APS Teacher Evaluation Module 7: Preparing for My Mid-Year Conversation Teacher effectiveness is the most important controllable factor in education, so being able to successfully evaluate teacher effectiveness is crucial to the growth and learning of students. The APS Teacher Evaluation Process provides a balanced process for ensuring we have effective teachers in our classrooms. A balanced evaluation system is one that: Increases the involvement of teachers in the evaluation process Has a balance of professional growth and accountability Puts a focus on student growth Is process based (classroom practices) and outcomes driven (student achievement) Better teachers produce better learning (Schacter & Therm, 2004) THE TEACHER IS THE MOST INFLUENTIAL SCHOOL-RELATED FORCE IN STUDENT ACHEIVMENT (Mujis & Reynolds, 2003)

Check for Understanding- Fist to Five? Rate your understanding of the revised teacher evaluation system: Fist – I didn’t know it was changed. 1 finger – I just understand SMART goals, not sure what else I am supposed to do. 2 fingers – I understand SMART goals and my documentation log. 3 fingers – I understand all the components, but still have a few questions on how I will be rated. 4 fingers – I understand all the components and don’t’ have any questions. 5 Fingers – I could help my colleagues in understanding in the entire process.

APS Teacher Evaluation Process Overview Writes Teacher Lesson Plans SMART Goal Document Log Observations Mid-Year Evaluation Writes Compiles Participates Participates Participates Approves Reviews Conducts Facilitates Facilitates PAGE 3 of handbook The Arlington Public School Teacher Evaluation system is the evaluation protocol for all APS teachers. As part of the evaluation system, all teachers will: Set SMART goals Keep a documentation log Be observed at least once as a part of the evaluation cycle Participate in a beginning of the year conference to set SMART goals Participate in a mid-year review Be given an end of year evaluation form   CHECK FOR UNDERSTANDING Today we will be digging deeper into the mid-year conversation. Lesson Plans Evaluator Monitors

Mid-Year Conversation Agenda Mid-Year Conversation What does a mid-year conversation look like? How should my data be presented? How will my SMART goal be measured at the end of the year? Checking for student understanding Progress on Documentation Log

What is student progress goal setting? Step 4: Monitor progress through on-going formative assessment Step 3: Create and implement strategies Step 5: Determine whether the goal was achieved Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs This slide provides a review of where we are in the process of setting goals for student achievement. Effective teachers not only positively impact progress, but also they monitor progress systematically and intelligently. Monitoring progress means progress is not just the end, but also the means to reach the end by continuously monitoring success and evaluating the effectiveness of their teaching to make more informed decisions. The mid-year conference is an opportunity for the teacher and evaluator to have a discussion about where you are in relation to meeting your goal and where you need to be. If needed, this provides a time for the teacher and evaluator to discuss adjustments that need to be made in the strategies in order to better meet the goal.

Determining Goal Attainment- Key points Monitor progress Adjust strategies as needed

Check for Understanding: Charting On the chart paper at your table list the ways you are monitoring progress towards achieving your SMART goal. If more than one person is using that method/data put check marks next to it to represent the number of those using it Hang chart paper around the room Gallery walk with a partner- what do you notice?

1. What does the mid-year conversation look like? Be prepared to address: How are you doing with your SMART goal? What is working? What is not working? What changes have you made (or are you planning to make)? How are you monitoring progress? Share mid-year data. Feedback on the other 6 performance standards. These videos model the mid- year review which includes a discussion of the progress thus far on the determined goal. View videos Note guiding questions for the conference: How are your students progressing towards your SMART Goal? How do you know (data)? What strategies do you feel have been the most successful in helping your students make progress? Are there any strategies that you feel have been ineffective? Do you plan to make any changes in your instructional strategies? How will you monitor student understanding related to your goal?

2. How do I summarize and present my data? Provide a summary of class/focus group data, not individual sets of data Present data in a table or graph that shows baseline and mid-year data to highlight growth or lack of growth Base-line data Mid-year data Growth from base-line to mid year End of year data Growth from base-line to end of year Student A Student B Student C

Specialist Data Example

How will you summarize your data for the mid-year conversation? Activity 2: Data How will you summarize your data for the mid-year conversation? Sketch out your data table Check for understanding: Share with a partner and listen to their ideas.

