Virginia Department of Education Office of School Improvement

Virginia Department of Education Office of School Improvement
Aligning Academic Review and Performance Evaluation (AARPE) Session 1 Day One Important Facilitator Notes: Information in quotations indicates scripted material Information in parentheses indicates facilitator directions/information ___________________________________________ “Does everyone have a name tag and a handout packet? Take a quick minute to make sure that you are seated at the correct table. See labels on each table.” (Introduce facilitators and quick introductions around the room). “Today we begin our Aligning Academic Review and Performance Evaluation (AARPE) technical assistance sessions. A little history about this professional development: Last year, academic reviews were conducted all across the state. Findings from the reviews revealed the need for additional professional development in alignment of lesson planning, lesson observation, leadership feedback and monitoring, and outcome based PD. So, then, how were you selected?” (Explain why participants are included. Explanations should address all roles represented in your audience.) (It is important to convey that this Technical Assistance is designed to be about their work.) “We hope to work as a team in this room to determine prioritized goals and implement them with fidelity. We want the work to be important and meaningful for you and your students. That is why we will use your actual work artifacts- the forms that you were asked to bring to this training. As we do this work, we need to acknowledge that the work may be messy and at times painful. We are not here to evaluate but you are here to evaluate your own strengths and weaknesses and to identify areas for improvement. There are many different hats in the room; during these sessions it is not the intent for anyone to wear the evaluator hat. Our first few slides are the overview and purpose. We don’t want this to be overwhelming but we do want to give you the big picture. So as we go quickly through this, remember we will break it out into small chunks as we move forward. All of the slides are in your handout packet. After the slides are copies of handouts that you will need during the training. Handouts are numbered. The very last thing in the packet is the AARPE overview. The packet is on 3-holed paper because we are asking you to get an AARPE binder so you can add training materials each month and bring the notebook each month.”

Technical Assistance Initially Offered 2014-15
Overview and Purpose To improve instruction and instructional leadership practices by strengthening the alignment between the Performance Standards for Teachers and Principals and the Lesson Planning, Lesson Observation, Professional Development, and Leadership Academic Review Tools. To develop sample evidence for the sample performance indicators in Teacher Performance Standards for professional knowledge, instructional delivery (planning), assessment of and for learning, and learning environment. The sample evidence for each performance indicator will become a tool that can enhance your observation tools. (District and School Leadership) To enhance feedback skills of building and district leaders. (Review the bullets.) “As we discussed earlier, we will be working with our own forms for walkthroughs, observations, and other feedback, etc. This work is not about changing a form. Regarding Bullet 2: It is our intent that the sample evidence we create during these sessions will support our forms and processes. We will develop the tool so that we can have it in hand for use. The goal is that the same tool(s) and language at the classroom, school, and district levels are defined. Also, we will look at the connections between academic review tools and performance indicators. You will gain a strong understanding of how these two documents are aligned. Finally, we will practice the use of our tools in both this setting and in the school setting. I’ll explain more about that at the end of day two. We will answer the questions: When and how do you provide feedback? How do you follow-up? What would help you?”

Outcomes Each participant will Set clear and measurable goals for his/her work. Implement action steps with fidelity. Monitor and provide feedback. Adjust based upon monitoring and data. Repeat the cycle. “It is always our intention to model what we teach. One important component is to set and abide by specific outcomes for our time together. We’ve established these outcomes for the next two days.” (Review each bullet) “Are there any others we should consider?” (If any additional are agreed upon, make note of it directly on the slide.)

Roles/responsibilities District staff will lead this professional development for principals of all second year accredited with warning schools. All OSI training materials will be available to district staff. Principals/district staff will use their own work as a starting point and will bring a predetermined number of completed walkthrough feedback forms and formal observation documents to each session throughout the year. Principals, appropriate district staff, and OSI-approved personnel will conduct monthly walkthroughs and formal observations per the established timeline. (OSI-approved personnel will not conduct walkthroughs and observations with second year warned schools.) District staff will support and monitor principals’ delivery of professional development on the sets of sample evidence developed to appropriate school staff. “It’s prudent to take a few minutes to review our Roles/Responsibilities regarding this technical assistance.” (Review each bullet adding the following statements. Modify based on your audience.) “VDOE training materials for each session will be provided to each principal from the district office. We will come to consensus on this number at our next session. Once determined we will consider this a training non-negotiable for all participants. Beginning after the session 2 training, one day will be identified for the principal and designated district leader to conduct walkthroughs and observations for inter- rater reliability. Logistics of this will be worked out at the division level. Work completed on this day will count toward the number identified in bullet 2. A calendar will be developed for each school. Through scheduling and coaching, district staff will support the principal as they conduct professional learning with school staff. A calendar will be developed for this and district staff will attend. The key is that we are all speaking the same language and using the same tools where appropriate. All of our work by school and district should be tied to the academic review tools and performance standards. Any questions before we proceed?”

4. Professional Development Norms Arrive on time and stay the entire session. Be an active participant. Complete in-session and between-session work. Reserve school/district/personal business for established breaks. Maintain confidentiality. Use the Parking Lot to indicate additional professional development needed/desired. (Adjust/modify this slide to meet district expectations. Some suggested remarks follow.) “We know how challenging it is for you to be away from your school and how easy it can be – especially with technology – to get caught up in what’s going on there instead of being laser focused on the learning going on here. As is the case with any learning experience, setting norms for the day will help ensure a learning environment that is effective for each of you. To that end, let’s review the list.” (Proceed to review all five bullets, expanding on points as necessary.) “One additional note--you’ll see that we’ve established a Parking Lot” (indicate the chart paper on the wall labeled as such). “Throughout our two days together, this is the place to note any lingering questions, especially those you’d like answered now but don’t want to ask aloud to the group. It’s also a place to note any additional professional learning needs you discover as we proceed. Use your post it notes from the table, and please post in real time. Sometimes when we wait, we forget.”

Essential Questions How do the components and criteria of the selected academic review tools align with the Teacher Performance Evaluation Standards lesson observation tool? How do we use these tools for school improvement? How do we know we are making progress? What are the next steps? “Virginia’s academic review focused on the alignment of the written, taught, and tested curriculum with tools and supporting resources being developed by Strong and Associates. For the AARPE Part 1 initially offered in Academic Review/ Priority technical assistance, we are focusing on the Lesson Planning, Lesson Observations, Leadership, and Professional Development tools as well as selected teacher and principal performance standards. Our work will be around these four essential questions.” (Read Question 1) “We will spend time looking at this.” (Read Questions 2 – 4.) “In order to answer essential question #1, we are going to review the Lesson Observation/Planning Tool, the District and School Leadership Tool, and the Professional Development Tool. We will review the performance standards as we work on developing the sample Look Fors/evidence.”

