Consulting and Training

• Current Research and Practices in Instruction That Maximize Student Achievement

• Teaching in the Standards-Based Classroom
• Teaching in a Differentiated-Instruction Classroom
• Teaching in Extended Blocks: Being the Guide on the Side, Not the Sage on the Stage
• Teaching the English Language Learner in the Regular Classroom Setting
• Theories and Practices of Intelligence and Brain-Based Teaching That Contribute to Student Success and Close the Achievement Gap
• Lesson Study and Peer-Facilitated Classroom Research (aka Peer Coaching)
• Mentor for Success
• Newly Hired Teacher Seminars
• Mastery Teaching With the Brain in Mind
• Classroom Management
• Working Effectively With Parents
• Using Local, State and National Assessment Data About a Teacher's Own Students to Inform Instruction and Raise Student Achievement
• Using Standardized Test Data to Inform Instruction

• Understanding the Standards-Based Classroom I: Levels of Mastery and Planning for Mastery
• Understanding the Standards-Based Classroom II: Assessing Student Learning
• Effective Management of Individuals and Groups
• Understanding the Standards-Based Classroom III: Differentiated Instruction
• Intelligence/Motivation

• Teacher Supervision and Evaluation That Works I: Observing, Developing, Assessing and Documenting Classroom Teaching
• Teacher Supervision and Evaluation That Works II: Evaluating Unsatisfactory Tenured Teachers, Teachers New to the Profession and Experienced Teachers Newly Hired to the District

Administrator Workshops

• Effectively Observing, Developing, Assessing, Documenting and Conferencing About Classroom Teaching
• Guided Observations
• Difficult Supervision and Evaluation Conferences
• Using Data Sources Other Than the Full Class Observation to Give a 360-Degree Assessment of Teacher Performance
• Supervision and Evaluation in a Standards-Based (Mastery-Based) Environment I
• Supervision and Evaluation in a Standards-Based (Mastery-Based) Environment II
• Supervising and Evaluating the Newly Hired (Probationary) Teacher
• Supervising and Evaluating the Unsatisfactory and Barely Satisfactory Teacher and Progressive Discipline
• Coaching Seminars on Difficult Evaluations
• Strategic Planning
• Interest-Based Bargaining
• District-Wide Teacher Supervision and Evaluation That Works
• Evaluating the Evaluators

• File Cabinet Assessment of District-Wide Supervision and Evaluation Observation Write-Ups and Evaluation Write-Ups
• Supervision and Evaluation Training Needs Assessment
• Assessment of the District’s Supervision and Evaluation Documents
• Development of Supervision and Evaluation Documents
• Principal Executive Coaching
• Superintendent and Assistant Superintendent Executive Coaching

Program Descriptions

Teacher Course

Current Research and Practices in Instruction That Maximize Student Achievement

College: Fitchburg State College or Rhode Island College
3 graduate credit hours

Text: Deane, J., Ph.D., Ribas, W., Ph.D., & Seider, S., M.Ed. (2005). Instructional Practices That Maximize Student Achievement: For Teachers, By Teachers. Westwood, MA: Ribas Publications.

The course is designed to provide teachers with the instructional competencies proven to increase student achievement. For each topic identified in the objectives, the authors have compiled a comprehensive review of the most recent literature. The authors and their team of consulting teachers have included proven classroom strategies that effectively implement the research described in the review of literature.

Classroom Management
After this section of the course, the participants will be able to

• develop and implement classroom rules and routines that maximize the level of respectful, on-task behavior
• develop and implement a system of rewards and consequences for reinforcing respectful, on-task behavior
• obtain students’ attention at the start of lessons, after group and partner activities, after interruptions, and after student attention has deteriorated

Framing the Learning to Maximize Understanding and Retention
After this section of the course, the participants will be able to

• use activators to show students how the content and the skills taught in lessons connect to their previous learning
• use agendas to tell students what they will do during lessons
• use lesson objectives to create contexts that lead to deeper understanding and longer retention of independent facts as they appear in lessons
• create increased motivation and retention by explaining to students why the knowledge and skills taught in lessons are relevant to them
• use summarizers to increase student mastery and retention of the knowledge and skills taught in lessons

Mastery-Based (Standards-Based) Planning
After this section of the course, the participants will be able to

• write objectives for classes or units in language that describes what the students will know and be able to do after the teaching is finished
• write objectives for classes or units in language that enables them to readily assess whether or not the objectives have been mastered
• choose assessments that measure student mastery of the objectives
• choose activities that maximize student mastery of the objectives

Assessment of Student Work
After this section of the course, the participants will be able to

• describe the various purposes for assessment
• define the similarities and differences between summative and formative assessments
• define the similarities and differences between product and performance assessments
• create teacher-made product and performance assessments that gauge levels of student mastery on the stated objectives, both formatively and summatively
• write rubrics and criteria sheets that assess student products and performances on those concepts that are difficult to quantify for assessment

Questioning Skills for Regular and Special Education Students
After this section of the course, the participants will be able to

• increase the number of regular and special education students who ask and answer questions in their classes
• raise the thinking level of the answers they get from students
• use questions and dipsticking to formatively assess student understanding
• use questions and dipsticking to inform their instruction

