mid-year - Baltimore City Public Schools

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Mid-Year Conversations

Teacher Effectiveness Evaluation

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Mid-Year Session Objectives

Participants will:



Understand how to conduct meaningful Mid-Year Conversations that:

 Support teachers’ growth toward higher effectiveness   Build a culture of inquiry and focus on student results Advance your school’s instructional goals  Deepen school leaders’ partnership and collaboration with teachers

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Action

Teacher Evaluation Timeline 2013-2014

Where are we now?

Who/How Aug Sept

Oct Nov Dec Jan Feb Mar Apr Introduce Eval and Dev Model by 9/30 Observe and give feedback

2-3 Formals (Stars) and multiple informals (Dots)

1 st Professional Growth Planning Conference by 10/15 Mid-Year Conversation by 1/15 Introduce and kick off SLO Process Introduce and kickoff Student Survey Administration Provide Ongoing PD and Support Aligned to Evaluation Data

Principal to APs and to Staff Principals and APs Principals and APs meet 1-1 with teachers Principals and APs meet 1-1 with teachers Staff meetings and department/grade meetings Survey Coordinators, Staff meetings Principals, APs

1 st Formal by 12/1

ESOL/WCL (Spanish and French) All other teachers

May 2nd Formal by 4/1 Complete Professional Checklist by 4/1 End of Year Rating and Conversations by 1wk before last day of work

Principals, APs Principals and APs meet 1-1 with teachers

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A Mid-Year Conversation is the mid-year culmination of a multi-step teacher growth process

Mid-Year Conversation

IDP/Goal Setting Formal and informal observations and feedback

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• • • A Mid-Year Conversation is a

structured, scheduled

conversation between school leaders and individual teachers It is a two-way, developmental conversation about data on teacher practice and student outcomes to support teacher growth The meeting provides an opportunity to

review goals, identify strengths

and areas for growth, and plan for the second half of the year

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Mid-Year Conversations: Nuts and Bolts

Meetings should take place between Dec.1 and Jan. 15 and include:

    Usage of all observation ratings, observation feedback, SLO phase I progress (if relevant), and student growth measures Verbal communication of a mid-year assessment of evaluation data trends, using the Teacher Effectiveness Report  Identify where the employee stands or is trending on the effectiveness continuum (e.g., Developing, Effective) for each evaluation component  If applicable, explain the Performance Improvement Plan (PIP) process.  Discuss the PIP with the employee or identify the date in which the PIP will be shared Reflection on instructional strategies and development actions to date, and Setting development goals and support next steps going forward

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What’s Included in the Mid-Year Teacher Effectiveness Report?

6 50%: Student Growth 50%: Professional Practice Measures of Teacher Effectiveness Student Growth Measure (35%) School Performance Measure (15%) Professional Expectations Measure (15%) Classroom Observations (35%) • Individual Student Growth Measure (teachers in tested grades and subjects) All-Student Growth Measure (teachers in non-tested grades and subjects) Final Rating • Final Rating Student Surveys Student Learning Objectives

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• Data entered

To Date

• Formal Observation Average and Key Action Ratings To

Date

Student surveys will be field tested in 2013-14, not used as a weighted component. Data will be given to principals.

SLOs will be field-tested for all teachers with no stakes in 13-14.

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Preparing Yourself (School Leader)

7  Complete at least one formal observation and multiple short, informals for each teacher on staff. 

Enter data for Professional Expectations measure in OPMS you may have

gathered to date. DO NOT FINISH the document. Keep it open (do not click “finish”) so that the document can be transferred back and forth with the employee prior to the final deadline (April 1st) 

Review and bring the teacher’s Individual Development Plan (IDP).



Review and bring the Teacher Effectiveness Report for your school.

 Review and reflect on each teacher’s strengths and areas of growth, based on observation ratings, feedback and available data in the Teacher Effectiveness Report and other sources.

 Bring supporting documents to talk through the components, such as the Instructional Framework Rubric and the Professional Expectations “Look For” handout

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Preparing Yourself: Instructional Framework

8  

This is an opportunity to review progress on the Instructional Framework since the beginning of the year. Guiding Questions:

 In which Key Actions has the teacher shown improvement? What caused the improvement?

 In which 1-2 Key Actions should the teacher focus on improving for the remainder of the year?

 What strategies should the teacher try?

 What supports will best help the teacher improve?  How has my feedback after observations been helpful? How could it be more helpful?

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Preparing Yourself: Student Growth Measures

9 

Each teacher will receive his or her 13-14 student growth measures based on 12-13 state test scores:

 School Performance Measure (15%) – the same for all teachers  Student Growth Measure (35%) – two options 1.

