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Educator Orientation Fall 2010. Ms. Chris Wilson 334/353-8646 Mrs. Telena Madison 334/353-5230 Dr. Tony Thacker 334/353-4810.

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Presentation on theme: "Educator Orientation Fall 2010. Ms. Chris Wilson 334/353-8646 Mrs. Telena Madison 334/353-5230 Dr. Tony Thacker 334/353-4810."— Presentation transcript:

1 Educator Orientation Fall 2010

2 Ms. Chris Wilson 334/ Mrs. Telena Madison 334/ Dr. Tony Thacker 334/

3 For Information On The Professional Educational Personnel Evaluation (PEPE) Program or EDUCATEAlabama Moodle Modules Professional Learning Units (PLUs) Contact Mr. John Bell

4 Background & Rationale Background & Rationale Process Process Lunch Lunch Implementing EA using the Standards & Continuum Implementing EA using the Standards & Continuum Debrief Debrief Questions & Answers Questions & Answers Breaks – Group Consensus !

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6 Provide background and rationale for refining EDUCATEAlabama (EA) Provide background and rationale for refining EDUCATEAlabama (EA) Offer guidelines for implementing the refined EA process Offer guidelines for implementing the refined EA process Create a common understanding of the structure, content, and intended uses of the: Create a common understanding of the structure, content, and intended uses of the: Alabama Quality Teaching Standards Alabama Continuum for Teacher Development Alabama Continuum for Teacher Development Respond to Frequently Asked Questions Respond to Frequently Asked Questions

7 Clarify the implementation of the refined EDUCATEAlabama process using the following: Clarify the implementation of the refined EDUCATEAlabama process using the following: Educator self-assessment Educator self-assessment Instructional leader and educator dialogue Instructional leader and educator dialogue Professional Learning Plan (PLP) Professional Learning Plan (PLP) Unannounced observations and subsequent dialogues Unannounced observations and subsequent dialogues Web based professional study modules and videos for professional learning and growth Web based professional study modules and videos for professional learning and growth

8 Know the intended uses of the: Know the intended uses of the: Alabama Quality Teaching Standards (Standards) Alabama Continuum for Teacher Development (Continuum) Alabama Continuum for Teacher Development (Continuum) Recognize how instructional leaders can support the effective use of these tools Recognize how instructional leaders can support the effective use of these tools Learn about structures and processes that can facilitate effective application of the Standards and Continuum in school settings Learn about structures and processes that can facilitate effective application of the Standards and Continuum in school settings

9 Understand how the effective implementation of EA may: Understand how the effective implementation of EA may: Facilitate professional learning and growth Facilitate professional learning and growth Favorably impact students academic and behavioral achievement Favorably impact students academic and behavioral achievement Understand the purpose and characteristics of formative assessmentand how it differs from summative assessment Understand the purpose and characteristics of formative assessmentand how it differs from summative assessment Address questions posed by instructional leaders and educators regarding EA Address questions posed by instructional leaders and educators regarding EA

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12 Conducted online July , 007 Practitioner Responses 1, 007 Practitioner Responses 80 + Pages of Comments 80 + Pages of Comments

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21 Focus on no more than Indicators -

22 If the information could be automatically imported that would be GREAT!

23 FORMSFORMS Drop down menus for simple comments on the forms would be very beneficial. I would like to see the forms transfer common data… indicator information from the observation form to the CSR…

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25 Contradictory information during training sessions

26 Teachers didnt understand their role… Never assume teachers and administrators know what they are suppose to be doing… know what they are suppose to be doing… …SDE should have explained to teachers… I did not understand it as an administrator…

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32 My teachers had many questions and I worked with them to develop a deeper understanding of the Standards and how to self-evaluate.

33 …teachers self-assessment …best tool for all.

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36 On-line videos for teachers for teachers to observe lessons focusing on [the standards] [the standards] would be very helpful.

37 Two more

38 When you are headed down the runway at 150 miles per hour and realize you dont have enough asphalt for takeoff, its a little late to order an extension of the runway.