Differentiated Instruction
After this section of the course, the participants will be able to

• define differentiated instruction to colleagues
• plan lessons that can flexibly provide reteaching, practice and extension as needed
• manage differentiated activities in single lessons

Lesson Study and Classroom Research
After this section of the course, the participants will be able to

• improve their teaching by watching colleagues teach and reflecting on how their observations may be used in their own classrooms
• give colleagues data they request about their teaching that will better enable them to reflect on and improve teaching performance
• obtain from colleagues data that will better enable them to improve their classroom performance
• develop a plan for analyzing and solving classroom problems
• assist colleagues in developing a plan for analyzing and solving classroom problems

Working Effectively With Parents
After this section of the course, the participants will be able to

• use proactive communication to establish positive relationships with parents
• conference effectively with parents
• effectively deal with aggressive parents
• maximize the engagement of uninvolved parents in their children’s education
• conduct successful curriculum night presentations

Theories and Practices of Intelligence and Brain-Based Teaching
That Contribute to Student Success
After this section of the course, the participants will be able to

• explain the key aspects of the following theories of intelligence:
  • innate, single entity intelligence
  • learnable intelligence
  • multiple intelligences
  • attribution of intelligence
• implement classroom strategies that move students toward the belief that success is due more to effort and acquired strategies than to innate ability and luck
• increase students’ motivation by helping them to equate success with effort and to work to acquire effective strategies

For those districts that do not wish to or are unable to offer complete courses, we have created workshop modules that enable a district to choose specific concepts from the courses. The following sections describe those workshops.

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Comprehensive School Reform (CSR)

Ribas Associates offers programs designed for improving schools and/or districts identified for Comprehensive School Reform and/or those that are failing to make adequate yearly progress. These programs provide teacher training in the areas noted in the course above as well as training in the following areas:

• using student test data (including quarterly assessments) to inform instruction
• teaching in a block schedule for high school and middle school teachers
• teaching English language learners in the regular classroom
• training the district’s educators to become in-district trainers and coaches
• executive coaching for administrators in the areas noted in the administrator courses described in this brochure

Copies of sample programs can be requested from our office by e-mailing pdoherty@ribasassociates.com or calling 781-551-9120.

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Conducting a Professional Development Needs Assessment (minimum of 3 days of consultant time with additional time needed for larger districts)

This program is designed to help district- and building-level administrators assess the professional development needs of their teachers. Teachers and administrators attend a three-hour presentation. During the first two hours, the consultant presents the current research and practice on effective instruction. During the final hour, the teachers complete a self-assessment in which they rate their levels of mastery on each of the areas of effective instruction. In the final hour the administrators fill out a similar needs assessment based on their beliefs about the training needs of the teachers they supervise. The consultant collates this information and provides the superintendent with a report and recommendations for future professional development.

In the administrator consulting area you will find a description of a needs assessment program that determines the needs of the district administrators for training in the area of supervision and evaluation.

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Teacher Workshops and Consulting

All of our courses and workshops are designed to meet the needs of teachers from preschool to grade 12. However, most workshops and courses can be customized to have an elementary or secondary focus for a nominal additional planning fee.

Teaching in the Standards-Based Classroom (3 days)

After this workshop series, the participants will be able to

• plan using the backward design (standards-based) method
• write objectives for classes or units in language that describes what the students will know and be able to do after the teaching is finished
• write objectives for classes or units in language that enables them to readily assess whether or not the objectives have been mastered
• choose activities that maximize student mastery of the objectives
• describe the various purposes for assessment
• define the similarities and differences between summative and formative assessments
• define the similarities and differences between product and performance assessments
• create teacher-made product and performance assessments that gauge levels of student mastery on the stated objectives, both formatively and summatively
• develop rubrics and criteria sheets that assess student products and performances on those concepts that are difficult to quantify for assessment
• increase the number of regular and special education students who ask and answer questions in their classes
• raise the thinking level of the answers they get from students
• use questions and dispsticking to formatively assess student understanding
• use questions and dipsticking to inform their instruction

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Teaching in a Differentiated-Instruction Classroom (3 days)
Prerequisite: Teachers must have mastered the competencies taught in Teaching in the Standards-Based Classroom

By the end of this workshop series, participants will be able to

• define differentiated instruction to colleagues
• plan lessons that can flexibly provide reteaching, practice and extension as needed
• write objectives for classes or units in language that describes what the students will know and be able to do after the teaching is finished
• write objectives for classes or units in language that enables them to readily assess whether or not the objectives have been mastered
• define the similarities and differences between summative and formative assessments
• define the similarities and differences between product and performance assessments
• create teacher-made product and performance assessments that guage levels of student mastery on the stated objectives, both formatively and summatively
• develop rubrics and criteria sheets that assess student products and performances on those concepts that are difficult to quantify for assessment
• manage differentiated activities in single lessons
• use graphic organizers to attend to various learning styles
• use a variety of instructional strategies to differentiate content, product and process

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Teaching in Extended Blocks: Being the Guide on the Side, Not the Sage on the Stage (3 days)

This workshop focuses on the adaptations required of teachers when shifting from a traditional schedule to a block schedule with extended blocks. The training is divided into 3 parts: lesson design, instructional strategies and assessment. The first part, lesson design, trains teachers in the three-part-design model that has proven effective for block scheduling. Teachers will also be guided through the process of developing a pacing guide designed to adapt their curriculum to a block schedule. The second part of the training, instructional strategies, exposes teachers to literally dozens of activities suited for the longer block period and directly adaptable to teachers' own classrooms. The final part of the training, assessment, focuses on a number of assessment strategies that become more feasible in a block schedule.

