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B ALTIMORE C ITY P UBLIC S CHOOLS Mid-Year Conversations Teacher Effectiveness Evaluation 1.

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Presentation on theme: "B ALTIMORE C ITY P UBLIC S CHOOLS Mid-Year Conversations Teacher Effectiveness Evaluation 1."— Presentation transcript:

1 B ALTIMORE C ITY P UBLIC S CHOOLS Mid-Year Conversations Teacher Effectiveness Evaluation 1

2 B ALTIMORE C ITY P UBLIC S CHOOLS 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 schools instructional goals Deepen school leaders partnership and collaboration with teachers 2

3 B ALTIMORE C ITY P UBLIC S CHOOLS Teacher Evaluation Timeline Action Who/How AugSeptOctNovDecJanFebMarAprMayJun 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 1 st Professional Growth Planning Conference by 10/15 Principals and APs meet 1-1 with teachers Mid-Year Conversation by 1/15 Principals and APs meet 1-1 with teachers 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 Principals, APs End of Year Rating and Conversations by 1wk before last day of work Principals and APs meet 1-1 with teachers ESOL/WCL (Spanish and French) Where are we now? All other teachers 1 st Formal by 12/1 2nd Formal by 4/1

4 B ALTIMORE C ITY P UBLIC S CHOOLS A Mid-Year Conversation is the mid-year culmination of a multi-step teacher growth process 4 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

5 B ALTIMORE C ITY P UBLIC S CHOOLS 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 5

6 B ALTIMORE C ITY P UBLIC S CHOOLS Whats 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%) 6 Student surveys will be field tested in , not used as a weighted component. Data will be given to principals. Student Surveys 50%: Student Growth 50%: Professional Practice SLOs will be field-tested for all teachers with no stakes in Student Learning Objectives Formal Observation Average and Key Action Ratings To Date Data entered To Date Final Rating

7 B ALTIMORE C ITY P UBLIC S CHOOLS Preparing Yourself (School Leader) 7 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 teachers Individual Development Plan (IDP). Review and bring the Teacher Effectiveness Report for your school. Review and reflect on each teachers 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

8 B ALTIMORE C ITY P UBLIC S CHOOLS 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? 8

9 B ALTIMORE C ITY P UBLIC S CHOOLS 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 1. For teachers of tested grades and subjects: Individual Growth Measure 2. 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) 9

10 B ALTIMORE C ITY P UBLIC S CHOOLS 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 years data count in this years evaluation? MSA and HSA data are not available in time to complete growth model calculations for the same year. Last years data are still a relevant and accurate picture of your/the schools 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. 10

11 B ALTIMORE C ITY P UBLIC S CHOOLS 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. 11

12 B ALTIMORE C ITY P UBLIC S CHOOLS Phase 1 Teachers (WCL, ESOL) Phase 2 Teachers (All other teachers) Evaluators should plan to discuss the teachers 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 theyre 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) Preparing Yourself: SLOs 12

13 B ALTIMORE C ITY P UBLIC S CHOOLS Preparing Your Teachers 13 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.

14 B ALTIMORE C ITY P UBLIC S CHOOLS 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 14

15 B ALTIMORE C ITY P UBLIC S CHOOLS Preparing for Mid-Year Conversations 15 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? Discuss at your table

16 B ALTIMORE C ITY P UBLIC S CHOOLS Practice 16 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) Table Activity

17 B ALTIMORE C ITY P UBLIC S CHOOLS 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. 17


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