Teacher Evaluation Sessions
Saturday, December 7 from 9 am to 4 pm
PC108 COACHING MATTERS
Learn what needs to be in place for a coaching program to impact student learning. Examine the essential
characteristics of effective building-level instructional coaching programs. Walk away with the best
examples and practical tools from a variety of districts, including examples of mission statements,
evaluation rubrics, protocols for providing feedback to coaches, ways to assess the impact of coaching, and
sample documents defining the roles of coaches. Use newly developed levels of implementation maps as
well as additional tools from Coaching Matters (Learning Forward, 2012).
Participants will:
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Consider characteristics of effective coaching programs.
Examine and reflect on examples of structures and tools that support coaching.
Explore ways to move coaching from a focus on teacher behaviors to a focus on student results.
Learn ways to communicate to others about the work of coaching, including ways to define
confidentiality between coaches and others.
Determine ways to implement the characteristics of effective coach-principal and coach-teacher
relations.
Review partnership agreements and types of coaching.
Cindy Harrison, Instructional Improvement Group, Broomfield, CO, [email protected]
Callie Brownlee-Groff, Aurora, CO, [email protected]
Heather Clifton, Denver, CO, [email protected]
PC112 RESULTS TALK: THE ART AND SCIENCE OF FEEDBACK
The implementation of new teacher evaluation systems, new statewide assessment requirements, and the
institutionalization of the Common Core State Standards will simply not occur as intended without
effective, relationship-rich, results-focused conversations with stakeholders. Develop a deeper
understanding of the artistry and the science of results talk, a new generation of effective feedback.
Experience an accessible, logical framework for holding these effective conversations. Learn how
motivation theory, mindset, and Robert Quinn's transactional/transformational leadership all factor into the
planning for these conversations. Leave with personalized ideas and practices to immediately incorporate
so adults learn and hone their craft.
Participants will:
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Verbalize deeper knowledge and understanding of the art and science of results talk.
Apply transactional and transformational leadership to coaching for change.
Use a results talk coaching framework to practice planning and delivering feedback.
Examine purposeful and powerful questions to guide their feedback conversations.
Use the gradual release of responsibility to examine feedback dilemmas and reasons for resistance
and/or reluctance.
Michael Murphy, Success Systems, Richardson, TX, [email protected]
Sunday, December 8 from 9 am to 4 pm
PC207 BUILDING A COMPREHENSIVE HUMAN CAPITAL MANAGEMENT SYSTEM
So, you've designed an evaluation system, what's next? Walk through the steps of using the information
generated by an evaluation system to inform key human capital management decisions. Focus on aligning
key human capital management decisions with a vision of instructional improvement, describe a range of
strategies and practices, discuss issues that might arise in designing and implementing a system, and
present strategies for fiscal and programmatic sustainability. Consider the practicalities of building out a
human capital management system that is both highly effective and sustainable for the long term, with a
particular focus on communication and stakeholder planning, professional development, project
management, and timeline planning.
Participants will:
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Identify and define the components of a comprehensive human capital management system and
discuss elements to guide planning for each of the critical components.
Plan a preliminary timeline of events to meet the requirements of designing and implementing a
human capital management system.
Complete a Tier-One project management plan with action items to begin a design process.
Ann Delehant, Webster, NY, [email protected]
Sara Kraemer, Blueprint for Education, Madison, WI, [email protected]
Marian McClellan, Blueprint for Education, Madison, WI, [email protected]
Monday, December 9 from 9 am to 12 pm
B02 WRITING DYNAMIC TEACHER LEARNING PLANS
Use evaluation data to craft plans that will help improve teaching and positively affect student growth.
Learn how to write individual learning plans that impact practice and effectiveness. Be aware of a variety
of powerful options for how to design learning that merges evaluation with professional learning and
support.
Ann Delehant, Webster, NY, [email protected]
B27 THE IMPACT OF LEADERSHIP ON DISTRICTWIDE SUCCESS
See how strong districtwide leadership led to a Race to the Top district grant, steered union negotiations
regarding teacher evaluations, and helped build the capacity of all teachers focused on a central outcome.
Discuss how one professional learning framework has led to a change in culture throughout the district.
Learn how leadership and professional learning support at all levels can improve student outcomes in your
school or district.