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Teaching the English Language Learner in the Regular Classroom Setting (3 days) (or 1 day for teachers who have mastered the competencies taught in Teaching in the Standards-Based Classroom and Teaching in the Differentiated-Instruction Classroom)

This workshop is designed to provide regular classroom teachers with the skills that effectively meet the needs of English language learners in their classrooms.

By the end of this workshop, participants will be able to

• explicitly link the subject content information and skills and English language concepts to the students' background experiences
• teach students the key vocabulary (e.g., introduced, written, repeated and highlighted for students to use)
• ensure that their speech is appropriate for students' proficiency level (e.g., slower rate and enunciation and simple sentences for beginners
• use a variety of teaching strategies to make concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language, think-alouds)

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Theories and Practices of Intelligence and Brain-Based Teaching That Contribute to Student Success and Close the Achievement Gap (1 day)
Prerequisite: Mastery of the competencies taught in Teaching in the Standards-Based Classroom and Teaching in a Differentiated-Instruction Classroom

By the end of this workshop, the participants will be able to

• explain the key aspects of the following theories of intelligence:
  • innate, single-entity intelligence
  • learnable intelligence
  • multiple intelligences
  • attribution of intelligence
• implement classroom strategies that move students toward the belief that success is due more to effort and acquired strategies than to innate ability and luck
• increase students' motivation by helping them to equate success with effort and to work to acquire effective strategies

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Lesson Study and Peer-Facilitated Classroom Research (aka Peer Coaching) (2 days)
This program seeks to maximize teacher professional growth through structured self-reflection and collegial observations and discussions. All participating teachers attend an initial six-hour workshop with a partner of their choosing that teaches the skill of peer observing and conferencing. During the afternoon, each teacher pair works together to develop and write a goal for growth (based on the district's performance and curriculum standards) and a plan for working with his/her partner to reach that goal. The discussions and observations between the teachers during their peer coaching experience are confidential. The second session is designed for partners to describe their projects and what they learned and plan next steps for classroom research. Teachers should have completed the Teaching in the Standards-Based Classroom workshop prior to attending this workshop.

By the end of this workshop series, teachers will be able to

• give colleagues data they request about their teaching that will better enable their partner to reflect on and improve teaching performance
• obtain from colleagues data that will better enable them to improve their classroom performance
• develop a plan for analyzing and solving classroom problems with a partner or team
• assist a colleague in developing a plan for analyzing and solving classroom problems
• improve their teaching by watching a colleague teach and reflecting on how their observations can be used in their classroom
• explain to colleagues the value of working with a peer reflection partner through peer observation, coaching, lesson study and/or peer facilitation

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Mentor for Success (3 days)
This program teaches mentor teachers the skills they need to assist newly hired teachers, including effective peer conferencing, peer observation, assisting newly hired teachers with planning and preparation, parent communication, classroom management, collegial relationships and the importance of mentors maintaining appropriate confidentiality.

By the end of the workshop series, mentors will be able to

• assist the newly hired teacher in preparing for the first day and week of school
• conference with the newly hired teacher in ways that are clear and concise, yet non-threatening
• assist the newly hired teacher to plan his/her teaching in ways that maximize student mastery
• assist the newly hired teacher in developing and implementing an effective classroom management plan
• observe the newly hired teacher's teaching and gather data that will be helpful to the newly hired teacher in improving his/her teaching
• assist the newly hired teacher with parent communication

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Newly Hired Teacher Seminars (3 days)
This program focuses on assisting newly hired teachers to a successful start in the district. It targets those areas that typically frustrate new teachers in their first year in a new district.

By the end of the three days, the teachers will be able to

• explain the role of the mentor teacher
• explain how to effectively use their mentor teacher to assist them in their success
• create classroom routines and other classroom management techniques that ensure an orderly and productive classroom environment
• proactively and effectively communicate with parents
• plan lessons for maximum student mastery

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Mastery Teaching With the Brain in Mind (1 day)
This program teaches effective use of visual graphics and other brain-based strategies in planning and implementing standards-based (mastery-based) lessons. It introduces teachers to the application and use of visual graphics as a brain-based instructional strategy.

By the end of the day, teachers will be able to

• explain how brain functions impact student learning
• describe visual graphics and their many uses as effective teaching tools
• demonstrate the use of visual graphics
• illustrate and apply brain-based strategies to components of standards-based (mastery-based) lesson design
• explain to a colleague the benefits of using visual graphics with learners of all ages

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Classroom Management (2 days)
After this workshop series, the participants will be able to

• develop and implement classroom rules and routines that maximize the level of respectful, on-task behavior
• develop and implement a system of rewards and consequences for reinforcing respectful, on-task behavior
• obtain students' attention at the start of lessons, after group and partner activities, after interruptions, and after student attention has deteriorated

back to program list

Working Effectively With Parents (1 day)
After this workshop, the participants will be able to

• use proactive communication to establish positive relationships with parents
• conference effectively with parents
• effectively deal with aggressive parents
• maximize the engagement of uninvolved parents in their childen's education
• conduct successful curriculum night presentations

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Using Local, State and National Assessment Data About a Teacher's Own Students to Inform Instruction and Raise Student Achievement (1-day workshop accompanied by small-group sessions) (This program typically requires the school to contract for 5 to 7 consultant days.)

