1. Welcome to… BEST PRACTICES in eVAL TRAINING, Facilitator © 2013 ESD 112. All rights reserved.

2. Learning Target: To have the skills, knowledge and confidence to be effective trainers on the use of the eVAL tool to support: effective self-assessment the articulation of goal-setting, and the integration of multiple measures of evidence Learning Target: To have the skills, knowledge and confidence to be effective trainers on the use of the eVAL tool to support: effective self-assessment the articulation of goal-setting, and the integration of multiple measures of evidence

3. WHAT DO YOU KNOW ABOUT eVAL? Let’s find out… WHAT DO YOU KNOW ABOUT eVAL? Let’s find out…

4. Point your browser to: padlet.com/wall/_______ Double click on the screen, and type one or more facts you know about eVAL. Resize your note to make room for others. Point your browser to: padlet.com/wall/_______ Double click on the screen, and type one or more facts you know about eVAL. Resize your note to make room for others.

5. WHAT YOU NEED TO KNOW ABOUT eVAL WHAT YOU NEED TO KNOW ABOUT eVAL eVAL supports the greater efforts of professional growth. eVAL supports the greater efforts of professional growth. eVAL is complex, reflecting the complexity of TPEP. eVAL is complex, reflecting the complexity of TPEP. eVAL promotes collegiality, communication, collaboration. eVAL promotes collegiality, communication, collaboration. eVAL includes many features; users control how it is used. eVAL includes many features; users control how it is used. eVAL won’t fix all of the challenges of evaluation. eVAL won’t fix all of the challenges of evaluation. eVAL is continually being improved, based on feedback. eVAL is continually being improved, based on feedback. eVAL archives data each year; available in “read-only.” eVAL archives data each year; available in “read-only.” Data sitting on the eVAL server is secure. Data sitting on the eVAL server is secure. eVAL supports the greater efforts of professional growth. eVAL supports the greater efforts of professional growth. eVAL is complex, reflecting the complexity of TPEP. eVAL is complex, reflecting the complexity of TPEP. eVAL promotes collegiality, communication, collaboration. eVAL promotes collegiality, communication, collaboration. eVAL includes many features; users control how it is used. eVAL includes many features; users control how it is used. eVAL won’t fix all of the challenges of evaluation. eVAL won’t fix all of the challenges of evaluation. eVAL is continually being improved, based on feedback. eVAL is continually being improved, based on feedback. eVAL archives data each year; available in “read-only.” eVAL archives data each year; available in “read-only.” Data sitting on the eVAL server is secure. Data sitting on the eVAL server is secure.

6. WHAT ABOUT THE SANDBOX? WHAT ABOUT THE SANDBOX? Is an exploratory playground Is an exploratory playground Mirrors your district’s real eVAL site Mirrors your district’s real eVAL site Is loaded w/your district’s instructional framework Is loaded w/your district’s instructional framework Sits on a smaller server Sits on a smaller server Data gets erased every night Data gets erased every night Is an exploratory playground Is an exploratory playground Mirrors your district’s real eVAL site Mirrors your district’s real eVAL site Is loaded w/your district’s instructional framework Is loaded w/your district’s instructional framework Sits on a smaller server Sits on a smaller server Data gets erased every night Data gets erased every night

7. TODAY’s AGENDA A look at the materials A look at the materials Self-assessment Self-assessment Break Break Goal-setting Goal-setting Lunch Lunch Gathering evidence Gathering evidence Break Break Web sites, webinars and other wonderful things Web sites, webinars and other wonderful things TODAY’s AGENDA A look at the materials A look at the materials Self-assessment Self-assessment Break Break Goal-setting Goal-setting Lunch Lunch Gathering evidence Gathering evidence Break Break Web sites, webinars and other wonderful things Web sites, webinars and other wonderful things

8. TODAY’s STORYLINE Has identified the use of formative assessment in the classroom as an area of growth for instructional practice. The Teacher Has identified the use of formative assessment in the classroom as an area of growth for instructional practice. CEL A6 ● Danielson 3 (3d) ● Marzano 1-R (6.3) The Principal Has identified increased parent communication as a goal in the strategic plan for his/her school. The teacher is asked to respond to the principal’s prompt about this goal for professional practice. CEL PCC3 ● Danielson 4 (4c) ● Marzano 4 (7.1) Has identified the use of formative assessment in the classroom as an area of growth for instructional practice. The Teacher Has identified the use of formative assessment in the classroom as an area of growth for instructional practice. CEL A6 ● Danielson 3 (3d) ● Marzano 1-R (6.3) The Principal Has identified increased parent communication as a goal in the strategic plan for his/her school. The teacher is asked to respond to the principal’s prompt about this goal for professional practice. CEL PCC3 ● Danielson 4 (4c) ● Marzano 4 (7.1)

