Team 2 :: Gavin, Hui Lin, Aisha, and Julie will be working on project #21 - designing a more comprehensive system for teacher evaluation and professional development.

    Wiki Reflection Activity:

    Find a way to represent your team's design process and turn it in with your reflection sheet. If it makes sense, include process phases.

    Generate 3 or more anecdotes about your team's process that you would love to share will help teach your grandchildren design thinking when take a d.school classes. Example: In order to test how people act when they are anxious, we had people drink a 2 litters of water and wouldn't let them use the restroom until they answered 2 trivia questions (true student example about prototyping an experience with limited resources).

    - sometimes when you think you're going off on a tangent, it results in your most productive brainstorming (like how hunting leads to dating which leads to teaching....)

    - you need to watch your wording and framing depending on your audience (like how teachers want non-threatening PD and how our mentor wanted us to be more business-focused)

    - ground in a character like Peter, who has an awesome hat

    Individually, please add 3 elements to each category of the I like, I wish, how to wiki page.

    A teacher who would like to understand her strengths and how she can improve would like to collect candid and useful feedback from a variety of sources and be able to synthesize this data in order to identify next steps.

    Field work for May 6th Class

    Feedback on Peer Feedback suggestion:

    Main takeaways - peer feedback valuable, and something teachers would definitely like to have more of. Perhaps most valuable when focused on particular aspects of teaching, e.g. improving class participation or checking homework completion and comprehension, or when aligned with overall school goals. Connecting it with a particular aim may make it more likely to be prioritised. Constructive and positive feedback definitely preferred to negative feedback.

    Siobhan Walsh, Drama teacher at a girls' academy in London:

    'the idea is GREAT! I would LOVE to learn from other teachers. I want to see how others do things'. She also likes that its positive feedback because 'teachers are sick to death of being criticised'. They actually have a similar thing going, in triplets, but because its voluntary and they have to do it in their own time, there isn't always enough time for it (free time filled with lesson planning and other admin). She was a bit more leery about the student feedback, as she says depending on how its done that can sometimes undermine the teachers, and you have to be careful about the student's expectations - class can't be all fun and games all the time. (Siobhan's school is all about student empowerment though, one which was less responsive to students might find the student feedback more useful)

    Hazel Washington, English teacher at a 6th Form College (16-18yr olds) in England:

    The ideas sound very strong,very good especially the first one which sets a friendly reciprocal learning frame, and two, an opportunity to talk through issues critically but in a supportive way. Supposedly the questions are there to get the observed teacher to reflect on her performance. That bit may need time rather than immediate feedback. Could be build in as a monthly or terrmly peer support especially for new teachers or teachers just wanting to reapraise their practice

    Jane Olson, English teacher at a small private school in the East Bay:

    observed a pre-calc class
    haven't done it in the past - extremely rare to visit teacher outside own discipline
    first time ever observed a math class

    checked and corrected HW - interesting
    completion, then checks correctness as a class, then sample on board
    can replicate certain things in English
    instant feedback

    mostly typical of experienced teacher interacting with students

    had a discussion afterwards about HW checking activity
    10 minute chunk too short
    miss organic unfolding
    pre-arranged to start at beginning of class
    limited amount of time to understand how it works
    peer feedback is really useful
    observe a problematic/challenging situation back and forth
    focused application
    difficult to know what to do with prototype, wanted it to be more professional-looking

    want to think about a particular application
    10 minutes helpful if targeted

    uninitiated colleague doesn't get the meta-process (not experienced with design thinking)
    work on different presentation that will be more comfortable for teachers

    which sources teachers find useful
    required to solicit student feedback to apply for salary raise
    student more valuable than parent
    1. student - instant and valuable
    open relationship, especially around design thinking
    semester surveys they fill out with exams
    target representative students within each class - model for general comprehension
    2. colleague

    building a classroom culture of feedback:
    design projects are a great way to open classroom culture
    failures - go back through it as a class
    teacher openness to failure -> students feel free to open up
    very personal relationships based on school culture
    re-write system -> always revising
    build in at the beginning of the year
    show and model desire for positive feedback

    school culture:
    small school (130) and small classes (~15)
    3x/yr offsite activities to live and work together as a team
    non-traditional T/S relationships
    small departments -> repeat teachers for each student
    functions like a summer camp with learning

    autonomy within own classroom, even if you don't have it within the school

    time article - S learn more and do better on tests when you have a competent teacher
    feedback is one way to build a more effective teacher
    mastery of process -> more effective content delivery

    Link to NTLB 2010 Homepage

    Download file "files for groups_Page_8_GAVIN.jpg" (team agreement)

    For April 27th class:
    The 2-3 Analogous Situations we explored and what we learned:
    1) business settings: client relationships
    the feedback from the client should be the most important aspect of judging someone's performance - i.e. the student should have the most important feedback in evaluating the teacher. this setup doesn't necessarily translate into public ed. b/c clients can't really "vote with their feet".

