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Workshop for Teachers:
RI Educator Evaluation and Support System
2
► Welcome
► Understanding SLOs
► Writing Objective Statements
► Break
► Checking Student Understanding with Assessments
► Setting Goals for Student Success
► Lunch
► Observing Excellent Teaching
► Supporting Yourself and Colleagues
► Closure
Agenda
Learner
Colleague
DualTrack
Thinking
3
Please introduce yourself by sharing your:
name district school role one great part of your summer
Welcome & Introductions
4
Reflection: What is good teaching?
What is something specific that you do well as a
teacher that you’re proud of because it isevidence of good teaching?
Dual Track Thinking
5
• Equity of voice
• Active listening
• Safety to share different perspectives
• Confidentiality
• Respectful/appropriate use of technology
• Usage of the Parking Lot
Norms
edeval@ride.ri.gov
6
Rhode Island Evaluation Collaboration
EVALUATION & SUPPORT SYSTEMS
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
Teacher
MODEL DEVELOPMENT
FIELD TEST
GRADUAL IMPLEMENT
FULL IMPLEMENT
Building Administrator
All models have been improved based on user feedback
Rhode Island is a national model for educator evaluation
Common language around effective instruction is growing
7
Evaluation Training
SY ‘11-‘12 Summer ’12 Winter ‘12 Spring ‘13
4 in-person modules 4-day Academy Module 1 Module 2
Summer ‘13 Fall ‘13 Winter /Spring ‘14 Spring ‘14
Evaluator Workshop
Teacher Workshop
FFTPS Calibration Window 1* Modules (2)
FFTPSCalibration Window 2*
Training has been developed based on feedback collected during this past year via the statewide survey and two modules.
Upcoming Winter/Spring Modules will be based on feedback from the field.
8
Collaboration
State (SEA)
• Gather input from educators
across the state
• Create a system with flexibility
• Provide support to districts
through implementation
• Continue to gather input from
educators, respond to feedback,
and make adjustments
Local (LEA)
• Offer input to SEA
• Create a District Evaluation
Committee (DEC)
• Create district policies around
flexibility factors
• Provide support to educators
through implementation
• Respond to feedback and make
adjustments to local policies
• Build local ownership of the
model
9
RI Educator Evaluation and Support System
• Professional Growth Plan
• Evaluation Conferences• Ongoing reflection,
planning, and feedback
Evaluation Criteria
Support System
updated rubric to
align with Common
Core
10
System Criteria
Professional
Practice (PP)
Rating
Professional Foundations
(PF)
Rating
Professional Foundations
(PF)
Rating
Student Learning Objective
Rating
Student Learning Objective
Rating
RI Growth Model Rating
(When available)
RI Growth Model Rating
(When available)
PP and PF
Score
PP and PF
Score
Student
Learning Score
Student
Learning Score
Final RatingFinal
Rating
11
Final Effectiveness Rating Matrix
12
Resources and Tools for Educators
13
Student Learning Updates
ADDITIONAL SCORING GUIDANCE
Further clarification of definitions (that can be adopted if LEA chooses)
P. 25
SCORING LOOKUP TABLE FOR 2 SLOS ADJUSTED
Score of Full Attainment for Exceeded and Nearly Met Met and Nearly Met
P. 27
APPROVING CHECKLISTS Appendix 1: Approving SLO ChecklistAppendix 2: Approving SOO Checklist
P.31 & P. 32
14
Updates to the SLO Form
Revised based on feedback
Framed with Essential Questions
Changes include:• Removing the Level of
Standardization section (which was often confused with assessment quality)
• Re-sequencing the order of the elements
• Collapsing Evidence Source, Administration, and Scoring into one category
p. 13
15
Updates to the SLO Form in EPSS
Revised based on feedback: Focus Groups Outreach sessions
Changes mirror the changes made to the Anatomy of an SLO
SLOs can now be submitted individually
16
Agenda
►Understanding SLOs
► Writing Objective Statements
► Break
► Checking Student Understanding with Assessments
► Setting Goals for Student Success
► Lunch
► Observing Excellent Teaching
► Supporting Yourself and Colleagues
► Closure
17
Rhode Island Educator Feedback
Understand the experience and needs of educators across Rhode Island
Adjust accordingly and thoughtfully
RIDE Statewide Mid-Year Survey
Significant response rate 4,450 Teachers 400 Building Administrators
18
1. Setting appropriate, but rigorous SLO targets
2. Determining the Baseline, including gathering and interpreting data
3. Identifying or creating the evidence or assessments for the Evidence Source(s)