What is the Taught Curriculum?
The Taught Curriculum is the enactment or implementation of the Written Curriculum by a teacher with a specific group of students. Evidence: Lesson Plans Lesson Observations (formal observations) “As you know, the Academic Review focused on the alignment of the written, taught, and tested curriculum. The Taught Curriculum can be considered the enactment or implementation of the Written Curriculum by a teacher with a specific group of students. The teacher is therefore taking the Written Curriculum and applying his or her knowledge of the students and their data to create and deliver lessons that will help students become proficient in the knowledge and skills outlined by the Written Curriculum. For the Taught Curriculum, the main evidence is Lesson Plans and Lesson Observations. Many of you have begun work on lesson plans and for that reason we will not focus on that tool or on Teacher Performance Standard 2 Instructional Planning as stand alones. They will be incorporated into the Lesson Observation Tool (same implementation criteria as lesson planning tool) and Teacher Performance Standard 3 – Instructional Delivery. If this lesson planning is an area that needs more development in your building, please put a sticky note on the Parking Lot to indicate this need. This may be true especially for new principals and schools with new teachers. For the purposes of academic review, the school division’s Formal Classroom Observation completed forms were used as evidence for Lesson Observations. As we go through the presentation, remember that the emphasis is not just on what the teacher is doing, but what students are doing: their learning experiences and the outcome of those learning experiences. The lesson observation reflects not only the teacher’s plan but also the actual implementation of the lesson and the outcomes. Resulting feedback might be a part of the planning, observation, professional development and/or leadership tool.” (Direct participants to look at the tools in their handout packets and to take out the Lesson Observation Tool, pages 1-4, as a frame of reference.) “Our ultimate purpose is improved skill sets for educators/leaders and improved student achievement!”

Main Components for both Lesson Plans and Lesson Observations
Alignment with/of Standards, Big Ideas, and Objectives Sequence/Pacing Student Learning Experiences Assessments Supporting Resources “It all begins with alignment. These are also the Basic Components that are on the Curriculum Guide Alignment and Basic Components Evaluation tool. The Alignment with/of Standards, Big Ideas, and Objectives is in green because without proper alignment, even the highest quality teacher will not have students achieving at a high level.”

Reading the Tool Term What it Means No Implementation
None or few of the elements are present for Functional Implementation; this component is ineffective. Limited Implementation Some or most elements of Functional Implementation are present; this component is partially effective. Functional Implementation All the elements needed for effectiveness are present. Full Implementation All the elements for Functional Implementation are present AND at least one other element is in place for this component to be highly effective. “In the first row of the tool, you will see these basic terms. For each basic component, the tool explains the characteristics of the artifact if it is at the No Implementation, Limited Implementation, Functional Implementation, or Full Implementation levels. When reading this tool, always start with the Functional Implementation column. Check how many elements are present for Functional Implementation for each Basic Component. If all are checked, then move to Full Implementation. If only some are checked, then move to Limited or No Implementation as appropriate. Write the score for that Basic Component in the right-hand column.”

Basic Component: Alignment with/of Standards, Big Ideas, and Objectives (Lesson Observation: Handout pg 1) “Here are the elements for the Alignment component for Lesson Observations. Please follow along on your handout since the screen image is difficult to see. Review each criteria under Functional Implementation first. Remember that alignment is crucial; the rest of the tool cannot be used unless the Alignment is at Functional Implementation. This is tightly aligned to lesson planning; the difference is between planning and actually implementing.”

Objectives What the student will accomplish during the given lesson, including the: Behaviors students will exhibit to show learning Conditions under which the students will exhibit those behaviors Criteria the teacher will use to determine whether students meet the objective. “The last two bullets of Functional Implementation for both the Lesson Plan and the Lesson Observation discuss using objectives. Generally, objectives include the following pieces: Behaviors students will exhibit to show learning Conditions under which the students will exhibit those behaviors Criteria the teacher will use to determine whether students meet the objective. Note that communicating objectives to students is not the same as writing the objective on the board. Many checklists for lesson plans or observations include whether the objective is displayed, but simply noting the display of an objective is a superficial measure at best. What we are looking for is whether the teacher actively communicates each piece of the objective to students—this could be done in a variety of ways.”

Why Objectives? Focus the learning for teachers and students.
Students show increased achievement when teachers communicate clear objectives to students and provide quality formative feedback to students. Students take greater risks and persevere longer when they know the objectives and criteria. “Using objectives when planning and implementing lessons has been shown in numerous studies to have positive effects for students. First, it helps provide a focus. This allows students to better organize information as they learn it. Secondly, it has been shown to increase student achievement, especially when combined with formative assessment on whether students are achieving the objective and how they can improve. Lastly, when students know the objectives and the criteria by which they will be evaluated, they are more likely to take risks and persevere longer.” (Brookhart, 2008; Hattie & Timperley, 2007; Shute, 2008).

Objectives and Standards
The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. (Science 4.3b) Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts. “Read the standard in the blue box and the objective below it. What does the teacher actually expect students to do at the end of the lesson? Note that this objective is not the standard. Note also that the teacher writes only the portion of the standard that this lesson focuses on and references the entire standard 4.3b. In this way, the teacher is able to write an effective, measurable lesson objective. This helps the teacher focus on both the content and the cognition of this lesson. This particular example also illustrates why the BIG IDEA is a criteria in the alignment component. The overarching standard is the characteristics of electricity. Please take out handout, page 5. On your own, identify the behavior, condition, and criteria articulated in this objective. I’ll give you 3 minutes.” (After 3 minutes, ask for volunteers to identify each part. If there is disagreement, give time for participants to defend their answer. Then show the next slide.)

Objectives and Standards
The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. (Science 4.3b) Conditions Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts. Criteria for Success Behavior “The Behavior is: Create a functioning series circuit. Functioning is a key word here. And diagram the circuit. The Conditions: Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students work in cooperative groups---independently Criteria: the bulb lights up; correctly drawing and labeling all parts. Is this measurable? Does this have multiple parts? What is different from other examples about the conditions?” (Looking for general theory about electrical circuit and pathways -- part of creating a foundation of knowledge to be able to create a circuit.) “Building administrators and teachers must continuously emphasize and practice writing objectives that help students understand what they have to know, understand, and be able to do AND how they will know if they were successful. This is the type of work that takes continued practice and feedback. It is essential for administrators to be able to do this effectively so that they can then support staff in doing so.”

Basic Component: Sequence/Pacing (Lesson Observation: Handout pg 2)
“These are the basic components for the Sequence/Pacing of the Student Learning Experiences for a Lesson Observation. This is the first page in your handout packet. When observing a lesson, what are you looking for in this first component?” (Give time for participants to answer.) “The only requirements for this basic component are that the lesson have an opening that activates prior knowledge -hook, anticipatory set, effective transitions and connections between the learning experiences, and some sort of closure at the end of the lesson that ties to the Big Idea, and objective, as well as a sense of realistic planning for the expected learning activities. The actual learning experiences themselves will be looked at more thoroughly in the Quality of the Learning Experiences basic component.”

Basic Component: Suggested Learning Strategies (Lesson Observation: Handout pg 3)
(Direct participants to page 3 of the handout.) “Now let’s move on to the Quality of the Student Learning Experiences. Note that we are purposefully choosing learning experiences that allow students to develop or enhance skills, use higher-level thinking, address misconceptions along the way, use data to plan, and use a variety of effective strategies. Similar to the Standards for Teacher Evaluation, in this tool we are not outlining or specifying which strategies must be used; what we want to see is that the strategies that are used are appropriate to the objective of the lesson and the needs of the students in that particular classroom and that the teacher uses a variety of effective instructional strategies. Let’s talk for a moment about the difference between what we are calling instructional strategies and learning experiences or activities. There are many different definitions of each term, but we are defining a high-yield instructional strategy as any structure, system, method, technique, procedure, or process that has been shown to have large effects on student achievement across subject areas and grade levels. The instructional strategy is often very general, such as Summarizing and Note-taking. The Learning Experience or activity, on the other hand, is that particular instructional task or assignment that a teacher gives to a specific group of students. The best learning experiences are typically those that take the high-yield instructional strategies and add details and tasks that make them appropriate for the particular subject and students. When we are at Full Implementation, students are taking responsibility for their own learning, and the teacher is using best practices for both the content AND the pedagogy. Note that in order to judge whether best practices for content and pedagogy are in place for a subject in which the administrator is not an expert, it might be necessary for administrators to review the Curriculum Framework for the subject-which often outlines the major pedagogies along with the content- or review lesson plans/observations with content experts.”