    2) Bain PD structure
    evaluation should take into account experience levels and have different expectations of rookies and experts, but hold both to high standards within those brackets
    many of these metrics carry over to the education space - might be a bit TFA?
    provides very specific strengths and points of growth
    explicated plan sets frame for conversations around PD

    *could using a plan more like this one help teachers trust the data more?

    3) Singapore teacher evaluation and PD structure
    Learned (summary):
    - Education Ministry offers up to 100 hours of training time - alleviates concern of teachers not having enough time for PD
    - not much PD internally
    - yearly reviews are used to determine size of performance bonus
    - reviews evaluate teachers across a range of skills - teaching, administrative roles, involvement in student clubs, contribution to committees etc
    - teachers spend too much time grading to be able to devote more efforts into observing/learning from other teachers

    For more details, please refer to Download file "Intl teaching examples.doc"

    4) UK Teacher PD System
    Receive an annual review from the Head of Curriculum. During the meeting, they discuss:
    1) The classroom observation conducted by the Head of Curriculum
    2) Any training needs identified by the teacher or arising from the observation
    3) Progress against targets identified in the prior year’s review
    4) Curriculum development, including external changes in the specifications
    5) New initiatives that the college is developing, e.g. integrating technology into the classrooms
    Classroom observations are graded on a 1-4 scale, with 1 being Outstanding and 3 being Satisfactory. [Teacher I interviewed feels that the observations are not always impartial, i.e. need to keep teachers on a particular pay scale may motivate some of the feedback]
    The teacher I spoke to definitely thinks that an emphasis on PD is valuable for improving her craft, however she does not feel that the current system is always aligned towards development - there is some suspicion that the evaluations are being used to ‘get more out’ of the teachers or to push agendas like increased technology use. [Sounds like perception is that PD evaluations are being used as a control mechanism rather than a means for the school and teachers to work together to improve the teachers’ craft] Although teachers can request training, this isn’t always approved as it costs money, and tight scheduling makes it hard to attend training sessions without missing classes.
    She would like to have credible feedback on whether she is delivering the subject well and what improvements can be made. Feedback from students would be useful if it could be trusted. Peer feedback is also good.

    Feedback on our rough prototype:
    student feedback can be tough because students haven't been socialized into evaluating their teachers, might also be afraid to give honest criticism

    likes the idea of peer evaluations, but teachers don't really visit each others' classrooms unless they're team-teaching

    in order for student or peer evaluations to work, would have to set up a year-long, iterative system so that the data produced would be valid and reliable

    What we learned about the user from our rough prototype:
    teachers like idea of feedback, but don't trust data to be reliable, hesitant to be judged by it if they don't trust it

    Our most current POV statement (descrip of user) needs ______ (think verb) b/c ______ (insight). :

    1) A teacher who wants to improve her teaching through the use of evaluation data needs credible and valid data sources and methods of collection because she doesn't trust students to provide useful and objective feedback.

    2) A teacher who wants to improve her teaching through feedback needs to have students who are willing to actively provide truthful feedback about her teaching because most students don't like to fill out evaluation surveys and so, the survey results don't contain much meaningful information for the teacher to act on.

    3) A teacher who wants to capture feedback from parents but whose students' parents are too busy to know much about their kids or to stay engaged with the school need to solicit feedback from other people who have greater interaction with the students, e.g. babysitters, domestic help or grandparents because these groups of people tend to be overlooked when teachers think of reaching out to learn more about the student's life.

    ideas/components/aspects we are going to prototype on Thursday, April 29th:


    /groups/k12/search/index.rss?tag=hotlist/groups/k12/search/?tag=hotWhat’s HotHotListHot!?tag=hot6/groups/k12/sidebar/HotListAdded tag - hotdyoungDevon Young2016-06-09 18:05:15+00:002016-06-09 18:05:15addTag14Added tag - activitydyoungDevon Young2016-06-09 08:51:57+00:002016-06-09 08:51:57addTag13Added tag - testdyoungDevon Young2016-06-09 08:51:48+00:002016-06-09 08:51:48addTag12Added tag - prototypedyoungDevon Young2016-06-09 08:51:46+00:002016-06-09 08:51:46addTag11Added tag - ideatedyoungDevon Young2016-06-09 08:51:45+00:002016-06-09 08:51:45addTag10Added tag - definedyoungDevon Young2016-06-09 08:51:43+00:002016-06-09 08:51:43addTag9Added tag - empathizedyoungDevon Young2016-06-09 08:51:42+00:002016-06-09 08:51:42addTag8Added tag - stokedyoungDevon Young2016-06-09 08:51:40+00:002016-06-09 08:51:40addTag7Added tag - design thinking processdyoungDevon Young2016-06-09 08:51:38+00:002016-06-09 08:51:38addTag6Added tag - resourcesdyoungDevon Young2016-06-09 08:51:35+00:002016-06-09 08:51:35addTag5dyoungDevon Young2016-06-06 23:47:53+00:002016-06-06 23:47:53updated4dyoungDevon Young2016-06-06 21:53:23+00:002016-06-06 21:53:23updated3dyoungDevon Young2016-06-06 20:58:40+00:002016-06-06 20:58:40updated2First createddyoungDevon Young2016-06-06 20:58:21+00:002016-06-06 20:58:21created1wiki2016-06-06T23:47:53+00:00groups/k12/wiki/bb07fFalseResources and Tools by Stage/groups/k12/wiki/bb07f/Resources_and_Tools_by_Stage.htmlDevon Young14 updatesResources and Tools by Stage Key tools and worksheets in each step Warm-up [Download file "Stoke Deck.pdf"] Improv Toolkit for Educators, Improv Activiti...Falsedyoung2016-06-06T23:47:53+00:00Added tag - hotdyoungDevon Young2016-06-09 18:04:48+00:002016-06-09 18:04:48addTag18Added tag - full-cycledyoungDevon Young2016-06-09 06:21:38+00:002016-06-09 06:21:38addTag17Added tag - designed by k12 labdyoungDevon Young2016-06-09 06:21:34+00:002016-06-09 06:21:34addTag16Added tag - educator workshopdyoungDevon Young2016-06-09 06:21:23+00:002016-06-09 06:21:23addTag15Added tag - 2-hourdyoungDevon Young2016-06-09 06:21:18+00:002016-06-09 06:21:18addTag14Added tag - 2016dyoungDevon Young2016-06-09 06:21:08+00:002016-06-09 06:21:08addTag13Removed tag - workshopdyoungDevon Young2016-06-09 06:21:02+00:002016-06-09 06:21:02removeTag12Removed tag - morning routinedyoungDevon Young2016-06-09 06:21:00+00:002016-06-09 06:21:00removeTag11Removed tag - dp0dyoungDevon Young2016-06-09 06:20:59+00:002016-06-09 06:20:59removeTag10Removed tag - design thinking burstdyoungDevon Young2016-06-09 06:20:56+00:002016-06-09 06:20:56removeTag9Added tag - workshopdyoungDevon Young2016-06-06 15:58:59+00:002016-06-06 15:58:59addTag8Added tag - design thinking burstdyoungDevon Young2016-05-23 20:34:51+00:002016-05-23 20:34:51addTag7Removed tag - burstdyoungDevon Young2016-05-23 20:34:43+00:002016-05-23 20:34:43removeTag6Added tag - morning routinedyoungDevon Young2016-05-23 20:34:05+00:002016-05-23 20:34:05addTag5Added tag - dp0dyoungDevon Young2016-05-23 20:33:54+00:002016-05-23 20:33:54addTag4Added tag - burstdyoungDevon Young2016-05-23 20:33:47+00:002016-05-23 20:33:47addTag3dyoungDevon Young2016-05-23 16:46:27+00:002016-05-23 16:46:27updated2First createddyoungDevon Young2016-05-23 16:08:56+00:002016-05-23 16:08:56created1wiki2016-05-23T16:46:27+00:00groups/k12/wiki/213e5FalseDesign Thinking Burst: May 18, 2016 /groups/k12/wiki/213e5/Design_Thinking_Burst_May_18_2016_.htmlDevon Young18 updatesDesign Thinking Burst: May 18, 2016 What: An introductory experience for educators who are interested in learning about the design thinking process. When: April 28, 2016 at the d...Falsedyoung2016-05-23T16:46:27+00:00Added tag - hotdyoungDevon Young2016-06-09 18:05:46+00:002016-06-09 18:05:46addTag16Added tag - full-cycledyoungDevon Young2016-06-09 06:22:15+00:002016-06-09 06:22:15addTag15Added tag - designed by k12 labdyoungDevon Young2016-06-09 06:22:11+00:002016-06-09 06:22:11addTag14Added tag - educator workshopdyoungDevon Young2016-06-09 06:22:06+00:002016-06-09 06:22:06addTag13Added tag - 2-daydyoungDevon Young2016-06-09 06:22:01+00:002016-06-09 06:22:01addTag12Added tag - 2016dyoungDevon Young2016-06-09 06:21:58+00:002016-06-09 06:21:58addTag11Removed tag - workshopdyoungDevon Young2016-06-09 06:21:52+00:002016-06-09 06:21:52removeTag10Removed tag - discover design thinkingdyoungDevon Young2016-06-09 06:21:50+00:002016-06-09 06:21:50removeTag9Added tag - workshopdyoungDevon Young2016-06-06 15:59:14+00:002016-06-06 15:59:14addTag8Removed tag - savedyoungDevon Young2016-06-06 15:59:10+00:002016-06-06 15:59:10removeTag7Added tag - discover design thinkingdyoungDevon Young2016-05-23 21:41:41+00:002016-05-23 21:41:41addTag6Added tag - savedyoungDevon Young2016-05-16 20:35:23+00:002016-05-16 20:35:23addTag5dyoungDevon Young2016-05-13 21:14:20+00:002016-05-13 21:14:20updated4dyoungDevon Young2016-05-11 15:57:56+00:002016-05-11 15:57:56updated3dyoungDevon Young2016-05-11 03:15:39+00:002016-05-11 03:15:39updated2First createddyoungDevon Young2016-05-11 03:01:09+00:002016-05-11 03:01:09created1wiki2016-05-13T21:14:20+00:00groups/k12/wiki/7c78cFalseDiscover Design Thinking workshop: May 5-6 2016/groups/k12/wiki/7c78c/Discover_Design_Thinking_workshop_May_56_2016.htmlDevon Young16 updatesDiscover Design Thinking workshop: May 5-6 2016 Edit this page Create a new page Delete this ...Falsedyoung2016-05-13T21:14:20+00:00Added tag - hotarazAriel Raz2016-06-09 18:05:38+00:002016-06-09 18:05:38addTag13Added tag - prototypearazAriel Raz2016-06-09 06:30:10+00:002016-06-09 06:30:10addTag12Added tag - full-cyclearazAriel Raz2016-06-09 06:30:00+00:002016-06-09 06:30:00addTag11Added tag - grades 9-12arazAriel Raz2016-06-09 06:29:55+00:002016-06-09 06:29:55addTag10Added tag - student curriculumarazAriel Raz2016-06-09 06:29:51+00:002016-06-09 06:29:51addTag9Added tag - 1-weekarazAriel Raz2016-06-09 06:28:21+00:002016-06-09 06:28:21addTag8Added tag - 2016arazAriel Raz2016-06-09 06:28:18+00:002016-06-09 06:28:18addTag7Removed tag - student workshoparazAriel Raz2016-06-09 06:28:07+00:002016-06-09 06:28:07removeTag6Removed tag - fail forwardarazAriel Raz2016-06-09 06:28:03+00:002016-06-09 06:28:03removeTag5Added tag - student workshoparazAriel Raz2016-06-06 16:37:11+00:002016-06-06 16:37:11addTag4Added tag - fail forwardarazAriel Raz2016-06-06 16:36:53+00:002016-06-06 16:36:53addTag3arazAriel Raz2016-03-14 03:01:39+00:002016-03-14 03:01:39updated2First createdarazAriel Raz2016-03-14 02:48:24+00:002016-03-14 02:48:24created1wiki2016-03-14T03:01:39+00:00groups/k12/wiki/0502dFalseMt. Vernon Presbyterian School - Fail Forward/groups/k12/wiki/0502d/Mt_Vernon_Presbyterian_School__Fail_Forward.htmlAriel Raz13 updatesMt. Vernon Presbyterian School - Fail Forward On this page you'll find resources for the one week workshop we held with Mt. Vernon Presbyterian School. The frame of the weeklong experience was...Falsearaz2016-03-14T03:01:39+00:00weblog2009-11-19T16:29:14+00:00groups/k12/weblog/56457FalseNew Riverside-Nueva partnership/groups/k12/weblog/56457/New_RiversideNueva_partnership.htmlLeticia Britos0 updatesNew Riverside-Nueva partnership The Nueva School has some exciting news to report. After the six of us (Rebecca, Megan, Keely, Kim, Anna, and I) from Nueva met Deepa and Veena fro...Falselbritos2009-11-19T16:29:14+00:00hot/groups/k12/search/index.rss?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomelist/groups/k12/search/?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomeRecent ChangesRecentChangesListUpdates?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcome0/groups/k12/sidebar/RecentChangesListmodifiedDateallRecent ChangesRecentChangesListUpdateswiki/welcomeNo recent changes.reverse5search