4. Writing an Objective Statements that focused on the appropriate content or skills
Rhode Island Educator Data Point
Teachers surveyed expressed that the following aspects of writing an SLO were most challenging:
RIDE Statewide Mid-Year SurveyN = 4,550 teachers
19
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE
Understanding SLOs
PARTICIPANT PACKET:
Utilize the note taking template Jot down key messages that you feel would be
important to communicate with colleagues
Participant Packet: Page 2
20
Reflect• How did this module match your previous
understanding of Student Learning Objectives? Did anything here surprise you? If so, what? What parts of this resonate with you as a teacher? How does this connect with the teaching practices you are most proud of?
Act•Chart what you might communicate to colleagues so that others in the room might benefit.
Understanding SLOs Reflection
5 min
5 min
21
SLOs are focused on the student
learning in specific content areas and
grade levels
SLOs are integrated with the most
important work of districts--curriculum,
instruction, and assessment--and are
not an add-on
Goal-setting is an important part of
effective teachers' practice
Understanding SLOs Takeaways
22
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE
Understanding SL Os
Participant Packet: Page 2
23
SLO Process Overview
RI p. 11 MoSL p. 5
24
Agenda
►Writing Objective Statements
► Break ►Checking Student Understanding
with Assessments
► Setting Goals for Student Success
► Lunch
► Observing Excellent Teaching
► Supporting Yourself and
Colleagues
► Closure
25
Objective Statements in SLOs
What is the most important knowledge/skill(s) I want my students to attain by the end of the interval of instruction?
26
A 4-Step Process to Writing an Objective Statement
27
Writing an Objective Statement
REFLECT WITH A PARTNER about the module prompts provided:
PLAN FOR COLLABORATION with your TABLE: 1. Based on the first two sessions of the day, what are the
biggest takeaways you want to bring back to teachers in your school?
Colleague
28
Agenda
1. Stretch your legs and take a gallery walk and review the charts.
2. Jot down any additional ideas from your colleagues and add to your “Next Steps as a Colleague”
►Break ► Checking Student Understanding
with Assessments
► Setting Goals for Student Success
► Lunch
► Observing Excellent Teaching
► Supporting Yourself and
Colleagues
► Closure
29
Agenda
►Checking Student Understanding with Assessments
► Setting Goals for Student Success
► Lunch
► Observing Excellent Teaching
► Supporting Yourself and Colleagues
► Closure
30
Checking Student Understanding
Table Brainstorm
Forget about SLOs for a moment. Teachers are often “detectives” investigating how their students learn best. How do you get to a place of understanding your students as learners? Brainstorm a list at your table.
If you have extra time: Are there any content areas or students that you have a hard time getting a read on?
31
Requests for Support around Assessments
32
Assessments and SLOs
33
Online Module: Deepening Assessment Literacy
34
The Assessment Toolkit
35
Using the Toolkit
36
1. Find someone new and exchange one of the following discussion items:
Which key takeaway about checking your students’ understanding resonated most with you
Something that you learned that surprised you An idea you have for an assessment in your class that
you hope to use in one of your SLOs this year A key message you plan to take back to your
colleagues
2. After each partner has shared, find someone new and repeat by sharing a new item (from list above).
3. Repeat until you’ve shared each discussion item.
Assessment Meet &Swap
37
Assessment is integral to teaching because it tells us what students know and are learning
Assessment selection/design should always begin with your purpose
SLOs are measured with summative assessments, though other types should be used for progress monitoring
Alignment, format, item type, administration, and scoring all contribute to the validity of assessment data
Assessment Takeaways
38
Agenda
►Setting Goals for Student
Success
► Lunch
► Observing Excellent Teaching
► Supporting Yourself and
Colleagues
► Closure
39
Setting Goals for Student Success
Step 1: Returning to our “Good Teaching Practices”
Look back to the post-its from the beginning of the day. How many connect to setting goals for or with students and celebrating success when they meet them?