Strategies & Average Effect Sizes on Achievement*
Percentile Gain Identifying similarities and differences 45 Summarizing and note taking 34 Reinforcing effort and providing recognition 29 Homework and practice 28 Nonlinguistic representations 27 Cooperative learning Setting objectives and providing feedback 23 Generating and testing hypothesis Questions, cues, and advance organizers 22 Building vocabulary 20 Interactive games Student discussion/chunking 17 “In order to judge the quality of the student learning experiences, it can be helpful to review the research on the effectiveness of various strategies. These instructional strategies come from Marzano’s work on instructional effectiveness and his meta- analyses. In this particular research, for instance, Marzano found that students who engaged in summarizing and note-taking to learn a given topic had on average a 34 percentile point gain over those students who did not engage in summarizing and note-taking when learning about the same topic. It is important to remember that any meta-analysis is showing the average of all the studies included in the research. Some studies may have shown greater or lesser results of each strategy, and some strategies are more effective with different populations of students. For instance, homework and practice is often shown to have a greater effect with students in upper grades and a lesser effect with students in lower grades. Therefore, while this list shows some effective strategies that a teacher should consider when writing the goal-setting strategies, it is important for the teacher also to think about how to best implement the strategies for the particular content, skills, and student needs- similar to using Bloom’s taxonomy in context.” *Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

Strategies & Average Percentile Gain on Achievement*
Feedback 37 Instructional Quality 34 Instructional Quantity 30 Direct Instruction 29 Graded homework Acceleration 27 Remediation/feedback 24 Personalized instruction 21 Challenge of goals 20 Peer Tutoring 19 Mastery Learning Questioning 16 Advance Organizers 14 Simulation and games 13 Computer-assisted instruction 12 Instructional media “Here are some common strategies and their percentile gains on achievement. These come from the work of John Hattie. Keep in mind that this is a meta-analysis, so these are synthesized; there might be slight differences in the implementation. An excellent resource for a more in-depth look at lesson plan strategies is the Student Engagement and High-Yield Strategies PowerPoint on the VDOE website under Academic Review: Additional Training for OSI-approved personnel, Divisions, and Principals. Wed. December, 11.” *Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

Basic Component: Assessment (Lesson Observation: Handout pg 4)
“Let’s refer back to the tool in your handouts again, specifically at page 4. Look at the Basic Components for Assessment in a Lesson Observation. While we want to see that the teacher is teaching the lesson with the knowledge and skills for the summative assessment in mind, the majority of the assessment that we see in the lesson observation will be formative. Moreover, we are looking to see that the teacher is actually using formative assessments to inform instruction and meet students’ needs during the lesson itself. For example, the use of the objective as an informal assessment would be one thing we might see the teacher do.”

The Power of Formative Assessment
“…the most powerful single influence enhancing achievement is feedback.” Feedback from teachers to students (e.g., specific feedback on strengths and areas for improvement) Feedback from students to teachers (e.g., what they know and do not know, effectiveness of strategies) “As we saw a few slides ago, John Hattie found that formative assessment combined with meaningful feedback is ‘…the most powerful single influence enhancing achievement.’ This does not mean simply feedback from the teacher to the students; it also means that the students provide feedback to the teachers on the effectiveness of the strategies—and the teacher uses this information to plan future instruction.” *Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

Basic Component: Supporting Resources (Lesson Observation: Handout pg 4)
“Once more back to your handout and page 4. Lastly, let’s look at the Basic Component for Supporting Resources. Here we see that there should be a variety of supporting resources and that each should be used because it specifically enhances the learning of the lesson. Remember, these are supporting resources, so they should be an enhancement, rather than the focus of the lesson. This also includes technology. Moreover, these resources should encourage higher-level thinking for students; in lesson observations with Full Implementation, the resources might also be differentiated by student needs. For instance, an English teacher might have several books of a particular genre written at different levels that correlate with student reading levels. A math teacher might have both manipulatives and whiteboards available so that students can practice a skill at both the concrete and the representational phases based on their needs.”

Why is Lesson Observation Important?
“…[T]he purpose of supervision should be the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement.” “Now that we are familiar with the Teacher Performance Evaluation Standards lesson observation tool, let’s explore an essential question: Why is Lesson Observation Important?” (Let participants respond to each other and the group. Have sampling of responses from principals and other participants. Once the small group discussion is complete, CLICK and read this quote from Marzano’s book Effective Supervision: Supporting the Art and Science of Teaching.) “There are two main points regarding why we observe teachers. The first point is to help teachers increase their pedagogical knowledge, which refers to their methods and practices for teaching the knowledge and skills in the particular curriculum. The second point, which is just as important, is the emphasis on student achievement or student learning. It’s not enough simply to look at the teaching that is occurring—we must also look at the outcomes of that teaching. How are students better for having sat through a lesson? What have they learned? How do you know that they have learned it? What can they now do that they could not do before? An effective evaluator can help a teacher to significantly improve performance, which can result in increased student learning and achievement. One of the ways this is done is through informative and effective feedback. What are some examples of when an administrator might give feedback other than after a lesson observation?” (Take several responses) Marzano, R. & Frontier, T. (2011). Effective Supervision: Supporting the Art and Science of Teaching.

Why Evaluation Only Is Not Enough
Teacher evaluation is not an end in itself, but a means to an end — TEACHER IMPROVEMENT. “While we do observe teachers in order to collect evidence for evaluations, it’s important to remember that teacher professional growth is one of the essential reasons that a teacher evaluation system is designed and implemented. D.R. Davis and colleagues suggest that ‘school-based administrative and professional leadership play essential roles in determining the meaning and value of teacher evaluation in schools, and how teacher evaluation can extend beyond its ritualistic traditions to improve teaching and learning.’ The leadership makes the difference between ‘perfunctory summative teacher evaluation and meaningful assessment of the teaching and learning process that has the potential to enhance the quality of teaching and student learning.’ Therefore, if we want teacher evaluation to result in improved instruction, we need to acknowledge the essential role that principals, who are the schools’ instructional leaders, play in providing feedback to their teachers. By the same token if we want principal evaluation to result in improved instruction, we need to acknowledge the essential role that district leadership plays in providing feedback to principals.” Davis, D. R., Ellett, C. D., & Annunziata, J. (2002). Teacher evaluation, leadership and learning organizations. Journal of Personnel Evaluation in Education, 16(4), p. 288.

Making Permanent Changes: The Importance of Leadership
Explicit Training and Expectations on Needed Skills Explicit, Sustained Emphasis and Monitoring of New Skills Change in Practice “During the course of the academic reviews, we’ve discussed many processes for unpacking the standards, planning lessons, and using high-yield strategies. The only way that any of these processes will be successful and lead to greater student learning, however, is if we provide our educators with explicit training on these skills and our expectations for how we expect to see them used -Part of the academic review Leadership Tool used for both schools and divisions. Even that is not enough, however. We also must have an explicit, sustained emphasis on these skills that is done through monitoring and feedback at both the division and the school level. Principals at schools should be monitoring teachers on their use of these skills and providing them with feedback; divisions should be monitoring the principals’ feedback to the teachers. We cannot assume that if we introduce teachers once to a process, they will automatically use it forevermore; true, permanent change takes time, perseverance, and support from the leadership. You have begun that process with these sessions.”

