Wednesday, January 14, 2015

Turning Up the H.E.A.T. on Teacher Effectiveness

How can school systems maximize the instructional benefits of their teacher evaluation system? Unfortunately, spending endless hours generating deposition-grade documentation for either a short or long observation does not necessarily translate into improved instruction. Too often, the goal during a post observation conference is not to discuss best practices pedagogy, but to ensure the highest summative score from the teacher’s perspective and to avoid any possible grievances from the observer’s vantage point.

High quality classroom walkthroughs that include targeted feedback can provide the pivotal bridge between formal teacher evaluations and improved  teaching and learning. Using the H.E.A.T. walkthrough protocol enables building/district-level administrators, supervisors, and instructional coaches to conduct brief 5-7 minute walkthroughs to document the amount of H.E.A.T. (Higher order thinking, Engaged learning, Authentic connection, Technology use) applied to student learning.

More importantly, documenting the amount of H.E.A.T. during a walkthrough also corresponds directly to the Danielson Framework as outlined below:

Higher Order Thinking
1-D: Demonstrating Knowledge of Resources
1-E: Designing Coherent Instruction
2-B: Establishing a Culture for Learning
3-A: Communication with Students
3-B: Using Questioning and Discussion Techniques

Engaged Learning
1-E: Designing Coherent Instruction
2-A: Creating an Environment of Respect & Rapport
2-B: Establishing a Culture for Learning
3-A: Communication with Students
3-C: Engaging Students in Learning

Authentic Connections
1-A: Demonstrating Knowledge of Content & Pedagogy
1-E: Designing Coherent Instruction
1-F: Designing Student Assessments
2-B: Establishing a Culture for Learning

Technology Use
1-D: Demonstrating Knowledge of Resources
2-E: Organizing Physical Space

Reminding teachers that the goal is to turn up the H.E.A.T. on student learning, and not concentrate on isolated teaching behaviors (e.g., 1D, 3B, 1F, 2A) can ultimately position a school building to realize the benefits of collegial feedback leading to continuous improvement in the classroom.