Kari McVeigh, New Haven Unified School District, Union City, CA, [email protected]
Amy McNamara, New Haven Unified School District, Union City, CA, [email protected]
Josh Straley, New Haven Unified School District, Union City, CA, [email protected]
Monday, December 9 from 10 am to 11 am
TL02 THOUGHT LEADER LECTURE
10 a.m. - 11 a.m.
THE PRINCIPAL: MAXIMIZING IMPACT
The role of the principal as instructional leader has become either too vague or too specific, and in either
case is not amenable to maximizing impact on student learning. Examine the basis for this critique. See
how principals can play a more indirect but explicit role to maximize impact on what teachers do,
especially when working collectively, to improve student achievement.
Michael Fullan, Toronto, ON, Canada, [email protected]
Monday, December 9 from 10 am to 12 pm
C04 DIFFERENTIATED PROFESSIONAL DEVELOPMENT WITH REASONING MIND
To be truly effective, professional development must be differentiated for teachers based on their individual
needs, interests, and preferences. Hear about ways to offer teachers the option to choose from multiple
topics that are aligned to specific outcomes in the classroom and can be offered in various formats to
effectively integrate the use of technology. See how the professional development chosen by teachers can
be designed to facilitate conversations and discussions among peers based on one or more guiding
principles or ideas. Understand how to accurately evaluate the effectiveness of teacher professional
development.
Austin Deakins, Reasoning Mind, Houston, TX, [email protected]
AJ Hunter, Reasoning Mind, Houston, TX, [email protected]
C10 PROFESSIONAL LEARNING: A CREATIVE PROCESS
Explore how Adlai E. Stevenson High School is approaching professional learning as a creative process, as
adapted from the work of Mihaly Csikszentmihalyi. Journey into formative assessment and the pathway
through preparation, incubation, insight, evaluation, and elaboration. Discover communicative strategies
and processes that support collaborative teams who are sharpening a focus on the interrelationship between
curriculum, instruction, and assessment.
Mark Onuscheck, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected]
Eric Twadell, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected]
Anthony Reibel, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected]
Monday, December 9 from 1 pm to 2:15 pm
KEYNOTE SPEAKER MARC PRENSKY
GENERAL SESSION
TEACHING DIGITAL NATIVES
Marc Prensky is considered one of the world's leading experts on the connection between learning and
technology. Prensky's professional focus is on designing better pedagogy and curriculum for the digital
generation and on helping people understand how to thrive in the digital age. Through his writings and
talks, he helps educators learn to adapt their pedagogy for the 21st century, including a new form of
partnering between teachers and students. In his talks around the globe, Prensky initiates and conducts
unique educator-student dialogs about the teaching, training, and learning processes. Prensky is a strong
advocate of teachers knowing and using students' individual passions as motivators, and of students'
participation in the design of their own education. Prensky has published five books and scores of essays
and articles, including Digital Game-Based Learning (McGraw-Hill, 2001), Don't Bother Me Mom — I'm
Learning (Paragon House, 2006), Teaching Digital Natives: Partnering for Real Learning (Corwin, 2010),
From Digital Natives to Digital Wisdom (Corwin, 2012), and BRAIN GAIN: Technology and the Quest for
Digital Wisdom (Palgrave Macmillan, 2012).
Monday, December 9 from 2:30 pm to 4:30 pm
D03 TEACHER/PRINCIPAL COMPASS: NAVIGATING YOUR WAY TO EFFECTIVENESS
Observing and evaluating teacher and leader performance to guide development is a critical component of
many assessment initiatives. Hear about a customizable diagnostic and prescriptive professional
development tool. See how the software streamlines the process of teacher and principal observation and
evaluation, is highly customizable, supports evaluation frameworks, and automatically suggests online, ondemand professional development from a library of thousands of videos, tutorials, and online modules.
Sarah Schepman, Pearson Education School Achievement Services, Highlands Ranch, CO,
[email protected]
D14 GET MORE BANG FOR YOUR PROFESSIONAL GROWTH BUCK
Hear about new findings from a cross-district analysis of professional growth and support spending.
