1. Rhode Island Model Academy for Personnel Evaluating Teachers Day One Professional Practice

2. Academy Agenda Day One 1. Framing Work & Introduction to Professional Practice Rubric 2. Introduction to Online Observer Training (FFTPS) 3. Component 2A Training 4. Professional Practice Evidence Collection Day Two 1. Understanding SLOs 2. Writing Objective Statements 3. Using Baseline Data/Info 4. Deepening Assessment Literacy 5. Setting Targets Day Three 1. Practice observation calibration protocol 2. Calculating a Final Effectiveness Rating Day Four 1. Understanding the Support Professional Model 2. RIDE Data Systems

3. 3 Norms Equity of voice Active listening Confidentiality Usage of parking lot Respectful/ appropriate use of technology Safety to share different perspectives RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.govEdEval@ride.ri.gov

4. 4 Icebreakers WHY?

6. What did you draw?

7. Introductions Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.

8. Day One Agenda Session One Framing the Work and Introduction to the Professional Practice Rubric Session Two Introduction to the Online Observer Training (FFTPS) Session Three Component 2A Training

9. Rhode Island Evaluation Implementation

10. Session Objectives After completing this session, you should be able to:

11. ElementMinimum Requirements Evaluation Conferences  Three evaluation conferences between the teacher and the evaluator (Beginning, Middle, and End-of-Year) Classroom Observations  At least three, including one announced and two unannounced  All observations must be at least 20 minutes each  Each of the eight Professional Practice components will be scored after each observation  Written feedback is required after each observation Professional Growth Goals  At least one set at the beginning of the year Student Learning Objectives  At least two per teacher (no more than four) RI Growth Model Rating  Included this school year for educators of Grade 3-7 in ELA and math and contributing educators as defined by districts Rhode Island Model at a Glance

12.  Professional Growth Plan  Evaluation Conferences  Ongoing reflection and planning Rhode Island Model Evaluation & Support System

13. Final Effectiveness Rating Professional Practice (8 Observable Classroom Components) Professional Responsibilities Student Learning Evaluation Criteria Research-based Observation rubric Scored after each observation Rhode Island Model Professional Practice

14. Architecture of the Rhode Island Model Rubric Component Domain Elements

15. Component Title Component Description Elements Indicators Domain Architecture of the Rhode Island Model Rubric

16. Levels of Performance Critical Attributes Possible Examples Architecture of the Rubric

17. Review component independently Discuss and chart your analysis Share with the larger group With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group: 1. The title of the component 2. What is valued in this component as explained in the description 3. The elements of this component that differentiate it from other components 4. Critical attributes – type of evidence that will be noted for this component 5. Possible examples – what are some specific things that may be noted 15 min.20 min. Analysis of One Component

18. GATHER evidence during observation SORT evidence to appropriate component INTERPRET evidence and assign score based on rubric description of levels of performance Prioritize and DEVELOP FEEDBACK (using language from rubric, critical attributes and noted evidence) Thinking Behind the Rating

19. 19 What does the Professional Practice Rubric tell you about the most important aspects of effective teaching?

20. Ensure you are gathering objective evidence. Make yourself aware of the differences between evidence, interpretation, and bias.  When you make judgments based on a teacher’s or student’s age, race, gender, appearance, perceived economic status, or accent.  Personal or professional preferences about teaching styles, materials, or classroom setup may also influence judgments.  Bias occurs whenever there is variability in an observer’s application of the rubric based on deep-seated beliefs, stereotypes, or professional preferences. FFTPS Minimizing Bias Module GATHER evidence during observation The Importance of Minimizing Bias

21. After completing this session, are you able to: Understand the overall architecture of the Professional Practice rubric? Recognize key terms of the Professional Practice rubric? Identify the difference among statements of evidence, interpretation and bias? Session Check-In

22. Session One Framing the Work and Introduction to the Professional Practice Rubric Session Two Introduction to the Online Observer Training (FFTPS) Session Three Component 2A Training Day One Agenda

23. After completing this session, you should be able to: Session Objectives

24. Teachscape Home Page Training Scoring practice Proficiency assessment

25. A Closer Look at Observer Training

26. A Closer Look at a Single Component

27. Benchmark Videos and Rationales for Scores

28. Rangefinders

29. Video Examples

30. Observer Training: Exercise Example

31. Log In: Step 1: Get online Step 2: Open your link from FFTPS Step 3: Working with your partner, complete the FFTPS Scavenger Hunt (10 min.) Session 2 Log In & Closure

32. Session Objectives After completing this session, are you able to:

33. Session One Framing the Work and Introduction to the Professional Practice Rubric Session Two Introduction to the Online Observer Training (FFTPS ) Session Three- Component 2A Training Day One Agenda

34. STEP 1: Review the overview, elements, and indicators for this component. Note your responses to the “Identifying Relevant Evidence” exercise, then review answers and discuss with your partner. STEP 2: Together, work through the rubric exercises for recognizing level descriptions and distinguishing between levels. Note important learning to share with your group. STEP 3: Note your response to each of the following questions and post them on the chart. Over lunch, view other’s posted comments. What is one thing you learned about relevant evidence for this component? What is one caution you learned about potential biases? Partnered 2A Component Training Structure – Part One

35. STEP 1: Work through all critical attributes and video examples (benchmarks and rangefinders) for Levels 3 and 2. Stop at this point and discuss with your partner. Note any important learning to share about distinctions between 3s and 2s. STEP 2: Work through critical attributes and video examples for Level 1 and Level 4. Note any important learning to share about evidence, interpretation, and bias statements. STEP 3: Complete “Practice Gathering Evidence” exercise by each taking notes independently (on computers or paper). Share with your partner and compare to expert evidence. Complete “Assign a Level” exercise independently, then check answers together. STEP 4: Post notes on charts and circulate to view other’s comments. What is one thing you learned about what distinguishes a 3 from a 2 for this component? What is one thing you learned about evidence, interpretation, and bias? Partnered 2A Component Training Structure – Part Two

36. Observing Training – opportunity to apply new skills Scoring Practice – grade band-specific videos for scoring Proficiency Assessment – grade band-specific skill check Teacher Orientation Module (TOM) – informational resource for teacher communication, downloadable and adaptable for local circumstances Additional Components of the System

37. Video-Based Scoring Practice

38. Scoring Practice Feedback Report

39. Teacher Orientation Module

40. Session Check-In After completing this session, are you able to:

41. Lightning Round What are your key takeaways from the video training? List as many as you can and then you will share one with the group. Session 3 Closure

42. Session Closure Jot down 3 ideas Find someone at another table and give them one idea and get one idea Find a new partner – give one, get one Guiding question: How will you work with your teachers to better understand the RI Model and the Edition II Professional Practice Rubric? NOTE: Exchange no more than one idea with any given partner.

43. Follow Our Summer Training 43 #RISummerTraining

44. Day One Closure Day One Reflection & Feedback: On Post-Its, please list:  One thing that worked today  One suggestion for improving the training Resources RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.govEdEval@ride.ri.gov RIDE staff members will respond to your context-specific questions.