ISBE PEAC Handout Materials-Teac… · Web viewIn band, misses class once every other week, Bilingual in Farsi and ... course objectives, and ... o The ability to solve word problems

Administrator Academies #3000, 3001, 3002

Academy Development Beliefs

● Should be a “different” kind of academy● Should focus on participants’ learning/doing● Emphasize Reflection● Walk away with something to use● Training process during Academy, using Vignette, should mirror the real-time

reflection and professional conversations process that occurs between teacher and evaluator during the student growth evaluation cycle

Outcome Descriptions

No. 1 Participants will be able to use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers and understand how different types of assessments are used for measuring growth.

No. 2 Participants will be able to use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher and school-level professional development plans to evaluation results.

No. 3 Participants will be able to create in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth and assist teachers in aligning professional development and goal setting to school improvement goals.

No. 4 Participants will be able to communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers to set goals and improve practice.

Overarching Tips for Trainers

You should be knowledgeable about and be prepared to answer questions about PERA legislation and the Part 50 Rules.

ISBE Performance Evaluation Advisory Council Training Materials—1 AA3000/3001/3002_03/17

o If you are asked a question that you do not know the answer to, it is best to either get an answer and follow up with the participant via email or refer the participant to his/her respective organization or district.

You will need to use professional judgement with regard to incorporating real-world examples and seizing on the “teachable moment.”

o Examples that you and/or the participants may bring to the various components of the Administrator Academy will provide an opportunity to enrich learning, and we encourage you to take advantage of these occasions.

o You will have to work on balancing time to ensure that you get through the content of the Academy as well.

As you and the participants give real world examples, please be sensitive to the need for anonymity for districts. Don’t use district or school names when you provide examples and encourage participants to refrain from identifying district or school names when they provide examples. In lieu of district or school names, we encourage you to provide the context/demographics of the district or school to help shape the discussion.

As a trainer, you will likely get a number of questions from participants asking if they are “doing student growth the right way” or questions regarding “the right way” to do student growth. You will need to be prepared to emphasize that it is not your role to provide feedback on the content of their individual plans and that there is not one right way to do it. Instead, you should emphasize the importance of working and revising together in their joint committees to find something that works for them in their local contexts.

You should be prepared to explain that the example of student growth goals included in this training is merely an example of one process and not a suggestion for how districts should incorporate student growth measures because this is a local decision that rests with the joint committee.

Each time you teach the Academy, it will be different. Each of your cohorts will come to the table with different background knowledge and experience. You will need to adapt instruction to meet the needs of your audience.

Throughout the training, please keep in mind the Academy Development Beliefs and gear instruction to support these values:

o Should be a “different” kind of academyo Should focus on participants’ learning/doingo Emphasize Reflectiono Walk away with something to useo Training process during Academy, using Vignette, should mirror the real-time

reflection and professional conversations process that occurs between teacher and evaluator during the student growth evaluation cycle


Training PlanActivity Mode Time

FramePurpose Handouts/Addt’l.

Information

Pre-session Activity: Webinar on rules regarding student growth and reflective write-up

Webinar (online)

1.00 Outcome description No. 1

Example Responses

Discussion of webinar and responses

Large Group Discussion


Vignette Small Group Activity and Large Group Discussion


A: Background InformationB: Midpoint ReviewC: SummativeResource: Instructor Listen-Fors

Jigsaw Small Group Activity w/Large Group Share out

0.30 Outcome descriptions No. 2 and 3

D: Learning Forward Standards LeadershipLearning DesignsImplementation

Think-Pair-Share Small Group Activity and Large Group Share out


E: Sample Tool--Using Student Growth Data for Building-Wide Professional Development

Whole Group Discussion/ Presentation: Link to Equitable and Continuous Improvement

PowerPoint Presentation w/Large Group Discussion


F: PowerPoint Slides numbers 22-25G: Common Red Flags

Application Dissemination

Running Record

Finalize Post-

Outcome descriptions

H: ChecklistDigital Running


Component Academy No. 1, 2, 3 and 4

Record to be completed in 3 stages:1.) before academy2.) during academy3.) after academy

Pre-webinarTrainers are expected to review participants’ pre-webinar reflections, and tailor their planning for training this opening section of the Administrator Academy based on participants’ responses to the three webinar questions. Make sure participants have a clear understanding of Part 50 administrative rules.