STANDARDS & INDICATORS
Focus of Evidence (Evidence is the available body of facts or information indicating whether a belief or proposition is true or valid.) STANDARDS & INDICATORS Teacher Practice Student Learning “Before proceeding, we need to determine: What is evidence? Take a moment to define the term for yourself.” (Give one minute and then CLICK) “Now let’s take a look at an actual definition. Evidence is the available body of facts or information indicating whether a belief or proposition is true or valid. This definition is important for two reasons. First, evidence is based on a belief or proposition. In this case, the belief or proposition is that the teacher is Proficient in the standards for effective teachers. Evidence, therefore, should be either fact or information based and indicate whether that proposition is true. When we think about evidence, we need to remember to frame everything through the lens of the standards and their indicators. Once we have that framework, we then need to concentrate on two specific things: (1) teacher practice and (2) its effect on student learning. When evaluators do observations in classroom, they should strive to ensure that their evidence: is standards-based. We’ll refer shortly to the Teacher Performance Evaluation System standards for Virginia in order to determine what this means; includes both examples of the teacher meeting or not meeting the expectation for the standard; does not include judgments—in Virginia’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, it is highly recommended that individual observations are not rated, and that ratings are reserved for summative evaluations only. The reason for this is simple: even if we observe 3-4 classes a year for a single teacher, that’s still less than 1% of overall time the teacher spends instructing students.”

Main Areas for Evidence Collection during Observations
Standard 1: Professional Knowledge Standard 2: Instructional Planning Standard 3: Instructional Delivery Standard 4: Assessment of/for Learning (formative assessment) Standard 5: Learning Environment Standard 6: Professionalism Standard 7: Student Academic Progress "Here we see a list of all seven standards included in Virginia’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. While we can collect evidence on all of the standards during an observation, the four standards in which we will be able to collect the most evidence are in blue, and they are Professional Knowledge, Instructional Delivery, Assessment of/for Learning, and the Learning Environment. Evidence an evaluator will collect about instructional planning, professionalism, or student academic progress will generally be limited. Likewise, information about how teachers use summative assessment will probably also be limited. For standard 2, part of standards 4, 6, and 7, it is usually recommended that evaluators collect evidence from different sources of data, such as documentation logs compiled by the teacher. Over the course of this AARPE training we will look closely at the sample performance indicators for Standards 1, 3, 4, and 5 in order to better understand the types of tangible behaviors we’re looking for during an observation. For this first session, we will focus on Standards 1 and 3. The remainder of the standards will be addressed in subsequent sessions of this training.” (It is recommended that the facilitator offer an overview of the outline at this time or at the end of day two of session one.)

Documenting Evidence Tips
Avoid terms that express judgment (“neat classroom,” “fun activity,” “caring attitude”) Avoid words that imply, but do not specify, quantity (“most,” “few,” “several”) Stick to the five senses Remember Who, What, When, Where, How “Now back to our approach to collecting evidence. How do we collect evidence around our standards in an objective way? Tips for documenting evidence include: (CLICK) Avoid terms that express judgment like: messy classroom, fun activity, caring attitude For instance, consider that if you were a teacher, you would want to know WHY the evaluator considered the classroom messy. (CLICK) Avoid words that imply quantity like: most, few, several (CLICK) Stick to the five senses For instance, what did you actually see or hear? (CLICK) Remember Who, What, When, Where, How As an evaluator, you do not have to describe everything, but the more descriptive you are, the more teachers will get from the feedback and the more evidence you will have for the summative rating.”

How can this evidence for Instructional Delivery be improved?
3.3 Differentiates instruction to meet students’ needs. Spent the majority of the time on whole class instruction for math though several of the students demonstrated proficiency on the long division process in the first few minutes of class. How much? How many? “Let’s look at some “evidence” provided by an administrator. This evidence is for Standard 3: Instructional Delivery, and has been correlated with the indicator 3.3: Differentiates instruction to meet students’ needs. Look at your handout, page 6, that is an enlarged copy of this slide: Read the evidence as it is written. What is wrong with this evidence and how can it be improved? Discuss at your tables.” (After about 5 minutes, ask for participant feedback, then emphasize:) “The problem with this evidence is that the word ‘majority’ is a judgment call...what is a majority of the lesson? The same problem is found with the word ‘several.’ The feedback is not necessarily helpful to the teacher, either, because it does not explain how the students demonstrated proficiency. Did the evaluator hear them discussing how to solve the problem? Did they just ‘seem’ to know the answers? Or did they actually solve a problem that demonstrated proficiency? All of this information will become very important when we move into the feedback portion of the post- observation conference.” How?

Better Example 3.3 Differentiates instruction to meet students’ needs. The teacher spent 45 minutes reviewing the steps in the long division process with the whole class though four students correctly completed all steps in the process on the problem introduced during the warm-up activity. “This evidence is better because it answers the questions from the previous slide. Note that it is not really that much longer than the sentence on the previous page; ergo, documenting objective, detailed evidence does not have to be time-consuming or word-intensive. Take a few seconds to think about your own feedback- like the feedback you have in the documents you brought with you today. Which of these samples is more closely aligned to your evidence? Keep that in mind as we proceed.”

How can this Learning Environment evidence be improved?
5.1 Arranges the classroom to maximize learning while providing a safe environment. Classroom neatly arranged so students can work in small groups. How? Desks in groups? Center areas? How is this defined? “Let’s work through one more example. This particular example is based on Standard 5: Learning Environment and uses the indicator: Arranges the classroom to maximize learning while providing a safe environment. Again, the idea of a classroom being arranged ‘neatly’ contains a judgment; what about the classroom is arranged neatly? Consider that what seems neat to one person might be disorganized or random to another. It is also very vague; in what way is the classroom arranged and how does that facilitate small groups? Moreover, do the students actually work in small groups during the lesson, or does the evaluator just assume that is why the classroom is arranged that way? Take a look at handout page 7. Take a few moments and think about how you would improve this evidence. Feel free to make up your own details as necessary. Jot down your version and be ready to share.” (After 5-10 minutes, ask for several examples. Circulate and judge time needed. Then show the next slide.) When during the lesson do students work in small groups?

Improve this Evidence: One Example
5.1 Arranges the classroom to maximize learning while providing a safe environment. All desks are arranged in clusters of 5-6. During Explore activity, teacher distributed task cards to each cluster and had them work together to solve the Explore problem. “Here is one example of how this evidence might be improved. We can see that it is free of judgment words and includes specific examples. Again think about where your own feedback is strong and where it might need improvement. Does the teacher or principal clearly know what worked and what needs work? Now that we have looked closely at the Lesson Planning and Observation tool, let’s review the academic review Division Leadership tool. Please look at page 8 of your handout.”

Division Leadership Basic Components Evaluation Tool
“Looking at the Division Leadership tool from your handout packet, page 8, what are the key actions? Who is responsible for the actions? All actions are about what ultimate goal? In academic reviews, what parts of functional implementation do you think were the most problematic for divisions?” (Provide 2-3 minutes for reflection.)

