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EDUCATOR EFFECTIVENESS COACHESSeptember 2014

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WELCOME!

Find a partner across the room and swap beginning-of-the-year EE stories!!

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PROCESS MANUAL BURNING QUESTIONS

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ART OF COACHING JIGSAW

Reorganize as TEAMS Bring your books

Identify a timekeeper Review KEY ideas Prepare to present

5 minutes total!!!

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BREAK

We’re going to pull the wall and separate until lunch.

We’re going to pull the wall and separate until lunch.

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ARTIFACTS AND EVIDENCE

What makes a good artifact?

When does an artifact become evidence?

Can you identify high-leverage artifacts?

DPI CESA 6

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We’ll start back at 12:15

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SUPPORTING COLLEAGUES THROUGH SLO WRITING…

Introduction to and nuts and bolts Practice reviewing and vetting Consider the need to document process

across all 3 years

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In the typical, 3 year Effectiveness Cycle, the educator will have three SLO processes that inform the final holistic score:

Process

Process

Process

DEFINITION OF SLO

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Student/School Learning Objectives (SLO) aredetailed, measurable goals for student academic growth to be achieved in a specific period of time

(typically an academic year), based on prior student learning data, and developed collaboratively by

educators and their evaluators.*

* The process should also include colleagues, coaches, and peers in the development and review of SLOs, particularly in formative evaluation years.

AN SLO IS JUST A SMART GOAL WITH A FANCY NAME!

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pecific Goal is focused on specific and key areas of need

easurableAn appropriate evidence source (assessment tool) is identified to monitor student progress toward the goal

ttainableThe goal is a stretch but doable in the allotted amount of time

esults-basedBaseline and target are identified

ime-boundThere is a clear deadline for the goal

•S•M•A •R •T

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SLO ProcessEstablish the

SLO Goal: Identify a specific

area of need, based on analysis of data.

Assess students.Select targeted

student population.Establish growth

goal.Create a plan to

reach the goal.

Step 1

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Gather Evidence of

Practice:Plan and deliver

instructionAssess mastery of

learning using ongoing formative assessments.

Revise instructional practices based on student performance

Mid-Interval Review:

Assess students Review and refocusMake necessary

changes

Step 2

Step 3

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Continue to Gather

Evidence:Plan and deliver

instructionAssess mastery of

learning using ongoing formative assessments.

Revise instructional practices based on

student performance

Evaluate Results and Score SLO:

Assess studentsHolistically score SLO

considering both outcome and process using the Scoring Rubric

Step 4

Step 5

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SPECIFIC

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Important to know and do

Worth being familiar with

Essential Learning

SPECIFIC: HOW DOES A TEACHER IDENTIFY THE GREATEST AREA OF NEED WITHIN HIS/HER OWN CLASSROOM?

Alignment to District Goals School Report Card Building/Local Assessments Quantitative and Qualitative

Three-legged stool

IS THE SLO FOCUSED ON…

�Essential learning that spans the entire length of the course?

Rooted in Academic Standards?

Essential learning that can be assessed?�

�An area of need suggested by the data?

THE TEACHER’S DECISION…

All students?All sections?Specific content?Subgroup?

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MEASURABLE

SOME USEABLE EVIDENCE SOURCES:

AIMSweb MAP or STAR Fountas and Pinnell Benchmarking

District, department or teacher created assessments with corresponding rubrics

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List of 20 vocabulary words for each grade School-wide writing scored by rubric(s) Standardized running Records Typical Course Post-assessments Grades Number of students who pass/fail HS courses Ability to model mathematics scored by

common rubric across courses and/or grades STAR/MAP

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ATTAINABLE

A TEACHER CAN USE THE PAST…

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to help inform his/her target

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RESULTS-FOCUSED

Then they set the target – What growth will occur?

First they identify the baseline – Where are students starting?

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TIME-BOUND

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LET’S LOOK AT A SMART SLO STATEMENT

By May, the 12 students who were reading below grade level in September will increase their instructional reading level by 1.5 years as demonstrated by their Fountas and Pinnell Benchmark Assessment level.

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By the end of the school year, 80% of the students in my Physical Science class will demonstrate increased proficiency from September in their ability to evaluate a question to determine if it is testable and relevant (measured by the Snowy River Science Practices Rubric) as follows:---2 students at advanced will maintain that score---8 students at proficient will move to advanced---11 students at basic will move to proficient---3 students at minimal will move to basic or above

ONE MORE

SLO WALKTHROUGH

YOUR TURN: Pair up – review the

next SLO using the SLO Process Guide

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Coaching Conversations:Coaching Protocol

Consider how this basic protocol might guide your EE conversations.

Validate

ClarifyStretch & Apply

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Coaching Protocol

Language stems to Validate:• I see that you’ve done some deep analysis of your

student’s work….• I know that generating learning goals around literacy

are challenging when you’re not a teacher of a traditional reading course…

• I notice you’ve included students with a similar need from all of your courses within your target population…

Validate

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Coaching Protocol

Language stems to Clarify:• Tell me a little bit more about your target population…• Could you explain your assessment method for monitoring

growth around this goal?• Would you provide more details around the baseline skills

of your target students?

Clarify

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Coaching Protocol

Language stems to Stretch and Apply:• What might be the challenges associated with using a

post test as the only assessment for growth?• What are some additional strategies you might consider

if you’re not seeing the intended growth?• Here are a couple of things you might consider trying…

Stretch & Apply

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TIME FOR SOME GROUP

WORK

A FINAL NOTE… There are basically two kinds of SLOs Written for targeted group or grade level Whole school

Neither is inherently better than the other

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A TAKE-AWAY FOR DISCUSSION IN YOUR SCHOOL OR DISTRICT…

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What are some of the best case scenarios? How do you respond?

Now what are some of the worst case scenarios? How do you respond?

Best and Worst Case Scenarios

By the Effectiveness Coaches of CESA #4

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COMING IN OCTOBER

Ann Hoffman…Instructional Coaching Group

Instructional Coaching

Next online meeting--Tuesday, Sept. 23, 4:00-5:00 pm