1. Rhode Island Model Academy for Personnel Evaluating Teachers Day 4: Formative Coaching The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2. 2 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS ► Welcome Back! ► Formative Coaching ► Break ► Calculating a Final Effectiveness Rating ► Action Planning ►Closure Agenda -- Rhode Island Model

3. 3 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Formative Coaching and Supervision Session 1: Improving Student Achievement Through Formative Coaching Objectives Evaluators will:  Deepen understanding of working with adult learners  Practice using classroom observation data to prepare and deliver feedback  Use a variety of tools and protocols for assessing teacher performance and providing feedback using the language of coaching Day 1Day 2Day 3Day 4

4. 4 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Formative Coaching and Supervision Quick reflect: Reflecting on the conferencing and the coaching of staff, what are your strengths and what are your areas of needed growth? Turn to an elbow partner and share your response. New Teacher Center When we focus on teachers, students succeed The New Teacher Center is a national organization dedicated to improving student learning by accelerating the effectiveness of teachers and school leaders. NTC strengthens school communities through proven mentoring and professional development programs, online learning environments, policy advocacy, surveys, and research. Educators and policy makers nationwide participate in the organization’s Annual Symposium, the premier forum for teacher induction. Since 1998, the NTC has served over 49,000 teachers and 5,000 mentors, touching millions of students across America. Terms of Use Copyright © 2011 New Teacher Center unless otherwise noted. All rights reserved Do not reproduce without permission. For further information about use of this material, and other tools to support new teacher and new administrator practice, please contact the NTC at: info@newteachercenter.org.info@newteachercenter.org

5. 5 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Based on what you know about adult learners and your experience with the Rhode Island Model… What characteristics of the Rhode Island process will be the most effective in transforming teacher practice? Formative Coaching and Supervision

6. 6 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Some Thoughts on Adult Learners  “Adults want to be the origin of their own learning and should therefore have some control over the what, who, how, why, when and where of their learning.”  “Adults come to the learning process with self-direction and a wide range of previous experiences, knowledge, interests and competencies.”  “Adults will resist activities they see as an attack on their competence.” Marsha Speck and Carol Knipe, Why Can’t We Get It Right? Professional Development in Our Schools Formative Coaching and Supervision

7. 7 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Adult Learning ASSUMPTIONS Adults have a drive toward competence, which is linked to self-image and efficacy Adapted from the work of Linda Lambert, Professor, Department of Educational Leadership, California State University, Hayward

8. 8 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Thinking Behind the Feedback  Objective and data-based  Responsive to teacher’s developmental needs  Based on Rhode Island Model Rubric  Actionable and prioritized GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

9. 9 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Examples of Objective Evidence “The teacher asks students to think of a time when they…” “The teacher lets students choose the media and format for their weekly analysis of physics in real life.” “Students submit a written self-assessment describing what they have learned.”

10. 10 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Your evidence would fit into this sentence frame: Impact As a result of (evidence)… OR The impact on student learning is…

11. 11 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Your “evidence” would fit into this sentence frame: Impact: As a result of your activity… OR The impact on students is… “As a result of your activity students could provide information, share ideas, and demonstrate understanding as well as clarify their misconceptions.” “As a result of your exit slip your students were able to reflect on the entire lesson before finishing class” “As a result of being active participants the students were able to make personal connections to the content being presented. They developed their understanding of the material through that participation and connection making.” “As a result of the depth of knowledge questions students were actively engaged in their discussions.”

12. 12 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Evaluators are Instructional Leaders and coaches too… Evaluators for Teachers Personnel Evaluating Teachers Participate in all evaluation conferences Gather evidence about teacher’s performance Review student data and evidence of student progress on a class level Approve Student Learning Objectives, Assessments and Professional Growth Goals Provide ongoing, regular feedback to teacher Conduct classroom observations Assign final effectiveness rating Take notes on classroom activity: What is the teacher doing/saying? What are students doing/saying? What is the physical space like? Ongoing feedback based on multiple classroom observations, data, targeted development activities, and other information

13. 13 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Feedback is Essential “Feedback is essential for learning at the individual, group, or organizational level. It is feedback that can help people see the discrepancy between what they think they are doing and what they are actually doing.” Robert Hargrove, Masterful Coaching

14. 14 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Feedback  Base your feedback on observable evidence  Reinforce evidence of effective practice  Be specific rather than general and prioritize feedback  Describe  Note the impact of the teacher’s behavior on the students  Attend to the teacher’s stated needs or area of focus

15. 15 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Language That Supports Learning What will serve you…  An approachable voice  Acceptance, empathy  Open ended questions  Plural forms (goals, possibilities)  Present tense (How do you…?)  Positive presuppositions  Inquiries frames with tentativeness

16. 16 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Paraphrasing Communicates that the listener has… HEARD UNDERSTOOD and CARES Paraphrasing involves restating or summarizing. Stems: “So,…” “What I hear you saying…”

17. 17 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Clarifying Communicates that the listener has… HEARD what the speaker said, but does NOT fully UNDERSTAND what was said. Clarifying involves ASKING A QUESTION (direct or implied) to gather information, get clarity, develop a focus, etc. Stems: “Would you tell me a little more about…?” “Could you give me an example of…?”