Vignette--Outcome Description No. 4

Information for trainers on use and process during Academy

Vignette Background Information (Handout A) will be provided to all participants. Remaining portions of the vignette are designed to address the midpoint review and summative conference. These additional handouts (Handout B and C) will be shared with participants later in the training, at “breaking points” denoted below. For these sections of the vignette, three different scenarios are provided on each handout, Midpoint Review (Handout B) and Summative Conference (Handout C).

After reviewing the Background Information (Handout A), presenter will draw participants’ attention to the “prompt” on the handout. The purpose of each prompt is for participants to develop potential conferencing questions at each conference stage (beginning, midpoint, and summative), based on a process of individual and group reflection and application of skills. The Academy training process will allow for real-time reflection by participants during the Academy. Presenter will have participants engage in a reflective, collaborative process of

● individual reflection● small group discussion● whole group debrief● further individual reflection.

BREAKING POINT. First prompt and running record. Participants will at this point prepare for a pre-conference around this scenario and data set. Presenter will use reflective, collaborative process described above. At presenter’s discretion, this is an opportunity for participation/role-play of pre-conference.

To support the presenter with discussion of each prompt, the presenter has “Listen-fors” (Presenter Resource) to help guide group discussion/reflection (page 14).


After breaking point, provide participants Midpoint Review (Handout B). Have participants break into 6 groups and assign each group one of the three scenarios (two groups will consider scenario 1, two groups will consider scenario 2, and two groups will consider scenario 3). The prompt asks participants to organize a mid-point “check-in” around their scenario and data set. At presenter’s discretion, this is an opportunity for participation/role-play of pre-conference. Presenter will provide an opportunity for like-groups to share out with the other group that has same scenario so that they have an opportunity for reflection on different ways to provide authentic and meaningful feedback to Mrs. Smith.

BREAKING POINT. Second prompt and running record. Presenter will use same reflective, collaborative process. Small groups will discuss their responses to prompt and presenter will provide time for large group debrief and further individual reflection. In the large group debriefing, presenter should ensure that participants recognize the assumptions underlying each of the three scenarios.

Assumptions for Midpoint Review Scenarios:Scenario 1: A good teacher that's frustrated - evaluators consider how to deal with situations where the teacher has concerns with overall student progress toward meeting growth goals, consider questions/resources/supports to consider bringing to midpoint conference, reinforce what teacher is doing well and suggest alternative actions, consider adjustments to growth goals on an overall basis Scenario 2: A good teacher actively seeking ways to help individual students, based on needs - evaluators consider how to deal with specific student issues a teacher is having with some students, consider questions/resources/supports to bring to midpoint conference, reinforce what teacher is doing well and suggest alternative actions, consider adjustments to growth goals on a case-by-case basis Scenario 3: A good teacher doing well looking for feedback to improve her instructional skills - evaluators consider what questions to bring to midpoint conference, consider questions/resources/supports to bring to midpoint conference, reaffirm and/or consider appropriateness of growth goals

After breaking point, provide participants Summative Conference (Handout C). Have participants break into same 6 groups and assign each group the corresponding scenario number as they considered at the Midpoint Review (this ensures participants are following through with the same scenario as the Midpoint Review). The prompt asks participants to organize a summative conference around their scenario and data set. At presenter’s discretion, this is an opportunity for participation/role-play of pre-conference. Presenter will provide an opportunity for like-groups to share out with the other group that has same scenario so that they have an opportunity for reflection on different ways to provide authentic and meaningful feedback to Mrs. Smith.


BREAKING POINT. Third prompt and running record. Presenter will use same reflective, collaborative process. Small groups will discuss their responses to prompt and presenter will provide time for large group debrief and further individual reflection. In the large group debriefing, presenter should ensure that participants recognize the assumptions underlying each of the three scenarios.

Assumptions for All Three Summative Conference Scenarios1. All are situations with a good teacher who's looking to continually improve and a good principal who has been well trained (and retrained) to apply conferencing/coaching skills to the district's teacher evaluation plan. 2. These scenarios shift the focus away from "meeting growth targets" (ie, scoring and rating) to "what's next" for conducting a conference that continue to support a teacher's instructional growth.


Handout A

Background Information:

District Context: This is a medium-sized school district serving PreK-8 students. There are two school buildings, one elementary and one middle school. There are approximately 100 students per grade and 45 classroom teachers. The district’s low income population is 56 percent, it has 8 percent students with disabilities, and 15 percent of students are English language learners (speakers of over dozen different languages other than English). Like most districts in Illinois, budgets are tight.