Examine new ways of integrating and leveraging professional growth and support programs across a school
system's human capital management system. Self-assess how resources are currently allocated for
professional growth and support in your school system. Explore a conceptual framework for understanding
how elements of this support need to be integrated.
Karen Hawley Miles, Education Resource Strategies, Watertown, MA, [email protected]
Genevieve Green, Education Resource Strategies, Watertown, MA, [email protected]
D33 USING DATA TO MAKE TEACHER EVALUATIONS MORE RELIABLE
Learn how a school district systematically implemented and efficiently scaled their new teacher-evaluation
model across the district, and eventually, statewide. Discover helpful data-driven methods and tools to
provide effective trainings, and establish consistent and accurate methods of teacher evaluation,
specifically, classroom observations. Interpret results of formative assessments to pinpoint areas of strength
and weakness, and use the data to focus and customize future training on classroom observation for teacher
evaluators.
Jana Burk, Tulsa Public Schools, Tulsa, OK, [email protected]
K.C. MacQueen, Empirical Education, Palo Alto, CA, [email protected]
D41 THE TEACHER KNOWING-DOING GAP
Teachers find themselves struggling with information overload, as well as a lack of some information, and
old habits. Address the knowing-doing gap and see how to improve student achievement through
professional development. Understand how professional development, not evaluation, can close the gap.
Transform awareness into action and habit into change.
Jane Pollock, Learning Horizon, Fort Collins, CO, [email protected]
Gary Nunnally, Lincoln, NE, [email protected]
Monday, December 9 from 3:30 pm to 4:30 pm
TL05 THOUGHT LEADER LECTURE
3:30 p.m. - 4:30 p.m.
LET’S MEET IN THE MIDDLE AND WORK THE CURVE
If we’re going to significantly impact student achievement for students, not only do we have to implement
reforms with fidelity, but we have to do so while considering those who are closest to teaching and learning
in the classroom: teachers and principals. Understand how teachers and principals are the linchpin for
successful reforms. Hear about the work being done at the Bill & Melinda Gates Foundation, in
conjunction with many partners, and how it has the potential to significantly accelerate teacher and student
performance in this country. See how teachers and principals can be co-leaders and co-designers of reforms
by using multiple measures to measure teacher performance, developing tools to help teach the Common
Core State Standards, and providing professional learning opportunities that show impact.
Irvin Scott, Bill & Melinda Gates Foundation, Washington, DC, [email protected]
Tuesday, December 10 from 9 am to 10 am
TL06 THOUGHT LEADER LECTURE
9 a.m. - 10 a.m.
TEACHER EVALUATION DONE RIGHT
Prodded by the requirements of Race to the Top grants and federal waivers from No Child Left Behind,
states and districts across the country have been changing policies at a rapid pace. The drive for timely
reform does not allow much chance to consider the research base for teaching practice and can result in
teacher evaluations fraught with unintended consequences. Hear why a research-based approach to teacher
evaluation is a must and gain an overview of guidelines and models that could be used to make such an
approach a reality.
Linda Darling-Hammond, Stanford University, Stanford, CA, [email protected]
Tuesday, December 10 from 9 am to 12 pm continuing 2:30 pm to 4:30 pm
E06 GROWTH PROMOTING FORMATIVE TEACHER OBSERVATIONS AND SUMMATIVE
EVALUATIONS
Acquire tools to effectively and efficiently diagnose and provide prescriptive strategies for all teachers in
moving toward increased educator accountability. Leave with transferable tools to assist all teachers in
making immediate growth that will lead to increased active student engagement and informed summative
evaluations. Discuss and analyze leveled components of active student engagement and lesson delivery.
Practice and develop in-depth coaching and consulting observation data conversations.
Annette Brinkman, Granite School District, Salt Lake City, UT, [email protected]
Ellen Williams, Brigham Young University, South Jordan, UT, [email protected]
Tuesday, December 10 from 9 am to 12 pm
F03 TEACHER EVALUATION IN THE COMMON CORE STATE STANDARDS ERA
Learn about a new research project and field study focused on teachers' continuous professional
improvement that is designed to use Charlotte Danielson’s Framework for Teaching and the Common Core
State Standards evidence guides. Understand how the project is leading to revisions in the framework for
evaluating and developing teachers to effectively prepare students for the Common Core assessments. Hear
about how the framework and the evidence guides act as indicators of effective teaching and guide
videotaping of exemplary teaching practice. Discuss the review and revision of these two instruments as
part of the teacher evaluation and development process.