18. 18 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Mediational Questions CHAI Help the teacher… COMPARE & CONTRAST what was planned with what happened. HYPOTHESIZE what might happen ANALYZE what worked and what didn’t IMAGINE possibilities Stems: “What criteria do you use to…?” “How do you decide…?” “What would it look like if?” “How is it different from (like)…?”

19. 19 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Instructional Language Seeking permission to provide direct instruction, that honors the adult’s control over learning. “Would you like more information about…?” “Would it be helpful if we spent time looking at…?” Stems: “A couple of things to keep in mind…” “Some teachers have tried… it might work for you.” “Sometimes it’s helpful if…”

20. 20 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Trio Coaching Conversation Decide who will be A, B and C A = educator B = evaluator C = observer 1.Role Play a Mid Year Conference: (A and B) (8 minutes) oUse the Observation Feedback Form and Coaching Language oTake notes focusing on the evaluator’s language using the Conference Observation Template (C) 2.Debrief: C shares the observation data uninterrupted while A and B listen (3 minutes) 3.All 3 engage in a conversation about the conference (3 minutes)

21. 21 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS 3 Things I learned about Formative Coaching 2Things I want to remember above all else 1Question I still have Session Closure

22. 22 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Introduction & Framing Session 2: Calculating a Final Effectiveness Rating Objectives Evaluators will be able to:  Understand how a teacher’s final effectiveness rating is calculated  Understand the role of the Educator Performance and Support System (EPSS) in calculating a teacher’s final effectiveness rating Day 1Day 2Day 3Day 4

23. 23 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Edition II: Final Effectiveness Rating Final Effectiveness Rating Professional Practice Professional Foundations Student Learning Evaluation Criteria

24. 24 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Turn and Talk What questions do you have about how to calculate a final effectiveness rating? 

25. 25 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Calculating a Final Effectiveness Rating Educators will receive one of four Final Effectiveness Ratings: Highly Effective, Effective, Developing, or Ineffective Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

26. 26 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Calculating a Final Effectiveness Rating and the EPSS

27. 27 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 1: Calculate a Professional Practice Rating Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

28. 28 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Professional Practice Rating Example ComponentObservation 1Observation 2Observation 3Average 2a2332.7 2b2222.0 2c2332.7 2d2332.7 3a3222.3 3b2343.0 3c2232.3 3d222 2.0 TOTAL20

29. 29 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Professional Practice Scoring Bands Professional Practice RatingScore Exemplary29-32 Proficient22-28 Emerging15-21 Unsatisfactory8-14

30. 30 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 2: Calculate a Professional Foundations Rating Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

31. 31 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Professional Foundations Rating Example ComponentScore PF12 PF22 PF32 PF42 PF52 PF63 PF72 PF82 TOTAL17

32. 32 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Professional Foundations Scoring Bands Professional Foundations RatingScore Exceeds Expectations 21-24 Meets Expectations 16-20 Does Not Meet Expectations 8-15

33. 33 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 3: Combine Professional Practice and Professional Foundations Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

34. 34 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS PP and PF Matrix Matrix Used for All Educators Professional Practice ExemplaryProficientEmerging Unsatisfactor y Professional Foundations Exceeds Expectations 4422 Meets Expectations 43 2 1 Does Not Meet Expectations 2211

35. 35 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 4: Calculate a Student Learning Objective Rating Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

36. 36 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Student Learning Objective Scoring Lookup Tables SLO 1SLO 2Final Exceeded Exceptional Attainment ExceededMetFull Attainment ExceededNearly MetFull Attainment Met Full Attainment MetNearly MetFull Attainment ExceededNot MetPartial Attainment MetNot MetPartial Attainment Nearly Met Partial Attainment Nearly MetNot MetMinimal Attainment Not Met Minimal Attainment SLO Scoring Lookup Table for 2 SLOs

37. 37 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Sets of Student Learning Objectives Ratings  Exceptional Attainment (4)  Full Attainment (3)  Partial Attainment (2)  Minimal Attainment (1)