The district provides the trainer with the local, state and/or national assessment data for the students who are in the classes of the teachers involved in the project. The consultant studies the data for one to two days and plans a 1-day workshop based on the school's data. The consultant then works with small groups of teachers in 2-hour blocks, assisting them in using the data to modify the instruction in their classrooms.

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Using Standardized Test Data to Inform Instruction (1-day workshop accompanied by small group sessions. This program typically requires the school to contract for 5 to 7 consultant days.)

The district provides the trainer with the standardized test data for the teachers involved in the project. The consultant studies the data for one to two days and plans a one-day workshop based on the school's data. The consultant then works with small groups of teachers in two-hour blocks assisting them in using the data to modify the instruction in their classroom.

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Paraprofessional Training

The following workshops should be given in the order presented below.

Understanding the Standards-Based Classroom I: Levels of Mastery and Planning for Mastery
(1 day)

After this workshop series, the participants will be able to

• plan their work with students using the backward-design (standards-based) method
• write objectives for classes or units in language that describes what the students will know and be able to do after the teaching is finished
• write objectives for individual students and groups in language that enables them to readily assess whether or not the objectives have been mastered
• choose activities that maximize student mastery of the objectives
• explain the components of lesson planning in a standards-based classroom

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Understanding the Standards-Based Classroom II: Assessing Student Learning (1 day)

After this workshop series, the participants will be able to

• raise the thinking level of the answers they get from students
• use questions and dipsticking to formatively assess student understanding
• use questions and dipsticking to inform their instruction
• create teacher-made product and performance assessments that gauge levels of student mastery on the stated objectives, both formatively and summatively
• develop rubrics and criteria sheets that assess student products and performances on those concepts that are difficult to quantify for assessment
• explain the components of student assessment in a standards-based classroom

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Effective Management of Individuals and Groups (1 day)

After this workshop, the participants will be able to

• explain how classroom teachers develop and implement classroom rules and routines that maximize the level of respectful, on-task behavior
• develop and implement a system of rewards and consequences for reinforcing respectful, on-task behavior for the students with whom they work

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Understanding the Standards-Based Classroom III: Differentiated Instruction (2 days)

After this workshop, the participants will be able to

• explain the components of a differentiated-instruction classroom to colleagues
• plan lessons that can flexibly provide reteaching, practice and extension as needed
• manage differentiated activities in single lessons
• use graphic organizers to attend to various learning styles
• use a variety of instructional strategies to differentiate content, product and process

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Intelligence/Motivation (1 day)

By the end of this workshop, the participants will be able to

• explain the key aspects of the following theories of intelligence: innate, single-entity intelligence, learnable intelligence, multiple intelligences and attribution of intelligence
• implement classroom strategies that move students toward the belief that success is due more to effort and acquired strategies than to innate ability and luck
• increase students' motivation by helping them to equate success with effort and to work to acquire effective strategies

back to program list

Administrator Courses

Course Syllabus:
Teacher Supervision and Evaluation That Works I:
Observing, Developing and Documenting Classroom Teaching
Fitchburg, MA, State College or Rhode Island College: 3 graduate credit hours

Goal
A practical and research-based framework for staff supervision and evaluation by principals, assistant principals and curriculum administrators, including an exploration of strategies for observation, analysis and evaluation. Participants will learn to apply knowledge of instruction, curriculum, supervision and legal procedures to plan teacher growth, address performance deficiencies and meet individual needs. The course will examine practices of supervising and evaluating high-performing and average-performing teachers in the district in light of teaching strategies that result in high student achievement and also with regard to fiscal constraints, collective bargaining agreements, legal rights and other factors significant in the supervisory process. Lectures, discussions, in-class exercises (including role-play in supervisory situations), case studies and practical experience in critiquing actual classroom lessons will all be integral parts of this course.

Texts

1. Ribas, W. (2005). Teacher Evaluation That Works!!: The educational, legal, public relations (political) and social–emotional (E.L.P.S.) standards and processes of effective supervision and evaluation. Westwood, MA: Ribas Publications.
2. Ribas, W., Deane, J., & Seider, S. (2005). Instructional Practices That Maximize Student Achievement: For Teachers, By Teachers. Westwood, MA: Ribas Publications.
3. Ribas, W. Handout packet for Teacher Evaluation That Works!! This packet includes 275 pages of documents developed by Ribas Associates for training school administrators.

