1. Lincoln School District

2. Agenda  Overview of packets Observations Other Types of Evidence Mid-Year Conferences Closing and Next Steps

3. Teacher Evaluation and Development Process Beginning-of- Year Conference Self-assessment Set professional growth goals & create professional growth plan Set student learning objectives Mid-Year Conference Discuss professional growth plan Revisit student learning objectives Deliver feedback on performance to date End-of-Year Conference Discuss professional growth plan Deliver feedback on performance for entire year Final evaluation rating assigned Sept.-Mid Oct.May-Jun. Jan.-Feb. Ongoing feedback based on multiple classroom observations, data collection and targeted development activities

4. Using the RI Model Rubrics Remember that the rubrics are intended to be holistic and used for summative ratings. They are not observation rubrics. The rubrics should be used to craft feedback and guide you in prioritizing what to look for when conducting observations.

5. The Purposes of Observations Collect first-hand information about a teacher’s strengths and areas for development Identify the fidelity or degree of implementation of programs Observe the interactions between students and teachers Monitor the culture of the school

6. Gradual vs. Full Implementation for Teachers ComponentGradual ImplementationFull Implementation Evaluation Conferences 3 evaluation conferences between the teacher and the evaluator 3 evaluation conferences between the teacher and the evaluator ObservationsAt least 1 long and 1 short observation (2 total) beginning mid-year At least 4, including:  1+ long, announced  3+ short, unannounced Professional Growth Goals At least 1 set at the beginning of the year At least 3 Student Learning Objectives At least 2 set by October 2011 At least 2-4 (per teacher) RI Growth Model Rating Not applicable in 2011-12 Ratings assigned in 2012-2013 school year Final Effectiveness Rating Aggregate ratings will be collected in 2011-2012 but used for development purposes only Evaluators will combine Professional Practice, Professional Responsibilities and Student Learning rating to calculate a summative rating

7. Feedback - Overview The purpose of feedback after an observation is to share with the teacher what he or she is doing well and what needs to be improved. All feedback should be:  Specific -name concrete actions/behaviors  Aligned with rubric language  Timely  Actionable pp. 34

8. Classroom Observation Feedback Form

9. Observations are Only One Way to Collect Evidence pp. 85 & 97 Competencies are listed in order by domain The open, half-filled or filled circles illustrate which competencies are primarily observable.

10. Artifact Collection - Process Review the rubrics and the quick references tables in your guidebook as well as the Lincoln Non-observable Evidence Requirements and note which competencies may require you to submit artifacts to your evaluator. Collect and submit materials that relate directly to the competencies in the rubrics, your Student Learning Objectives and Professional Growth Plan. With each submission, include a cover sheet and maintain a copy of evidence you submit for your records.

11. Reviewing Student Achievement Data A key goal of the Mid-Year Conference is to monitor a teacher’s progress toward his or her Student Learning Objectives. What systems are in place that allow you to collect and analyze formative student learning data? Summative?

13. Looking at Evidence Holistically Example sources of evidence that may be used to inform Mid-Year Conference feedback: Classroom Observations (long and short) Review of Lesson/Unit/Annual Planning Materials Review of Student Work Samples Review of Student Assessment Data Direct Interactions with Students during an Observation Minimally, before the mid-year conference teachers should submit evidence to support progress with Student Learning Objectives and Professional Growth Plans

14. Sample Mid-Year Conference Agenda for Teachers