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Rhode Island Model Academy for Personnel Evaluating Teachers Day 2: Professional Practice, Professional Foundations, and EPSS The contents of this training.

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Presentation on theme: "Rhode Island Model Academy for Personnel Evaluating Teachers Day 2: Professional Practice, Professional Foundations, and EPSS The contents of this training."— Presentation transcript:

1 Rhode Island Model Academy for Personnel Evaluating Teachers Day 2: Professional Practice, Professional Foundations, and EPSS The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2 2 Professional Foundations and Support & Development Session 1: Updates and Refining Professional Practice Objectives Evaluators will:  Understand the updates to Professional Practice  Understand layout and functionality of online tools  Review different ways to take notes  Practice observation calibration protocol Day 1Day 2Day 3Day 4

3 3 Checking In/ Do Now: Review the quote on p. 2 of your packet. Discuss with a colleague one way you plan to improve your feedback. GATHER & SORTINTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK


5 5  Differentiated the number of observations and conferences by effectiveness levels  Stronger focus on accuracy and quality feedback Updates to Rhode Island Model for Teachers p. 5

6 6  Reduction of required fields within EPSS  Rationale is required for each Domain (2 total text fields)  There is one text field for Priority Feedback Updates to Professional Practice

7 7  Updated Professional Practice Rubric Language of instruction more closely aligned to Common Core Improvements consistent in all resources  FFTPS Module “Understanding the 2013 Edition” further clarifies alignment Updates to Professional Practice

8 8  Differentiation the number of observations  Updated Professional Practice Rubric to align to Common Core  Reduction of required fields within EPSS How do you plan to message Professional Practice improvements to the educators that you work with? Updates to Professional Practice Participant Packet: Page 3

9 9 Was there a component that you feel your teachers could collectively work on? If so, which one? Online Tools for Professional Practice NEXT STEPS AS AN INSTRUCTIONAL LEADER Participant Packet: Page 3

10 10  Note what you see and hear related to Professional Practice components:  Bullet statements  Lesson does not have to be scripted  Only evidence should be recorded (Remain self-aware to avoid opinion, interpretation, or bias) Refining Observation: Note-Taking

11 11 3 Types of Observed Evidence of Practice 1.Words spoken by the teacher and students Ex. “Can anyone think of another idea?” 2.Actions by teacher and students Ex. “The students took 45 seconds to line up by the door.” 3.The appearance of the classroom Ex. “The objective for the class was written on the board.” Refining Observation: Note-Taking GATHER & SORTINTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

12 12 Step 1: Watch video and take notes Step 2: Independently interpret and score evidence Step 3: Score observation as a small group Step 4: Whole group discussion about scores and rationale Calibration Protocol Mock Observation Independent Scoring Group Scoring Whole Group Conversation 10 min. 15 min. 16 min. 15 min.

13 13  Observation notes need to focus on the components and do not need to be scripted  Calibration does not happen once; Observers need to continue to calibrate and refine their observational skills;  Accurate observations and actionable feedback will move practice Refining Observation Takeaways How might you work with your colleagues and teachers to remain calibrated this year? What benefits do you see in including teacher leaders in this work? Participant Packet: Page 4

14 14  Understand the difference between rationale and feedback  Analyze options for delivering feedback Pushing Practice Through Feedback GATHER & SORTINTERPRETDEVELOP FEEDBACKDELIVER FEEDBACK

15 15 Rhode Island Educator Data Point 66% of teachers made some level of change to their teaching practice as a result of the feedback received.

16 16 Rhode Island Educator Data Point Is this what you would expect? Would you want your teachers to do anything different?  EDUCATOR SELF-REPORTED NEXT STEPS:

17 17 Rationale and Feedback Rationale is... Evidence from observation Free from bias Grounded in the language of the rubric Format is flexible (bullet or narrative) GATHER & SORTINTERPRETDEVELOP FEEDBACKDELIVER FEEDBACK Feedback is… Clear and direct Supportive and constructive Grounded in the language of the rubric when possible Addresses a specific component Prioritized

18 18 Critiquing rationale and feedback: 1.Review sample. 2.Would you adjust anything within the rationale? 3.What do you like about how this is written? Rationale and Feedback Taking perspective: 1.How do you think the educator might respond? 2.What do you think the educator will do after reading? 3.Would you adjust anything?