By the end of this section of the course, participants will be able to

• describe an overview of the course objectives
• describe an overview of the texts for the course
• explain the historical and theoretical foundations of supervision and evaluation
• describe the roles of supervision and evaluation in the effective operation of a school and school district
• explain the educational, legal, public relations (political) and social–emotional standards and knowledge bases needed for effective supervision and evaluation
• script classroom observation notes at the introductory level of mastery

By the end of this section of the course, participants will be able to

• script classroom observation notes at the novice level of mastery
• analyze classroom observations and generate judgments on teachers in the area of classroom management
• convert classroom observation notes into paragraphs that contain claims, judgments and evidence about classroom management
• use district performance, curriculum, assessment and other standards to supervise and evaluate teachers

By the end of this section of the course, participants will be able to

• analyze classroom observations and generate judgments on teachers in the area of standards-based lesson and unit planning
• convert classroom observation notes into paragraphs that contain claims, judgments and evidence about standards-based lesson and unit planning
• use the pre-conference form to move teachers’ planning toward mastery-based (or backward design) planning and teaching
• use the pre-conference form to move teachers toward focusing instruction on the concepts described in the district’s curriculum frameworks
• use the pre-conference form to obtain from teachers the background information that will enable them to more effectively observe classes, take notes, analyze their notes and prepare for post-conference meetings
• use the post-conference planning form to ensure they address the most important questions and issues during post-conference meetings
• self-reflect on their post-conference meetings in a way that increases their success in future conferences
• use the stages of listening and direct and indirect statements to differentiate conferencing strategies to match teachers’ “professional maturity”
• obtain alternate forms of information and evidence about teachers’ performance during conferences (other than that observed in the classroom observations) that will better enable them to supervise and evaluate teachers’ performance from a 360-degree perspective

By the end of this section of the course, participants will be able to

• analyze classroom observations and generate judgments on teachers’ performance in the areas of intelligence and motivation development
• convert classroom observation notes and judgment paragraphs that contain claims, judgments and evidence about teachers’ performance in the areas of intelligence and motivation development
• write clear, concise and accurate post-observation reports with claims, judgments, evidence and statements that explain the impact of teaching on students’ performance
• frame conferences around their district’s standards
• peer-coach the observation write-up
• self- and peer-assess and provide feedback for observation write-ups

By the end of this section of the course, participants will be able to

• obtain data about teachers’ performance from alternate data sources in addition to classroom observations, pre-conferences and post-conferences
• correctly document the data from alternate sources using claims, judgments, evidence and interpretation statements
• effectively peer-coach colleagues’ observation write-ups
• write classroom observation write-ups that meet all the criteria outlined in the criteria sheet

By the end of this section of the course, participants will be able to

• analyze classroom observation notes and other data and generate judgments on teachers’ performance in the area of effective questioning techniques
• convert classroom observation notes and judgment paragraphs that contain claims, judgments and evidence about teachers’ performance in the area of effective questioning techniques
• write end-of-year summative evaluation reports

By the end of this section of the course, participants will be able to

• analyze classroom observation notes and other data and generate judgments on teachers’ performance in content-specific pedagogy
• convert classroom observation notes into paragraphs that contain claims, judgments and evidence about teachers’ performance in content-specific pedagogy
• assess supervision and evaluation documents and contract language
• use time-saving tips
• describe the role of superintendents and other central office staff in supporting effective system-wide supervision and evaluation
• operate effective district-wide supervision and evaluation programs

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Course Syllabus:
Teacher Supervision and Evaluation That Works II: Evaluating Unsatisfactory Tenured Teachers, Teachers New to the Profession and Experienced Teachers Newly Hired to the District
Fitchburg, MA, State College or Rhode Island College: 3 graduate credit hours

Goal
A practical and research-based framework for staff supervision and evaluation by principals, assistant principals and curriculum administrators, including an exploration of strategies for observation, analysis and evaluation. Participants will learn to apply knowledge of instruction, curriculum, supervision and legal procedures to plan teacher growth, address performance deficiencies and meet individual needs. The course will examine practices of supervising and evaluating low-performing teachers and teachers newly hired in the district in light of teaching strategies that promote high student achievement and also with regard to fiscal constraints, collective bargaining agreements, state and federal laws and other factors significant in the supervisory process. Lectures, discussions, in-class exercises (including role-play in supervisory situations), case studies and practical experience in critiquing actual classroom lessons will all be integral parts of this course.

Texts

1. Ribas, W. (2005). Teacher Evaluation That Works!!: The educational, legal, public relations (political) and social–emotional (E.L.P.S.) standards and processes of effective supervision and evaluation. Westwood, MA: Ribas Publications.
2. Ribas, W. (2006). Inducting and Mentoring Teachers New to the District: A book for teachers new to the district, their supervisors, their mentor teachers, district mentor/induction coordinators and human resources personnel. Westwood, MA: Ribas Publications.
3. Ribas, W., Deane, J., & Seider, S. (2005). Instructional Practices That Maximize Student Achievement: For Teachers, By Teachers. Westwood, MA: Ribas Publications.
4. Ribas, W. Handout packet for Teacher Evaluation That Works!! This packet includes 275 pages of documents developed by Ribas Associates for training school administrators.