Charlotte Danielson, Danielson Group, Princeton, NJ, [email protected]
Mark Atkinson, Teachscape, San Francisco, CA, [email protected]
F14 THE LEADER'S ROLE IN EMBEDDED PROFESSIONAL GROWTH
Maximize the interactions between an instructional leader and teachers. Identify teacher practice through a
continuum of behaviors so that the classroom becomes student-centered and standards-focused. Practice
coaching that empowers teachers and instructional leaders to higher levels of effective performance. Gain
expertise in gauging the degree of performance through focused walk-throughs.
Sue Davis, Kentucky Educational Development Corporation, Catlettsburg, KY, [email protected]
Tammy Wall, Big East Special Education Cooperative, Ashland, KY, [email protected]
Tuesday, December 10 from 10 am to 12 pm
G19 TEACHER EVALUATIONS THAT LEAD TO TEACHER GROWTH
Learn how to turn your teacher evaluations into meaningful opportunities for teacher learning. Discover
how to transition your school from a culture of nice to a culture of learning where you don't have to be bad
to get better. Learn how to actively engage teachers in their own professional learning. Hear veteran
educators describe how these changes have impacted their teaching.
Candi McKay, McKay Consulting, Durham, NC, [email protected]
Tuesday, December 10 from 1 pm to 2:15 pm
KEYNOTE SPEAKER PEDRO NOGUERA
GENERAL SESSION
URBAN EDUCATION
Pedro Antonio Noguera is the Peter L. Agnew Professor of Education at New York University (NYU). He
holds tenured faculty appointments in the departments of teaching and learning and humanities and social
sciences at the Steinhardt School of Culture, Education and Development at NYU. He is also the executive
director of the Metropolitan Center for Urban Education and the co-director of the Institute for the Study of
Globalization and Education in Metropolitan Settings. Noguera is the author of seven books and over 150
articles and monographs. His most recent books are Creating the Opportunity to Learn with A. Wade
Boykin (ASCD, 2011) and Invisible No More: Understanding and Responding to the Disenfranchisement
of Latino Males with A. Hurtado and E. Fergus (Routledge, 2011). Noguera appears as a regular
commentator on educational issues on CNN, National Public Radio, and other national news outlets. From
2009 - 2012 he served as a trustee for the State University of New York as an appointee of the governor.
He serves on the boards of numerous national and local organizations including the Economic Policy
Institute, the Young Women's Leadership Institute, The After School Corporation, and The Nation
Magazine.
Tuesday, December 10 from 2:30 pm to 4:30 pm
H36 PROFESSIONAL DEVELOPMENT BEGINS WITH YOU
See how Conifer and Columbine High Schools opened the classroom black box by closely examining and
coaching their teachers in the use of time to create more meaningful professional goals. Learn how to
collect and aggregate data in order to discover how classrooms are different, why they're different, and how
to make meaningful change. Develop a deeper awareness of a teachers' profile and make more informed
decisions about responses to data. Practice observing and coaching colleagues.
Brian Stotts, Jefferson County Public Schools, Conifer, CO, [email protected]
Christie Stricker, Jefferson County Public Schools, Conifer, CO, [email protected]
Mike Musick, Jefferson County Public Schools, Evergreen, CO, [email protected]
Bruce Lindsey, Jefferson County Public Schools, Littleton, CO, [email protected]
Joey Wilson, Jefferson County Public Schools, Pine, CO, [email protected]
H38 GENERATING TEACHING EFFECTIVENESS THROUGH EVALUATION AND
PROFESSIONAL LEARNING
Discover how districts can generate teaching effectiveness by creating human capital systems that integrate
effective professional learning into their teacher evaluation systems. Explore strategies designed to ensure
that evaluation and job-embedded professional learning are not experienced as separate unrelated programs,
but as two sides of the same coin. Review initial findings and district examples that illustrate the integration
of professional learning and teacher evaluation.
