
learning
process?
acGvely
engage
with
content?
students
fLor
learning?
Engagement
and
Enjoyment
A
Culture
of
Thinking
Applying
earning
and
Learning
How
do
you
moGvate
students
How
do
you
develop
a
classroom
How
do
students
demonstrate
culture
that
promotes
serious
their
learning
and
what
kinds
of
to
do
their
best
work
and
inspire
learning
and
sophisGcated
evidence
do
you
collect
to
assess
the
love
of
learning?
forms
of
thinking?
their
progress?
Professional
Prac2ce
27
How
commiBed
are
you
to
professional
learning
and
contribuGng
to
the
school
community?

28. The Thoughtful Classroom
Teacher Effectiveness Framework
Dimension 5: Preparing Students for New Learning
[CC]
5.1
SelecGng
relevant
standards
that
are
appropriate
to
your
content
and
grade
level
5.2
“Unpacking”
standards
and
turning
them
into
clear,
measurable
learning
goals
Content
and
targets
[CC]
5.3
Using
essenGal
quesGons
to
guide
learning
and
promote
deep
thinking
5.4
Beginning
lessons
and
units
with
engaging
“hooks”—thought-­‐provoking
acGviGes
or
quesGons
that
capture
student
interest
and
acGvate
their
prior
knowledge
[CC]
InstrucGon
5.5
Introducing
students
to
the
key
vocabulary
terms
they
will
need
to
know
and
understand
to
successfully
learn
the
content
[CC]
5.6
Assessing
students’
background
knowledge,
skill
levels,
and
interests
relaGve
to
learning
goals
and
targets
5.7
Helping
students
develop
insights
into
the
products
they’ll
be
creaGng,
performances
they’ll
be
delivering,
and/or
tasks
they’ll
be
compleGng
to
Assessment
demonstrate
what
they’ve
learned
(e.g.,
providing
models
of
high-­‐quality
work,
rubrics,
checklists,
etc.)
[CC]
5.
8
Encouraging
students
to
establish
personal
learning
goals
and
plans
for
achieving
28
them

29. The Thoughtful Classroom
Teacher Effectiveness Framework
Observing the Indicators
Evident
Evident
It
was
evident
that
the
teacher
addressed
this
indicator.
Not
Evident
It
was
not
evident
that
the
teacher
Not
Evident
addressed
this
indicator.
(REMEMBER:
Quality
instruc2on
DOES
NOT
mean
addressing
all
indicators.)
Missed
Opportunity
The
teacher
did
not
address
this
indicator
even
though
there
was
a
clear
opportunity
to
address
it.
Missed
Opportunity
29

30. The Thoughtful Classroom
Teacher Effectiveness Framework
Dimension 5: Preparing Students for New Learning
Impact on Student Achievement
Students…
q Understand/restate
learning
goals
in
their
own
words.
q Ask
quesGons
about
learning
goals.
q Know
what
they
have
to
produce
and
what’s
expected
of
them.
q Assess
own
knowledge
of
vocabulary.
q Call
up
their
prior
knowledge.
q Generate
quesGons
about
content
or
personal
goals.
q Understand
the
plan
for
learning.
30

31. The Thoughtful Classroom
Teacher Effectiveness Framework
The 4Ps to Better Feedback
3.
Pose
(Ask
ques2ons
that
foster
reflec2on
on
teacher’s
do
improve
prac2ce.)
ecisions
and
2.
Praise
(Recognize
List
specific
evidence
to
support
how
tyou
lobserved.)
4.
Propose
(Decide—collabora2vely
if
possible—on
enhance
earning.)
1.
Provide
Evidence
(
1. Provide Evidence
posi2ve
teaching
behaviors
that
what
their
tiargets
were
posted,
but
I
think
it’s
important
that
all
students
really
The
mpact.)
Standards
were
clear
“nd
how
you
s
student-­‐friendly
learning
goals.
What
Great
hook!
Using
a
awhat
if”
quesGon
really
engaged
students
and
got
I
internalize
itnterested
in
p
osted
a used
2. he
ackward
Sharing
tool
to
accomplish
was
really
the
B5-­‐S
G Learning
tool.
them
to
tap
ihose
acGvate
prior
might
try
t Praiseoal
targets.
You
nto
their
prior
knowledge.
Hook
was
used
to
on
student
focus
and
self-­‐assessment
over
the
week?
knowledge.
effect
does
it
have
this.
Used
the
Backwards
Learning
tool
to
help
students
understand
what
they
3. Pose Questions
needed
to
know
and
do
by
unit’s
end.
4. Propose
31

32. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation Rubric
1
Novice:
Minimal
or
no
commitment
to
effecGve
instrucGon.
The
pracGces
are
not
being
used
or
need
reconsideraGon
because
they
are
not
having
their
intended
effects
on
student
learning.
2
Developing:
Ini.al
commitment
to
effecGve
instrucGon.
The
teacher
is
using
relevant
instrucGonal
pracGces
but
the
pracGces
need
further
refinement.
With
refinement,
the
impact
on
student
learning
can
be
increased.
3
Proficient:
Clear
commitment
to
effecGve
instrucGon.
The
teacher
applies
relevant
instrucGonal
pracGces
that
have
a
posiGve
impact
on
student
learning.
4
Expert:
Strong
commitment
to
effecGve
instrucGon
that
shows
advanced
experGse.
The
teacher
applies
relevant
instrucGonal
pracGces
and
is
able
to
adapt
them
to
students’
needs
and
parGcular
learning
situaGons.
These
pracGces
have
a
consistently
posiGve
impact
on
student
learning.
32

33. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation Rubric
(4)
Expert
– Strong
commitment
to
effecGve
instrucGon
that
shows
advanced
experGse.
– The
teacher
applies
relevant
instrucGonal
pracGces
and
is
able
to
adapt
them
to
learning
situaGons.
– These
pracGces
have
a
consistently
posiGve
impact
on
student
learning.
33

34. The Thoughtful Classroom
Teacher Effectiveness Framework
A Simple and Deep
Framework
Dimensions of teacher
effectiveness
(Essential questions)
34

35. The Thoughtful Classroom Teacher
Effectiveness Framework
Organization, Rules,
Rules, Preparing Students Positive Relationships
Positive Relationships
and Procedures
Procedures for New Learning
1 5 2
How
do
you
organize
your
How
do
you
build
meaningful
How
do
you
establish
your
classroom
to
enhance
learning
relaGonships
with
your
students
purpose,
acGvate
students’
and
establish
rules
and
and
among
students
to
promote
prior
knowledge,
and
prepare
procedures
that
clarify
learning?
students
for
learning?
expectaGons?
Deepening and Presenting New Reflecting on and
Reinforcing Learning Learning Celebrating Learning
7
How
do
you
help
students
solidify
their
understanding
and
pracGce
new
skills?
6
How
do
you
present
new
informaGon
and
provide
opportuniGes
for
students
to
8
How
do
you
help
students
look
back
on
their
learning
and
refine
their
learning
process?
acGvely
engage
with
content?
A Culture of Thinking
A Culture of Thinking Applying Learning Engagement and
Engagement and
and Learning
and Learning Enjoyment
How
do
you
develop
a
Enjoyment
4
classroom
culture
that
promotes
serious
learning
and
sophisGcated
forms
of
9
How
do
students
demonstrate
their
learning
and
what
kinds
of
evidence
do
you
collect
to
assess
their
progress?
3
How
do
you
moGvate
students
to
do
their
best
work
and
inspire
the
love
of
learning?
thinking?
Professional Practice
10
How
commiBed
are
you
to
professional
learning
and
contribuGng
to
the
school
community?
35