38. 38 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 5: Rhode Island Growth Model Rating (when applicable) Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

39. 39 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 6: Determine an Overall Student Learning Score

40. 40 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS STEP 7: Combine Scores to Determine a Final Effectiveness Rating Professional Practice Rating Professional Foundations Rating Student Learning Objective Rating RI Growth Model Rating (when applicable) RI Growth Model Rating (when applicable) PP and PF Score PP and PF Score Student Learning Score Student Learning Score Final Rating

41. 41 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Final Effectiveness Rating Matrix

42. 42 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Introduction & Framing Session 3: Action Planning Objectives Evaluators will be able to: Consider the impact of differentiated process on evaluator caseload Collaborate to think through next steps at the school level Build on the timeline and reflection Day 1Day 2Day 3Day 4

43. 43 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS  Differentiation sets the minimum number of observations  Districts and schools may consider what works best for them Impact of the Differentiated Process

44. 44 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Planning for Your School Goal What is one goal that I will set as a result of this training? Obstacle Is there something I need to overcome to accomplish this goal? Action What action step(s) will I take to overcome the obstacle? Learning What is one thing that I learned today that will help me reach my goal? Be prepared to share out one thing (goal, obstacle, action or learning) with the group. 

45. 45 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Rhode Island Model – REVIEW GAME Directions:  Work with the people at your table to determine if the statement is “True”, “False”, or a “Local Decision” – (Flexibility Factor).  You will have one minute after the statement is read to discuss, and reach consensus on your answer.  When time is called, one person in each group must share their answer by holding up the corresponding number of fingers: o TRUE = 1 o FALSE = 2 o LOCAL DECISION= 3  Correct responses are worth one point.  The team with the most points wins.

46. 46 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #1 1.Teachers will not receive a rating on their Professional Growth Plans. TRUE. Professional Growth Plans are a required and important part of the Rhode Island Model because they guide the support and development process, but they are not a scored criterion of the Rhode Island Model.

47. 47 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #2 2. The Teacher Professional Practice Rubric includes 10 observable components organized into 2 domains. FALSE. The Teacher Professional Practice Rubric includes 8 observable components organized into 2 domains.

48. 48 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #3 3. “Using Assessment in Instruction” is one of the 8 components of the Teacher Professional Practice Rubric. TRUE. Component 3d is “Using Assessment in Instruction”.

49. 49 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #4 4.Component 1 of the Teacher Professional Foundations rubric (Maintains an understanding of and participates in school/district-based initiatives and activities) requires an artifact to be reviewed. LOCAL DECISION. Districts have the flexibility to determine evidence for Professional Foundations components.

50. 50 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #5 5. Every teachers’ Student Learning Objectives must be set for the full school year. FALSE. Student Learning Objectives can be set for the school year or an interval of instruction appropriate to the teaching assignment (e.g., a single semester for a semester length course).

51. 51 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #6 6. Individual Student Learning Objectives are scored on a 3-point scale. FALSE. Individual Student Learning Objectives are scored on a 4-point scale, “Exceeded”, “Met”, “Nearly Met”, or “Not Met”.

52. 52 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #7 7. Pre-observation conferences are required for announced observations. LOCAL DECISION. Pre-observation conferences are not a required aspect of the Rhode Island Model from a state perspective, but schools and districts can choose to implement pre-and/or post- observation conferences depending on what works best for their local needs.

53. 53 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #8 8. Educators using the EPSS will be able to organize, review, and store artifacts for Professional Foundations online. TRUE. Educators can upload artifacts in any electronic file format to associate them with their evaluation record. Artifacts can be aligned to rubric domains and components and categorized by evidence type (i.e. lesson plan, student work, etc). All artifacts are uploaded and displayed in a single file library which is available to both the educator and evaluator and searchable by multiple criteria.

54. 54 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #9 9. All classroom observations must be at least 30 minutes long. FALSE. All classroom observations must be at least 20 minutes long.

55. 55 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Statement #10 10. A Performance Improvement Plan may be started before the Mid-Year Conference. TRUE. A Performance Improvement Plan may be utilized at any time during the school year, but must be put in place if a teacher receives a final effectiveness rating of Developing or Ineffective.

56. 56 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Next steps  Continue to refine your classroom observation skills with the Framework for Teaching Proficiency System  Observation Training Videos should be completed by June 15, 2014  Proficiency Test should be completed by June 15, 2014

57. 57 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Day Four Closure Day Four Reflection and Feedback: - Please complete the survey before you leave: https://www.surveymonkey.com/s/acad_te -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.