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40 Background & Update

41 In the In the beginning

42 2009 Stakeholders Developed EDUCATEAlabama (EA) Professional Learning Collaborative process EA Process May 2009 Adopted by State Board of Education Replaced the Professional Education Personnel Evaluation (PEPE) Program

43 2009 continued EA meets states 1988 requirement of personnel evaluation for Alabamas educators Based on the Alabama: Quality Teaching Standards Alabama Administrative Code § Continuum for Teacher Development

44 2009 continued EA supports sustained and collaborative activities for educators designed to increase student achievement Activities must: Be consistent with the Alabama Standards for Professional Development Alabama Administrative Code § (3) Strengthen pedagogical knowledge Promote acquisition of research-based strategies Improve practice supported by data from local schools. Be reflected in Professional Learning Plans approved by the employing superintendent.

45 D Delivered statewide Instructional leaders and educators used data to set expectations, goals, and implement a plan of action for professional learning and growth Training - Series of online training modules Professional study approved by the Alabama Council for Leadership Development (ACLD) to earn Professional Learning Unit (PLU) status for Year One

46 July - EA Survey 2010 conducted and reviewed July - EA Survey 2010 conducted and reviewed August - EA Work Group convened August - EA Work Group convened 18 practitioners representing all 11 school board districts Members include superintendents, assistant superintendents, evaluation coordinators, principals, assistant principals, teachers, and university personnel Members include superintendents, assistant superintendents, evaluation coordinators, principals, assistant principals, teachers, and university personnel SDE personnel representing leadership, evaluation, library media specialists, and guidance counselors SDE personnel representing leadership, evaluation, library media specialists, and guidance counselors

47 Reviewed EA Survey 2010 results and written feedback Reviewed EA Survey 2010 results and written feedback Refined current EA process for implementation in , based on survey results Refined current EA process for implementation in , based on survey results Provided recommendations to the State Department of Education (SDE) regarding future EA training and professional study for instructional leaders and educators Provided recommendations to the State Department of Education (SDE) regarding future EA training and professional study for instructional leaders and educators

48 SDE Statewide Training Refined EA process Refined EA process SDE requirements and guidelines for implementation SDE requirements and guidelines for implementation EDUCATEAlabama Web-based process EDUCATEAlabama Web-based process Professional study modules Professional study modules Instructional videos Instructional videos Other evaluation options

49 Superintendents are encouraged to approve locally developed professional study for PLU and/or Continuing Education Unit (CEU) credit. Superintendents are encouraged to approve locally developed professional study for PLU and/or Continuing Education Unit (CEU) credit. Optional Online Tools for Optional Online Tools for Local Use ACLD Evaluation Matrix ACLD Evaluation Matrix Library of: Library of: Professional study modules Professional study modules Instructional videos Instructional videos

50 Online Library Resources Modules Standards and Continuum: Overview Standards and Continuum: Overview Collaborative Conversations Collaborative Conversations Organization & Management of the Learning Environment (Indicators 2.1, 2.3) Organization & Management of the Learning Environment (Indicators 2.1, 2.3) Student Learning Goals (Indicators 2.4, 2.5) Student Learning Goals (Indicators 2.4, 2.5) Formative Assessment (Indicator 2.8) Formative Assessment (Indicator 2.8) Feedback from Formative Assessment (Indicator 2.8) Feedback from Formative Assessment (Indicator 2.8) Cultural, Ethnic, and Social Diversity (Indicator 4.1) Cultural, Ethnic, and Social Diversity (Indicator 4.1) Cultural, Ethnic, and Social Diversity (Indicator 4.3) Cultural, Ethnic, and Social Diversity (Indicator 4.3) Investigating the Impact of Instruction (3 Modules) Investigating the Impact of Instruction (3 Modules)