   By the end of this section of the course, participants will be able to

• explain an overview of the course
• describe the purpose of the texts for the course
• explain the historical and theoretical foundations of supervision and evaluation
• improve their skills for scripting data during classroom observation write-ups of low-performing teachers
• improve their skills for writing clear, concise and accurate post-observation reports and end-of-year evaluation reports

By the end of this section of the course, participants will be able to

• obtain classroom observation data about teachers’ performance by observing the students
• analyze and use data sources other than classroom observations to assess teaching as it relates to district performance standards and the impact on students and other members of the school community, making value judgments about the teaching and describing data that supports the value judgments
• self- and peer-edit observations, memos and evaluations to ensure continuous improvement in the quality of evaluation documents
• use their district’s performance, curriculum, assessment and other standards to supervise and evaluate teachers
• run faculty meetings that result in high levels of teacher success
• implement standards-based (or data-driven) programs for clinical supervision and evaluation
• give a colleague an overview of the techniques for assessing the areas of instructional performance, including classroom management, mastery planning, motivation and questioning

By the end of this section of the course, participants will be able to

• assess and explain the most effective way to implement their district’s supervision and evaluation documents and contract language
• explain to colleagues the differences between mediocre and unsatisfactory teachers, as defined in the professional literature
• explain to colleagues which of their supervisors they should go to for information, coaching and/or support related to the district’s performance standards when evaluating mediocre or unsatisfactory teachers
• explain to a colleague which of their supervisors they should go to for information, coaching and/or support related to district curriculum standards when evaluating mediocre or unsatisfactory teachers
• explain to a colleague which of their supervisors they should go to for information, coaching and/or support related to the legal processes and standards when working with mediocre or unsatisfactory teachers

By the end of this section of the course, participants will be able to

• work with the teachers’ association/union on issues related to supervision and evaluation
• explain the impact of the law and work within the law as it relates to the legal concepts of due process, duty of fair representation, rules of evidence, harassment, and the Weingarten right when evaluating mediocre or unsatisfactory teachers
• explain the impact of the law and work within the law as it relates to classes of people with legal protections from discrimination for gender, race, religion, age, handicap and sexual orientation when evaluating mediocre or unsatisfactory teachers
• demonstrate the effective observation, verification, documentation and recording of direct and indirect forms of evidence and information other than classroom observations as they relate to the evaluation of mediocre or unsatisfactory teachers
• write and implement improvement plans for mediocre or unsatisfactory teachers
• explain to a colleague which of your supervisors they should go to for information related to the supports (including the money to pay for supports not readily available) they can offer mediocre or unsatisfactory teachers in their improvement plans

By the end of this section of the course, participants will be able to

• demonstrate conferencing techniques that maximize the likelihood of improving teachers’ impact on student performance and attitude when meeting with mediocre or unsatisfactory teachers
• effectively investigate alleged employee discipline situations
• verbally deliver and correctly document employee reprimands

By the end of this section of the course, participants will be able to

• develop their building’s professional development plan, resulting in higher student achievement
• train staff to conduct effective parent conferences and parent curriculum night presentations
• assess teachers’ use of formative and summative assessments of student learning
• assess teachers’ ability to differentiate instruction

By the end of this section of the course, participants will be able to

• increase the effectiveness of their hiring
• operate effective building orientations for newly hired teachers
• operate effective district orientations for newly hired teachers
• train mentor teachers to effectively assist newly hired teachers
• effectively supervise and evaluate teachers new to teaching and those new to the district
• effectively operate building support teams for teachers new to the district
• use time-saving tips for evaluators
• explain the components of an effective district-wide induction program (with mentors) for newly hired teachers

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Administrator Workshops

Effectively Observing, Developing, Assessing, Documenting and
Conferencing About Classroom Teaching (4 days)
Administrators learn to write classroom observations and final evaluations that identify evaluators’ judgments, supported by evidence, as they relate to their district’s standards. Administrators learn to make a connection in their write-ups between the impact of the teacher’s instruction and the students’ academic and interpersonal growth and achievement.

By the end of this workshop series, administrators will be able to

• describe the roles of supervision and evaluation in the effective operation of a school and school district
• script classroom observation notes to gather important data about teacher performance
• analyze classroom observations and generate data-driven judgments about teacher performance
• convert classroom observation notes into paragraphs that contain claims, judgments and evidence
• use district performance, curriculum, assessment and other standards to supervise and evaluate teachers
• use the observation data and judgments to explain to teachers (verbally and in writing) the impact of specific teaching strategies on student learning and achievement
• use a pre-conference form to move teachers toward focusing instruction on the concepts described in the district's curriculum frameworks
• use the pre-conference form to obtain from teachers the background information that will enable them to more effectively observe classes, take notes, analyze their notes and prepare for post-conference meetings
• use the post-conference planning form to ensure they effectively address the most important questions and issues during the post-conference meetings
• self-reflect on their post-conference meetings in a way that increases their success in future conferences
• use the stages of listening and direct and indirect statements to differentiate conferencing strategies to match teachers' "professional maturity" and maximize instructional improvement

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Guided Observations (The number of days is determined by the number of administrators.)
Districts contract for a series of joint guided classroom observations that include the trainer and two of the district's administrators observing a teacher in the district. This coaching seminar includes a twenty-minute pre-meeting between the trainer and two administrators, a thirty-minute observation and a sixty-minute post-observation meeting in which the administrators work with the trainer to analyze their notes and draft the observation write-up using the techniques taught in the four-day workshop.