School Leadership Basic Components Evaluation Tool
“Likewise, looking at the School Leadership tool in your handout packet, page 9, what are the key actions? Who is responsible for the actions? All actions are about what ultimate goal? In academic reviews, what parts of functional implementation do you think were the most problematic for schools? Either as a division leader or building leader, what goal might you have for yourself related to this tool?” (Provide 2-3 minutes for reflection.)

Division/School Professional Development Evaluation Tool
“In looking at this tool from your handout packet, pages 10-11, division or school, what criteria are areas of strength for your school/division? What criteria are areas of improvement? The missing link found across the state was providing feedback on the use of PD with an explicit focus on student learning outcomes.” (If time permits, continue) “What are examples of PD feedback in your building/division that have had an explicit focus on student learning outcomes? How could you change the PD feedback to include student learning outcomes?” (Give table talk time and share a couple of examples with the whole group, depending upon time.)

Using a Standards-Based Observation Form
“When conducting observations and/or walkthroughs, it is helpful to have the standards and relevant indicators right there in order to ensure that our evidence is standards-based. We are going to begin our work on building evidence for our standards with Teacher Performance Standard 1: Professional Knowledge and Principal Performance Standard 1: Instructional Leadership. In this room, we have building leaders who wear the hats of coach, professional developer and evaluator. As we noted earlier, these face-to-face sessions target your role as a coach and professional developer.” (Facilitator may change the list of “hats” based on his/her audience)

Standard 1: Professional Knowledge (Teacher)
Sample Performance Indicators: 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction. 1.3 Demonstrates an ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. 1.4 Demonstrates an accurate knowledge of the subject matter. 1.5 Demonstrates skills relevant to the subject area(s) taught. 1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject. 1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. 1.8 Communicates clearly and checks for understanding. “Let’s start with Teacher Standard 1: Professional Knowledge. This standard is defined as whether the teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Our supposition is that the teacher is proficient in this standard. We confirm that by collecting evidence during observations and classroom visits. When we go into classrooms, we are looking for evidence that the teacher engages in any of the following indicators from the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers – Standard One.” (Note that your division might have slightly different indicators for this standard; refer to your division’s handbook on evaluating teachers for more specific information.) “We are looking for evidence of the teacher appropriately addressing curriculum standards, using higher level thinking, linking content to other learning experiences, demonstrating accurate knowledge and skills for the subject matter, reflecting high expectations, understanding the characteristics of the age group of the students, and communicating clearly and checking for understandings.”

Example Observation 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Effectively addresses appropriate curriculum standards. Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. Demonstrates an accurate knowledge of the subject matter. Demonstrates skills relevant to the subject area(s) taught. Bases instruction on goals that reflect high expectations and an understanding of the subject. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. Communicates clearly and checks for understanding. Evidence: Facilitates students’ use of higher level thinking skills in instruction: During Focus Lesson group discussions, many students state their answers followed by “because” and a verbal justification of how they found the answer. Teacher Uses open-ended questions that encourage student thinking during Focus Lesson whole group debrief (“Can you please tell me what your group found out about your Entrance Cards?”) “Here, for instance, is an example observation form that has been abbreviated to show only part of the evidence collected for Standard 1. The form comes with the Standard definition and the sample indicators to remind the evaluator what evidence to look for during the observation. Under Evidence, the evaluator looks for things that happen during the lesson that demonstrate the teacher’s effectiveness and correlates them with the indicators. Remember, the indicators are NOT a checklist, so the evaluator is not looking to see evidence of each indicator, but rather evidence of the teacher’s effectiveness OVERALL in this particular standard. It is unlikely that an evaluator would see evidence of each indicator in any given lesson. Also, evaluators should comment on aspects of the standard in which the teacher performed poorly when such aspects occur. Evidence toward meeting the standard can be positive or negative. It is not recommended that an observer apply an actual rating in Professional Knowledge or any other standard to a single observation; remember, observations are merely snapshots of the teacher’s overall performance in any standard. It should be the aggregate result from multiple classroom visits that results in a rating for each standard to include, in this example, Professional Knowledge. In this particular observation, the observer noted that the teacher facilitated students’ use of higher level thinking skills through having students justify answers, and the teacher used open-ended questions. This type of evidence can then be used later in the post-conference and feedback session to explain what worked well in the teacher’s classroom, and also where there might need to be improvement.”

Standard 1: Instructional Leadership (Principal)
Sample Performance Indicators: 1.1 Leads the collaborative development and sustainment of a compelling shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the division’s strategic plan. 1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to school improvement. 1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4 Possesses knowledge of research-based instructional best practices in the classroom. 1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Provides teachers with resources for the successful implementation of effective instructional strategies. . “Now let’s look at Principal Standard 1: Instructional Leadership. This standard described in Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals is defined as fostering the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. In addition to leading the school mission and school improvement to enhance teaching and student academic progress, the principal must have knowledge of best practices in instruction, and must be able to work with teachers to design, revise and monitor instruction so that the required aligned curricula is delivered. Just as we are delving into Teacher Standards today, a team of division representatives is delving into Principal Standards. The indicators in red in these two slides are those that are closely aligned to Teacher indicators in Standard 1.” (The facilitator may modify the inclusion of Principal Standards based on the audience.)

Standard 1: Instructional Leadership (Principal)
Sample Performance Indicators: 1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices. 1.8 Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time. 1.9 Provides the focus for continued learning of all members of the school community. 1.10 Supports professional development and instructional practices that incorporate the use of achievement data and result in increased student progress. 1.11Participates in professional development alongside teachers when instructional strategies are being taught for future implementation. 1.12 Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams). 1.13 Evaluates the impact professional development has on the staff/school improvement and student academic progress. “Note the one additional indicator highlighted in red here.”