Building Context:The principal has been the primary supervisor/evaluator in this 6th-8th grade building for fifteen years and has a well-developed rapport with the teachers under her supervision. The grade-level teams are scheduled to meet together once a week for team planning. The building also has a part-time instructional reading coach available to work with teachers to provide instructional reading support in their classrooms and provide pull-out services. The average years of teaching experience in the building is 7. As a result of a recent survey of parents, students and teachers regarding the climate and learning conditions of the building, the areas identified as targets for improvement by the staff and principal include involved families and ambitious instruction. Areas of strength were found in collaboration among teachers and effective, supportive school leadership.

Classroom/Teacher Context:Mrs. Smith has been teaching 7th grade language arts for twelve years. She has consistently received proficient and excellent evaluation ratings and uses both formative and summative assessments in her classroom on a regular basis. She is self-reflective in her practice and she regularly sets professional goals for herself based on self-identified strengths and areas for improvement. She serves as a mentor for a first-year teacher and she is involved in a building leadership team. This year, her 2nd period class (the one she selected to use for her PERA student growth goals based on pre-assessment and contextual data) consists of twenty 7th graders who demonstrate the following special student characteristics: 5 are ELL students3 have IEPs12 come from low income households


Student Growth Goal Setting:Mrs. Smith gave her students a pre-assessment on September 1st. Her selected Type 3 assessment is a writing sample which she scored using a 5-point rubric. Her baseline data:

Student

Pre-Assessment Score/5 point

rubric

Special Student Characteristics

Other Evidence

a 3 ELL High absentee in prior year, Spanish-

speaking

b 3 Low income household

c 3 Low income household

d 2 IEP

e 4

f 1 Low income household

g 5 Low income household

h 5 Low income household

Won the writing contest last year

i 3 ELL Bilingual in Polish and Spanish, limited

English

j 3

Gifted Program, Low income household

k 2 High absentee in prior year, ongoing health issues

l 3 IEP

m 1 IEP and ELL Polish-speaking, limited English

n 4 Low income household

Social work, misses 8th period once a week

o 4 Low income household

p 3 ELL In band, misses class once every other

week, Bilingual in Farsi and English


q 2 Low income household

r 1 Low income household

Parent in prison

s 1 Low income household, ELL

Homeless in May 2015, Spanish-speaking, very limited English

t 4 Low income household, IEP

Her plan is to differentiate growth goals according to sub-groups within her class, based on her available baseline data:

Beginning Score Expected Growth Target Exceptions

Level 1: 4 students Level 3 student m (ELL & IEP): Level 2student S (ELL): Level 2

Level 2: 3 students Level 3

Level 3: 7 students Level 4 student i: demonstrated progress within Level 3student j (gifted): Level 5

Level 4: 4 students Level 5

Level 5: 2 students stretch growth within Level 5

Mrs. Smith plans to give a post-assessment on May 5th and her plan to monitor progress involves a number of formative assessments including writing samples, peer feedback activities, short journal responses, and metacognitive activities.

Prompt: Given the background and context provided, what do you need to do ahead of time to prepare for a pre-conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this initial stage of the student growth process?

Running Record Question: How can I apply the discussion we just had regarding pre-conference preparation to my building (local context)?


Handout B

Midpoint Review:

Possible Scenario 1 Possible Scenario 2 Possible Scenario 3

30% of Mrs. Smith’s students are on track to meet or exceed their growth goals (most of her students that are on track for meeting their growth targets have a pre-assessment score of Level 3 or Level 4). Mrs. Smith has grave concerns about the appropriateness of her initial growth targets and wonders if her formative assessments are truly aligned to the initial assessment or whether it is a case that she is only meeting those in the middle but not differentiating enough for the low and high scoring students. She doesn’t understand why students aren’t demonstrating progress and is frustrated with how to move forward.

85% of Mrs. Smith’s students are on track to meet or exceed their growth goals, but she brings specific concerns about students a, h & s. Student a is absent on a regular basis and repeated attempts on Mrs. Smith’s part to contact the student’s parents have been unsuccessful. Student h won the writing contest last year, but he is dealing with his mother’s diagnosis of cancer and is showing reticence to complete formative assessments with the same vigor Mrs. Smith has come to expect. With student s, Mrs. Smith has tried a variety of differentiated strategies, has consulted the instructional reading coach, and partnered with parents on how they can support student s’s growth in writing but has seen little growth in formative assessments.

95% of Mrs. Smith’s students are on-track to meet or exceed their growth goals. Mrs. Smith has worked diligently with her students, has administered numerous and varied formative assessments and has adjusted and differentiated instruction to reflect student performance.

