2 OutcomesUnderstand the new evaluation process and how it supports the continuous school improvement processUnderstand the beginning of the year Evaluation Planning ProcessUnderstand 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 FrameworkUnderstand the process for setting a Student Learning Objective (SLO).
3 Agenda Welcome, Agenda and Outcomes AASD focus on continuous improvementThe Danielson Framework and Self- RatingCSIP roll outElements of the Student Learning Objective and example review
4 CSIP BRAIDS OUR EFFORTS TOGETHER RtIPLCsCommon CorePBISBalanced AssessmentFamily and Community PartnershipsEducator 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 PausingParaphrasingProbingPutting ideas on the tablePaying attention to self and othersPresuming positive intentionsPursuing a balance between advocacy and inquiryIn 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 TeachingChanged 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 YearEducator gathers evidence and artifacts of progress towards the Educator Effectiveness Plan (EEP)ClassroomObservationsClassroom 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 YearEducator gathers evidence and artifacts of progress towards Educator Effectiveness Plan (EEP)Mini ObservationMini 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 processData 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 PreparationDomain 2 - Classroom Environment1a 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 Assessment2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical SpaceDomain 3 - InstructionDomain 4 - Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records 4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally 4f Showing Professionalism3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d 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 instructionEvidence 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 instructionEvidence 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 distinguishedExamples 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 TalkUsing a copy of the Danielson Framework review the Distinguished, and Proficient ratings under component 3CHighlight the language that differentiates each level of practiceBe 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 passwordClick on the Reflect tab then go to the Evaluation Planning
21 Evaluation PlanningWhen you click on evaluation planning, you will see the Self-AssessmentOnce you have completed the self-assessment you will click on submitThis 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 DebriefWhat 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 ProcessResults focus on what you want as an outcome; processes focus on how you will get thereResults can be measured in multiple ways; processes either occur or do not occurResults reflect impact; processes reflect implementationBoth 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 ObjectivesCommon 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.3Student 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 data2Student 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.Copies of scoring rubric for participants
31 Example Student Learning Objective With a group of 3-4, review the example Student Learning ObjectivesUse the checklist to determine if all the required elements are included in the SLOWhat feedback would you share to strengthen the SLO?See checklist and example SLO
32 DebriefWhat 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-ratingThe professional practice goal is not rated individuallyThe 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 31stIn 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 learningThe 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 GoalCovers 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 annuallyThe EEPEEP Year 1(1st Grade)EEP Year 2(2nd Grade)EEP Year 3EEP Year 4EEP Year 5Student 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 AssessmentOral 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 identifiedProfessional Practice Goal(PPG)I will learn to… (PPG)Daily whole-group shared reading and small group instructionWhole-group and small-group phonics dailySmall group oral language instruction 2-3 times per week as part of their core literacy instructionDevelop a new PPG annually based on self rating and my SLO goal
37 Structures and Supports Principal/Assistant PrincipalLiteracy Coaches, CSS, Program Leaders, PLCsDistrict EE workshopsDPI Educator Effectiveness websiteTeachscape Help Desk
38 Next StepsPopulate this slide with next steps based on your context
39 Closing & Exit SlipIdentify how you would like to get feedback from staff and enter it here