19 19 Reflection Scenario:  Consider a hard conversation that you have not had with someone.  What is your concern? Why is it a concern?  Why do you think you have not said anything? Delivering Feedback GATHER & SORTINTERPRETDEVELOP FEEDBACKDELIVER FEEDBACK

20 20 Professional Foundations and Support & Development Session 2: Professional Foundations and Teacher Support and Development Objectives Evaluators will:  Understand the architecture and scoring method of the Professional Foundations Rubric  Differentiate between various levels of performance on the Professional Foundations Rubric  Create a take-away list of site-specific evidence to share with your school team  Understand how the RI Model supports the development of educators Day 1Day 2Day 3Day 4

21 21 Edition II: Professional Foundations Final Effectiveness Rating Professional Practice Professional Foundations (8 components) Student Learning Evaluation Criteria p. 11

22 22 Thinking Behind the Rating Differences between Professional Practice and Professional Foundations Professional Practice Evidence collected during classroom observations Scored during classroom observations Professional Foundations In action and artifact evidence (p. 25) Scored based on evidence collected throughout the year. GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

23 23 Professional Foundations Architecture: At a Glance p. 18

24 24 Professional Foundations Architecture: Rubric Structure Domain and Component Component Description Elements and Indicators Performance Level Descriptions Critical Attributes Possible Examples

25 25 Review component independently Discuss and chart your analysis Share with the larger group Analysis of One Component With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group: 1. The title of the component 2. The elements of this component 3. Critical attributes – the type of evidence that will be noted for this component 4. Possible examples or artifacts– generate a list of potential evidence that aligns with this component 15 min.20 min.

26 26 Scoring Part 1: Case Study Teacher Profile A Review the Case Study Profile Note where evidence supports particular PF components Review the annotated profile to compare component alignment. Purpose  Align evidence with components  Based on evidence collected, assign component ratings p min. Rubric

27 27 Scoring Part 2: Case Study Teacher Profile A Review additional evidence such as a lesson plan or a professional growth plan In groups, select a rating for each assigned PF component based on the evidence provided In your group, chart the PF components, your ratings, rationale, and feedback you would provide Group share pp

28 28 Teacher Support and Development Process

29 29 Support and Development The Rhode Island Model is designed to support teacher development by:  Outlining high expectations that are clear and aligned to school, district, and state priorities;  Establishing a common vocabulary for meeting expectations;  Encouraging student-focused conversations to share best practices, and address common challenges;  Grounding teacher professional development in data-driven collaboration, conferencing, observation, and feedback to meet shared goals for student achievement; and  Providing a reliable process for educators to focus practice and drive student learning. p. 17

30 30 Support and Development Three Evaluation Conferences  Beginning, Middle, and End-of Year based on Differentiation Self assessment (optional)  optional reflective process  use prior evaluation data to analyze and identify priorities for professional growth plan See p. 65 for Conference Planning Tools

31 31 Support and Development Professional Growth Plan or Performance Improvement Plan One professional growth goal required (minimum) Goal(s) within a plan can span more than one school year, however, the activities and benchmarks for the goal should be identified for each year Clear action steps and benchmarks for meeting goal Aligned to the components within the teacher professional practice or professional foundations rubric Mid-Year Conference provides a formal opportunity for the teacher and evaluator to review the Professional Growth Plan and make adjustments, if necessary Performance Improvement Plan for teachers rated as Developing or Ineffective, or who are in need of targeted support anytime during the school year EPSS facilitates the conferencing and goal setting processes, and enables users to upload evidence related to professional growth plan p. 19 Flexibility Factor: Schools and districts may determine that a school-wide approach for one professional growth goal is preferable

32 32 Support and Development Professional Growth Plans are one way professional development initiatives can be integrated with educator evaluation State, district, school initiatives include:  Transition to Common Core  Secondary Reform Work  Comprehensive Assessment System (CAS)  Instructional Management System (IMS)  Response to Intervention (RtI)  Data systems and data analysis  STEM curriculum and assessment  Effective common planning time protocols

