1. Teacher Evaluation and Professional Growth Program Module 4: Reflecting and Adjusting December 2013

2.  Module 1: MSFE TEPG Rubric  Module 2: Student Learning Objectives  Module 3: Observation and Feedback  Module 4: Reflecting and Adjusting The fourth module supports participants in the use of the MSFE TEPG Rubric, evidence, and student data to monitor progress toward professional goals. Participants will revisit their professional goals, check in on student progress, and collaboratively determine appropriate midcourse adjustments to their practice.  Module 5: Engaging Students in Rigorous Learning  Module 6: Reflecting and Planning for Next Year Module 4: Reflecting and Adjusting 2

3.  Welcome (5 minutes) Intended Outcomes  Connecting (25 minutes) Gallery Walk  Learning (1 hour, 30 minutes) Teacher Interview Putting the Steps Into Practice  Implementing (30 minutes) Starting With Your Students  Reflecting and Wrap-Up (30 minutes) Planning for the Midcourse Check-In Agenda 3

4. Intended Outcomes At the end of this session, participants will know and be able to  Use the MSFE TEPG Rubric to self-assess progress thus far and prepare for the midcourse check-in meeting.  Reflect on progress toward achieving goals using a range of evidence.  Develop an appropriate and actionable plan for making midcourse adjustments to practice to stay on track for achieving goals. 4

5.  Core Proposition 4: Teachers think systematically about their practices and learn from their experience. 4a: Adjustment to Instructional Plans. The teacher continually reflects on his/her instructional decision making and modifies instructional approaches and interactions, making decisions based on student learning needs and best practices. 4b: Continuous Professional Growth. The teacher uses educational research and feedback from others to identify and pursue professional development opportunities that facilitate relevant and appropriate professional growth. (Note: 4b is one of MSD’s focus areas for teacher led evidence collection) Core Propositions and Standard Indicators 5

6. Connecting 25 minutes 6

7. The Four-Step Evaluation Cycle in Action 7

8.  Count off by threes.  Move to the chart paper with your numbered question.  Spend five minutes discussing the questions with your peers and record your responses. Questions: 1.What have you learned about your practice as a result of getting feedback? 2.What evidence have you collected so far on elements of the TEPG Rubric? You may have recorded this evidence on Form 3. 3.How, if at all, have you participated in peer observation so far this year, either as an observer or as the teacher observed? 4.If you have not formally experienced these aspects of the evaluation cycle yet, then what have you noticed informally about your practice and the practice of your peers this year? Connecting Activity: Gallery Walk 8

9. Learning 1 hour, 30 minutes 9

10.  Reflecting is an important part of the continuous- improvement process.  The middle of the evaluation cycle is a good time to reflect on progress toward goals.  Reflection can Inform midcourse corrections Help identify necessary professional development Inform goal-setting next year Learning Content 1: Tools and Strategies for Reflecting 10

11.  Count off by fours.  On the Teacher Interview handout, mark off the interview question with your number.  Take seven minutes and interview at least two other teachers with your question, recording your responses on the handout.  Interview questions 1.How do you reflect on your teaching practice, daily or weekly? 2.How do you reflect on your teaching practice, after each unit or over the summer? 3.How do you build time into your schedule for reflection? 4.How does your team (PLC, grade level, or subject area) reflect on its practice? Learning Activity 1: Teacher Interview 11

12.  Step 1: Consider the feedback you have received so far during the evaluation cycle on the TEPG Rubric.  Step 2: Consider your progress toward your professional goal and identify the changes in instruction that need to take place to ensure you are on track to meet your goal.  Step 3: Review student learning data.  Step 4: Consider where students are in relation to their SLO growth targets and identify the changes in instruction that need to take place to ensure students are progressing toward their targets.  Step 5: Prepare for your midcourse review (if it occurs in your district). Learning Content 2: Using Data and Feedback to Reflect 12

13.  Take a look at Teacher Smith’s Midcourse Reflection. Evidence collected related to teacher evaluation so far this year Student progress toward SLO Remembering Teacher Smith 13

14.  Focus on Steps 1 and 2 of the Midcourse Reflection handout. Consider the feedback you have received so far regarding the Rubric Consider your progress toward meeting your professional practice goal Identify changes in instruction that need to take place to ensure that you meet your goal.  Work with a partner if you would like.  Use the TEPG Rubric and feedback you have received on your evaluation thus far.  Identify action steps for adjusting practice to ensure you are on track to meet your professional practice goal. Learning Activity 2: Putting the Steps Into Practice 14

15.  Use a sticky note to vote on the following question: How confident are you that you will achieve your professional practice goal?  Respond by putting your sticky note along the 10-point confidence scale. Learning Wrap-Up 2: Taking the Temperature 15

16. Implementing 30 minutes 16

17.  Focus on Steps 3 and 4 of the Midcourse Reflection handout. Reviewing student learning data Considering how close students are to meeting their targets on your SLO – Identify changes in instruction that need to take place to ensure students are progressing toward their targets  Work in grade level or subject area teams to identify sources of data on student progress toward meeting SLO targets. Implementing Activity: Starting with Your Students 17

18.  Identify the changes in instruction that need to take place to ensure students are progressing toward their targets. What instructional strategies have you used? What other strategies could you consider using? Implementing Activity: Starting with Your Students 18 Percentage Range of Students Who Met Their Growth Targets SLO Score 85–100%4 71–84%3 41–70%2 0–40%1

19. Reflecting and Wrap-Up 30 minutes 19

20.  To prepare for your midcourse check-in meeting, review the evidence you have summarized in Step 5. You may want to use this time to record evidence on Form 3 that was previously not recorded.  Discuss your responses with a partner at your table. Reflecting Activity: Planning for the Midcourse Check-In 20

21. In Module 5 we will focus on student engagement: Please come ready with a list or folder of the tools or strategies you use that best engage your students, which you will use in Module 5. Assignment 21