Presentation on theme: "Welcome Back Module. Outcomes Understand the new evaluation process and how it supports the continuous school improvement process Understand the beginning."— Presentation transcript:
Welcome Back Module
Outcomes Understand the new evaluation process and how it supports the continuous school improvement process Understand the beginning of the year Evaluation Planning Process Understand how to access your Teachscape account (the evaluation management system) Use the Danielson Framework to reflect on your practice and deepen your understanding around the Framework Understand the process for setting a Student Learning Objective (SLO).
Agenda Welcome, Agenda and Outcomes AASD focus on continuous improvement The Danielson Framework and Self- Rating CSIP roll out Elements of the Student Learning Objective and example review
RtI PLCs Common Core PBIS Balanced Assessment Family and Community Partnerships Educator Effectiveness CSIP BRAIDS OUR EFFORTS TOGETHER “Preparing our Students for Their Future”
Turn and Talk “It’s not that teaching needs to be fixed. Teaching is so hard and so complex that it can always be improved.” --Charlotte Danielson
The Seven Norms of Collaboration Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and inquiry In The Adaptive School: Developing and Facilitating Collaborative Groups by Robert Garmston and Bruce Wellman, p. 45.
WI Educator Effectiveness System
Classroom Observations Classroom Observations Educator gathers evidence and artifacts of progress towards the Educator Effectiveness Plan (EEP) Summary Year
Observing teachers in the Summary Year Evaluators of teachers conduct one announced observation (with a pre-observation conference and a post-observation conference), plus three to five unannounced mini-observations (about 15-20 minutes long each), with at least two unannounced mini-observations during the Summary (final) year of the Effectiveness Cycle.
Mini Observation Educator gathers evidence and artifacts of progress towards Educator Effectiveness Plan (EEP) Non-Summary Year
Preparing for the Evaluation Process- Beginning of the year The Educator Effectiveness Plan: Complete a self-rating of practice* Prepare 1 Student Learning Objective (SLO) Prepare 1 professional practice goal (PPG)
Educator Effectiveness Plan (EEP) The Self-Rating of Practice The self-rating of practice, based on the Danielson Framework supports teacher reflection, goal setting and the observation process Data from the self-rating is not included in the evaluation rating but is used by the teacher to inform the goal setting process
Domain 4 - Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism The Danielson Framework 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction -3e Demonstrating Flexibility & Responsiveness Domain 2 - Classroom Environment Domain 3 - Instruction 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 - Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment
Evidence for Domains 2 and 3 Domains 2 and 3 of the Danielson Framework are the “observable” domains-things you see during instruction Evidence of proficiency in the components under these domains are demonstrated during classroom observations
Evidence for Domains 1 and 4 Domains 1 and 4 of the Danielson Framework are the “unobservable” domains-things that are done in preparation for instruction Evidence of proficiency in the components under these domains are demonstrated through artifacts such as unit or lesson plans and professional dialogue
Describing Levels of Practice The rubric for rating practice is constructed using a four point scale, unsatisfactory, basic, proficient and distinguished Examples of each component and critical attributes are described in the Framework to support understanding
Rating Rubric “Teaching is so hard and so complex that we visit four (rating of 4) from time to time but we don’t live there” - Charlotte Danielson
Review, Turn and Talk Using a copy of the Danielson Framework review the Distinguished, and Proficient ratings under component 3C Highlight the language that differentiates each level of practice Be prepared to share what you noticed about the differences
Reflection and Self-Rating Using the Danielson framework and the self- rating template, review the critical attributes of each component and complete your self- assessment for the 2014-2015 school year.
Accessing your Teachscape Account www.login.teachscape.com Enter email and password Click on the Reflect tab then go to the Evaluation Planning
Evaluation Planning When you click on evaluation planning, you will see the Self-Assessment Once you have completed the self-assessment you will click on submit This will inform the evaluator that the first part of the process is complete, and the Evaluation Planning Conference can be scheduled*
Debrief What did you learn about the Danielson Framework as you prepared the self- assessment? What questions did this generate for you?
Continuous School Improvement Plan 2014-15 Add slides to strategically roll out your goal and plan for the school year …building ownership and planning for implementation and support
Educator Effectiveness Plan (EEP)- Student Learning Objective (SLO) The Student Learning Objective identifies the standards and skills that students need to master and the ways teachers will measure students’ progress relative to those skills throughout a course. 24
Why Student Learning Objectives? “An effective educator can change the course of a student’s future. Evidence has shown that setting rigorous and ambitious goals for student achievement, combined with purposeful use of data, can lead to greater academic growth and performance by students.” - The Department of Public Instruction 25
Results and Process Results focus on what you want as an outcome; processes focus on how you will get there Results can be measured in multiple ways; processes either occur or do not occur Results reflect impact; processes reflect implementation Both are important and necessary for teacher effectiveness and student learning to be maximized 26
Team Student Learning Objectives Grade-level teams or departments can set common Student Learning Objectives Common goals support sharing of resources, strategies and collaborative learning
SLO Development Guiding Questions 1.What do you want students to know and be able to do? (What standard(s) will be addressed?) 2. How will you know if they learned it? (which assessment?) Which assessments offer pre/post data points? What assessments will I use to track progress between pre and post? (formative)
Elements of Student Learning Objectives Learning Content- Which grade- level content standards or skills do we want students to master? Baseline Data and Rationale- Why did we choose this objective and what data did you analyze? Population-Which students are included in this objective? Interval-What time frame is involved? Evidence Sources-How will we measure the objective? Targeted Growth-What is our goal for student growth? Instructional Practices-What instructional strategies will we use to reach the goal? Support-What professional development or support is needed to reach the goal?