36. The Thoughtful Classroom Teacher
Effectiveness Framework
A Simple and Deep
Framework
Dimensions of teacher Indicators of
effectiveness quality teaching
(Essential questions) behavior
36

37. The Thoughtful Classroom Teacher
Effectiveness Framework
Dimension 5: Preparing Students for New Learning
5.1
SelecGng
relevant
standards
that
are
appropriate
to
your
content
and
grade
level
[CC]
5.2
“Unpacking”
standards
and
turning
them
into
clear,
measurable
learning
goals
and
targets
[CC]
5.3
Using
essenGal
quesGons
to
guide
learning
and
promote
deep
thinking
5.4
Beginning
lessons
and
units
with
engaging
“hooks”—thought-­‐provoking
acGviGes
or
quesGons
that
capture
student
interest
and
acGvate
their
prior
knowledge
[CC]
5.5
Introducing
students
to
the
key
vocabulary
terms
they
will
need
to
know
and
understand
to
successfully
learn
the
content
[CC]
5.6
Assessing
students’
background
knowledge,
skill
levels,
and
interests
relaGve
to
learning
goals
and
targets
5.7
Helping
students
develop
insights
into
the
products
they’ll
be
creaGng,
performances
they’ll
be
delivering,
and/or
tasks
they’ll
be
compleGng
to
demonstrate
what
they’ve
learned
(e.g.,
providing
models
of
high-­‐quality
work,
rubrics,
checklists,
etc.)
[CC]
5.
8
Encouraging
students
to
establish
personal
learning
goals
and
plans
for
achieving
37
them

38. The Thoughtful Classroom
Teacher Effectiveness Framework
A Simple and Deep
Framework
Dimensions of teacher Indicators of Indicators of
effectiveness quality teaching quality student
(Essential questions) behavior behavior
38

39. The Thoughtful Classroom
Teacher Effectiveness Framework
Dimension 5: Preparing Students for New Learning
Impact on Student Achievement
Students…
q Understand/restate
learning
goals
in
their
own
words.
q Ask
quesGons
about
learning
goals.
q Know
what
they
have
to
produce
and
what’s
expected
of
them.
q Assess
own
knowledge
of
vocabulary.
q Call
up
their
prior
knowledge.
q Generate
quesGons
about
content
or
personal
goals.
q Understand
the
plan
for
learning.
39

40. The Thoughtful Classroom
Teacher Effectiveness Framework
A Simple and Deep
Framework
Dimensions of teacher Indicators of Indicators of Summative
effectiveness quality teaching quality student evaluation
(Essential questions) behavior behavior rubric
40

41. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation Rubric
1
Novice:
Minimal
or
no
commitment
to
effecGve
instrucGon.
The
pracGces
are
not
being
used
or
need
reconsideraGon
because
they
are
not
having
their
intended
effects
on
student
learning.
2
Developing:
Ini.al
commitment
to
effecGve
instrucGon.
The
teacher
is
using
relevant
instrucGonal
pracGces
but
the
pracGces
need
further
refinement.
With
refinement,
the
impact
on
student
learning
can
be
increased.
3
Proficient:
Clear
commitment
to
effecGve
instrucGon.
The
teacher
applies
relevant
instrucGonal
pracGces
that
have
a
posiGve
impact
on
student
learning.
4
Expert:
Strong
commitment
to
effecGve
instrucGon
that
shows
advanced
experGse.
The
teacher
applies
relevant
instrucGonal
pracGces
and
is
able
to
adapt
them
to
students’
needs
and
parGcular
learning
situaGons.
These
pracGces
have
a
consistently
posiGve
impact
on
student
learning.
41

42. The Thoughtful Classroom
Teacher Effectiveness Framework
A Simple and Deep
Framework
Dimensions of teacher Indicators of Indicators of Summative
effectiveness quality teaching quality student evaluation
(Essential questions) behavior behavior rubric
42