Step 2: Scenario Pair Share
A local college has asked you to come to a class of student teachers. They’d like you to discuss the role of setting goals for students and why it is an important part of teaching. What will you say and what suggestions would you give to them about how to set goals for/with students if they ask for a concrete example from your practice?
40
Online Module: Baseline Data and Info
Learner Colleague
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE
Participant Packet: Page 7
41
SLO Process: Baseline Data and Targets
RI p. 13 MoSL p. 7
42
1. Setting appropriate, but rigorous SLO targets
2. Determining the baseline, including gathering and interpreting data
3. Identifying or creating the evidence or assessments for the Evidence Source(s)
4. Writing an Objective Statements that focused on the appropriate content or skills
Rhode Island Educator Data Point
Teachers surveyed expressed that the following aspects of
writing an SLO were most challenging:
RIDE Statewide Mid-Year SurveyN = 4,550 teachers
43
Online Module: Using Baseline Data and Info
44
Data can be used to….
Turn and Talk:
What are the most common ways teachers at your school use data?
45
Baseline Data Scenarios
Whole Group Discussion:
How might this information help clarify data use for your colleagues?
Review scenarios
Discuss scenarios
Whole group solution share
15 min5 min
Participant Packet: Page 8
8 min
46
Data Scenario #1
A colleague, Mr. Jacobs, a Biology teacher, says that he does not have any baseline data. As he puts it, this is the first Biology course his 9th graders have taken and the students matriculate from three different middle schools. There is no standardized 8th grade Science curriculum in your district, so his students may have learned different things last year. What guidance would you give him? What could he use as sources of baseline data/information?
47
Data Scenario #2
Ms. Palmer and Mrs. Gray are two 4th grade teachers. They are overwhelmed by the amount of information they have on their incoming students. In addition to students’ official records and state assessment scores, the 3rd grade teachers have passed on writing and Social Studies portfolios, EOY reading levels, and detailed comments on each child’s behavior, interests, strengths, and areas for improvement. They don’t know where to begin. What guidance would you give them? How can this information be useful to them as their write their SLOs?
48
Data Scenario #3
Mrs. Scotto teaches French I to sixth graders. She does not understand why she has to include baseline data in her SLO because none of her students speak any French at the beginning of the interval of instruction. How would you describe the purpose of baseline data/information to Mrs. Scotto and what recommendations might you give for possible sources that would be of use to her?
49
Data Scenario #4
Mr. DuBois is an 11th grade English teacher. Prior to setting targets for his SLO, he reviewed his students’ grades and writing samples from their 10th grade English courses. Based on those, he was able to make some preliminary groupings. However, after administering his first assignment of the year, he noticed that several students are performing differently than he expected (some much lower, some much higher). Now he is confused about how to group students and set appropriately tiered targets. What guidance would you give him? How should he handle these sometimes-conflicting data sources?
50
Online Module: Baseline Data and Info
Learner Colleague
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER
NEXT STEPS AS A COLLEAGUE
Participant Packet: Page 7
51
Agenda
►Lunch
► Observing Excellent Teaching
► Supporting Yourself and Colleagues
► Closure
52
Agenda
►Observing Excellent Teaching
► Supporting Yourself and
Colleagues
► Closure
53
Observed Evidence in Professional Practice
Ex: “Can anyone think of another
idea?”
Ex: “The students took 45 seconds to line up by the
door”
Ex: “The objective for the class was
written on the board.”
