Welcome Back Module

Outcomes

 Understand the new evaluation process and how it supports the

continuous school improvement process

 Understand the beginning of the year Evaluation Planning Process  Understand how to access your Teachscape account (the evaluation management system)  Use the Danielson Framework to reflect on your practice and deepen your understanding around the Framework  Understand the process for setting a Student Learning Objective (SLO).

Agenda

 Welcome, Agenda and Outcomes  AASD focus on continuous improvement  The Danielson Framework and Self- Rating  CSIP roll out  Elements of the Student Learning Objective and example review

CSIP BRAIDS OUR EFFORTS TOGETHER

Balanced Assessment PBIS RtI PLCs Educator Effectiveness Common Core Family and Community Partnerships

“Preparing our Students for Their Future”

Turn and Talk

“It’s not that teaching needs to be fixed. Teaching is so hard and so complex that it can always be improved.”

--Charlotte Danielson

The Seven Norms of Collaboration

• • • • • • • Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and inquiry

In The Adaptive School: Developing and Facilitating Collaborative Groups by Robert Garmston and Bruce Wellman, p. 45.

WI Educator Effectiveness System

Summary Year Educator gathers evidence and artifacts of progress towards the Educator Effectiveness Plan (EEP) Classroom Observations Classroom Observations

Observing teachers in the Summary Year

Evaluators of teachers conduct one announced observation (with a pre-observation conference and a post-observation conference), plus three to five unannounced mini-observations (about 15-20 minutes long each), with at least two unannounced mini-observations during the Summary (final) year of the Effectiveness Cycle.

Non-Summary Year Educator gathers evidence and artifacts of progress towards Educator Effectiveness Plan (EEP) Mini Observation Mini Observation

Preparing for the Evaluation Process Beginning of the year

• • •

The Educator Effectiveness Plan:

Complete a self-rating of practice* Prepare 1 Student Learning Objective (SLO) Prepare 1 professional practice goal (PPG)

Educator Effectiveness Plan (EEP) The Self-Rating of Practice

• • The self-rating of practice, based on the Danielson Framework supports teacher reflection, goal setting and the observation process Data from the self-rating is not included in the evaluation rating but is used by the teacher to inform the goal setting process

The Danielson Framework

Domain 1 - Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment

Domain 2 - Classroom Environment

2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space

Domain 4 - Professional Responsibilities

4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism

Domain 3 - Instruction

3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction -3e Demonstrating Flexibility & Responsiveness

Evidence for Domains 2 and 3

• Domains 2 and 3 of the Danielson Framework are the “observable” domains-things you see during instruction • Evidence of proficiency in the components under these domains are demonstrated during classroom observations

Evidence for Domains 1 and 4

• Domains 1 and 4 of the Danielson Framework are the “unobservable” domains-things that are done in preparation for instruction • Evidence of proficiency in the components under these domains are demonstrated through artifacts such as unit or lesson plans and professional dialogue

Describing Levels of Practice

• The rubric for rating practice is constructed using a four point scale, unsatisfactory, basic, proficient and distinguished • Examples of each component and critical attributes are described in the Framework to support understanding

Rating Rubric

“Teaching is so hard and so complex that we visit four (rating of 4) from time to time but we don’t live there”

- Charlotte Danielson

Review, Turn and Talk

• • • Using a copy of the Danielson Framework review the Distinguished, and Proficient ratings under component 3C Highlight the language that differentiates each level of practice Be prepared to share what you noticed about the differences

Reflection and Self-Rating

• Using the Danielson framework and the self rating template, review the critical attributes of each component and complete your self assessment for the 2014-2015 school year.

Accessing your Teachscape Account

• • www.login.teachscape.com

Enter email and password • Click on the Reflect tab then go to the Evaluation Planning

Evaluation Planning

• • • When you click on evaluation planning, you will see the Self-Assessment Once you have completed the self-assessment you will click on submit This will inform the evaluator that the first part of the process is complete, and the Evaluation Planning Conference can be scheduled*

Debrief

• What did you learn about the Danielson Framework as you prepared the self assessment?

• What questions did this generate for you?

Continuous School Improvement Plan 2014-15

• Add slides to strategically roll out your goal and plan for the school year …building ownership and planning for implementation and support

Educator Effectiveness Plan (EEP) Student Learning Objective (SLO)

The Student Learning Objective identifies the standards and skills that students need to master and the ways teachers will

measure students’ progress

relative to those skills throughout a course.

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Why

Student Learning Objectives?

“An effective educator can change the course of a student’s future. Evidence has shown that setting

rigorous and ambitious goals for student

achievement, combined with purposeful use of data, can lead to greater academic growth and performance by students.” The Department of Public Instruction 25

Results and Process

• • • • Results focus on what you want as an outcome;

processes

focus on

how you will get there

Results can be measured in multiple ways; processes either occur or do not occur Results reflect impact; processes reflect implementation

Both are important and necessary for teacher effectiveness and student learning to be maximized

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Team Student Learning Objectives

• • Grade-level teams or departments can set common Student Learning Objectives Common goals support sharing of resources, strategies and collaborative learning

SLO Development Guiding Questions

1. What do you want students to know and be able to do? (What standard(s) will be addressed?) 2. How will you know if they learned it? (which assessment?) • Which assessments offer pre/post data points?