43. How do we make
the observation process
meaningful and manageable?
43

44. The Formal Observation Process
Pre-­‐Observa2on
Classroom
Observa2on
Post-­‐
Observa2on
Wriaen
Evalua2on
44

45. The Formal Observation Process
Pre-Observation
Pre-­‐Observa2on
• Where
are
you
in
your
lesson
sequence?
Classroom
• What
are
the
learning
goals
for
the
Observa2on
parGcular
lesson
I’ll
be
observing?
• How
will
student
learning
be
Post-­‐ assessed?
Observa2on
• What
learning
opportuniGes
will
you
provide
to
achieve
your
goals?
• What
quesGons
do
you
have
about
Wriaen
Evalua2on
the
lesson?
45

46. The Formal Observation Process
Classroom Observation
Pre-­‐Observa2on
To
accommodate
different
classroom
observaGon
objecGves
Classroom
and
observer
preferences,
we’ve
Observa2on
developed
different
types
of
observaGon
forms.
Post-­‐
• Formal
ObservaGons
Observa2on
• Informal
ObservaGons
• Learning
Walks
Wriaen
Evalua2on
46

47. Individual
Dimension
Form
47

48. Multiple Dimensions Form
48

49. Essential Questions Form
49

50. The Formal Observation Process
For
formal
observaGons,
observers
typically
use
the
four-­‐point
rubric
to
assess
the
teacher’s
eSummative Evaluation Rubric
ffecGveness
in
each
observed
dimension.
1
Novice:
Minimal
or
no
commitment
to
effecGve
instrucGon.
The
pracGces
are
not
being
used
or
need
reconsideraGon
because
they
are
not
having
their
intended
4 4
effects
on
student
learning.
2
Developing:
Ini.al
commitment
to
effecGve
instrucGon.
The
teacher
is
using
relevant
instrucGonal
pracGces
but
the
pracGces
need
further
refinement.
With
refinement,
the
impact
on
student
learning
can
be
increased.
3
3
Proficient:
Clear
commitment
to
effecGve
instrucGon.
The
teacher
applies
relevant
instrucGonal
pracGces
that
have
a
posiGve
impact
on
student
learning.
4
Expert:
Strong
commitment
to
effecGve
instrucGon
that
shows
advanced
experGse.
The
teacher
applies
relevant
instrucGonal
pracGces
and
is
able
to
adapt
them
to
3 2
students’
needs
and
parGcular
learning
situaGons.
These
pracGces
have
a
consistently
posiGve
impact
on
student
learning.

51. The Formal Observation Process
Pre-­‐Observa2on
Post-Observation
Post-­‐observaGon
quesGons
are
guided
by
5
Rs:
Review
What
happened?
Classroom
React
What
were
your
reacGons?
Observa2on
What
were
students’
reacGons?
Reasons
What
caused
you
to
think/feel
this
way?
What
caused
students
to
think/feel
this
way?
Post-­‐Observa2on
Rethink
What
have
you
learned?
What
would
you
do
differently?
Reflect
How
did
the
enGre
observaGon
process
help
you?
Wriaen
Evalua2on
How
can
we
improve
it
together?

52. The Formal Observation Process
Pre-­‐Observa2on
Written Evaluation
Formal
observaGons
are
usually
Classroom
wriBen
up.
Observa2on
1. Provide Evidence
Observers
use
the
evidence
from
the
2. Praise
Post-­‐Observa2on
observaGon
forms
along
with
the
4Ps
feedback
protocol
to
write
meaningful
3. Pose Questions
wriBen
evaluaGons.
4. Propose
Wriaen
Evalua2on

53. What is
the ultimate goal of any
teacher evaluation system?
53

54. Promoting Teacher Growth
Teacher
Self-­‐Assessment
Professional
Growth
Plan
Targeted
Professional
Development
and
Growth
54