What if my target group is not on track to meet the goal? Look for adjustments in this order: Strategy Implementation Did I implement the strategies appropriately? Are they appropriate strategies for the target group and the content? Are other strategies needed in place of? In addition to? LAST- is the target appropriate and realistic? What additional checks for understanding do I need?

Determining Goal Attainment Step 4: Monitor progress through on-going formative assessment Step 3: Create and implement strategies Step 5: Determine whether the goal was achieved Step 2: Create specific learning goals based on pre- assessment Step 1: Determine needs Step 5- determining goal attainment happens at the end of the school year (Really, in May as you prepare your paperwork to submit to your evaluator. )

3. How will my SMART goal be measured at the end of the year? High Growth Medium Low Highly Effective Effective Developing/ Needs Improvement Ineffective More than 50% of target group exceeded goal with no more than 10% not meeting the goal At least 80% of target group met or exceeded the goal Less than 50% of target group did not meet goal and 50% or more met or exceeded the goal Greater than 50% of target group did not meet goal Here is a tool to determine the “rating” of attainment of the SMART goal.

Developing/ Needs Improvement Specialist Example: By the end of the 2012-2013 National Board support course 100% of teachers attending at least 15 of the class meetings will rate their knowledge as moderate or high in each of the area of the survey (see above). 20 teachers are in the anticipated target group High Growth Medium Low Highly Effective Effective Developing/ Needs Improvement Ineffective More than 50% of target group exceeded goal with no more than 10% not meeting the goal 11 students exceed the goal and no more than 2 do not meet the goal. At least 80% of target group met or exceeded the goal 16 learners rate knowledge as moderate or high which represents 80% Less than 50% of target group did not meet goal and 50% or more met or exceeded the goal 10 learners meet or exceed the goal which represents 50% Greater than 50% of target group did not meet goal 11 students do not meet the goal which represents 52% Here is a tool to determine the “rating” of attainment of the SMART goal.

For your SMART goal, what numbers are needed for each rating? High Growth Medium Low Highly Effective Effective Developing/ Needs Improvement Ineffective More than 50% of target group exceeded goal with no more than 10% not meeting the goal ___students earn/score ___ which represents ____% At least 80% of target group met or exceeded the goal Less than 50% of target group did not meet goal and 50% or more met or exceeded the goal Greater than 50% of target group did not meet goal Here is a tool to determine the “rating” of attainment of the SMART goal.

Final Rating: “Preponderance of Evidence” Standard Highly Effective Effective Needs Improvement Ineffective 1: Knowledge of the Learning Community X 2: Program Planning and Management 3: Program Services 4: Assessment 5: Communication and Collaboration 6: Professionalism 7: Learner/Program Progress

4. What data sources would be appropriate for … Progress monitoring goal progress throughout the year? TOOL- APS Comprehensive Assessment Inventory Reflect on data that you could use or your faculty could use to monitor student achievement goals. Look around the room at the charts on the wall from the opening exercise. A tool to assist you, that we will delve into further is the APS Assessment Inventory – particularly the last pages on classroom assessments http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/25/APS%20Comprehensive%20Assessment%20Inventory%20FINAL%206-2012.pdf

One tool to support checking for understanding Think about “In what ways will this help me check for understanding more frequently?” Turn and talk (3 minutes) SAY: The Departments of Instruction and Planning and Evaluation worked collaboratively to develop this document as a communication tool to (point participants to the front cover) Articulate what we believe about assessment Articulate the roles of various assessment tools Guide the use and development of assessments Guide APS’s overall assessment program Walk/preview through the text– read the section headings– think about- “How will this help me?” p. 3 I. the principals- what we believe about assessment p. 4 II. the purposes of assessment p. 5 III. communicating the results IV. Components of our assessment program p. 6 V. norm-referenced vs criterion scores p. 7 VI. Roles of assessment in the classroom p. 8 VIII lists the assessments given in APS- divided into 4 categories– state required, system required, eligibility and program assessments, and classroom assessments p. 47 classroom assessments p. 51 definitions Turn and talk to your neighbor….