51 Online Library Resources continued Dialogues - Collaborative Conversations *Four (4) Videos Snow Rogers Elementary, Jefferson County Snow Rogers Elementary, Jefferson County Self-Assessment/PLP Development Self-Assessment/PLP Development North Jefferson Middle, Jefferson County North Jefferson Middle, Jefferson County Post Observation Dialogue Post Observation Dialogue Gardendale High, Jefferson County Gardendale High, Jefferson County Post Observation Dialogue Post Observation Dialogue Chalkville Elementary, Jefferson County Chalkville Elementary, Jefferson County End of Year Collaborative Dialogue End of Year Collaborative Dialogue * Permission to use - Granted by Jefferson County Board of * Permission to use - Granted by Jefferson County Board of Education Summer 2010

52 Online Library Resources continued Instructional Demonstration Videos Elementary - Seven (7) Videos Fractions (Parts 1,2) - George Hall Elementary Mobile County Fractions (Parts 1,2) - George Hall Elementary Mobile County Ellis Island (Parts 1,2) - George Hall Elementary Mobile County Ellis Island (Parts 1,2) - George Hall Elementary Mobile County Environmental Center - George Hall Elementary Mobile County Environmental Center - George Hall Elementary Mobile County Dealing with Coins (Parts 1,2) - Brighton Middle Jefferson County Dealing with Coins (Parts 1,2) - Brighton Middle Jefferson County

53 Online Library Resources continued Instructional Demonstration Videos Middle-Intermediate-Junior High School - Four (4) Videos Middle School Science - Hayden Middle Blount County Middle School Science - Hayden Middle Blount County Junior High School English - Mt. Brook Junior High Mt. Brook City Junior High School English - Mt. Brook Junior High Mt. Brook City 9 th Grade Biology - Mt. Brook Junior High Mt. Brook City 9 th Grade Biology - Mt. Brook Junior High Mt. Brook City 5 th Grade Science - Tarrant Intermediate Tarrant City 5 th Grade Science - Tarrant Intermediate Tarrant City

54 Online Library Resources continued *Instructional Demonstration Videos High School - Five (5) Videos Geometry (Parts 1,2) - Spain Park High, Hoover Cit Geometry (Parts 1,2) - Spain Park High, Hoover City Treaty of Versailles - Winterboro High, Talladega County Treaty of Versailles - Winterboro High, Talladega County Business Education - Winterboro High, Talladega County Business Education - Winterboro High, Talladega County English - Tarrant High, Tarrant City English - Tarrant High, Tarrant City * All elementary, middle, and high school instructional demonstration videos were developed in cooperation with The Governors Commission on Quality Teaching and selected schools and local education agencies.

55 For those unable to attend an instructional leader training or educator orientation, trainings will be available online at under the Educator Evaluations tab.

56 SDE Communication Criteria FAQ Document

57 Your LEA Directs You To Begin Now IF Your LEA Directs You To Begin Now Prior to Web-based Process Availability

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59 Print copy Carefully consider all 39 indicators Circle level that best describes current teaching practice Complete self-assessment, addressing all 39 indicators Schedule time for dialogue with instructional leader

60 Based on the educators completed self-assessment, the dialogue between the instructional leader and educator should: Be a meaningful reflective conversation Be a meaningful reflective conversation Support the educator in setting professional goals and pursuing professional development Support the educator in setting professional goals and pursuing professional development Collaboratively select and agree upon 2-5 indicators that will become the focus for this years Professional Learning Plan (PLP) Collaboratively select and agree upon 2-5 indicators that will become the focus for this years Professional Learning Plan (PLP)

61 Establish the 2-5 indicators agreed upon during the dialogue as the focus for the PLP For each indicator: For each indicator: Determine what educator wants/needs to learn Determine what educator wants/needs to learn Estimate timeframe for learning Estimate timeframe for learning Determine how educator will implement (Identify specific actions/strategies) Determine how educator will implement (Identify specific actions/strategies) Estimate timeframe from implementation Estimate timeframe from implementation Identify other supporting evidence educator may provide (data, other roles/responsibilities, courses, achievements, publications, other) Identify other supporting evidence educator may provide (data, other roles/responsibilities, courses, achievements, publications, other) Identify expected outcomes for student achievement Identify expected outcomes for student achievement

