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APS Teacher Evaluation Module 7: Preparing for My Mid-Year Conversation.

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Presentation on theme: "APS Teacher Evaluation Module 7: Preparing for My Mid-Year Conversation."— Presentation transcript:

1 APS Teacher Evaluation Module 7: Preparing for My Mid-Year Conversation

2 Rate your understanding of the revised teacher evaluation system: Fist – I didn’t know it was changed. 1 finger – I just understand SMART goals, not sure what else I am supposed to do. 2 fingers – I understand SMART goals and my documentation log. 3 fingers – I understand all the components, but still have a few questions on how I will be rated. 4 fingers – I understand all the components and don’t’ have any questions. 5 Fingers – I could help my colleagues in understanding in the entire process. Check for Understanding- Fist to Five? 2

3 APS Teacher Evaluation Process Overview Lesson Plans Writes SMART Goal Document Log ObservationsMid-YearEvaluation Monitors Lesson Plans WritesCompilesParticipates ApprovesReviewsConductsFacilitates 3

4 Mid-Year Conversation 1.What does a mid-year conversation look like? 2.How should my data be presented? 3.How will my SMART goal be measured at the end of the year? 4.Plan for checking for student understanding 5.Progress on Documentation Log Agenda 4

5 What is student progress goal setting? Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal 5

6 Monitor progress Adjust instruction as needed Determining Goal Attainment- Key points 6

7 On the chart paper on your table list the ways you are monitoring students’ progress towards achieving your SMART goal. If more than one person is using that method/data put check marks next to it to represent the number of those using it Check for Understanding: Charting 7

8 Activity 1: What key questions does the evaluator ask? Videos Mid Year Conversation on Goal Making Acceptable Progress Mid Year Conversation on Goal that is not on Target 1. What does the mid-year conversation look like? 8

9 Provide a summary of class/focus group data, not individual sets of data Present data in a table or graph that shows baseline and mid-year data to highlight growth or lack of growth 2. How do I summarize and present my data? Base- line data Mid- year data Growth from base- line to mid year End of year data Growth from base-line to end of year Student A Student B Student C 9

10 Insert example from school’s ILT SMART goal and data summary. ILT Data Example 10

11 How will you summarize your data for the mid-year conversation? Sketch out your data table Check for understanding: Share with three other people and listen to their ideas. Activity 2: Data 11

12 Monitor progress Adjust instruction as needed Determining Goal Attainment 12

13 Look for adjustments in this order: 1.Strategy Implementation – Did I implement the strategies appropriately? 2.Are they appropriate strategies for the target group and the content? – Are other strategies needed in place of? In addition to? 3.LAST- is the target appropriate and realistic? 4.What additional checks for understanding do I need? What if my target group is not on track to meet the goal? 13

14 Determining Goal Attainment Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal 14

15 High Growth Medium Growth Low Growth Highly EffectiveEffectiveDeveloping/ Needs Improvement Ineffective More than 50% of students exceeded goal with no more than 10% not meeting the goal At least 80% of students met or exceeded the goal Less than 50% of students did not meet goal and 50% or more met or exceeded the goal Greater than 50% of students did not meet goal 3. How will my SMART goal be measured at the end of the year? 15

16 High Growth Medium Growth Low Growth Highly EffectiveEffectiveDeveloping/ Needs Improvement Ineffective More than 50% of students exceeded goal with no more than 10% not meeting the goal 16 students earn a score of 3 or higher which represents 89% At least 80% of students met or exceeded the goal 15 students earn a score of 3 or higher which represents 83% Less than 50% of students did not meet goal and 50% or more met or exceeded the goal 9 students earn a score of 3 or higher which represents 50% Greater than 50% of students did not meet goal 8 students earn a score of 3 or higher which represents 45% Music Example: At least 80% of my students will meet or exceed the benchmark for the music assessment which is a score of 3 or proficient on the rubric. (When using Smart Music, a score of 75% or greater will be proficient.) [18 total students] 16

