1. 5D+ Teacher Evaluation Model Professional Learning Phase 1

2. Learning Goal: The teaching staff will understand the new evaluation process and the dimensions of the 5D+ Teacher Evaluation Model that will be used this year.
Learning Targets:
Teachers will be able to explain the new evaluation process.
Teachers will know the 5+ dimensions of the rubric.
Teachers will be able to describe the performance levels on the rubric.
Success Criteria:
I will be able to explain how the new evaluation process is different than the old one.
I will know and be able to tell others about the dimensions of the rubric being put in place this year.

3. The research on teacher quality as the primary correlate for student achievement is unequivocal – teaching matters above all else, including family income and education.
(Haycock, 1998; Peske and Haycock, 2006)

4. The purpose of the new evaluation model
to satisfy recent legislation on teacher evaluation
it is the model many local districts are using including Montague, Holton, Mona Shores, North Muskegon, Grand Haven, and Muskegon
provides inter-rater reliability while still including principals on walk- throughs
Inter-rater reliability is the degree of agreement among raters. It gives a score of how much homogeneity, or consensus, there is in the ratings given by judges.

5. Evaluation Process Completed by Instructional Specialist
Julie Milder will do the formal observations and final evaluations for the majority of the instructional staff.
The evaluation process will use the 5D+ rubric focusing on the 2 dimensions of Purpose and Student Engagement.
The 5D+ Evaluation Model is an inquiry based evaluation process and utilizes rubrics for communicating levels of success.
Multiple options (Like this introduction video) will be made available for you to get the rubrics in your hands and for you to interact with them.
After School Professional Learning Sessions will be made available for those who would like more information or specific learning to enhance areas of need.
An ongoing Frequently Asked Questions (F.A.Q.) will be created and made available to all staff.

6. Principals as Coaches
Julie’s new position as Instructional Specialist will allow the principals to do more classroom walk-through observations and personalized coaching with instructional staff.
Building principals will perform walk through observations and will be coaching staff based on goals and conversations based on walk-through observations.
Principals will be observing and evaluating staff that are new (non-tenure); and those on Individual Development Plans (IDPs). Principals will also use the 5D+ rubric for these instructional staff.

8. The Dimensions of the 5D+ Rubric
Purpose
Student Engagement
Curriculum and Pedagogy
Assessment for Student Learning
Classroom Environment and Culture
+ Professional Collaboration and Communication

9. Purpose sub-dimensions
P1 - Standards: Connection to standards, broader purpose and transferable skill P2 - Standards: Connection to previous and future lessons P3 - Teaching Point: Teaching point(s) are based on students’ learning needs P4 - Learning Target: Communication of learning target(s) P5 - Learning Target: Success criteria and performance task(s)

10. Purpose Sub-Dimensions (Rubrics)

11. Purpose Dimension Vocabulary Clarification

12. Student Engagement sub-dimensions
SE1 – Intellectual Work: Quality of questioning SE2 - Intellectual Work: Ownership of learning SE3 – Engagement Strategies: High cognitive demand SE4 - Engagement Strategies: Strategies that capitalize on learning needs of students SE5 - Engagement Strategies: Expectation, support and opportunity for participation and meaning making SE6 – Talk: Substance of student talk

13. Student Engagement Sub-Dimension Rubric

14. 5D+ Teacher Evaluation Model Professional Learning Phase 2

15. Learning Goal: The teaching staff will understand the new evaluation process and the dimensions and performance levels of the 5D+ Teacher Evaluation Rubric.
Learning Targets:
The teachers will be able to explain the new evaluation model.
The teachers will know the 5+ dimensions of the rubric.
The teachers will be able to describe the differences between the performance levels on the rubric.
Success Criteria:
I will be able to explain how the new evaluation model is different than the old one.
I will identify the differences between the various performance levels for the dimensions of the rubric being put in place this year.

16. 1. Start at the Unsatisfactory level for P1
1. Start at the Unsatisfactory level for P1. Read through the descriptors.
2. Then read through the Basic descriptors for P1 and highlight what’s different. Pay attention to words like and, or, teacher, student, is, and not.
3. Next, read through the Proficient descriptors for P1. Again, highlight the differences between the Basic and the Proficient descriptors.
4. Finally, read through the Distinguished descriptors for P1. Highlight the differences between the Proficient and Distinguished descriptors.
5. Repeat for all sub-dimensions of the Purpose dimension.

17. 1. Start at the Unsatisfactory level for SE1
1. Start at the Unsatisfactory level for SE1. Read through the descriptors.
2. Then read through the Basic descriptors for SE1 and highlight what’s different. Pay attention to words like and, or, teacher, student, is, and not.
3. Next, read through the Proficient descriptors for SE1. Again, highlight the differences between the Basic and the Proficient descriptors.
4. Finally, read through the Distinguished descriptors for SE1. Highlight the differences between the Proficient and Distinguished descriptors.
5. Repeat for all sub-dimensions of the Student Engagement dimension.

18. Carousel Graffiti To capture the thinking of all the staff around the district, all buildings are participating in this activity.
From the highlighting activity we just did, what were your noticings and ahas, wonderings and questions, and what needs do you have as we begin using the 5D+ Model for evaluations? 1. There are posters around the room to collect your thinking. Please go to one of those posters now. You will want to take your papers from the highlighting activity with you. 2. Please select a scribe from your group who will put the groups ideas on paper. 3. Please add ideas to this poster until it is time to rotate. I will let you know when to rotate to the next poster. 4. We will repeat this process so that you will all get a chance to visit all 3 different areas.

19. Next Steps
Communicate where FAQ documents, Rubrics, and Evaluation components will be posted (FYI - previous videos sent to all staff for communication of new evaluation system will be posted in the same location) Communicate out to All Staff the draft Observation Protocol (When, how long, how often, process to expect after observations, etc.) Outline process of sharing ideas for professional learning sessions that staff are interested in having offered Additional video communication will be offered throughout the year to help answer next steps and questions that arise.

20. Phase 3: Early/Mid September Communication
Provide more information to be shared as to when observations will begin and what to expect during, after and in between observations.
Provide updated FAQs that come in between now and the next update.
Thank you! We look forward to learning and growing together!

21. Teaching Observation/Evaluation For most staff members, observations and evaluations will have both of these components.
Building principals will perform walk through observations and evaluations of staff.
They will use the 5D+ rubric.
Julie Milder will do the formal observations and evaluations of staff.
She will use the 5D+ rubric.
These components will work together to determine
the teacher’s effectiveness rating.

22. Those who will not be evaluated using the new 5D+ evaluation model this year include
1. any teacher, who has been rated as Highly Effective for the past 3 years will not be evaluated this year.
2. anyone on an IDP (non-tenured teacher or tenured teacher, who was rated as ME of IE last year) will be evaluated by their building principal or supervisor.
3. NSU Regional Program teachers will be evaluated by NSU supervisors. Resource teachers will be evaluated by Julie or building principal.
4. ancillary staff, including non-teaching SLPs, Social Workers, PTs/OTs, and School Psychologists will be evaluated by NSU with an alternative tool.
5. School Counselors and LMC Staff will be evaluated similarly to the way they were evaluated last year.