62 Two un-announced observations will be conducted for all educators (novice, non-tenured, tenured/veteran) on full evaluation cycle Two un-announced observations will be conducted for all educators (novice, non-tenured, tenured/veteran) on full evaluation cycle May be conducted at any time during the school year after the PLP has been developed May be conducted at any time during the school year after the PLP has been developed Collaborative conversation and dialogue between the instructional leader and educator after each observation is best practice Collaborative conversation and dialogue between the instructional leader and educator after each observation is best practice

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64 Under Development

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66 Everyone (superintendents, instructional leaders, and educators) will login using their assigned User Name and Password. Everyone (superintendents, instructional leaders, and educators) will login using their assigned User Name and Password. If the user does not have an account previously created in the SDEs Education Directory, he/she must create the account by accessing the following website: If the user does not have an account previously created in the SDEs Education Directory, he/she must create the account by accessing the following website: https://schools.alsde.edu

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68 Go to: Then, select: Account (on left) Then, select: Account (on left) Next, select: Register New Account tab Next, select: Register New Account tab Enter your address Enter your address Then, verify your address Then, verify your address Click the Create New User button Click the Create New User button Then, check your Then, check your You should receive an containing a temporary password. You should receive an containing a temporary password. Be sure to check the SPAM/Junk mail folder, also. Be sure to check the SPAM/Junk mail folder, also. Teachers Once you have successfully registered your account, notify your principal.

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81 D. All educators Add SUMMARY COMMENTS (optional) Add SUMMARY COMMENTS (optional) CLOSE END-OF-YEAR PLP CLOSE END-OF-YEAR PLP After the PLP is CLOSED, the following becomes an option: After the PLP is CLOSED, the following becomes an option: Entire evaluation becomes Read Only Entire evaluation becomes Read Only Educator Self Assessment and PLP are available to view next year Educator Self Assessment and PLP are available to view next year

82 E. Educator Self Assessment and PLP are available to view next year From the login screen the EDUCATOR may: From the login screen the EDUCATOR may: View the previous year s Educator Self Assessment or PLP View the previous year s Educator Self Assessment or PLP Restart the process at Part A Restart the process at Part A

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84 Purposes and Uses Alabama Quality Teaching Standards and Continuum for Teacher Development

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86 Developed by the Governors Commission on Quality Teaching Developed by the Governors Commission on Quality Teaching Based on research about effective teaching Based on research about effective teaching Adopted by the Alabama State Board of Education Adopted by the Alabama State Board of Education

87 Created by the Governors Commission on Quality Teaching (GCQT) in partnership with: Created by the Governors Commission on Quality Teaching (GCQT) in partnership with: The New Teacher Center, University of California, Santa Cruz The New Teacher Center, University of California, Santa Cruz Tool for understanding and using the Alabama Quality Teaching Standards Tool for understanding and using the Alabama Quality Teaching Standards

88 Standard 1: Content Knowledge Standard 1: Content Knowledge Standard 2: Teaching and Learning Standard 2: Teaching and Learning Standard 3: Literacy Standard 3: Literacy Standard 4: Diversity Standard 4: Diversity Standard 5: Professionalism Standard 5: Professionalism

89 1) Directions: As we review the indicators associated with each of the five Alabama Quality Teaching Standards, reflect on the extent to which you understand the meaning of each indicator and how it would look in practice (the evidence). Place an X on each continuum between CU and DNU where: 2) CU = I completely understand this indicator, and I know the type of evidence I would look for to determine my own or a colleagues level of progression in this area. 3) DNU = I do not understand this indicator, and I am uncertain as to the type of evidence I would look for to determine my own or a colleagues level of progress in this area. 4) This is a self-assessmentfor your eyes and use only!

90 The Standards establish dimensions of teaching practice. They provide a skeleton or framework on which to build a sound, robust, and continually improving practice. The Standards establish dimensions of teaching practice. They provide a skeleton or framework on which to build a sound, robust, and continually improving practice. The indicators give form and shape to the Standards. They are descriptors, but do not depict the fluid, dynamic nature of teacher growth. The indicators give form and shape to the Standards. They are descriptors, but do not depict the fluid, dynamic nature of teacher growth.