Prompt: Given the scenario assigned to your group and the previous contextual information, how would you respond to Mrs. Smith’s situation at the midpoint? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the


conversation? How will you prepare to provide constructive and supportive feedback at this stage of the student growth process?

Running Record Question: How can I apply the discussion we just had regarding the midpoint review to my building (local context)?


Handout CSummative Conference:

Possible Scenario 1 Possible Scenario 2 Possible Scenario 3

At the midpoint conference, the principal and Mrs. Smith had a rich discussion about student progress and determined during the conference that there were several areas they needed to work on together. The principal helped Mrs. Smith realize that her growth targets for some of her students were too ambitious and assisted her in scaling them to a more reasonable growth expectation. They also discussed how Mrs. Smith was concerned she needed help to bridge some second language divides, processing spoken language into written word. After the midpoint conference, the principal was able to connect Mrs. Smith with some resources and supports through her local ROE and by suggesting she seek assistance from the instructional reading coach. Mrs. Smith worked with the instructional reading coach throughout the year and attended a training at the ROE and was able to connect with other teachers facing similar struggles. In the end, 75% of Mrs. Smith’s students met or exceeded

At the midpoint conference, the principal and Mrs. Smith had a rich discussion about student progress. Mrs. Smith shared her concerns about students a, h, and s. The principal was supportive of the growth demonstrated to date and made specific suggestions to assist with students a, h, and s. The principal suggested adjusting student h’s growth target and put Mrs. Smith in touch with the school social worker. With regard to students a and s: after the midpoint conference, the principal was able to connect Mrs. Smith with some resources and supports through her local ROE. Mrs. Smith also worked with the instructional reading coach throughout the year and attended a training at the ROE, where she was able to connect with other teachers facing similar struggles which helped her with all of her ELL students. In the end, student a did not meet the threshold for inclusion in the PERA student growth rating, but Mrs. Smith was proud of the strides she made in connecting with the student’s parents. In

At the midpoint conference, the principal and Mrs. Smith had a rich discussion about student progress. During the midpoint conference, the principal was able to tease out areas where Mrs. Smith felt she needed additional support with her ELL students. While the principal was able to reinforce the positive progress that Mrs. Smith’s students were showing, she was also able to give specific, contextual suggestions for continued growth. Mrs. Smith identified areas where she would like further expertise in bridging second language divides, processing spoken language into written word. After the midpoint conference, the principal was able to connect Mrs. Smith with some resources and supports through her local ROE and by suggesting she seek assistance from the instructional reading coach. Mrs. Smith worked with the instructional reading coach throughout the year and attended a training at the ROE and was able to connect with other teachers facing


their growth targets. the end, 90% of Mrs. Smith’s students met or exceeded their growth targets.

similar struggles. In the end, 95% of Mrs. Smith’s students met or exceeded their growth targets and one student was excluded because he did not meet the attendance threshold for inclusion in the PERA student growth rating.

Prompt: Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process?

Running Record Question: How can I apply the discussion we just had regarding the summative conference to my building (local context)?


Vignette: Presenter Resource

Listen-fors

BackgroundWhat evaluators would expect Mrs. Smith to discuss:

● How Mrs. Smith determined what content, essential learning and objectives were important to her classroom and her students

● The connection and alignment of learning standards to classroom content● Assessment characteristics: how the assessment was designed and/or selected,

how the assessment aligns to her content and learning goals● Rubric characteristics: how the rubric measures student learning; how the rubric

allows Mrs. Smith to provide feedback to her students; limitations of this assessment/scoring rubric for measuring growth for all students (ie, student i example; students g and h)

● How Mrs. Smith determined the interval of instruction and set her student goals● Decisions Mrs. Smith made about goal setting: differentiating goals, rigor of

goals (Are they appropriate for students?)● Student population issues/special student characteristics and how Mrs. Smith

incorporated that knowledge of her students into the goal setting process

Examples of evaluator preparation to provide constructive and supportive feedback:● Evaluator understanding of student population, assessment selection, course

objectives, and content area● Evaluator plans to address goal determination (Are goals rigorous but reasonable

for initial goal setting?)

Something for trainers to raise in the training if it doesn’t come up in discussion: limitations of assessments for students who "top-out". Some assessments allow students to demonstrate "stretch" (i.e., assessments should challenge all students, both lower and higher performing students, to demonstrate growth), while in other situations, teachers may need to give an alternative assessment or additional capstone project for students to demonstrate growth. Also, when a teacher is using a rubric with few “scorebands,” often growth can be made within a single “scoreband,” but won’t register on the rubric. The evaluator and teacher should discuss different approaches to account for this challenge.