17 High Growth Medium Growth Low Growth Highly EffectiveEffectiveDeveloping/ Needs Improvement Ineffective More than 50% of students exceeded goal with no more than 10% not meeting the goal ___students earn/score ___ which represents ____% At least 80% of students met or exceeded the goal ___students earn/score ___ which represents ____% Less than 50% of students did not meet goal and 50% or more met or exceeded the goal ___students earn/score ___ which represents ____% Greater than 50% of students did not meet goal ___students earn/score ___ which represents ____% For your SMART goal, what numbers are needed for each rating? 17

18 15 minute break

19 How do you know they learned it? I TAUGHT STRIPE HOW TO WHISTLE 19

20 I DON’T HEAR HIM WHISTLING 20

21 I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate. 21

22 “…at the very least, teachers should check for understanding every 15 minutes.” -Douglas Fisher Checking for Understanding 22

23 4. What data sources would be appropriate for … Progress monitoring goal progress throughout the year? TOOL- APS Comprehensive Assessment Inventory TOOL 23

24 One tool to support checking for understanding Activity 3: Preview the text Think about “In what ways will this help me check for understanding more frequently?” Turn and talk 24

25 Activity 4 choice a: Final Word Protocol 1.Skim the text- APS Assessment Inventory (5 minutes). 2.Select one phrase that strikes you. 3.(1-2 minutes) Participant [sharer] closest to the door reads the phrase s/he selected including why s/he selected it. 4.Each listener has 1 uninterrupted minute to “reflect back” on what the sharer said. 5.Final word: sharer has 1 minute uninterrupted time to react to what has been said in the group. 6.Repeat the cycle with the person to the right of the first sharer. 25

26 Activity 4- choice b: Four “A”s Text Protocol 1.Read the text silently, highlighting and writing notes in the margin on post-it notes 2.Answer the following four questions What Assumptions does the author of the text hold? What do you Agree with in the text? What do you want to Argue with in the text? What parts of the text do you want to Aspire to? 3.In a round, each person identifies one assumption in the text, citing the text (with page numbers, if appropriate) as evidence. 4.Continue in rounds- Agree with, Argue with and Aspire to 5.What does this mean for our work with students? 6.Debrief the text experience. 26 Text- APS Assessment Inventory

27 Activity 5: Plan to Check for Understanding 1.Identify (star/highlight) which strategies you currently use in your classroom/program (page 47-50). 2.Talk to your neighbor about how these checks for understanding lead to changes in your instruction. 27

28 Next Steps Identify 2-3 checking for understanding strategies you do not currently use that you will incorporate in your work to achieve your SMART goal. Plan for utilizing 1-2 of these in your SMART goal work. 28

29 How does checking for understanding fit into the teacher performance standards? (1) Performance Standard 4: Assessment of and for Student Learning/Assessment The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents/guardians throughout the school year. The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff. 29

30 How does checking for understanding fit into the teacher performance standards? (2) Performance Standard 4: Assessment of and for Student Learning/Assessment 30 Highly Effective Effective Effective is the expected level of performance. Developing/Nee ds Improvement Ineffective In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress. The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents/guardians throughout the school year. The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not provide timely feedback on student academic progress in a timely manner.

31 Additional Reading: Brief 6Brief 6: Standard 4- Assessment of and for Student Learning 31

32 5. Mid-year Conversation and Progress on Documentation Log Bring to the mid-year conversation items you have identified for your documentation log thus far. Be ready to share the description of the evidence and why you might include it. 32

33 Mid-Year Conversation 1.What does a mid-year conversation look like? 2.How should my data be presented? 3.How will my SMART goal be measured at the end of the year? 4.Plan for checking for student understanding 5.Progress on Documentation Log Agenda 33

34 Check for Understanding: Exit Ticket What is needed for my mid-year conversation? 34

35 To Do List – Prepare for mid-year conversation – Plan to use checks for understanding and be ready to share at ______ meeting 35

36 Focuses on student results Connects teaching with learning Leads to improved instruction in the classroom Contributes to school improvement Setting and monitoring student achievement goals… 36

37 “Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.” APS Teacher Evaluation Vision Since

38 APS Teacher Evaluation A Process for Student and Teacher Growth


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