Teacher Evaluator Student Growth Retraining Academy Leading for Change Teacher Evaluator Student Growth Retraining Academy This PowerPoint provides the framework for the full day’s training. Slides 22 through 25 are the content slides of Handout F.

Outcomes No. 1 Participants will be able to use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers and understand how different types of assessments are used for measuring growth. Explain to participants that these four outcomes are the four competencies in the Part 50 Administrative Rules (50.420) for Teacher Evaluators with respect to student growth and are therefore the outcomes/objectives for today.

No. 2 Participants will be able to use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher and school-level professional development plans to evaluation results.

No. 3 Participants will be able to create in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth and assist teachers in aligning professional development and goal setting to school improvement goals.

No. 4 Participants will be able to communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers to set goals and improve practice.

Planning for Effective Feedback While there is no requirement for formal conferences outlined in Part 50 Administrative Rules around student growth measures, we want to talk about the best way to look at the data and provide feedback and support to teachers through the collection of data and indicators of student growth. In practice, many teacher evaluation plans include conferencing components around student growth measures as a way to provide feedback and support to teachers.

Preconference Discussion Review Handout A, Background Information Outcome 4: Vignette Preconference Discussion Review Handout A, Background Information

Prompt Given the background and context provided, what do you need to do ahead of time to prepare for a pre-conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this initial stage of the student growth process? Presenter will use reflective, collaborative process for participants to consider prompt questions: Individual reflection Small group reflection Whole group reflection Running record question on next slide allows for further individual reflection.

Running Record Question How can I apply the discussion we just had regarding pre- conference preparation to my building (local context)?

Midpoint Part 50 Administrative Rules (50.110) Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher's performance. The data the teacher collects shall not be used to determine the performance evaluation rating. The teacher should use the data to assess his or her progress and adjust instruction, if necessary.

Authentic and Meaningful Feedback Review Handout B, Midpoint Review Outcome 4: Vignette Authentic and Meaningful Feedback Review Handout B, Midpoint Review Facilitator will assign scenarios

Prompt Given the scenario assigned to your group and the previous contextual information, how would you respond to Mrs. Smith’s situation at the midpoint? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this stage of the student growth process? Presenter will use reflective, collaborative process for participants to consider prompt questions: Individual reflection Small group reflection Whole group reflection Running record question on next slide allows for further individual reflection.

Running Record Question How can I apply the discussion we just had regarding the midpoint review to my building (local context)?

Outcome 4: Vignette Providing Authentic and Meaningful Feedback Review Handout C, Summative Conference Facilitator will assign scenarios

Prompt Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process? Presenter will use reflective, collaborative process for participants to consider prompt questions: Individual reflection Small group reflection Whole group reflection Running record question on next slide allows for further individual reflection.

Running Record Question How can I apply the discussion we just had regarding the summative conference to my building (local context)?

Let’s Get Moving From Here to There Exploring Outcomes 2 and 3 Fundamental requirement is to take all the individual teacher data based on the evaluation rubric and other evidence collected to scale up to school-level professional development planning for maximum impact and results. Roadmap provided by Learning Forward professional learning standards.

Connecting the Dots and Scaling Up Outcomes 2 & 3: Jigsaw Handout D, Learning Forward Standards Learning Forward Standards Three Learning Forward Standards to Consider: Leadership Learning Designs Implementation Participants use hyperlink to get standards on their screen and/or refer to Handout D. Presenter should connect this new activity to previous learning and discussions participants had about the vignette involving Mrs. Smith. The presenter’s goal is to expand participants’ thinking from supporting individual needs during the student growth cycle to looking at team or “whole school” data from student growth measures. Presenter needs to break participants into groups of three. Presenter provides participants with three Learning Forward Standards (Handout D), Leadership, Learning Designs, and Implementation and assigns each individual in each group one standard to review. In each group, each participant first shares his/her understanding of his/her assigned standard, building a common group understanding of all three of the Learning Forward standards. We have also included in the handouts, copies of real-life leaders discussing the application of each standard in their local context. If you have time, you can use these as part of the discussion. If not, please reference them for participants to take home and use for further edification. By the time group discussion is complete, all participants in each group should have a common understanding of all three standards. Then, next slide, the large group discusses the following question: Keep in mind previous discussions and insights on professional learning that you had while considering Mrs. Smith’s situation in the vignette. How can you use data in a way that fosters professional growth and development with an emphasis on the “whole school” or “whole team” (emphasize the skills associated with transitioning from the granular classroom/teacher level toward a larger context.)

Large Group Discussion Questions Keep in mind our previous discussions and insights on professional learning that we had when considering Mrs. Smith’s situation in the vignette as you proceed here. Two Essential Questions How can you use student growth data in a way that fosters professional growth and development with an emphasis on the whole school or the whole team? What leader adaptive skills and dispositions are associated with transitioning staff from individual professional learning needs to school-wide professional learning needs?

Connecting the Dots and Scaling Up Outcomes 2 & 3: Think-Pair-Share Handout E, Using Student Growth Data for Building-wide Professional Development Individual Reflection Share with a Partner Large Group Discussion Participants use Handout E as a springboard for thinking about how a tool such as this sample could be useful to evaluators.

Running Record Question In your building, how might you use aggregate student growth data or trends in team or building-wide data to help shape professional learning opportunities for educators?

Creating a Learning Organization of Equitable and Continuous Improvement: The Leader’s Role Presenter will provide research-based information to strengthen a team or whole-school professional learning culture and have participants reflect on new insights related to Competencies 2 and 3. Using the PowerPoint slide deck (Handout F) and good instructional strategies to foster whole group discussion, presenter will direct teach and engage participants in discussion of PowerPoint content. Presenter should ensure that this culminating discussion links to participants’ learning during the vignette, the jigsaw and the think-pair-share activities,

Mini-Review of the Leader’s Role in Creating a Learning Organization of Equitable and Continuous Improvement Technical List Build program coherence and professional learning content alignment Structure time, space, and collaborative roles Provide high quality professional learning opportunities Dispositions and Adaptive List Develop relationships and trust Model professional learning, collaboration, risk-taking, etc… Empower teacher/distributed leadership Emphasize importance of continuous professional growth Advocate for equitable and anti-discriminatory practices

Structuring Schools for Equitable and Continuous Improvement Optimize time for common planning, collaboration, professional development, peer observation Optimize space: Place teams in close proximity Other possible elements for structuring schools: Inclusive service delivery models Small learning communities within larger schools

Marzano’s Misaligned vs. Aligned Systems Encourage participants to reflect on/talk about Marzano’s graphic representation of an aligned system of professional learning. How can participants, in their current role, contribute to an aligned system of professional learning all moving toward a common goal? Source: Marzano, Teacher Evaluation That Makes a Difference: A New Model for Teacher growth and Student Achievement.

Common Red Flags Review Handout G, Common Red Flags Group Discussion If you have time, you may want to use a plus/delta activity to garner feedback on how the day went to gauge the need for any necessary adjustments moving forward. Be sure to allow time for participants to complete the final running record question on the next slide.

Running Record Question In your building (local context), how might you apply what you’ve learned in this Academy to foster a supportive and constructive learning culture dedicated to equitable and continuous improvement?

Outcomes 1, 2, 3 & 4: Application and Dissemination