Midpoint ReviewRegardless of scenario, participants should be considering:

● Mrs. Smith’s reflection on student data thus far● The evaluator allowing for questioning/allowing for reflection and discussion,


● Discussion of any need for adjustment to goal-setting● Concerns with student population● Supports the evaluator can provide● Suggestions the evaluator may make that allow Mrs. Smith to support the

learning of all of her students regardless of where they are on the learning trajectory (i.e. struggling to meet to the goals all the way to those exceeding expectations)

Summative ConferenceRegardless of scenario, participants should be considering:

● Discussion with Mrs. Smith as she reflects on student outcomes and adjustments she made to instructional strategies during the interval of instruction

● Evaluator practicing good questioning strategies that allow for Mrs. Smith to engage in reflection and discussion about her students’ progress and her instructional practices

● Evaluator providing constructive and supportive feedback as Mrs. Smith identifies her plans for continued professional growth and development, and if needed, how she can access outside professional learning sources.


Jigsaw--Outcome Descriptions No. 2 and 3


Introduction to jigsaw: Presenter should connect this new activity to previous learning and discussions participants had about the vignette involving Mrs. Smith. The presenter’s goal is to expand participants’ thinking from supporting individual needs during the student growth cycle to looking at team or “whole school” data from student growth measures. Presenter needs to break participants into groups of three. Presenter provides participants with three Learning Forward Standards (Handout D), Leadership, Learning Designs, and Implementation and assigns each individual in each group one standard to review. In each group, each participant first shares his/her understanding of his/her assigned standard, building a common group understanding of all three of the Learning Forward standards.

Then, the large group discusses the following question: ● Keep in mind previous discussions and insights on professional learning that you had while considering Mrs. Smith’s situation in the vignette. How can you use data in a way that fosters professional growth and development with an emphasis on the “whole school” or “whole team” (emphasize the skills associated with transitioning from the granular classroom/teacher level toward a larger context)?


Think-Pair-Share--Outcome Descriptions No. 2 and 3


Presenter should let participants know that they will now be provided a sample tool that could be used to address large-scale professional learning needs of staff in a building. Their discussion will allow for participants to surface potential trends found in analyzing student growth evaluation data from a team and/or “whole school” perspective. Presenter provides Using Student Growth Data for Building-Wide Professional Development (Handout E). Presenter should allow participants time for individual study and reflection of Handout E (think), opportunity to discuss with a partner (pair), and then call out to the larger group potential uses for chart (share).

After the discussion, the presenter should allow participants time to work on their running records.

Running Record Question: In your building, how might you use aggregate student growth data or trends in team or building-wide data to help shape professional learning opportunities for educators?


Whole Group Discussion/Presentation--Outcome Descriptions No. 2 and 3


Presenter will provide research-based information to strengthen a team or whole-school professional learning culture and have participants reflect on new insights related to Competencies 2 and 3. Using the PowerPoint slide deck (Handout F) and good instructional strategies to foster whole group discussion, presenter will direct teach and engage participants in discussion of PowerPoint content. Presenter should ensure that this culminating discussion links to participants’ learning during the vignette, the jigsaw and the think-pair-share activities, To conclude this portion of the whole group discussion, distribute the Common Red Flags (Handout G) to participants and talk through the handout together.

If you have time, you may want to consider using a plus/delta activity to garner feedback on how the day went to gauge the need for any necessary adjustments moving forward.

Running Record Question: In your building (local context), how might you apply what you’ve learned in this academy to foster a supportive and constructive learning culture dedicated to equitable and continuous improvement?


Application/Dissemination Component--Outcome Descriptions No. 1, 2, 3, and 4


Note: This component is to be completed by participants after the academy concludes. Handout H is provided for trainers and participants as a checklist of requirements to ensure completion of this component. Trainers, please remind participants: Participants taking this academy for both teacher evaluator retraining credit and principal evaluator retraining credit must complete both parts of the Application and Dissemination.

Post-Instruction Writing Assignment using the E-Template:

All Application and Dissemination assignments must be submitted by participants to the record-keeping entity within one week.