91 The Continuum adds muscle and fiber to the Standards and indicatorsmaking them concrete, specific, and contextualized to the classroom and school communities. The Continuum provides levels of development for each indicator associated with each Standard to enable teachers with a tool for reflection, learning, and growth situated in a professional community.

92 Continuum levels of development Continuum describes five levels of development BeginningThe educator is: BeginningThe educator is: Internalizing foundational knowledge and skills associated with a particular indicator; then Internalizing foundational knowledge and skills associated with a particular indicator; then Applying these in the classroom setting. Applying these in the classroom setting. EmergingThe educator is: EmergingThe educator is: Expanding personal repertoire of skills associated with a given indicator ;and Expanding personal repertoire of skills associated with a given indicator ;and Using core skills at a level of automaticity. Using core skills at a level of automaticity. ApplyingThe educator is: ApplyingThe educator is: Accomplished in his/her practice related to a specified indicator; and is a Accomplished in his/her practice related to a specified indicator; and is a Contributing member of the professional community. Contributing member of the professional community.

93 Continuum describes five levels of development Continuum describes five levels of development IntegratingThe educator : IntegratingThe educator : Knows relationship between a given strategy and student Knows relationship between a given strategy and student learning outcomes. learning outcomes. Demonstrates flexibility in selecting and matching Demonstrates flexibility in selecting and matching strategies to different contexts. strategies to different contexts. Assists colleagues in developing their practice in the Assists colleagues in developing their practice in the area stipulated by the indicator. area stipulated by the indicator. InnovatingThe educator is: InnovatingThe educator is: Continually seeking to create more effective approaches. Continually seeking to create more effective approaches. Assumes a real leadership role in developing colleagues practice in indicated areas. Assumes a real leadership role in developing colleagues practice in indicated areas.

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95 Movement across different levels of development occurs as a result of Movement across different levels of development occurs as a result of intentional reflection, learning, and growth. intentional reflection, learning, and growth. The progression is not related to length of service, nor does it occur automatically. The progression is not related to length of service, nor does it occur automatically.

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97 Articulates a vision of educator development over a lifetime career, with an: Articulates a vision of educator development over a lifetime career, with an: Emphasis on best practice and learning within a community of practice. Emphasis on best practice and learning within a community of practice. Defines opportunities for educator leadership Defines opportunities for educator leadership Charts a professional pathway for Charts a professional pathway for educator development educator development

98 Encourages and informs individual and collegial reflective practice Encourages and informs individual and collegial reflective practice Serves as focus for: Serves as focus for: Observations by peers and instruction coaches Observations by peers and instruction coaches Follow-up conversations and formative feedback conferences Follow-up conversations and formative feedback conferences Facilitates the identification of professional growth Facilitates the identification of professional growth opportunities opportunities

99 EDUCATEAlabama uses the Standards indicators as the foci for formative formativeassessment/evaluation. The Standards The Continuum

100 What is it? What is it? Why is it important for educator development? Why is it important for educator development? How does it differ from summative assessment/evaluation? How does it differ from summative assessment/evaluation?

101 A reflective process that promotes self- awareness by highlighting strengths to build upon and identifying opportunities for professional growth. A reflective process that promotes self- awareness by highlighting strengths to build upon and identifying opportunities for professional growth. Describes multiple dimensions of ones practice. Describes multiple dimensions of ones practice.

102 Relies on a two-way communication process between the observer and the person whose practice is being assessed Relies on a two-way communication process between the observer and the person whose practice is being assessed Used to improve practice rather than to assign a performance level or grade from an outside evaluator Used to improve practice rather than to assign a performance level or grade from an outside evaluator

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104 1) Skim Standard Two: Teaching and Learning Organization and Management of Learning Environment Organization and Management of Learning Environment Indicators Indicators Pages 12-13, Alabama Continuum for Teacher Development Pages 12-13, Alabama Continuum for Teacher Development 2) As you view the video, imagine that you are this educator. After the video, you will be asked to self-assess your level of performance based upon this lesson. After the video, you will be asked to self-assess your level of performance based upon this lesson.