Standard 1 – Look Fors Step One: Individual Work - Look through your observations, walkthroughs, and/or written feedback and highlight and label (1.1, 1.2, etc.) any examples of “Look Fors” for Performance Standard 1 Sample Performance Indicators. Step Two: Assigned Pairs – Combine Look Fors and brainstorm additional examples of “Look Fors” for each of the Performance Standard 1 Sample Performance Indicators. Be sure to have multiple examples for each of the 8 indicators. Step Three: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table the list to (INSERT NAME HERE). Include the names of all participants at your table at the bottom of your list. (INSERT HERE) Step Four: (Day Two a.m.) Facilitators share combined lists. Group discusses examples and determines a final list of sample “Look Fors” for each Performance Standard 1 Sample Performance Indicator. “At this point we are going to transition into what will be the bulk of our work for the remainder of the day; an activity designed to identify specific evidence or Look Fors that will be used to strengthen our observation and feedback of Standard 1. We are going to begin this activity by taking out the necessary handout pages and putting away all else to ease confusion. Please take out the following: Standard 1 for teachers, page 12, Look For activity, page 15, and your collection of observations documents that you brought with you today.” (Note that if you are including work on Principal Standard 1, you will direct those participants to take out pages and you will clearly articulate the difference between the work of the two groups.) “To the leaders in the room: As we do this work, we may want to consider how to tweak our current walkthrough tools to ensure that they are aligned with observation tools. This ensures that a uniform set of expectations is provided and allows for focused feedback around a set of standards. Now we are going to take a deep look at the sample performance indicators and begin to develop a comprehensive list of Look Fors - what does this indicator actually look like in the classroom/school building; and what does it NOT look like. Look Fors are observable pieces of evidence. Take a moment to review the four steps of our process. Let's begin with Step One. We said earlier that our intention is to have you do "the real work" in this environment - making this relevant to you is critical. To that end, you will start with feedback you provided to teachers just this past school year, those documents you brought with you today. Individually, peruse your selection and highlight any examples of Look Fors you find that can be used specifically for indicators for Performance Standard 1. Do this work individually. If you do not have your own documents, begin brainstorming Look Fors for the sample performance indicators. Each person should aim to have multiple Look Fors for each indicator by the end of step 1. Begin your work to complete this step. Remember this is INDIVIDUAL work.” (While participants are working, display slide as a reminder. Circulate and OBSERVE only. Watch time, progress check at minutes and extend time if necessary. Quietly tell participants their assigned pairs for Step Two as they work- or you can opt to let them choose their own partners). “Now that you've compiled your own list of Look Fors for Standard 1, join with your partner and share your Look Fors creating one list for each indicator. Spend some time brainstorming additional Look Fors for each of the indicators for Standard 1. There are 8 sample performance indicators for teachers. You should have multiple examples of look fors, including what not to look for, for each indicator. Don’t forget that look fors are not just about teacher behavior but also about student behavior. For this step, you and your partner are recording the looks fors for each sample performance indicator. Remember our outcome will be a list that can be used by our division to enhance our division documents. Begin your work for step 2.” (Circulate and OBSERVE only. Watch time, progress check at minutes and increase time if necessary.) “Now it's time to begin Step 3. Take the list of Look Fors created by you and your partner and combine them with the other pairs from your table group. Be sure to vet the list and remove any duplicates and/or any the group deems not an evidence-based look for– again note the criteria displayed in the front on Slide 27. Take the time to review each Look For and make sure you agree that it meets the criteria that we referenced earlier when we talked about evidence. Also be cognizant that your statements are concise, and specific- this is not the place for generalities. In addition to the criteria we displayed earlier, ask yourselves these questions: is each statement specific; is each statement concise and observable; have we avoided generalities; do we have Look Fors that address both teacher and student behavior; do we have Look Fors that address what the indicator does look like as well as what it does not look like? We realize this is a lot to cover; know that your careful review now will go a long toward making the final list as strong as possible . Once you feel your list is complete – remember each table group should have multiple well written look fors for each indicator, please have a member of your group it to (enter presenter name here) - be sure to include the names of each of your table group members in the . You may begin this step. We’ll adjust the time as needed. This is the most important step of the process so please be thorough in your review.” (Circulate and OBSERVE only. Watch time, progress check at minutes and adjust to shorten or lengthen as necessary.) “We've received all lists. We will work to combine your lists and we will resume this activity at the start of the day tomorrow where we will complete step 4 together as a whole group.”

Closure Day 1: Aligning Performance Standards with Academic Review Tools
Step One: Pairs– Review the Sample Performance Indicators for Teacher Standards 1 and 3 (handouts) and the implementation criteria for the School Lesson Observation Evaluation Tool (handout). Place the number of the Sample Performance Indicator (1.1, 3.1, etc.) beside the “best fit” implementation criteria on the School Lesson Observation Evaluation Tool. Step Two: Table Groups– Share “best fits” and rationales for choices. Select what you would consider 3 key “best fits” to share with the whole group. Step Three: Table to Table– Share insights and uses. “We are going to wrap up our learning today with an alignment activity. Please take out your School Lesson Observation document – pages1-4 of your handout- and your Sample Performance Indicator document, pages 12 and 17 of your handout, and page 16 which is your copy of this activity. So, again, the handout pages you need are pages 1-4, 12, 16, and 17. Review each of the components of the academic review tool and determine where you most feel the indicators from Standards 1 and 3 are evident in the document. Write the number of the indicator next to the component on the academic review tool. We’ll start in pairs. Work together to go through all of the components and indicators.” (Facilitators should OBSERVE only, progress check at 15 minutes and adjust as needed to increase or reduce time.) “Now, in your table groups, share the “best fits” found by your pair. From all of them, choose 3 key “best fits” and jot them down.” (Allow about 15 minutes for this portion.) (Facilitators should OBSERVE only and monitor for the need to increase or reduce time.) “Step three is a table to table sharing.” (Facilitators indicate which tables will pair and share and then direct participants to move about the room to their designated share/pair table. Participants can stand and share so that movement of “things” is not necessary.) “OK, let’s return to our original tables and take a few minutes to share out.” (Call on selected tables to share the best fits they identified. Take responses from several tables and then proceed.) “There are no absolutely right/wrong answers and as you saw in your own discussions some of the sample performance indicators best fit in multiple implementation criteria. This activity has two purposes: 1. clearly see the connection/alignment between the performance standards and the academic review tools; 2. see how the tools you are developing may be used in multiple ways – discussion of look fors related to the teacher performance standards can also be used with staff as you implement and document essential actions from the academic review. It helps build the understanding that academic review tools are not isolated or unrelated to actual expected practices. Do you believe this would this be a valuable activity for teachers/staff?” (Take several responses) (Now move into closing the day.) (Give reminders about anything unfinished - hopefully nothing will be unfinished. Pass out feedback forms.) “Remember that we begin our time together for Day 2 at 8:30 sharp. We will begin with Step Four of the Standard 1 Look For Activity. You have received a feedback form. Please answer thoroughly. Your responses – especially any lingering questions either on your feedback form or on the parking lot – will be addressed first thing tomorrow. Please leave the forms on (enter designated spot here) as you leave. Have a great evening!”

Virginia Department of Education Office of School Improvement
Aligning Academic Review and Performance Evaluation (AARPE) Session One Day Two (NOTE: Shuffle table arrangements and mix groups based on feedback from Day One.) “Welcome back to our second and final day of Session 1 AARPE Technical Assistance. Did everyone sign in? Check to see that you are seated at the correct table as we shuffled tables from yesterday. As you’ll recall, we wrapped up yesterday with each table group sending us your list of Look Fors for the Standard One indicators. Before we finalize our list, let’s start with a quick warm up activity. Pair up with a person at your table and share one important piece of new information that you gleaned from yesterday’s learning. Be ready to share in five minutes.” (5 minutes later – ask for responses from several pairs.) (If there were pertinent questions from the parking lot or from the feedback forms address them now. Sample language follows.) “I also want to be sure to go back to questions posed in the parking lot and/or via feedback forms from yesterday.” (Review all questions and offer agreed upon responses) “As we begin, let’s start with your handout packets. These are the documents you will need today: Pages and Please pull them out and put all others away in order to minimize confusion. Today we will wrap up and finalize your list of Standard One Look Fors. We will then move into repeating the same exercise, this time with Standard Three. With both lists in hand, we will move into a team effort to determine how your district will proceed with this information, the work to be done between now and our next session, and a final wrap up.”