For teachers of tested grades and subjects: Individual Growth Measure For teachers of non-tested grades and subjects: All Student Growth Measure 

Please review the components and rationale for each measure

(see City Schools Inside-> Teachers ->Teacher Effectiveness Evaluation for more details)

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Preparing Yourself: Student Growth Measures Talking Points

Why are student outcomes part of my evaluation?

 Including student learning improves the accuracy of teacher evaluations by factoring in students’ end results in addition to teaching inputs.

 Considering student outcomes side by side with observation data helps me provide you with more relevant feedback and development opportunities.

Why does last year’s data count in this year’s evaluation?

 MSA and HSA data are not available in time to complete growth model calculations for the same year.

 Last year’s data are still a relevant and accurate picture of your/the school’s performance. We can use it to enrich our understanding of your practice and how your practice is leading to your ultimate goal of student achievement.

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  

Preparing Yourself: Student Growth Measures Talking Points

What is the status of the waiver?

Maryland has applied to the U.S. Department of Education for a waiver that would delay (for up to one year) inclusion of student growth measures that rely on statewide standardized test scores.

If the state receives the waiver, City Schools' Teacher Effectiveness Evaluation in 2013-14 will not include measures based on MSA results from 2012-2013.

For more information, visit City Schools Inside http://www.baltimorecityschools.org/Page/24126

Why am I held accountable to an all-student growth measure?

 2013-2014 is a transition year for measuring growth in non-tested grades and subjects as quality assessments in these areas are finalized. Teachers in non-tested grades and subjects will receive a school-wide student growth estimate based on the academic growth of all students in his/her school during the previous year.

 In 2014-2015, all teachers will be writing SLOs and there will be no all-student growth measure.

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Preparing Yourself: SLOs

    

Phase 1 Teachers (WCL, ESOL)

Evaluators should plan to discuss the teacher’s progress on the SLO as a part of the regularly scheduled mid-year reviews with teachers Review the SLO and determine if an SLO needs or does not need revision mid-year Examples of acceptable reasons (see Guidebook for more detail)   Teaching schedule or assignment have changed significantly The composition of the class has changed significantly Discuss SLO progress to date Discuss any areas of concern and reflect on ways to support teachers in meeting SLO goal 12

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  

Phase 2 Teachers (All other teachers)

Ask teachers which course they’re planning to use for their SLO Check to make sure teachers have collected/are collecting relevant data in advance of the January 31 systemic PD Preview the submission process and timeline, noting any school specific variations (e.g., staggered timelines)

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Preparing Your Teachers

13  Use a staff meeting to share your expectations for mid-year conversations. Role play an ideal conversation with someone on your staff.  Review the data you will use from all teachers (observations, assessment data where available, etc.)  Emphasize the formative and collaborative nature of Mid-Year Conversations.

 Allow teachers time to reflect and prepare so that they are empowered to take an active role in the conversation. We recommend that teachers prepare and

bring the following materials:

 Individual Development Plan (IDP)  1st Formal Observation report  Teacher Effectiveness Mid-Year Report  a Professional Expectations self-assessment  Calendar out meetings for every teacher on staff so that conversations are completed by 1/15.

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Mid-Year Conversations

14   

Builds off of and is a summary of the previous feedback

 This conversation should include issues that have been previously flagged or discussed  Focuses on strengths and areas for growth

The Mid-Year Conversation is not a "mini annual evaluation":

 Does not result in an overall rating  It is a two way conversation that is balanced between the employee and the supervisor

Requires shared accountability

   Both parties must access their respective reports and prepare for the meeting During the meeting, both the supervisor and employee should take notes Both parties should share the notes and concrete next steps after the meeting

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Preparing for Mid-Year Conversations

Discuss at your table

 What challenges do you anticipate with Mid-Year Conversations? What are some solutions to these challenges?

 How are these conversations connected to your overall school improvement/ education plans?

 How will your teachers perceive these Conversations? How can your Mid-Year Conversations strengthen partnerships between school leaders and teachers?

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Practice

Table Activity

   Review the mock data sample Mid-Year Effectiveness Report in your folder (5 minutes) Write down a brief outline/agenda for a conversation with the teacher, using the planning graphic organizer (5 minutes)    Areas of strengths Areas of growth Decide - Is a PIP recommended? Rationale?

Get in groups of 2 and role play the conversation. One person acts as the school leader, one person acts as the teacher. Debrief what worked and what could be improved. Then switch. (5 minutes each role play)

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Q&A

17 

What have we not answered that you need to know?

  If it is a question that applies to all schools, be ready to share with group.

If it is a question that is specific to your school, write it on your card with your contact info and we will get you an answer.

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THANK YOU

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