105 1) Imagining that you are the videotaped educator: Self-assess your level of development, as exhibited by this videotaped lesson, on Indicators 2.1, 2.2, and 2.3. Self-assess your level of development, as exhibited by this videotaped lesson, on Indicators 2.1, 2.2, and 2.3. Please complete this task individually and silently. Please complete this task individually and silently. As you decide upon a level of development, think about the evidence that led you to this assessment. As you decide upon a level of development, think about the evidence that led you to this assessment. 2) Given the results of your self-assessment, what might you do to build upon your strengths and address identified areas for growth?

106 1) First, name a facilitator, recorder, and timekeeper for your group. 2) Moving through each Indicator : Share where you placed yourself on the Continuum: Share where you placed yourself on the Continuum: Explain why by providing specific evidence (discrete look-for behaviors, artifacts, and other). Explain why by providing specific evidence (discrete look-for behaviors, artifacts, and other). Discuss similarities and differences in your assessments and rationales. Discuss similarities and differences in your assessments and rationales. Imagine you are in a team meeting where you are considering what you can do to: Imagine you are in a team meeting where you are considering what you can do to: Share and build upon identified strengths. Share and build upon identified strengths. Support one another in planning and implementing activities/strategies for learning and growth. Support one another in planning and implementing activities/strategies for learning and growth.

107 What insights did you have as you engaged in the last two activities? What insights did you have as you engaged in the last two activities? What questions do you have? What questions do you have? What might you do in your leadership role to encourage individual and team self-assessment using The Continuum for Teacher Development? What might you do in your leadership role to encourage individual and team self-assessment using The Continuum for Teacher Development?

108 Juxtapose your feedback conference with the one shown on the video. Juxtapose your feedback conference with the one shown on the video. How did that conference differ from the one you just took part in? How did that conference differ from the one you just took part in? What do you think went well? What do you think went well? How did the conference in the video differ from most post observation conferences? How did the conference in the video differ from most post observation conferences? What could you learn from the video? What could you learn from the video?

109 1) Highly interactiveconsider using the 20/80 rule 2) The Sound of Silence because it involves a lot of active listening and thinking 3) Questions that invite reflection 4) Feedback that is specific, relevant, and grounded in evidence

110 Reveals, Responds, and Advances Reveals, Responds, and Advances Elevates and Promotes Practice Elevates and Promotes Practice Describes, Discusses, and Develops Describes, Discusses, and Develops Enhances, Enriches, and Expands Enhances, Enriches, and Expands Rates, Ranks, and Assigns Rates, Ranks, and Assigns Evaluates and Pigeonholes Practice Evaluates and Pigeonholes Practice Tallies, Totals, and Tells Tallies, Totals, and Tells Complies, Conforms, and Categorizes Complies, Conforms, and Categorizes

111 With your team members review your assigned indicator. With your team members review your assigned indicator. List available tools that support the actions listed in your assigned indicators. List available tools that support the actions listed in your assigned indicators. Describe how student outcomes will be improved through use of these tools. Describe how student outcomes will be improved through use of these tools. Be ready to discuss with the rest of the participants in the room. Be ready to discuss with the rest of the participants in the room.

112 In your group, review the training modules contained in the binder entitled, Professional Study Modules In your group, review the training modules contained in the binder entitled, Professional Study Modules Discuss the strengths and weaknesses of the modules Discuss the strengths and weaknesses of the modules Determine which modules would be appropriate for use to address indicators chosen for inclusion in the PLP Determine which modules would be appropriate for use to address indicators chosen for inclusion in the PLP Be ready to discuss with the rest of the participants in the room Be ready to discuss with the rest of the participants in the room

113 In your groups, complete the worksheet entitled Professional Learning Needs Identification Worksheet. In your groups, complete the worksheet entitled Professional Learning Needs Identification Worksheet. Be ready to discuss your findings with the rest of the participants in the room. Be ready to discuss your findings with the rest of the participants in the room.

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