• What assessments will I use to track progress between pre and post? (formative)

Elements of Student Learning Objectives

• Learning Content- Which grade level content standards or skills do we want students to master?

• Evidence Sources-How will we measure the objective?

• Baseline Data and Rationale Why did we choose this objective and what data did you analyze?

• Targeted Growth-What is our goal for student growth?

• Instructional Practices-What instructional strategies will we use to reach the goal?

• Population-Which students are included in this objective?

• Interval-What time frame is involved?

• Support-What professional development or support is needed to reach the goal?

Score

4 3 2 1

Criteria

Student growth for SLO(s) has exceeded the goals(s).

Educator engaged in a comprehensive data- driven SLO process that resulted in exceptional student growth.

Description

Evidence indicates exceptional growth for all/nearly all of targeted population.

Educator set rigorous superior goal(s); skillfully used appropriate assessments; continuously monitored progress; strategically revised instruction based on progress monitoring data.

Student growth for SLO(s) has met goals(s) Educator engaged in a data-driven SLO process that resulted in student growth.

Student growth for SLO(s) has partially met the goals(s).

Educator Engaged in a SLO process that resulted in inconsistent student growth.

Student growth for SLO(s) has not met the goals(s).

Educator engaged in a SLO process that resulted in minimal or no student growth.

Evidence indicates substantial growth for most of the targeted population.

Educator set attainable goal(s); used appropriate assessments; monitored progress; adjusted instruction based on progress monitoring data Evidence indicates some growth for most of the target population, but not at the level of the goals(s).

Educator set a goal; used assessments; inconsistently monitored progress; inconsistently or inappropriately adjusted instruction.

Evidence indicates substantially low or inconsistent growth for most of the targeted population.

Educator set inappropriate goal(s); inconsistently or inappropriately used assessments; failed to monitor progress; monitoring data.

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Example Student Learning Objective

• • • With a group of 3-4, review the example Student Learning Objectives Use the checklist to determine if all the required elements are included in the SLO What feedback would you share to strengthen the SLO?

Debrief

• What did you notice about the SLO process as you reviewed the example SLO?

• What questions did this process surface for you?

The Professional Practice Goal (PPG)

• The Professional Practice Goal is based on an instructional strategy or practice that will support the Student Learning Objective or another aspect of practice that the teacher identifies through a self-rating • The professional practice goal is not rated individually •

The professional practice goal helps support individual reflection and serves as a focus for feedback in the observation process

The Educator Effectiveness Plan

• The Educator Effectiveness Plan is completed by October 31

st

• In the Summary Year the teacher will meet with the principal to review the EEP goals (SLO and PPG) • In the supportive years the teacher will seek feedback from peers and enter the final goal into the Teachscape system

How do the PDP and the EEP Connect?

• The Professional Development Plan includes a long term goal (4 years) aimed at strengthening instructional practices to improve student learning • The Educator Effectiveness Plan includes goals for practice and student learning that are shorter intervals (9 weeks, semester, academic year)that may inform the longer term PDP goal

A PDP Goal Covers multiple years “portable” to travel with me if I change grade level or jobs in the next few years “I will (learn to…) so that students will (learn…)” Example PDP Goal: I will strengthen my literacy instructional practices so that all of my students will gain at least one year of academic growth in literacy annually

The EEP EEP Year 1 (1 st Grade) EEP Year 2 (2 nd Grade) EEP Year 3 (2 nd Grade) EEP Year 4 EEP Year 5 Student Learning Objective (SLO) So that students will learn…(PPG)

Reading:

After analyzing the Mondo Benchmark Assessment I determined that 25% of my class is reading at a level A.

This 25% of my students will read and comprehend leveled E+ texts by the end of first semester and leveled J+ texts by the end of the academic year as measured by the Mondo Benchmark Assessment

Oral Language Development:

After analyzing the Mondo Oral Language Assessment, I determined that six out of twenty students in my second grade classroom received a score of 7-10. These six targeted students will reach proficiency (15) on the Mondo Oral Language Assessment by the end of this academic year.

Develop a new SLO annually based on students in my class and the standards that I have identified Professional Practice Goal (PPG) I will learn to… (PPG) Daily whole-group shared reading and small group instruction Whole-group and small-group phonics daily Small group oral language instruction 2-3 times per week as part of their core literacy instruction Develop a new PPG annually based on self rating and my SLO goal

Structures and Supports

• Principal/Assistant Principal • Literacy Coaches, CSS, Program Leaders, PLCs • District EE workshops • DPI Educator Effectiveness website • Teachscape Help Desk 1-888-479-7600

Next Steps

• Populate this slide with next steps based on your context

Closing & Exit Slip

•

Identify how you would like to get feedback from staff and enter it here

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