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Mid-Year Conversations Teacher Effectiveness Evaluation

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Presentation on theme: "Mid-Year Conversations Teacher Effectiveness Evaluation"— Presentation transcript:

1 Mid-Year Conversations Teacher Effectiveness Evaluation

2 Mid-Year Session Objectives
Participants will: Understand how to conduct meaningful Mid-Year Conversations that: Support teachers’ growth toward higher effectiveness Build a culture of inquiry and focus on student results Advance your school’s instructional goals Deepen school leaders’ partnership and collaboration with teachers

3 Teacher Evaluation Timeline 2013-2014
Where are we now? Action Who/How Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Introduce Eval and Dev Model by 9/30 Principal to APs and to Staff Observe and give feedback 2-3 Formals (Stars) and multiple informals (Dots) Principals and APs 1st Professional Growth Planning Conference by 10/15 Principals and APs meet 1-1 with teachers Mid-Year Conversation by 1/15 Introduce and kick off SLO Process Staff meetings and department/grade meetings Introduce and kickoff Student Survey Administration Survey Coordinators, Staff meetings Provide Ongoing PD and Support Aligned to Evaluation Data Principals, APs Complete Professional Checklist by 4/1 End of Year Rating and Conversations by 1wk before last day of work 1st Formal by 12/1 2nd Formal by 4/1 ESOL/WCL (Spanish and French) All other teachers 4 minutes Key Talking Point: A big focus for today is the MYC. This type of MYC is a shift from previous years – this is not about a paper-based transaction, but a meaningful professional dialogue based on data and reflection Now let’s take a look about how all of this translates into your monthly calendars. (Be clear that 1st formal is due by Dec 1 and that informals aren’t required in each of the months for which we’ve placed dots)

4 A Mid-Year Conversation is the mid-year culmination of a multi-step teacher growth process
IDP/Goal Setting Formal and informal observations and feedback Mid-Year Conversation A Mid-Year Conversation is a structured, scheduled conversation between school leaders and individual teachers It is a two-way, developmental conversation about data on teacher practice and student outcomes to support teacher growth The meeting provides an opportunity to review goals, identify strengths and areas for growth, and plan for the second half of the year 2 min A mid year conversation is a like a post-observation conference that reflects on all observations done to date - May need to take technical/logistical questions. With regard to the “single, formative assessment” mentioned here – school leaders will take into account all available data, including trends in ratings for each competency, to suggest what the teacher’s rating would be if given now rather than the EOY. This is not an official rating, it’s merely an indicator of the teacher’s progress holistically.

5 Mid-Year Conversations: Nuts and Bolts
Meetings should take place between Dec.1 and Jan. 15 and include: Usage of all observation ratings, observation feedback, SLO phase I progress (if relevant), and student growth measures Verbal communication of a mid-year assessment of evaluation data trends, using the Teacher Effectiveness Report Identify where the employee stands or is trending on the effectiveness continuum (e.g., Developing, Effective) for each evaluation component If applicable, explain the Performance Improvement Plan (PIP) process. Discuss the PIP with the employee or identify the date in which the PIP will be shared Reflection on instructional strategies and development actions to date, and Setting development goals and support next steps going forward 2 min A mid year conversation is a like a post-observation conference that reflects on all observations done to date - May need to take technical/logistical questions. With regard to the “single, formative assessment” mentioned here – school leaders will take into account all available data, including trends in ratings for each competency, to suggest what the teacher’s rating would be if given now rather than the EOY. This is not an official rating, it’s merely an indicator of the teacher’s progress holistically.

6 What’s Included in the Mid-Year Teacher Effectiveness Report?
Measures of Teacher Effectiveness Student Growth Measure (35%) Individual Student Growth Measure (teachers in tested grades and subjects) All-Student Growth Measure (teachers in non-tested grades and subjects) School Performance Measure (15%) Professional Expectations Measure (15%) Classroom Observations (35%) 50%: Student Growth 50%: Professional Practice Final Rating Data entered To Date Formal Observation Average and Key Action Ratings To Date 2 min Final Rating Student Surveys Student surveys will be field tested in , not used as a weighted component. Data will be given to principals. Student Learning Objectives SLOs will be field-tested for all teachers with no stakes in