Activity 5: Plan to Check for Understanding Identify (star/highlight) which strategies you currently use in your program (page 47-50). Talk to your neighbor about how these checks for understanding lead to changes in your program delivery. Open the Assessment Inventory again to pages 47-50.

Next Steps Identify 1 or 2 checking for understanding strategies you do not currently use that you will incorporate in your work to achieve your SMART goal. Plan for utilizing 1-2 of these in your SMART goal work.

How does checking for understanding fit into the teacher performance standards? (1) Performance Standard 4: Assessment of and for Student Learning/Assessment The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents/guardians throughout the school year.   The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff. THIS WORK WILL HELP YOU WITH EVIDENCE FOR STANDARD 4 Standard 4 describes what teachers are expected to do with assessments. The indicators are in the teacher evaluation handbook on page 41…(read 2-4 indicators from below) Standard 4 indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: Uses pre-assessment data and student feedback to develop expectations for students, to differentiate instruction, and to document learning. Involves students in setting learning goals and monitoring their own progress. Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. Aligns student assessment with established curriculum standards and benchmarks. Uses assessment tools for both formative and summative purposes, and uses grading practices that report final mastery in relationship to content goals and objectives. Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. Gives constructive and frequent feedback to students on their learning. Examples of educational specialist work conducted in the performance of the standard may include, but are not limited to: Uses state and local assessment data to modify strategies, interventions, services, and program effectiveness. Involves learner in setting learning goals and monitoring their own progress Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the learner population. Demonstrates proficiency in administering, scoring, evaluating, and interpreting data from instruments or records. Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school district. Provides accurate feedback to learners, parents/guardians, and staff on assessment results.

How does checking for understanding fit into the teacher performance standards? (2) Performance Standard 4: Assessment of and for Student Learning/Assessment Highly Effective Effective Effective is the expected level of performance. Developing/Needs Improvement Ineffective The educational specialist consistently demonstrates a high level of performance and/or takes a leadership role in gathering, analyzing and using data to guide instructional and program planning, and provides timely feedback to learners, parents/guardians and staff. The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff. The educational specialist is inconsistent in gathering, analyzing, and using data, and/or providing timely feedback to learners, parents/guardians, or staff. The educational specialist rarely uses data to measure learner progress, implement program planning, guide instruction, and provide timely and relevant feedback to learners, parents/guardians and staff. THIS WORK WILL HELP YOU WITH EVIDENCE FOR STANDARD 4 teacher evaluation handbook on page 41 This is the rating rubric for standard 4 teacher- what do you notice is the difference between the ratings? Turn and talk- what does a teacher have to do differently from effective to highly effective?

5. Mid-year Conversation and Progress on Documentation Log Bring to the mid-year conversation items you have identified for your documentation log thus far. Be ready to share the description of the evidence and why you might include it.

Check for Understanding: Exit Ticket What is needed for my mid-year conversation? SMART goal and data (comparison of baseline and mid-year) Documentation log ideas and reasons for including Plans for including more checks for understanding in my practice to achieve the smart goal.

To Do List Prepare for mid-year conversation Plan to use checks for understanding and be ready to share at ______ meeting

APS Teacher Evaluation Vision Since 1999 “Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.” Teacher quality matters- it matters a great deal. Teacher effectiveness is the most important controllable factor in education, so being able to successfully evaluate teacher effectiveness is crucial to the growth and learning of students. The APS Teacher Evaluation Process provides a structure for ensuring we have effective teachers in our classrooms.

APS Teacher Evaluation A Process for Student and Teacher Growth Classroom teaching is a complex activity and a specialized body of work. Teacher effectiveness is the most important controllable factor in education, so being able to successfully evaluate teacher effectiveness is crucial to the growth and learning of students. The APS Teacher Evaluation Process provides a balanced process for ensuring we have effective teachers in our classrooms. A balanced evaluation system is one that: Increases the involvement of teachers in the evaluation process Has a balance of professional growth and accountability Puts a focus on student growth Is process based (classroom practices) and outcomes driven (student achievement) Better teachers produce better learning (Schacter & Therm, 2004) THE TEACHER IS THE MOST INFLUENTIAL SCHOOL-RELATED FORCE IN STUDENT ACHEIVMENT (Mujis & Reynolds, 2003) Thank you.