Standard 1: Professional Knowledge (Teacher)
Sample Performance Indicators: 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction. 1.3 Demonstrates an ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. 1.4 Demonstrates an accurate knowledge of the subject matter. 1.5 Demonstrates skills relevant to the subject area(s) taught. 1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject. 1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. 1.8 Communicates clearly and checks for understanding. “Last evening we compiled the list you submitted and created one list per indicator. Our final outcome will be a set of Look Fors that you all have agreed upon that can be turned over to your division for further use. I am going to give the combined list of Look Fors to that you created in table groups yesterday to each table. Your table should review the list and determine whether or not each item is, indeed, a Look For. You should cross through any item that you feel is not an actual Look For, eliminate duplicates, etc. (IF POSSIBLE EVERY TABLE NEEDS TO DO ALL INIDCATORS. If time does not allow this, then assign 1-2 Look For lists to each table group.) (Circulate and OBSERVE only to determine if more or less time is needed. Check progress at 20 minutes.) “OK, now I’m going to combine table groups. Your task is to compare your lists and come up with one list between your two tables as your final submission in this round. Choose one recorder to represent your combined groups. That person will make a new electronic list to submit that includes only those indicators you believe should be kept for the final list. Use his/her copy of the list to document your final decisions about which Look Fors should be included in the list for each indicator. In addition to the criteria we displayed earlier, ask yourselves these questions: is each statement specific; is each statement concise and observable; have we avoided generalities; do we have Look Fors that address both teacher and student behavior; do we have Look Fors that address what the indicator does look like as well as what it does not look like? Once your combined table list is completed, it to (INSERT NAME) at this (INSERT ).” (Circulate while groups are working. Check progress at 20 minutes and modify time as needed. Once all lists are submitted, proceed.) “OK, we’ve received your lists. It will take some time now to combine these final lists. We will move on to start our work with Standard 3 in the mean time and will come back to finalize Standard 1 later today.” (Again, if timing runs short, be sure to determine how the final list will be vetted and approved.)

Standard 3: Instructional Delivery (Teachers)
Enhancing Teacher Quality: Questioning Standard 3: Instructional Delivery (Teachers) Sample Performance Indicators: 3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills. 3.3 Differentiates instruction to meet the students’ needs. 3.4 Reinforces learning goals consistently throughout the lesson. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. “Here are the Sample Indicators for Standard 3. Note that with this standard we are focusing on teachers only so all groups will use the Teacher Performance Standard 3. In this standard, the teacher is engaging students in active learning, building upon prior knowledge and skills, differentiating instruction, reinforcing learning goals, using a variety of strategies and technology, and once again, communicating clearly and checking for understanding.” TQR Teacher Quality Resources, LLC (c) 2005

Example Observation 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Engages and maintains students in active learning. Builds upon students’ existing knowledge and skills. Differentiates instruction to meet the students’ needs. Reinforces learning goals consistently throughout lessons. Uses a variety of effective instructional strategies and resources. Uses instructional technology to enhance student learning. Communicates clearly and checks for understanding. Evidence: Communicates clearly and checks for understanding: Directions for Focus Lesson posted on chart paper and on student worksheets. Walks around and informally checks independent work on Entrance Card/Warm-Up and provides a sticky note. Uses Exit Cards during Whole Group Closure. Differentiates instruction to meet students’ needs: All students work on the same activities and receive the same lesson during small group/center time. Teacher spends 15 minutes working with groups A and B and 20 minutes working with group C, who showed difficulty with the material during the Entrance Card/Warm-up activity. “Here is how the evidence might look when collected on an observation form that has been abbreviated to show only Standard 3. Here we see that the administrator has collected evidence that the teacher is communicating clearly and checking for understanding, and describes the specific actions in the classroom that provide evidence for that indicator. Look for a moment at the evidence provided by the evaluator for the differentiation. Here, the evaluator noticed that while the teacher did use the Entrance Cards/Warm- up activity to determine the groups during small group/center time, all students were doing the same activities and received the same lesson. During the feedback conference, the administrator and the teacher can use this information to determine how the teacher is already using differentiation—as well as what further could be done to meet the students’ needs.”

Standard 3 – Look Fors Activity
Step One: Individual Work - Look through your observations, walkthroughs, and/or written feedback and highlight and label (3.1, 3.2, etc.) any examples of “Look Fors” for Performance Standard 3 Sample Performance Indicators. Step Two: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table the list to (Enter Name). Include the names of all participants at your table at the bottom of your list. (Enter ) Step Three Whole Group - Facilitators share combined lists. Group discusses examples and determines a final list of sample “Look Fors” for each Performance Standard 3 Sample Performance Indicator. “Now we will begin our work on Look For for Standard 3. We will follow a process similar to that for Standard 1. You will need handouts pages Take a moment to review the three steps of our process. Let's begin with Step One. We will continue to use your ”real work" in this environment - making this relevant to you is critical. To that end, you will start with feedback you provided to teachers just this past school year. Individually, peruse your selection and highlight any examples of Look Fors you find that can be used specifically for indicators for Performance Standard 3. Do this work individually. If you do not have your own documents, begin brainstorming Look Fors for the sample performance indicators. Each person should have multiple Look Fors for each indicator by the end of step 1. Begin your work to complete this step. Remember this is INDIVIDUAL work.” (While participants are working, display slide 27 as a reminder. Circulate and OBSERVE only. Watch time, progress check at minutes and extend time if necessary.) “Now it's time to begin Step 2. Take the list of Look Fors you created and combine them with the other participants from your table group. Be sure to vet the list and remove any duplicates and/or any the group deems to be not Look Fors – again note the criteria displayed in the front. Take the time to review each Look- For and make sure you agree that it meets the criteria that we referenced earlier when we talked about evidence. Also be cognizant that your statements are concise, and specific- this is not the place for generalities. In addition to the criteria we displayed earlier, ask yourselves these questions: is each statement specific; is each statement concise and observable; have we avoided generalities; do we have Look Fors that address both teacher and student behavior; do we have Look Fors that address what the indicator does look like as well as what it does not look like? Again, we realize this is a lot to cover; know that your careful review now will go a long toward making the final list as strong as possible . Once you feel your list is complete – remember each table group should have multiple well written Look Fors for each indicator, please have a member of your group it to (enter presenter name here) - be sure to include the names of each of your table group members in the . You may begin this step. We’ll adjust the time as needed. This is the most important step of the process so please be thorough in your review.” (Circulate and OBSERVE only. Watch time, progress check at minutes and adjust to shorten or lengthen as necessary.) “We've received all lists. We will work to combine your lists and we will resume this activity later today where we will complete step 3 together as a whole group.” (Pre-determine whether or not Step three will occur today or at the start of Session Two. The activity directions reside in the notes on Slide 48.)

Standard 1: Professional Knowledge (Final Look For Round)
Sample Performance Indicators: 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction. 1.3 Demonstrates an ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. 1.4 Demonstrates an accurate knowledge of the subject matter. 1.5 Demonstrates skills relevant to the subject area(s) taught. 1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject. 1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. 1.8 Communicates clearly and checks for understanding. (NOTE: You will determine when to do this step – if the combined list for Standard 1 is not yet complete, proceed to Slide 48 and the Tying It All Together activity, then come back to this slide after.) “Now we are returning to our final round for Standard 1. We’ve combined the table lists that you all created first thing today and now have one list of Look Fors for each indicator. Any indicator that was included by any group was included on this list. For the final round, each table will be assigned an indicator to vet and finalize.” (Take a moment to make assignments giving each table 1 indicator. If you have more than 8 tables, then combine tables as necessary. The goal is that there only 8 group total for this work. You can also consider mixing the groups up and having everyone count off by 8 to form your groups.) “OK, with these groups you will now be the final voice on vetting the Look Fors for your assigned indicator. Repeat the steps from earlier. Choose one reporter to represent your group. That person will use his/her copy of the list to document your final decisions about which Look Fors should be included in the list for your assigned indicator. Remember to ask yourselves these questions: is each statement specific; is each statement concise and observable; have we avoided generalities; do we have Look Fors that address both teacher and student behavior; do we have Look Fors that address what the indicator does look like as well as what it does not look like? We’ll take about 15 minutes to do this. When we are finished, each group’s reporter will come to the front and present your list of Look- Fors. The rest of the group will have a chance to review each one and agree/disagree, offer feedback, etc. so that the final list have been vetted by all of us. Any questions about our process?” (Circulate and OBSERVE to adjust time as necessary) “Everyone is done. Let’s start with indicator 1.1.” (As each reporter shares their final list, a facilitator makes the changes to the list displayed on the projector so that the final list is evident for all to see. Repeat the process for all 8 groups. Be sure the reporter gives you his/her groups’ hard copy list.)