7 Preparing Yourself (School Leader)
Complete at least one formal observation and multiple short, informals for each teacher on staff. Enter data for Professional Expectations measure in OPMS you may have gathered to date. DO NOT FINISH the document. Keep it open (do not click “finish”) so that the document can be transferred back and forth with the employee prior to the final deadline (April 1st) Review and bring the teacher’s Individual Development Plan (IDP). Review and bring the Teacher Effectiveness Report for your school. Review and reflect on each teacher’s strengths and areas of growth, based on observation ratings, feedback and available data in the Teacher Effectiveness Report and other sources. Bring supporting documents to talk through the components, such as the Instructional Framework Rubric and the Professional Expectations “Look For” handout 5 m School leaders will be given hard copies of this checklist and a next step planner. Facilitator should use the final item (holistic ratings) to generate thoughts from the audience on what types of questions they should ask: What ratings have I seen the most consistent evidence for throughout the semester? Have I seen improvements over time that overshadow earlier observation outcomes? Have I seen regression or setbacks over time that overshadow earlier observation outcomes? Are some data more valid than others? (Do I have notes or ratings from “meatier” lessons where I was able to better assess this aspect of performance? Is there non-observation evidence I should take into account?) Facilitator should also emphasize that coaches are available to support leaders through this process; we recommend that evaluators submit at least some of their proposed evaluations to coaches for review and feedback

8 Preparing Yourself: Instructional Framework
This is an opportunity to review progress on the Instructional Framework since the beginning of the year. Guiding Questions: In which Key Actions has the teacher shown improvement? What caused the improvement? In which 1-2 Key Actions should the teacher focus on improving for the remainder of the year? What strategies should the teacher try? What supports will best help the teacher improve? How has my feedback after observations been helpful? How could it be more helpful? 1

9 Preparing Yourself: Student Growth Measures
Each teacher will receive his or her student growth measures based on state test scores: School Performance Measure (15%) – the same for all teachers Student Growth Measure (35%) – two options For teachers of tested grades and subjects: Individual Growth Measure For teachers of non-tested grades and subjects: All Student Growth Measure Please review the components and rationale for each measure (see City Schools Inside-> Teachers ->Teacher Effectiveness Evaluation for more details) 15m 2 minutes on the slide 1 minute to review 5 minutes to discuss 5 minutes to share out ideas

10 Preparing Yourself: Student Growth Measures Talking Points
Why are student outcomes part of my evaluation? Including student learning improves the accuracy of teacher evaluations by factoring in students’ end results in addition to teaching inputs. Considering student outcomes side by side with observation data helps me provide you with more relevant feedback and development opportunities. Why does last year’s data count in this year’s evaluation? MSA and HSA data are not available in time to complete growth model calculations for the same year. Last year’s data are still a relevant and accurate picture of your/the school’s performance. We can use it to enrich our understanding of your practice and how your practice is leading to your ultimate goal of student achievement. 2

11 Preparing Yourself: Student Growth Measures Talking Points
What is the status of the waiver? Maryland has applied to the U.S. Department of Education for a waiver that would delay (for up to one year) inclusion of student growth measures that rely on statewide standardized test scores. If the state receives the waiver, City Schools' Teacher Effectiveness Evaluation in will not include measures based on MSA results from For more information, visit City Schools Inside Why am I held accountable to an all-student growth measure? is a transition year for measuring growth in non-tested grades and subjects as quality assessments in these areas are finalized. Teachers in non-tested grades and subjects will receive a school-wide student growth estimate based on the academic growth of all students in his/her school during the previous year. In , all teachers will be writing SLOs and there will be no all-student growth measure. The language for the waiver is exactly how it is stated on our website. Please see

