1. Welcome Back Module

2. 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).

3. 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

4. CSIP BRAIDS OUR EFFORTS TOGETHER
RtI
PLCs
Common Core
PBIS
Balanced Assessment
Family and Community Partnerships
Educator Effectiveness
“Preparing our Students for Their Future”

5. 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

6. 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.

7. WI Educator Effectiveness System
The Educator Practices Summary is comprised of scores for each of the components in Danielson Framework for Teaching
Changed for 14-15: Reduced from two SLOs annually to one annually; evaluator no longer required to approve the EEP or SLO goals.
Changed for 14-15: removed “District Choice” as an outcome measure;

8. Summary Year
Educator gathers evidence and artifacts of progress towards the Educator Effectiveness Plan (EEP)
Classroom
Observations
Classroom Observations

9. 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 minutes long each), with at least two unannounced mini-observations during the Summary (final) year of the Effectiveness Cycle.
Changed for 14-15: Removed the long unannounced observation.

10. Non-Summary Year
Educator gathers evidence and artifacts of progress towards Educator Effectiveness Plan (EEP)
Mini Observation
Mini Observation

11. 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)
*not required by state in non summary year…but helpful at least this initial year for all to prepare PPG

12. 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

13. The Danielson Framework
Domain 1 - Planning and Preparation
Domain 2 - Classroom Environment
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
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 3 - Instruction
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
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
-3e Demonstrating Flexibility & Responsiveness

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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 school year.

20. Accessing your Teachscape Account
Enter and password
Click on the Reflect tab then go to the Evaluation Planning

21. 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*
*if in summary year

22. Debrief
What did you learn about the Danielson Framework as you prepared the self-assessment?
What questions did this generate for you?

23. 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

24. 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.

25. 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

26. 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

27. 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

28. SLO Development Guiding Questions
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)

29. 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. Score Criteria Description 4
Student 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 2
Student 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. 1
Student 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.
Copies of scoring rubric for participants

31. 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?
See checklist and example SLO

32. Debrief
What did you notice about the SLO process as you reviewed the example SLO?
What questions did this process surface for you?

33. 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

34. The Educator Effectiveness Plan
The Educator Effectiveness Plan is completed by October 31st
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

35. 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

36. “I will (learn to…) so that students will (learn…)”
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 EEP
EEP Year 1
(1st Grade)
EEP Year 2
(2nd Grade)
EEP Year 3
EEP Year 4
EEP 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

37. Structures and Supports
Principal/Assistant Principal
Literacy Coaches, CSS, Program Leaders, PLCs
District EE workshops
DPI Educator Effectiveness website
Teachscape Help Desk

38. Next Steps
Populate this slide with next steps based on your context

39. Closing & Exit Slip
Identify how you would like to get feedback from staff and enter it here