Tying It All Together (Making It Real)
Step One: Individual Work - Select one of the observations that you brought with you today. (It can be one from previous activities or a totally different one.) With the sample “Look Fors” list as a tool, revise written feedback for Standards 1 and 3 to provide more specific feedback. Step Two: Assigned Pairs – Share your revisions with your partner. Partners will provide feedback to each other. Does the written feedback: Avoid terms that express judgment? Avoid words that imply quantity? Stick to the five senses? Indicate Who, What, When, Where, How? (Remember you do not have to describe everything, but the more descriptive you are, the more teachers will get from the feedback and the more evidence you will have for the summative rating.) Step Three: Group Presentations – Each participant will share their revised feedback with their table. Tables will provide feedback based upon bullets in Step Two. Step Four: Personal reflection: What are my strengths and weaknesses based upon the work from these 2 days? What are my individual next steps based on this reflection? “Now that we have created evidence of what the sample performance indicators for Teacher Performance Standards 1 and 3 (modify if Standard 3 will be completed in Session 2) actually look like in practice, let’s use them for your own professional development with your own work. The purpose of Tying It All Together is for you to reflect on your own work and your own proficiency using the standards, sample indicators, and newly developed Look Fors. How will we do that? Please take out your Tying it All Together handout and consider the Look Fors for Standards 1 and 3 (modify if Standard 3 will be completed in Session 2) you’ve discussed today. So you need pages 12, 17, 19 from your handout packet. Let’s review the steps on your handout which are the same as this slide.” (Read Step One – Individual Work and direct participants to begin. Progress check time at 10 minutes.) (Read Step Two – Assigned Pairs and direct participants to begin. Progress check time at 20 minutes.) “For Group Presentations we’ll begin with the youngest person at the table. EVERYONE shares their revised feedback. Other participants jot questions/feedback in the four areas identified in bullet two. The oldest person at the table provides feedback first for the first participant sharing their revised feedback. After that the person who presented last shares feedback first. Continue this process until each person at your table has shared their revised observation and received feedback from the group.” (OBSERVE and monitor for time to shorten or lengthen as necessary. Check progress at 20 minutes.) “Now that you’ve reflected and shared feedback, please take a look at the personal reflection question on the screen. Please respond to it in writing – feel free to use the back of your handout.” (After 5 minutes.) “We will not ask participants to share these next steps this month but we will in the coming months as we become comfortable/familiar with this training and each other and as we create a training culture of trust and coaching.” (NOTE: DEPENDING ON TIME, YOU MAY COME BACK TO STANDARD 3 TO COMPLETE THE LAST ROUND OF EDITS – IF SO, YOU WILL DUPLICATE THE STEPS THAT YOU COMPLETED FOR STANDARD 1 THAT ARE BELOW WHILE DISPLAYING SLIDE 44) “While you’ve been working, we compiled the list you submitted and created one list per indicator. Just like with Standard 1, I am going to give the list of Look Fors to each table. Your table should review the list and determine whether or not each item is, indeed, a Look For. You should cross through any item that you feel is not an actual Look For, eliminate duplicates, etc. IF POSSIBLE EVERYBODY NEEDS TO DO ALL INIDCATORS. (Circulate and OBSERVE only to determine if more or less time is needed. Progress check time at 20 minutes.) “OK, now I’m going to combine table groups. Your task is to compare your lists and come up with one list between your two tables as your final submission in this round. Choose one recorder to represent your combined groups. That person will make a new electronic list to submit that includes only those indicators you believe should be kept for the final list of Look Fors. In addition to the criteria we displayed earlier, ask yourselves these questions: is each statement specific; is each statement concise and observable; have we avoided generalities; do we have Look Fors that address both teacher and student behavior; do we have Look Fors that address what the indicator does look like as well as what it does not look like? Once your combined table list is completed, it to (INSERT NAME) at this (INSERT ).” (Circulate while groups are working. Progress check time at 20 minutes and modify time as needed. Once all lists are submitted, proceed.) “OK, we’ve received your lists. It will take some time now to combine these final lists. We will (insert directions here – come back at end of day to finish which is not likely or start next session with finalizing Standard 3)”

Questions to Consider:
How Do We Know We Are Making Progress? Questions to Consider: Are we focusing on teaching and learning in terms of measurable student progress? Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? Do we make adjustments based upon progress monitoring? “We wrap up today asking a series of questions designed to guide our reflections on our own school/district and how our AARPE work will impact our day-to-day work. To that end, you are the leaders in your school and district . At your level, how do you know you are making progress? Is there a process? Whenever you consider next steps, consider these key questions. We will talk about this slide and the next one each time we meet. Sometimes it may be with specific questions/next steps; sometimes as food for thought before you leave.” (One facilitator will take notes about key in the moment remarks/questions throughout the remaining slides.)

Classroom, School, Division
How Do We Know We Are Making Progress? Classroom, School, Division Set clear and measurable goals Implement action steps with fidelity Monitor and provide feedback Adjust based upon monitoring and data Repeat the cycle “Do you have this process in place in such a way that all relevant stakeholders can talk about it at each of these levels? If not, how will you get there? How will our work here help you get there?” (Provide time for participant responses.)

Next Steps (Completed by ENTER DATE)
Division staff will meet with principals to develop plans for the principals’ delivery of professional development on the sets of sample evidence developed to appropriate school staff. Plans need to include date, time, draft agenda items and be incorporated under the appropriate indicator and task in the SIP. “Each time we meet, we will identify some next steps and give you an opportunity to identify next steps. We will model the importance of being specific - Who does what by when.” See pages in your handout packet.” (Pre-determine an example to be shared as a next step and enter it on this slide prior to the day two training. The example here is for YOUR EYES only and should be replaced by your example.)

Next Steps (Completed by ENTER DATE)
2. District/School Next Steps: “You have next steps in your handout packet so that you can take notes and record additional next steps, if any. Steps 1: (Example to be modified as necessary) Copies of plans and draft agendas will be brought to (enter date here) session. Step 2: (Example to be modified as necessary) District leadership will develop next steps.” (Close the day: Reminders about anything unfinished -hopefully nothing will be unfinished) “Session 2 is slated for (enter date here) at (enter location here.)” (Give out feedback forms) “Just as you did today, you’ll be asked to bring samples of your own work next time. You can see from our Session 1 work that this is imperative to this training being about your work. Please be sure to gather your samples upon your return to your school/district so that they are ready for Session 2. For now, your last action today will be to complete the day’s feedback form. Thank you in advance for being thorough – your feedback will be strongly considered so that we can ensure maximum learning during our sessions. Please leave the forms (enter location here). Thank you for your participation today.”

Virginia Department of Education Office of School Improvement

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Virginia Department of Education Office of School Improvement

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Presentation on theme: "Virginia Department of Education Office of School Improvement"— Presentation transcript:

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