12 Preparing Yourself: SLOs
Phase 1 Teachers (WCL, ESOL) Phase 2 Teachers (All other teachers) Evaluators should plan to discuss the teacher’s progress on the SLO as a part of the regularly scheduled mid-year reviews with teachers Review the SLO and determine if an SLO needs or does not need revision mid-year Examples of acceptable reasons (see Guidebook for more detail) Teaching schedule or assignment have changed significantly The composition of the class has changed significantly Discuss SLO progress to date Discuss any areas of concern and reflect on ways to support teachers in meeting SLO goal Ask teachers which course they’re planning to use for their SLO Check to make sure teachers have collected/are collecting relevant data in advance of the January 31 systemic PD Preview the submission process and timeline, noting any school-specific variations (e.g., staggered timelines) 2 minutes Guidance on revisions: Absenteeism How will the SLO account for chronically absent students? Chronic absenteeism and chronic tardiness should be taken into account in initial tier assignments and/or goal-setting. At mid-year review, SLO can be adjusted at the discretion of the evaluator (e.g., target lowered, new tier added) to account for excessive absenteeism.  Students whose absences have triggered an intervention under the district’s attendance/absenteeism policy (see below) may be excluded from the SLO at the discretion of the evaluator: Hospitalization, Referral to truancy office, and/or Something that triggers attendance review. Mobility/Late Arrivers How will the SLO account for students who join class after SLO is set or leave class before end-of-year assessment? Students who arrive after the SLO is approved are not included in the teacher’s SLO. Students who leave after the SLO is approved but before the end-of-year assessment are not included in the teacher’s SLO. Highly mobile students who leave after the SLO is approved but then return before the end-of-year assessment can be excluded from the teacher’s SLO at the discretion of the evaluator. Change in Teacher Assignment Can the SLO be adjusted if a teacher’s assignment changes after the SLO is submitted? If there is an unexpected teaching assignment change, the teacher and evaluator can revise the SLO at the mid-year review. If there is an unexpected teaching assignment change after the mid-year review, an SLO will not be used to measure student growth for that teacher.

13 Preparing Your Teachers
Use a staff meeting to share your expectations for mid-year conversations. Role play an ideal conversation with someone on your staff. Review the data you will use from all teachers (observations, assessment data where available, etc.) Emphasize the formative and collaborative nature of Mid-Year Conversations. Allow teachers time to reflect and prepare so that they are empowered to take an active role in the conversation. We recommend that teachers prepare and bring the following materials: Individual Development Plan (IDP) 1st Formal Observation report Teacher Effectiveness Mid-Year Report a Professional Expectations self-assessment Calendar out meetings for every teacher on staff so that conversations are completed by 1/15. 2m

14 Mid-Year Conversations
Builds off of and is a summary of the previous feedback This conversation should include issues that have been previously flagged or discussed Focuses on strengths and areas for growth The Mid-Year Conversation is not a "mini annual evaluation": Does not result in an overall rating It is a two way conversation that is balanced between the employee and the supervisor Requires shared accountability Both parties must access their respective reports and prepare for the meeting During the meeting, both the supervisor and employee should take notes Both parties should share the notes and concrete next steps after the meeting 1 min https://humanresources.uchicago.edu/tpm/performance/mid/index.shtml Sarah, Re note taking, do the notes need to be captured on a form?

15 Preparing for Mid-Year Conversations
Discuss at your table What challenges do you anticipate with Mid-Year Conversations? What are some solutions to these challenges? How are these conversations connected to your overall school improvement/ education plans? How will your teachers perceive these Conversations? How can your Mid-Year Conversations strengthen partnerships between school leaders and teachers? 8 min. 50 The discussion (detailed on slide) should take place 6 minutes, then 2 minutes to share out

16 Practice Table Activity
Review the mock data sample Mid-Year Effectiveness Report in your folder (5 minutes) Write down a brief outline/agenda for a conversation with the teacher, using the planning graphic organizer (5 minutes) Areas of strengths Areas of growth Decide - Is a PIP recommended? Rationale? Get in groups of 2 and role play the conversation. One person acts as the school leader, one person acts as the teacher. Debrief what worked and what could be improved. Then switch. (5 minutes each role play) 20 minutes DIRECTIONS- Review the documents in the folder and complete the following actions: Prepare a midyear conference agenda for meeting with this employee. In your agenda identify the following: Areas of strengths Areas of weakness Placement on the performance spectrum Decide- Is a PIP recommended? Yes or no and your rationale Be prepared to share!

17 Q&A What have we not answered that you need to know?
If it is a question that applies to all schools, be ready to share with group. If it is a question that is specific to your school, write it on your card with your contact info and we will get you an answer.

18 THANK YOU


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