55. Teacher Self-Assessment Guide
The
Teacher
Self-­‐Assessment
Guide
allows
Teacher
Self-­‐ teachers
to
reflect
on
and
assess
their
classroom
Assessment
pracGce
according
to
the
same
dimensions
and
indicators
that
administrators
use
to
guide
observaGons.
Professional
Growth
Plan
Targeted
Professional
Development
and
Growth
55

56. Teacher Professional Growth Plan
Teacher
Self-­‐
Assessment
Professional
Growth
Plan
Targeted
Professional
Development
and
Growth
56

57. Teacher
Professional Growth Plan
Areas of Strength & Areas for Potential Growth
57

58. Teacher Professional Growth Plan
Developing Professional Learning Goals
58

59. Teacher Professional Growth Plan
Tracking Progress
59

60. Teacher Professional Growth Plan
Collecting Evidence
60

61. Targeted Professional Development
The
Framework
is
integrated
with
PD
360,
the
most
Teacher
Self-­‐ extensive
professional
development
video
library
in
the
Assessment
country.
Professional
Growth
Plan
Offers
over
1200
videos
of
best
classrooms
pracGces
and
pedagogy
Is
Online
&
On-­‐demand
24/7
Targeted
Provides
the
ulGmate
flexibility
in
PD
Professional
Development
and
Growth
61

62. Targeted Professional Development
For
observers…
Based
on
observaGon
data,
observers
can
select
relevant
PD
360
videos
that
correspond
to
idenGfied
needs.
62

63. Targeted Professional Development
For
teachers…
Teachers
build
a
customized
professional
growth
plan
using
the
Teacher-­‐Self
Assessment
Guide
and
the
PD
360
video
library.
63

64. Targeted Professional Development
Comprehensive Video Library
64

65. Targeted Professional Development
Aligned Video Library
65

66. How do we develop
a final evaluation of a
teacher’s effectiveness?
66

67. The Thoughtful Classroom
Teacher Effectiveness Framework
“Evalua2on
systems
should
include
mul2ple
measures,
not
just
observa2ons
or
value-­‐added
alone.”
Gathering
Feedback
for
Teaching
(2012)
MET
Project
Research
Paper
Bill
&
Melinda
Gates
FoundaGon
67

68. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation
Looking
at
Mul2ple
Measures
Instruc2onal
Prac2ce
_____
X
_____%
=
_____
(Dimensions
1-­‐9)
Professional
Prac2ce
_____
X
_____%
=
_____
(Dimension
10)
Student
Performance
Data
Standardized
Test
Data
_____
X
_____%
=
_____
Local
Assessments
_____
X
_____%
=
_____
Other
_____
X
_____%
=
_____
Student
Feedback/Surveys
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Total
=
_____
68

69. The Thoughtful Classroom
Teacher Effectiveness Framework
Assessing Instructional Practice
4 3 4
n/o 3 3
3 n/o 2
69

70. The Thoughtful Classroom Teacher
Effectiveness Framework
Summative Evaluation
Looking
at
Mul2ple
Measures
Instruc2onal
Prac2ce
_____
X
_____%
=
_____
3.14
40
1.26
(Dimensions
1-­‐9)
Professional
Prac2ce
_____
X
_____%
=
_____
(Dimension
10)
Student
Performance
Data
Standardized
Test
Data
_____
X
_____%
=
_____
Local
Assessments
_____
X
_____%
=
_____
Other
_____
X
_____%
=
_____
Student
Feedback/Surveys
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Total
=
_____
70