Actions by teacher
and students
Words spoken by
the teacher
and students
The appearanc
e of the
classroom
54
Professional Practice in Varied Contexts
Professional Practice can be applied to all environments though it
might look or sound slightly different depending on the setting
Evaluators will consider:
1. What is the appropriate adaptation for the learners in that
classroom?
2. What is the essence of the component?
3. How is that educator working within that component to
ensure access to the curriculum?
4. What type of actionable feedback could be provided to
that/those educators?
55
Review Componen
t and Discuss
Discuss Setting
Scenario Chart
Gallery Walk to Review
• What is the essence of the component?
• What does this component look
like in your classroom?
• Which setting are you thinking
about?• What might you
see and hear in this type of classroom?
• What might this component look like within your
assigned scenario?
• How might the educator tailor their instruction
to meet appropriate
standards?
5 min 10 min10 min
Teaching in Varied Contexts
Participant Packet: Page 9
• What is the essence of the component?
• What is your scenario setting?
• What are some suggestions for
possible evidence of this
component?
10 min
56
Professional Practice can be applied to all environments, though it might look or sound slightly different depending on the setting
Observing Effective Teaching Takeaways
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE
Participant Packet: Page 10
57
Agenda
►Supporting Yourself and
Colleagues
► Closure
58
Table Talk
Reflection: How did you grow to become the teacher you are now?
Think of a lesson you taught early in your teachingcareer that bombed (we’ve all had one!) or amistake you once made in your teaching. Whathelped you get better or learn to do somethingdifferently?
59
Receiving Feedback
33%
30%
19%
18%
Reviewed the professional practice rubric
Considered how to adjust their prac-tice around individual components
Reached out to colleagues to dis-cuss best practices around indi-vidual components
Reached out to evaluators to have a follow-up conversation
Is this what you would expect?
What might be some other next-steps?
EDUCATOR SELF-REPORTED NEXT STEPS:
60
Supporting a Colleague
Rubric Evaluator
Fellow Teachers Other Resources
A colleague was recently observed and received some positive and critical feedback from their evaluator. This week the teacher told you they don’t know what they’re supposed to do to get better, especially in component 3c: Engaging Students in Learning. What are some suggestions you might have?
61
Rationale and Feedback
Rationale is...
Evidence from
observation
Free from bias
Grounded in the
language of the rubric
Format is flexible (bullet
or narrative)
GATHER & SORT INTERPRET DEVELOP FEEDBACK
DELIVER FEEDBACK
Feedback is…
Clear and direct
Supportive and constructive
Grounded in the language
of the rubric when possible
Addresses a specific
component
Prioritized
62
Advice that Isn’t Obviously Clear or Helpful
What do you do if the advice you get from your doctor isn’t obviously clear or helpful?
63
Following Up with Feedback
• Assume good intent
• Ask clarifying questions
• Consult with others
• Seek out additional resources and information
What do you do if the feedback you get from your evaluator isn’t obviously clear or helpful?
64
Reflect on Your Learning
Plan for Sharing and
Collaboration
Problem-Solving
Planning for Your Year
• What “A-ha’s” did you have during our work today?
• What were some of your personal takeaways?
• What key messages did you prioritize for your colleagues?
• What resources do you plan to share with your colleagues?
• What opportunities do you have or could you create to collaborate with your in-district peers?
• What advice do you have for your colleagues?
• Do you have any solutions or suggestions for adjusting their approach?
3 min
3 min
3 min
65
Agenda
►Closure
66
Prioritization is key
Workshop Takeaways
Lightning Round: What is your #1 priority leaving this workshop?
67
Please complete our feedback survey at:
https://www.surveymonkey.com/s/TeacherWorkshop2013
Closure and Questions
Additional Resources• RIDE website: http://www.ride.ri.gov/ • Evaluation email: EdEval@ride.ri.gov
*RIDE staff members will respond to your context-specific questions.
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.
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