Teacher evaluator participants:Participants must use the notes and documents from an actual pre/post student growth conference conducted at their school, and required to be brought to this academy, to do the following: write an analysis using this data of their performance in communicating evaluation outcomes in constructive and supportive ways that enable teachers to set goals and improve practice. Participants' reflective analysis must identify personal strengths with examples as well as one or two areas to improve. Participants will submit notes and data to presenter with their personal analysis. If teacher evaluator participants do not have access to evaluation documents required for the Application and Dissemination Assignment, they can use the dummy data set provided in this training.

Teacher evaluator participants must respond to the following questions:

1. What did you learn about yourself as you worked on this?; 2. What was especially satisfying to about your revised product?; 3. One thing I would like to improve is.; 4. How will you continue to improve your feedback skills back at your school site?

The presenter will provide feedback to the participants electronically regarding their self-analysis; and

5. Develop a plan to share your learning from today's academy with all the teachers you evaluate. Your plan must address specifically how you will engage them in similar reflective activities which promote a supportive and constructive culture dedicated to collaboration, reflection and professional learning.

Principal/assistant principal evaluator participants:

Principal/assistant principal evaluator academy participants must use notes and evidence documents from one actual pre/post conference series conducted in their


district or school, and required to be brought to Academy 1779, to do the following: write an analysis using this data of their performance in communicating evaluation expectations and outcomes in constructive and supportive ways that enable principals or assistant principals to set goals and improve practice. Participants' reflective analyses must identify personal strengths with examples and as well as one or two areas to improve. Participants will submit notes and data to presenter with their personal analysis via the E-template.

Participants must also respond to the following questions derived from Rules 50.420 regarding principals and assistant principals and Section 50. Appendix A via the E template:

1. Discuss your use of data from the evaluation rubric, other information collected and best practices for evaluating principals or assistant principals effectively to link administrative and school-level professional develop plans to evaluation results. How have you evolved in your practice since principal evaluation requirements went into effect in 2012?

2. How do you support principals or assistant principals in aligning professional development and goal-setting to school improvement goals?

3. Discuss fully how you review, analyze, and incorporate into the evaluation process indicators about the instructional environment within a school using tools such as 5 Essentials or another tool your district or school uses.

If principal evaluator participants do not have access to evaluation data/documents, they can go to the Illinois School Report Card website to access a school’s data set (www.illinoisreportcard.com).


http://www.illinoisreportcard.com/

Handout H

Checklist for teacher evaluator participants:

A. Participant personal analysis Participant submits a personal analysis (using their personal data or dummy data

set) of their performance in communicating evaluation outcomes in constructive and supportive ways that enable teachers to set goals and improve practice.

Analysis identifies the participant’s personal strengths with examples. Analysis identifies one or two areas to improve. Participant submits notes and data with the personal analysis.

B. Participant answers to questions Question 1: Participant provides reflective analysis of self as an evaluator. Question 2: Participant provides one or more examples of what was especially

satisfying to about the revised product. Question 3: Participant provides one area for personal improvement. Question 4: Participant provides concrete examples of how to continue to improve

feedback skills back at the school site. (REMINDER to trainers: The presenter will provide feedback to the participants electronically regarding their self-analysis.)

Question 5: Participant provides a detailed plan to share learnings with all teachers the participant evaluates. The plan addresses specifically how the participant will engage teachers in similar reflective activities which promote a supportive and constructive culture dedicated to collaboration, reflection and professional learning.

Checklist for principal/assistant principal evaluator participants:

A. Participant personal analysis Participant submits a personal analysis (using their personal data or dummy data

set) of their performance in communicating evaluation outcomes in constructive and supportive ways that enable principals/assistant principals to set goals and improve practice.

Analysis identifies the participant’s personal strengths with examples. Analysis identifies one or two areas to improve. Participant submits notes and data with the personal analysis.

B. Participant answers to questions Question 1: Participant discusses use of data, other information and best practices

to link administrative and school-level professional develop plans to evaluation results. Participant response also provides reflective analysis of self-practice as an evaluator of principals or assistant principals over time.

Question 2: Participant provides one or more examples of how to support principals or assistant principals in aligning professional development and goal-setting to school improvement goals.

Question 3: Participant describes how to review, analyze, and incorporate into the evaluation process indicators about the instructional environment within a school using tools such as 5 Essentials or another tool used by the participant’s district.