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Difficult Supervision and Evaluation Conferences (1 day)
Prerequisite: The competencies taught in Effectively Observing, Developing, Assessing, Documenting and Conferencing About Classroom Teaching

One of the most difficult and important responsibilities of administrators is to tell teachers things they often don’t want to hear. This workshop trains administrators in the skills needed to effectively conference with teachers. It provides strategies for conferencing with teachers in ways that maximize the teacher’s growth through self-reflection. Administrators also learn to effectively conference with average, below average and unsatisfactory teachers about areas of performance that need improvement or about inappropriate behavior that must immediately stop.

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Using Data Sources Other Than the Full Class Observation
to Give a 360-Degree Assessment of Teacher Performance (1 day)
Prerequisite: The competencies taught in Effectively Observing, Developing, Assessing, Documenting and Conferencing About Classroom Teaching

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Supervision and Evaluation in a Standards-Based (Mastery-Based) Environment I (2 days)
Prerequisite: The competencies taught in Effectively Observing, Developing, Assessing, Documenting and Conferencing About Classroom Teaching

By the end of the workshop, administrators will be able to use the district's supervision and evaluation document to develop and assess teachers’ ability to

• develop and implement classroom rules and routines that maximize the level of respectful, on-task student behavior
• develop and implement a system of rewards and consequences for reinforcing respectful, on-task behavior
• obtain students' attention at the start of the lesson, after group and partner activities, after interruptions and after student attention has deteriorated
• develop individual behavior plans for those students who do not respond to the classroom management plan
• write objectives for a class or unit in language that describes what the students will know and be able to do after the teaching is finished
• write objectives for a class or unit in language that enables them to readily assess whether or not the objectives have been mastered
• choose assessments that measure student mastery of the objectives
• choose activities that maximize student mastery of the objectives
• use activators to show students how the content and the skills taught in the lesson connect to their previous learning
• use an agenda to tell students what they will do during the lesson
• use lesson objectives to create a context that leads to deeper understanding and longer retention of independent facts as they appear in the lesson
• create increased motivation and retention by explaining to students why the information and skills taught in the lesson are relevant to them
• use summarizers to increase student mastery and retention of the knowledge and skills taught in the lesson

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Supervision and Evaluation in a Standards-Based (Mastery-Based) Environment II (2 days)
By the end of the workshop, administrators will be able to use the district's supervision and evaluation document to develop and assess teachers’ ability to

• describe the various purposes for assessment
• define the similarities and differences between summative and formative assessments
• define the similarities and differences between product and performance assessments
• create teacher-made product and performance assessments that evaluate the level of student mastery on the stated objectives both formatively and summatively
• write rubrics and criteria sheets that assess student products and performances on those concepts that are difficult to quantify for assessment
• implement differentiated instructional strategies
• plan lessons that can flexibly provide re-teaching, practice and extension as needed and manage differentiated activities in a single lesson
• explain the key aspects of the following theories of intelligence
  • innate, single-entity intelligence
  • learnable intelligence
  • multiple intelligences
  • attribution of intelligence
• implement classroom strategies that move students toward the belief that success is due more to effort and the acquisition of strategies than to innate ability and luck
• increase student motivation by helping them equate success with effort and the acquisition of effective strategies

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Supervising and Evaluating the Newly Hired (Probationary) Teacher (1 day)
Prerequisite: The competencies taught in Effectively Observing, Developing, Assessing, Documenting and Conferencing About Classroom Teaching

This workshop teaches administrators the techniques for effectively supervising teachers new to the district. Administrators learn how to maximize the effectiveness of mentor teachers in helping newly hired teachers succeed. They learn to lead building support teams that help ensure the success of these teachers.

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Supervising and Evaluating the Unsatisfactory and Barely Satisfactory Teacher and Progressive Discipline (4 days)
Fortunately, only about 2% of the tenured teachers (professional teacher status in MA) in most districts perform at an unsatisfactory level. A slightly greater percentage of teachers are barely satisfactory. The overall percentage of low-performing teachers is low, but have you ever considered the financial, educational and morale costs to your district of having even one unsatisfactory professional status teacher whom you cannot either supervise and evaluate to satisfactory performance or remove from the profession? Have you also considered the costs of retaining a satisfactory teacher who is just barely meeting the district standards?

Students in your district lose valuable learning time if they must spend a year in a classroom with substandard teaching. Parents and community members lose confidence and withdraw their support when they believe your district lacks the quality control procedures to ensure a satisfactory opportunity for the children in every classroom. The morale of hard-working and high-performing teachers is undermined when they see poor performance allowed because the district is unable to require satisfactory performance through effective supervision and evaluation. In some cases, they see poor performance “rewarded” with smaller class loads, teaching assistants added to the class and/or transfers to less visible and less demanding jobs. Your district must tolerate poor performance or pay large sums to buy out or hide unsatisfactory performers if you are unable to improve or remove these teachers.

“Supervising and Evaluating the Unsatisfactory and Barely Satisfactory Teacher” is designed to help districts avoid the above-mentioned costs of retaining (without significantly improving) unsatisfactory or barely satisfactory tenured teachers by training the administrators in effective methods for evaluating those teachers. Dr. Ribas spent six years working with teachers, teachers’ association officers, principals, superintendents, and others on developing this training workshop and on writing the book Teacher Evaluation That Works!! During and since that time, Ribas Associates consultants trained and coached administrators on more than one hundred evaluations of unsatisfactory tenured teachers and numerous evaluations of barely satisfactory tenured teachers in a variety of districts. Half of the unsatisfactory teachers improved to satisfactory performance and continued in the profession. Unfortunately, the other half failed to improve and left the profession.