71. The Thoughtful Classroom Teacher
Effectiveness Framework
Assessing Teacher Growth
Commitment
to
Professional
Growth
INDICATORS
RUBRIC
10.1
Self-­‐assessing
and
working
to
(1)
Novice:
The
teacher
is
reluctant
or
resistant
to
professional
growth.
improve
his
or
her
own
(2)
Developing:
The
teacher
has
made
an
iniGal
classroom
pracGce.
commitment
to
professional
growth
and
applies
10.2
Developing
and
implemenGng
a
new
learning
in
the
classroom.
professional
growth
plan.
(3)
Proficient:
The
teacher
has
made
a
clear
10.3
Seeking
out
professional
commitment
to
professional
growth
and
regularly
development
and
conGnuous
applies
new
learning
in
the
classroom.
learning
opportuniGes.
(4)
Expert:
The
teacher
has
made
a
strong
commitment
to
professional
growth
that
is
highly
10.4
Working
with
colleagues
to
evident.
The
teacher
is
adept
at
translaGng
new
improve
pracGce
throughout
learning
into
improved
classroom
pracGce.
In
the
building
as
part
of
a
addiGon,
the
teacher
has
taken
an
acGve
role
in
professional
learning
promoGng
professional
learning
throughout
the
community.
school.
71

72. The Thoughtful Classroom Teacher
Effectiveness Framework
Assessing Teacher Growth
Commitment
to
School
Community
INDICATORS
RUBRIC
10.5
Maintaining
open
communicaGon
(1)
Novice:
The
teacher
is
not
contribuGng
to
with
the
enGre
school
the
school
community
beyond
his
or
her
community
(e.g.,
administrators,
classroom.
teachers,
parents,
students).
(2)
Developing:
The
teacher
will
contribute
to
the
larger
school
community,
but
ouen
10.6
Assuming
appropriate
leadership
roles
(e.g.,
mentor,
instrucGonal
requires
prompGng
from
colleagues
or
coach,
teacher-­‐leader).
superiors.
(3)
Proficient:
The
teacher
is
a
regular
and
10.7
Helping
maintain
and
build
a
acGve
contributor
to
the
school
community.
posiGve
school
culture
(e.g.,
(4)
Expert:
The
teacher
contributes
to
the
through
athleGc
coaching,
school
community
consistently
and
with
volunteerism,
and
other
forms
of
non-­‐required
parGcipaGon
passion
and
enthusiasm.
The
teacher
is
or
contribuGon).
recognized
as
a
leader
and
role
model
within
the
school
community.
72

73. The Thoughtful Classroom Teacher
Effectiveness Framework
Assessing Teacher Growth
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
liBle
to
no
awareness
of
larger
professionalism
at
all
Gmes.
educaGonal
policy
(e.g.,
state
and
naGonal
10.9
Becoming
aware
of
and
iniGaGves).
adhering
to
legal
(2)
Developing:
The
teacher
generally
follows
school
rules
but
has
only
a
basic
awareness
of
responsibiliGes
and
current
educaGonal
policy
beyond
the
school
walls.
educaGonal
policies
of
the
(3)
Proficient:
The
teacher
adheres
to
school
rules
school,
district,
and
state.
and
is
generally
aware
of
major
changes
in
educaGonal
policy.
(4)
Expert:
The
teacher
is
a
commiBed
professional
who
follows
and
promotes
school
rules.
The
teacher
understands
the
purpose
of
educaGonal
policies
and
how
they
affect
classroom
pracGce
and
the
educaGonal
community.
73

74. The Thoughtful Classroom
Teacher Effectiveness Framework
PROFESSIONAL
PRACTICE
|
Dimension
10
Commitment
to
Commitment
to
the
Commitment
to
Professional
Growth
School
Community
Professionalism
2
Score:
_______
3
Score:
_______
3
Score:
_______
74

75. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation
Looking
at
Mul2ple
Measures
Instruc2onal
Prac2ce
_____
X
_____%
=
_____
3.14
40
1.26
(Dimensions
1-­‐9)
Professional
Prac2ce
2.66
10
.26
_____
X
_____%
=
_____
(Dimension
10)
Student
Performance
Data
Standardized
Test
Data
_____
X
_____%
=
_____
Local
Assessments
_____
X
_____%
=
_____
Other
_____
X
_____%
=
_____
Student
Feedback/Surveys
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Total
=
_____
75

76. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation
Conver2ng
Standardized
Test
Data
for
the
Evalua2on
1—Novice:
Results
are
well-­‐below
state
average
for
similar
students
or
district
goals
if
no
state
test)
2—Developing:
Results
are
below
state
average
for
similar
students
(or
district
goals
if
no
state
test).
3—Proficient:
Results
meet
state
average
for
similar
students
(or
district
goals
if
no
state
test).
4—Expert:
Results
are
well-­‐above
state
average
for
similar
students
(or
district
goals
if
not
state
test).
76

77. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation
Looking
at
Mul2ple
Measures
Instruc2onal
Prac2ce
_____
X
_____%
=
_____
3.14
40
1.26
(Dimensions
1-­‐9)
Professional
Prac2ce
2.66
10
.26
_____
X
_____%
=
_____
(Dimension
10)
Student
Performance
Data
3
25
Standardized
Test
Data
_____
X
_____%
.75
=
_____
Local
Assessments
_____
X
_____%
=
_____
Other
_____
X
_____%
=
_____
Student
Feedback/Surveys
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
Total
=
_____
77

78. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation
Looking
at
Mul2ple
Measures
Instruc2onal
Prac2ce
_____
X
_____%
=
_____
3.14
40
1.26
(Dimensions
1-­‐9)
Professional
Prac2ce
2.66
10
.26
_____
X
_____%
=
_____
(Dimension
10)
Student
Performance
Data
3
25
Standardized
Test
Data
_____
X
_____%
.75
=
_____
Local
Assessments
3
15
.45
_____
X
_____%
=
_____
Other
_____
X
_____%
=
_____
Student
Feedback/Surveys
_____
X
_____%
=
_____
Other
Measure
_____
X
_____%
=
_____
(Professional
Growth
Plan)
Other
Measure
_____
X
_____%
=
_____
Total
=
_____
78

79. Teacher Professional Growth Plan
79

80. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation
Looking
at
Mul2ple
Measures
Instruc2onal
Prac2ce
_____
X
_____%
=
_____
3.14
40
1.26
(Dimensions
1-­‐9)
Professional
Prac2ce
2.66
10
.26
_____
X
_____%
=
_____
(Dimension
10)
Student
Performance
Data
3
25
Standardized
Test
Data
_____
X
_____%
.75
=
_____
Local
Assessments
3
15
.45
_____
X
_____%
=
_____
Other
_____
X
_____%
=
_____
Student
Feedback/Surveys
_____
X
_____%
=
_____
Other
Measure
4
10
.40
_____
X
_____%
=
_____
(Professional
Growth
Plan)
Other
Measure
_____
X
_____%
=
_____
Total
3.12
=
_____
80

81. The Thoughtful Classroom
Teacher Effectiveness Framework
Summative Evaluation Rubric
3.25-­‐4.00
A
teacher’s
final
evaluaGon
is
based
on
the
summaGon
from
the
mulGple
sources
of
data
and
converted
into
a
number
based
2.50-­‐3.24
on
your
district’s
rubric.
1.75-­‐2.49
1.00-­‐1.74
81

82. The Thoughtful Classroom
Teacher Effectiveness Framework
Preparing
Organization,
Students Positive
Rules, and
for New Relationships
Procedures
Learning
Deepening Reflecting on
Presenting
and and
New
Reinforcing Celebrating
Learning
Learning Learning
A Culture of Engagement
Applying
Thinking and
Learning
and Learning Enjoyment
Professional Practice
82

83. The Thoughtful Classroom
Teacher Effectiveness Framework
Ques2ons
or
comments?
Email
us
at
ques2ons@though(ulclassroom.com
800-­‐962-­‐4432
www.Though(ulClassroom.com
83

84. To register for upcoming webinars
or to find the recordings from
past webinars hosted by
School Improvement Network,
please visit our website:
http://www.schoolimprovement.com/resources/webinars/