33 33 Support and Development Performance Improvement Plans – Targeted Support  Educators who:  receive a final effectiveness rating of Developing or Ineffective, or  are determined to be in need of targeted support during the year, will work with their evaluator to develop a Performance Improvement Plan  Performance Improvement Plans detail the more intensive support an educator will access to improve their practice  Based on expectations established within RI Educator Evaluation System Standards  Work with an improvement team  More frequent benchmarks, greater monitoring  Districts have flexibility to include additional requirements and expectations beyond RI Model minimum guidelines

34 34 Session 3 Closure Stop and Jot 1.Identify any planned (or potential) professional development to be offered in your district or school during  Consider all district or school professional development efforts currently underway or planned for  What opportunities can teachers in your school integrate into their professional growth plan? 2.Think about how teachers can use these professional development opportunities in their professional growth planning.

35 35 Educator Performance Support System (EPSS) Session 3: EPSS Objectives Evaluators will:  Understand the general layout and purpose of the educator and evaluator dashboards  Practice using EPSS as teacher evaluators  Understand how multiple data points come together on a Mid-Year Conference form and Final Effectiveness Rating Report  Know how to access the EPSS support options Day 1Day 2Day 3Day 4

36 36 Preparing for our next session: Getting onto EPSS 1.Go to 2.Enter your training Username/ Password Log in as a Teacher 3.Select EPSS (Training Site). 4.Select My Caseload Tab.

37 37 EPSS Purpose and Background The purpose of the EPSS is to support high quality evaluation implementation, maximize educators’ time and resources, and provide a single data system for educator evaluation.  Development background  Forms and functionality streamlined  Help resources p. 10

38 38 Overview of Your Evaluation Dashboard

39 39 Professional Growth Plan

40 40 Student Learning Objectives **New Procedure for SLO approval**

41 41 Preparing for our next session: Getting onto EPSS 1.Go to 2.Enter your training Username/ Password Log in as a Principal 3.Select EPSS (Training Site). 4.Select My Caseload Tab.

42 42 Overview of Your Caseload Dashboard

43 43 Same Forms…..New Look…. Better Functionality

44 44 Beginning of the Year Conference Form

45 45 Introducing Zero-Instance Components Zero Instance Components are forms such as Self assessment Additional PGG- Professional Growth Goals Additional SLOS- First two will populate into the evaluation profile SOO-Student Outcome Objectives if deemed appropriate. Additional observations if needed Performance Improvement Plans PIP Principal will have access to Zero Instance Components through the Config. Admin tab. How to add zero instance forms: Config. Admin tab User Components link User –type in teacher name shows all of the components assigned to that teacher. Change the number using the arrow keys to add a form. Click and this will automatically add the form to the teacher’s profile.

46 46 Let’s Add a PGG!

47 47 Classroom Observation Form

48 48 Mid-Year Year Conference Form

49 49 Year-End Scoring Forms

50 50 Professional Foundations Form

51 51 Student Learning Objectives Scoring Form

52 52 Final Effectiveness Rating Report/ End of the Year Conference

53 53 Performance Improvement Plan –Zero Instance Form

54 54 Student Outcome Objective-Zero Instance Form Support Professional Online Training Modules and Guidebooks available on the RIDE website.

55 55 Teacher Self-Assessment- Zero Instance Form

56 56 Uploading Artifacts

57 57 Uploading Artifacts to EPSS

58 58 Supports and Resources for EPSS Resources available include:  RIDE EPSS site  EPSS Help  Sample videos  In-person Trainings this summer

59 59 Running Reports Overview of what reports can be run and why.

60 60 Running Reports in EPSS

61 61 Caseload Detail View

62 62 Rubric Explorer Reports

63 63 Rubric Explorer Reports

64 64 Trend Explorer Reports

65 65 Trend Explorer Reports

66 66 Final Evaluation Data Summary Report

67 67 Session Closure 3 Actions to follow this training: 2 Challenges to anticipate: 1 Possible Solution:

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