Teacher Evaluator Application and Dissemination Dummy Data SetFourth Grade Math Example

A Student Learning Objective (SLO) is a detailed process used to organize evidence of student growth over a specified period of time. The SLO process is appropriate for use in all grade levels and content areas and establishes meaningful goals aligning curriculum, instruction, and assessment. This template guides teachers and evaluators through a collaborative SLO process. Portions of this template were adapted from the Center for Assessment SLO Toolkit. In addition, domains and components that may align with each element of the template are included from the Danielson Group Framework for Effective Teaching to support discussion between teachers and evaluators. Check boxes are included throughout the template to document the initial discussion and approval of each element. Evaluators may include written feedback concerning each element directly into the template using a different font color. Educator Information

Academic Year 2015-2016Educator Name Example TeacherSchool Name Example SchoolDistrict Name Example District Planning Information

Course/Subject Name MathBrief Course Description In Grade 4, instructional time is focused on three critical areas: (1) developing understanding and

fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

Grade Level(s) 4Interval of Instruction 9/1/15 - 2/15/16

ISBE Performance Evaluation Advisory Council Training Materials— 22 AA3000/3001/3002_03/17

Timeline and Sign-Off

Evaluator Name and Title Example EvaluatorInitial SLO Evaluator Sign-Off

9/1/15

Midcourse Check-In Sign-Off

11/15/15

Description of changes made during the Midcourse Check-In:

The growth target for Amy was adjusted from approaching to meeting due to examples of student course work indicating that she was on track to exceed her initial target. In addition, Jason and Marci were removed from the SLO due to an extended school absence.Due Date of Final SLO 2/15/16

Element #1: Learning Goal

A learning goal is a description of what students will be able to do at the end of a specified period of time aligned to appropriate learning standards. The development of a learning goal provides a solid foundation for meaningful, goal directed instruction and assessment. The learning goal encompasses a big idea that integrates multiple content standards.

Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1c Setting Instructional Outcomes1e Designing Coherent Instruction

Domain 3: Instruction3c Engaging Students in Learning

☒ Describe the learning goal. Student will solve multistep word problems using the four operations with

whole numbers.

ISBE Performance Evaluation Advisory Council Training Materials—23AA3000/3001/3002_03/17

☒ What big idea is supported by the learning goal? The big idea supported by the learning goal is the use of the four operations with whole numbers to solve multistep word problems (i.e., addition, subtraction, multiplication, and division).

☒ Which content standards are associated with this big idea? List all standards that apply, including the text of the standards (not just the code).

New Illinois Learning Standards

CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison (e.g., interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as5). Represent verbal statements of multiplicative comparisons as multiplication equations.

CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems usingequations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Mathematical Practices 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision.

☒ Describe the student population. The student population includes 25 fourth grade students. In addition, Amy has an IEP for a specific learning disability in writing, and Elizabeth is categorized as an English Learner.


☒ Describe the instruction and strategies you will use to teach this learning goal. Be specific to the different aspects of the learning goal.

Students will engage in regular opportunities to solve word problems using the context of their daily lives as examples. Students will learn specific problem-solving strategies that will serve as scaffolds promoting student independence. In addition, instruction will move from the concrete, to the representational, to the abstract using manipulative models.

☒ Identify the time span for teaching the learning goal (e.g., daily class-45 minutes for the entire school year).

Fourth grade students engage in at least one hour of mathematics instruction each day throughout the entire school year. Learning to solve multistep word problems using the four operations with whole numbers is incorporated throughout the school year. The big idea is revisited throughout the year as students increase their skills and understanding.

☒ Explain how this time span is appropriate and sufficient for teaching the learning goal.

This is a focus skill, so it will be presented repeatedly for mastery throughout the year.

Questions to Guide Discussion

• Why is this learning goal important and meaningful for students to learn? o The ability to solve word problems using the four operations with whole numbers is important because word problems help students develop problem-solving skills within contextualized settings that do not require application of rote procedures.

• In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and

skills of the standards or big idea being measured (e.g., cognitive complexity)? o After completing the mathematics, students will have to reflect back on the problem to interpret the

fractional answer to best answer the question in a variety of situations. Word problems challenge students to apply mathematical concepts to practical real world situations.


Element #2: Assessments and Scoring

Assessments and evaluation procedures should be used to support and measure the learning goal. Consider how the assessment and evaluation procedures will be used to monitor student growth over multiple points in time in order to inform and differentiate instruction for all students.

Domain 1: Planning and Preparation1d Demonstrating Knowledge of Resources1f Designing Student Assessments

Domain 3: Instruction3d Using Assessment in Instruction

☒ Describe the assessments and evaluation

procedures (e.g., performance tasks, rubrics, teacher-created tests, portfolios, etc.) that measure students’ understanding of the learning goal.