9. WHAT ABOUT TODAY’S CONTENT? Supports OSPI’s training modules 3 ● 5 ● 6 ● 7 Supports OSPI’s training modules 3 ● 5 ● 6 ● 7 Designed by ESD 112 and made available at tinyurl.com/evalttt Designed by ESD 112 and made available at tinyurl.com/evalttt

10. Are you an explorer? If so, you like to… Chart your own course Chart your own course Move at your own pace Move at your own pace Explore things on your own Explore things on your own Check out your own “if-then” scenarios Check out your own “if-then” scenarios If so, you like to… Chart your own course Chart your own course Move at your own pace Move at your own pace Explore things on your own Explore things on your own Check out your own “if-then” scenarios Check out your own “if-then” scenarios or…

11. Are you a map reader? If so, you like to… Know where you are going and how to get there Know where you are going and how to get there Have the assistance of a “tour guide” to answer questions and interpret things you are seeing Have the assistance of a “tour guide” to answer questions and interpret things you are seeing If so, you like to… Know where you are going and how to get there Know where you are going and how to get there Have the assistance of a “tour guide” to answer questions and interpret things you are seeing Have the assistance of a “tour guide” to answer questions and interpret things you are seeing

12. Our group norms Attend to the opening slideshows Attend to the opening slideshows Whisper quietly Whisper quietly Help each other Help each other Use the user guide Use the user guide Use the parking lot Use the parking lot Attend to the opening slideshows Attend to the opening slideshows Whisper quietly Whisper quietly Help each other Help each other Use the user guide Use the user guide Use the parking lot Use the parking lot Stick with me Stick with me Ask questions as we go along Ask questions as we go along Help each other Help each other Use the user guide Use the user guide Use the parking lot Use the parking lot Stick with me Stick with me Ask questions as we go along Ask questions as we go along Help each other Help each other Use the user guide Use the user guide Use the parking lot Use the parking lot Set cell phones to silent Set cell phones to silent Take breaks as needed Take breaks as needed Be back on time Be back on time Attend at the signal Attend at the signal Set cell phones to silent Set cell phones to silent Take breaks as needed Take breaks as needed Be back on time Be back on time Attend at the signal Attend at the signal ExplorersExplorers Map readers EveryoneEveryone What else?

13. Where’s the parking lot? It’s online at: http://padlet.com/wall/________ http://padlet.com/wall/________ Please write that address down now and keep it close by in case you need it.

14. Looking at the TRAINING MATERIALS Looking at the TRAINING MATERIALS  Why a real binder? Why not just a virtual binder?  A single user guide for evaluators and evaluatees  Training materials can be used in “sections” if needed (Example: binder scripts & user guide chapter on SA)  A single web site for all Washington eVAL trainers that mirrors the contents of your binder  Why a real binder? Why not just a virtual binder?  A single user guide for evaluators and evaluatees  Training materials can be used in “sections” if needed (Example: binder scripts & user guide chapter on SA)  A single web site for all Washington eVAL trainers that mirrors the contents of your binder tinyurl.com/evalttt

15. A web site created for your workshop participants to get their WORKSHOP MATERIALS A web site created for your workshop participants to get their WORKSHOP MATERIALS tinyurl.com/evalusers  Sample artifacts for our two scenarios and that are ready to download and use for today’s workshop  Sample text for our two scenarios today and that we will use to enter into the sandbox text fields  Three ways to access the eVAL user guide  Sample artifacts for our two scenarios and that are ready to download and use for today’s workshop  Sample text for our two scenarios today and that we will use to enter into the sandbox text fields  Three ways to access the eVAL user guide

16. A web site created for your workshop participants to get their WORKSHOP MATERIALS A web site created for your workshop participants to get their WORKSHOP MATERIALS So let’s get started and go there now! So let’s get started and go there now! tinyurl.com/evalusers