Transcript 5D+ Teacher Evaluation Rubric PD - Reeths

5D+ Teacher
Evaluation Model
Professional Learning
Phase 1
Learning Goal: The teaching staff will
understand the new evaluation process and
the dimensions of the 5D+ Teacher Evaluation
Model that will be used this year.
Learning Targets:
•
Teachers will be able to explain the new evaluation process.
•
Teachers will know the 5+ dimensions of the rubric.
•
Teachers will be able to describe the performance levels on the rubric.
Success Criteria:
•
I will be able to explain how the new evaluation process is different than the
old one.
•
I will know and be able to tell others about the dimensions of the rubric being
put in place this year.
research on teacher quality
“ The
as the primary correlate for
student achievement is unequivocal –
teaching matters above all else,
including family income and education.
(Haycock, 1998; Peske and Haycock, 2006)
”
The purpose of the
new evaluation model

to satisfy recent legislation on teacher evaluation

it is the model many local districts are using including Montague, Holton,
Mona Shores, North Muskegon, Grand Haven, and Muskegon

provides inter-rater reliability while still including principals on walkthroughs
Inter-rater reliability is the degree of agreement among raters. It gives a score
of how much homogeneity, or consensus, there is in the ratings given by judges.
Evaluation Process
Completed by Instructional Specialist

Julie Milder will do the formal observations and final evaluations for the
majority of the instructional staff.

The evaluation process will use the 5D+ rubric focusing on the 2 dimensions of
Purpose and Student Engagement.

The 5D+ Evaluation Model is an inquiry based evaluation process and utilizes
rubrics for communicating levels of success.

Multiple options (Like this introduction video) will be made available for you
to get the rubrics in your hands and for you to interact with them.

After School Professional Learning Sessions will be made available for those
who would like more information or specific learning to enhance areas of
need.

An ongoing Frequently Asked Questions (F.A.Q.) will be created and made
available to all staff.
Principals as Coaches

Julie’s new position as Instructional Specialist will allow the principals to do
more classroom walk-through observations and personalized coaching with
instructional staff.

Building principals will perform walk through observations and will be
coaching staff based on goals and conversations based on walk-through
observations.

Principals will be observing and evaluating staff that are new (non-tenure);
and those on Individual Development Plans (IDPs). Principals will also use the
5D+ rubric for these instructional staff.
The Dimensions of the 5D+ Rubric
1.
Purpose
2.
Student Engagement
3.
Curriculum and Pedagogy
4.
Assessment for Student Learning
5.
Classroom Environment and Culture
+ Professional Collaboration and Communication
Purpose sub-dimensions
P1 - Standards: Connection to standards, broader purpose
and transferable skill
P2 - Standards: Connection to previous and future lessons
P3 - Teaching Point: Teaching point(s) are based on students’
learning needs
P4 - Learning Target: Communication of learning target(s)
P5 - Learning Target: Success criteria and performance
task(s)
Purpose Sub-Dimensions (Rubrics)
Purpose Dimension
Vocabulary Clarification
Student Engagement sub-dimensions
SE1 – Intellectual Work: Quality of questioning
SE2 - Intellectual Work: Ownership of learning
SE3 – Engagement Strategies: High cognitive demand
SE4 - Engagement Strategies: Strategies that capitalize on
learning needs of students
SE5 - Engagement Strategies: Expectation, support and
opportunity for participation and meaning making
SE6 – Talk: Substance of student talk
Student Engagement Sub-Dimension Rubric
5D+ Teacher
Evaluation Model
Professional Learning
Phase 2
Learning Goal: The teaching staff will
understand the new evaluation process and
the dimensions and performance levels of the
5D+ Teacher Evaluation Rubric.
Learning Targets:
•
The teachers will be able to explain the new evaluation model.
•
The teachers will know the 5+ dimensions of the rubric.
•
The teachers will be able to describe the differences between the
performance levels on the rubric.
Success Criteria:
•
I will be able to explain how the new evaluation model is different than the
old one.
•
I will identify the differences between the various performance levels for the
dimensions of the rubric being put in place this year.
1. Start at the Unsatisfactory level for P1. Read through the descriptors.
2. Then read through the Basic descriptors for P1 and highlight what’s different.
Pay attention to words like and, or, teacher, student, is, and not.
3. Next, read through the Proficient descriptors for P1. Again, highlight the
differences between the Basic and the Proficient descriptors.
4. Finally, read through the Distinguished descriptors for P1. Highlight the
differences between the Proficient and Distinguished descriptors.
5. Repeat for all sub-dimensions of the Purpose dimension.
1. Start at the Unsatisfactory level for SE1. Read through the descriptors.
2. Then read through the Basic descriptors for SE1 and highlight what’s different.
Pay attention to words like and, or, teacher, student, is, and not.
3. Next, read through the Proficient descriptors for SE1. Again, highlight the
differences between the Basic and the Proficient descriptors.
4. Finally, read through the Distinguished descriptors for SE1. Highlight the
differences between the Proficient and Distinguished descriptors.
5. Repeat for all sub-dimensions of the Student Engagement dimension.
Carousel Graffiti
To capture the thinking of all the staff around the district,
all buildings are participating in this activity.
From the highlighting activity we just did, what were your noticings and
ahas, wonderings and questions, and what needs do you have as we begin
using the 5D+ Model for evaluations?
1. There are posters around the room to collect your thinking. Please go
to one of those posters now. You will want to take your papers from the
highlighting activity with you.
2. Please select a scribe from your group who will put the groups ideas
on paper.
3. Please add ideas to this poster until it is time to rotate. I will let you
know when to rotate to the next poster.
4. We will repeat this process so that you will all get a chance to visit all
3 different areas.
Next Steps
Communicate where FAQ documents, Rubrics, and Evaluation components will be
posted (FYI - previous videos sent to all staff for communication of new evaluation system will be posted in the same location)
Communicate out to All Staff the draft Observation Protocol (When, how long, how
often, process to expect after observations, etc.)
Outline process of sharing ideas for professional learning sessions that staff are
interested in having offered
Additional video communication will be offered throughout the year to help answer next
steps and questions that arise.
Phase 3: Early/Mid September Communication

Provide more information to be shared as to when observations will begin and
what to expect during, after and in between observations.

Provide updated FAQs that come in between now and the next update.
Thank you! We look forward to learning and growing together!
Teaching Observation/Evaluation
For most staff members, observations and
evaluations will have both of these
components.

Building principals will perform
walk through observations and
evaluations of staff.

Julie Milder will do the formal
observations and evaluations of
staff.

They will use the 5D+ rubric.

She will use the 5D+ rubric.
These components will work together to determine
the teacher’s effectiveness rating.
Those who will not be evaluated using the new 5D+ evaluation model
this year include
1. any teacher, who has been rated as Highly Effective for the past 3
years will not be evaluated this year.
2. anyone on an IDP (non-tenured teacher or tenured teacher, who was
rated as ME of IE last year) will be evaluated by their building principal
or supervisor.
3. NSU Regional Program teachers will be evaluated by NSU supervisors.
Resource teachers will be evaluated by Julie or building principal.
4. ancillary staff, including non-teaching SLPs, Social Workers, PTs/OTs,
and School Psychologists will be evaluated by NSU with an alternative
tool.
5. School Counselors and LMC Staff will be evaluated similarly to the
way they were evaluated last year.