Students will demonstrate their understanding of the learning goal using commonly developed performance tasks that require students to complete multistep word problems that increase in complexity throughout the school year. Students will add these completed performance tasks to a portfolio that also includes student generated word problems. Performance tasks will be evaluated using a commonly developed rubric. In addition, formative assessment will be used to regularly check for student understanding.

☒ Describe how the assessments and evaluation procedures may be differentiated to meet the needs of all students described in the student population.

Assessments will be differentiated for Amy according to the accommodations included in Amy’s IEP. Elizabeth will be provided with extended time and all directions and prompts will be read aloud.

☒ Explain how student performance is defined and evaluated using the assessments. Include the specific rubric and/or evaluation criteria to be used.

The common performance tasks and formative assessment are scored using a rubric that includes four performance levels based on the districts standards based report card (e.g., below, approaching, meeting, exceeding).



• How often will you collect data to monitor student progress toward this learning goal? o Trend data and formative assessment will be used at the beginning of the school year to determine students starting points and initial placement into performance levels. Completed performance tasks will be added to each student’s portfolio at the end of each unit of instruction throughout the school year. Formative assessment will be used throughout each unit of instruction and added to each student’s portfolio when appropriate.

• How will you use this information to monitor student progress and to differentiate instruction for all students

toward this learning goal? o As students solve and interpret multistep word problems, their progress will be observed and recorded. Students who are having difficulty will be shown different strategies, such as color coding diagrams, using manipulatives or breaking apart the problem to better understand the

parts. If students are having difficulty using division, they will be allowed to use a calculator to check their computation before they determine their solution. Continued work on a variety of division algorithms will be included in this remediation. If the difficulty is with reading and understanding the problem, we will work to break down the problem or find word problems in an area that the student has prior knowledge to aid in their comfort with the topic. For students who demonstrate early mastery of the skill, they will be challenged with more complex scenarios, and asked to create more complex problems.

Element #3: Expected Growth Targets

In order to identify expected growth targets, educators must first identify students’ actual performance through a review of available data reflecting students’ starting points (i.e., baseline) concerning the learning goal. After the expected growth targets are identified, both the teacher and evaluator should reflect on whether the growth targets are ambitious, yet realistic for students to achieve in the specified period of time.

Domain 1: Planning and Preparation 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes


☒ Identify the actual performance (e.g., test scores, performance tasks, etc.) to establish starting points (i.e., baseline) for students.

EL LD Group 1 Group 2 Group 3

Below 1 5Approaching 1 12Meeting 1Exceeding

☒ Using students’ starting points (i.e., baseline) identify the number or percentage of students expected at each growth target based on their assessment performance(s) (i.e., expected growth). Be sure to include any appropriate subgroups.


BelowApproaching 1Meeting 1 1* 5 12Exceeding 1

Note: *Updated growth target.


• Describe the courses, assessments, and/or experiences used to establish starting points and expected outcomes for students’ understanding of the learning goal (i.e., baseline data).

o Trend data and formative assessment will be used at the beginning of the school year to determine students starting points and initial placement into performance levels.

• Explain how these expected growth targets demonstrate ambitious, yet realistic goals, for measuring students’ understanding of the learning goal. o Word problems challenge students to apply mathematical concepts to practical real world situations that are challenging yet achievable through the scaffolding of instruction throughout the school year.


Element #4: Actual Outcomes

Domain 3: Instruction3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records

☒ Record the actual number or percentage of

students who achieved the student growth targets. Be sure to include any appropriate subgroups.


BelowApproachingMeeting 1 1 5 11Exceeding 1 1

Please provide any comments you wish to include about the actual outcomes:

All students met their growth targets with the exception of Juan and Janet who exceeded their growth targets.

Required for Evaluator

☒ Explain how the actual number or percentage of students who achieved student growth targets translates into an appropriate teacher rating.

All students met their identified growth targets.

Element #5: Teacher Rating


Unsatisfactory Needs Improvement Proficient Excellent

Less than 25% of Students Met the Indicated Growth Target(s).

25% - 50% of Students Met the Indicated Growth

Target(s).


Target(s).


Target(s).

☐ ☐ ☐ ☒Date: 2/15/16 Evaluator Signature: Evaluator

Date: 2/15/16 Teacher Signature: Teacher


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ISBE PEAC Handout Materials-Teac… · Web viewIn band, misses class once every other week, Bilingual in Farsi and ... course objectives, and ... o The ability to solve word problems