Amy Colton, Center for Collaborative Inquiry, Ann Arbor, MI, [email protected]
Kay Cornell, West Bloomfield, MI, [email protected]
H46 SHIFT HAPPENS
Learn how one of the largest districts in the nation, with over 300,000 students and 12,000 teachers,
transformed their thinking of professional development in response to a new teacher evaluation system.
Move away from the traditional professional development to a more tailored, job-embedded experience.
Explore the tools and resources designed to improve teacher practice and impact learning.
Denise Martinez, Houston Independent School District, Houston, TX, [email protected]
Christina Estes, Houston Independent School District, Houston, TX, [email protected]
Nalsy Perez, Houston Independent School District, Houston, TX, [email protected]
Wednesday, December 11 from 7:45 am to 9:45 am
I04 EDUCATOR EVALUATION: DEVELOPING AN EFFECTIVE MODEL FOR
EXCELLENCE
Hear how one school district implemented effective educator evaluation initiatives linked directly to
student assessment. Discuss the importance of inter-rater reliability among administrative teams and how
teacher effectiveness directly correlates with student outcomes. Identify ways to utilize both formative and
summative assessments as a blueprint to improve teaching and learning through the evaluation process.
William George, Middletown Township Public Schools, Middletown, NJ, [email protected]
Jill Takacs, Middletown Township Public Schools, Middletown, NJ, [email protected]
I19 OBSERVE, EVALUATE, IMPROVE: HOW TECHNOLOGY PLAYS A ROLE
Discover how one district created an innovative, technology-enabled teacher evaluation system tied to
professional learning to drive teacher effectiveness and improve student outcomes. See examples of the
technology used in the district and learn about its impact in helping to drive data-driven observations and
teacher effectiveness. Learn how the district is expanding usage of this technology during the school year.
Understand the benefits, ease of use, and cost savings of video- and observation-based technologies as part
of the overall teacher evaluation system.
Gloria Cavazos, Aldine Independent School District, Houston, TX, [email protected]
Selina Chapa, Aldine Independent School District, Houston, TX, [email protected]
I39 TEACHER EFFECTIVENESS AND EVALUATION
Join the debate on defining and evaluating effective teachers by using an interactive website. Determine the
importance of practices such as instructional rounds and evidence-based observations to define effective
teaching and evaluation. Gain resources to create your own system for defining teacher effectiveness and
creating a teacher evaluation system inclusive of all stakeholders. Bring your laptop or tablet computer to
fully participate.
Marsha Buckley-Boyle, San Diego County Office of Education, San Diego, CA,
[email protected]
I43 IMPROVING PROFESSIONAL DEVELOPMENT FROM THE INSIDE OUT
Learn how to increase the effectiveness of professional development in your building by creating
classroom-embedded opportunities for professional learning. Explore how to utilize peer observations to
improve the instructional impact of all professional development efforts, from implementation of the
Common Core State Standards to the application of new teacher evaluation frameworks. Explore the steps
of this unique observation process and protocols for the collection of classroom data and examine how peer
observations can be leveraged to facilitate instructional learning and enhance professional learning
communities in your building.
Trent Kaufman, Education Direction, Salt Lake City, UT, [email protected]
Phyllis Carr, Chandler Unified School District, Chandler, AZ, [email protected]
Wednesday, December 11 from 10:30 am to 11:45 am
KEYNOTE SPEAKER CONSUELO CASTILLO KICKBUSCH
GENERAL SESSION
VALUING DIVERSITY
Consuelo Castillo Kickbusch was born and raised along the border in a small barrio in Laredo, Texas. After
graduating from Hardin Simmons University, Kickbusch entered the U.S. Army as an officer and served
for two decades. She became the highest-ranking Hispanic woman in the combat support field of the U.S.
Army. In 1996, Kickbusch chose to retire from the military rather than assume a command post, in part, to
honor her mother's dying wish to serve her community by dedicating her time to operating Educational
Achievement Services and preparing tomorrow's leaders today. In 1998, Kickbusch and a team of educators
created the Family Leadership Institute, a multi-faceted educational program focused on providing
immigrant/migrant Hispanic families with knowledge, tools, and inspiration to help their first- and secondgeneration children succeed in school and in life. Kickbusch's dedication to the youth of America has
garnered her numerous awards and citations from educational institutions, government agencies,
professional organizations, as well as the national media.