30 ScoreCriteriaDescription 4Student growth for SLO(s) has exceeded the goals(s). Educator engaged in a comprehensive data- driven SLO process that resulted in exceptional student growth. Evidence indicates exceptional growth for all/nearly all of targeted population. Educator set rigorous superior goal(s); skillfully used appropriate assessments; continuously monitored progress; strategically revised instruction based on progress monitoring data. 3 Student growth for SLO(s) has met goals(s) Educator engaged in a data-driven SLO process that resulted in student growth. Evidence indicates substantial growth for most of the targeted population. Educator set attainable goal(s); used appropriate assessments; monitored progress; adjusted instruction based on progress monitoring data 2Student growth for SLO(s) has partially met the goals(s). Educator Engaged in a SLO process that resulted in inconsistent student growth. Evidence indicates some growth for most of the target population, but not at the level of the goals(s). Educator set a goal; used assessments; inconsistently monitored progress; inconsistently or inappropriately adjusted instruction. 1Student growth for SLO(s) has not met the goals(s). Educator engaged in a SLO process that resulted in minimal or no student growth. Evidence indicates substantially low or inconsistent growth for most of the targeted population. Educator set inappropriate goal(s); inconsistently or inappropriately used assessments; failed to monitor progress; failed to adjust instruction based on progress monitoring data.
Example Student Learning Objective With a group of 3-4, review the example Student Learning Objectives Use the checklist to determine if all the required elements are included in the SLO What feedback would you share to strengthen the SLO?
Debrief What did you notice about the SLO process as you reviewed the example SLO? What questions did this process surface for you?
The Professional Practice Goal (PPG) The Professional Practice Goal is based on an instructional strategy or practice that will support the Student Learning Objective or another aspect of practice that the teacher identifies through a self-rating The professional practice goal is not rated individually The professional practice goal helps support individual reflection and serves as a focus for feedback in the observation process
The Educator Effectiveness Plan The Educator Effectiveness Plan is completed by October 31 st In the Summary Year the teacher will meet with the principal to review the EEP goals (SLO and PPG) In the supportive years the teacher will seek feedback from peers and enter the final goal into the Teachscape system
How do the PDP and the EEP Connect? The Professional Development Plan includes a long term goal (4 years) aimed at strengthening instructional practices to improve student learning The Educator Effectiveness Plan includes goals for practice and student learning that are shorter intervals (9 weeks, semester, academic year)that may inform the longer term PDP goal
A PDP Goal Covers multiple years “portable” to travel with me if I change grade level or jobs in the next few years “I will (learn to…) so that students will (learn…)” Example PDP Goal: I will strengthen my literacy instructional practices so that all of my students will gain at least one year of academic growth in literacy annually The EEPEEP Year 1 (1 st Grade) EEP Year 2 (2 nd Grade) EEP Year 3 (2 nd Grade) EEP Year 4EEP Year 5 Student Learning Objective (SLO) So that students will learn…(PPG) Reading: After analyzing the Mondo Benchmark Assessment I determined that 25% of my class is reading at a level A. This 25% of my students will read and comprehend leveled E+ texts by the end of first semester and leveled J+ texts by the end of the academic year as measured by the Mondo Benchmark Assessment Oral Language Development: After analyzing the Mondo Oral Language Assessment, I determined that six out of twenty students in my second grade classroom received a score of 7-10. These six targeted students will reach proficiency (15) on the Mondo Oral Language Assessment by the end of this academic year. Develop a new SLO annually based on students in my class and the standards that I have identified Professional Practice Goal (PPG) I will learn to… (PPG) Daily whole-group shared reading and small group instruction Whole-group and small-group phonics daily Small group oral language instruction 2-3 times per week as part of their core literacy instruction Develop a new PPG annually based on self rating and my SLO goal
Structures and Supports Principal/Assistant Principal Literacy Coaches, CSS, Program Leaders, PLCs District EE workshops DPI Educator Effectiveness website Teachscape Help Desk 1-888-479-7600
Next Steps Populate this slide with next steps based on your context
Closing & Exit Slip Identify how you would like to get feedback from staff and enter it here 39