At the end of the four days, administrators will be able to

• implement techniques for the supervision and evaluation of unsatisfactory or barely satisfactory tenured teachers
• explain the impact of the law and how to work within the law during low-performing teacher evaluations, including the concepts of due process, just cause, duty of fair representation, harassment and the Weingarten right
• observe, verify, document and record direct and indirect data accumulated both within and outside of the classroom
• work with a second evaluator and/or supervisor during a low-performing teacher evaluation
• write and implement improvement plans (or enhanced goals) for low-performing teachers
• implement and document the steps of progressive discipline
• conference with teachers about low performance and misconduct

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Coaching Seminars on Difficult Evaluations (5 days)
Prerequisite: Supervising and Evaluating the Unsatisfactory and Barely Satisfactory Teacher and Progressive Discipline

Research indicates that evaluators fail to address low performance and staff discipline situations because of the lack of coaching and individual support that is required to address these complex issues. In these confidential seminars, groups of no more than 5 administrators meet for three hours to confidentially discuss with Dr. Ribas or Dr. Ash the unsatisfactory or barely satisfactory teachers they are evaluating and other progressive discipline issues. Administrators are coached on when and how to talk with teachers about ineffective teaching and problematic behavior. The administrators’ documentation is reviewed and edited to ensure that it contains clear statements and maximum procedural compliance within their district’s evaluation document. These seminars are held five times during the school year at critical times during the evaluation process.

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Strategic Planning
For a school district to be successful in meeting both the spirit and the requirements of NCLB and the district’s own aspirations, a key component to have in place is a viable strategic plan. The strategic plan will be the umbrella under which all district initiatives will unfold. In developing and monitoring this long-range blueprint for the district, the consultant ensures that representatives from the entire school community are involved. Essentially, the strategic planning process involves the following steps: organizing for the process (pre-planning); developing the plan itself (including developing an understanding of the present culture and developing guiding beliefs, mission, goals and objectives and vision); sharing the plan widely; action planning to achieve targeted objectives; and evaluating the progress made on an annual basis. Steady progress can be achieved when a district functions as a community of learners, aligning its school improvement plans, professional development plan, technology plan, and district budget through a thoughtfully crafted strategic plan.

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Interest-Based Bargaining (IBB)
The Interest-Based Bargaining training program was developed to provide an alternative to "traditional" collective bargaining and typically consists of one or two sessions. Participants work on their own and in teams during the training. A number of exercises and bargaining simulations keep the participants actively involved. The decision as to whether or not the parties will use this model of negotiations is left until after the training is completed.

The process of ensuring that the parties communicate effectively and efficiently is accomplished by sharpening the following skills: active listening, understanding our emotional filters, common obstacles to listening, the art of dialogue and discussion, inquiry and reflection, suspending assumptions, communicating during the decision-making process, placing blame, risk taking, effective group decision-making strategies, improving relationships, consensus building and synergism.

Next, we begin to create a team-learning climate of trust and openness by taking a critical look at bargaining by having the participants share their perceptions of what happened in the last two or three rounds of bargaining. The purpose of this exercise is to deal with lingering prior issues and concerns that may have been an impediment to productive negotiations, so that as we enter the new round of negotiations, the participants will focus on the future rather than the past.

We then introduce the “elements” of the Interest-Based Bargaining process: identifying issues, telling the stories, stating and clarifying interests, exploring options with brainstorming techniques, jointly developing standards of legitimacy, reaching consensus and committing to options. After introducing the elements of IBB, the participants will be involved in bargaining simulations in which they will practice the IBB process. The parties will debrief the bargaining simulation so that everyone can demonstrate that they have learned the process.

At the conclusion of the training, the parties will caucus to decide whether or not they wish to proceed with the IBB process. If the parties agree to proceed with the IBB process, then a consultant is available to serve as facilitator. We then establish the ground rules, identify the issues, give an overview of the issues, group the issues in categories, establish the meeting calendar and begin the bargaining process.

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District-Wide Teacher Supervision and Evaluation That Works (1 day)
This is a workshop for superintendents, human resources directors and/or administrators responsible for district-wide supervision and evaluation. It includes an overview of the structures needed to have effective district-wide teacher evaluation. The workshop explains how a district can develop effective programs for training and coaching teacher evaluators and assessing the district’s evaluation documents. Participants study actual examples of the techniques used by districts in several states.

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Evaluating the Evaluators
This workshop is for superintendents, high school principals and other administrators responsible for supervising and evaluating the administrators who evaluate teachers. It explains the techniques, documents, procedures and performance standards a district needs to effectively supervise and evaluate the administrators in the district who supervise and evaluate teachers.

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Administrator and School District Consulting

File Cabinet Assessment of District-Wide Supervision and
Evaluation Observation Write-Ups and Evaluation Write-Ups
The evaluations and the accompanying observations completed by the district’s evaluators are read and assessed for their level of inter-rater reliability, effective communicati