Welcome TDEC Professional Learning December 22,

Getting to Quality: Written Next Steps 2

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A collaborative cycle of observations and feedback drives professional conversations and teacher growth Observe The school leader gathers low- inference evidence of teacher practice both inside and outside of the classroom. 2. Prepare and Share Feedback The school leader assesses practice based on the Danielson Framework for Teaching; school leader and teacher prioritize and determine 1-2 next steps. 3. Develop The teacher implements next steps with support from the school leader.

5 S pecific and Bite-Sized. A next step must describe a precise outcome or behavior and can be achieved quickly. Questions to consider:  Can the teacher make the change in one week?  Does the next step name a specific teaching practice that needs to be developed?  Does this next step build on other feedback already given?  Can the next step be broken into a smaller action item? Excerpted from The Skillful Leader III and Leverage Leadership Criteria for Effective Next Steps

6 M easurable and Observable. It must be possible to determine if a next step has been achieved. Being measurable implies that a standard or quality of excellence has been established and criteria for success have been set. You can see whether this has been accomplished when observing. Questions to consider:  How will you know if the next step has been implemented in the classroom?  What difference will be seen in student learning?  How does the next step align to the next performance level in the Framework? Excerpted from The Skillful Leader III and Leverage Leadership Criteria for Effective Next Steps

7 A ligned to Data and Goals. Effective next steps are tied to an identified area of need such as student academic progress, a stretch area from previous observations, school or district priorities or results from a self assessment. Questions to consider:  Is the next step directly connected to student learning?  Does the next step address a root cause affecting learning?  Does the next step connect to prior feedback?  Is the next step aligned to student data (formative or summative)? Excerpted from The Skillful Leader III and Leverage Leadership Criteria for Effective Next Steps

8 R esults Oriented. The focus is on ends and outcomes, not on processes. Next steps should be separated from executing activities, programs or instructional strategies. Question to consider:  Will the next step only fix a problem with the teaching or does it focus on improving the learning?  Does it clearly communicate how the next steps will improve student outcomes?  Does the next step notably improve many facets of instruction? Excerpted from The Skillful Leader III and Leverage Leadership Criteria for Effective Next Steps

9 T ime and Resource Defined. Timelines for achieving next steps and monitoring progress should be laid out. Questions to consider:  Is there an established expectation for when and how the teacher will show the action has been accomplished? Long term? Short term?  When will the school leader or teacher follow up on the next step?  What resources, professional learning or mentors will support the teacher? Excerpted from The Skillful Leader III and Leverage Leadership Criteria for Effective Next Steps

10 5 min Review the criteria for effective written next steps and share any thing that you would add to the list. 20 min As a table, or in pairs, apply the criteria to the feedback samples and share: a)A glow b)An Even Better If statement for one feedback sample that addresses a next step for the school leader. Application Practice

Our Priorities for Advance 11 MEANINGFUL FEEDBACK ON PRACTICE REFLECTION ON MULTIPLE MEASURES DECISIONS BASED ON EFFECTIVENESS SIMPLIFIED AND STREAMLINED PROCESSES Teachers receive accurate, personalized feedback on classroom practice to help them learn, grow, and thrive as professionals. Teachers continuously reflect on both student learning data and feedback from school leaders so they can learn, grow, and thrive as professionals. Recruitment, retention and professional learning decisions are based on evidence of teacher effectiveness. Processes are simplified and streamlined to reduce burden on schools so they can focus on teacher development instead of compliance.

Our Impact… 12 F

Our Impact… 13 F Change in Thinking Change in Actions Examples of Success “ Guiding a teacher to remember a specific moment in his or her lesson when the highest leverage problem occurred is like turning on the lights: the teacher can analyze his or her instruction with new eyes.” ~ Leverage Leadership

14 1.In triads select roles: coach, SL, and observer. 2.The role play scenario: a coaching conversation to improve quality of feedback. Consider a past coaching conversation where you felt stuck or a future coaching conversation that you’d like to practice. 3.Role play scenario that improves the quality of rationale statements. Coach might ask the SL to be a specific way (“be resistant to my suggestions”). Coach might also ask the observer to pay attention to specific areas on which he or she wants feedback (on questioning strategies, nonverbal communication, and the like). 4.Role play for five minutes. 5.Observer shares observations with the coach in response to the feedback he or she requested. Share specific quotes whenever possible. 6.Coach and SL reflect on role play and observations. 7.If desired, coach can practice again on the same issue trying different strategies, or participants can change roles and practice the same scenario again. Role Play Conversations

Reflect and Discuss 15 1.On a sticky note, write an “I USED TO THINK….” 2.On another sticky note, write a “NOW I THINK….” 3.Post your notes on the two flip charts (USED TO and NOW) 

Getting to Quality: Component Rationales 16

17 Read the evidence and highlight/underline the lesson-specific evidence then determine the component and rating the evidence best aligns. Assess the quality of the quality of the rationale statement (weak or strong) and share the rationale with the: Highest quality and why Poorest quality and why Activity: Component Rating and Match Game

18 Strong rationales include: Lesson-Specific (or Teacher-Specific for P&P only) evidence Alignment between evidence and identified component and performance level Weak rationales are missing: Lesson-specific evidence And Include: High inferences Evidence that is misaligned to performance level and/ or component. Criteria for Component Rationales

19 1.Read the evaluator form. 2.Analyze the form’s evidence to identify strong evidence that is lesson-specific. 3.Analyze the form’s evidence to identify weak evidence (i.e., no evidence; evidence that is misaligned to the performance level or the component). Activity: Identify Strong Lesson-Specific Evidence