Transcript The SLO Cycle and Development

Transforming Professional
Learning through the Use of
Educator Evaluation Data
Catherine Barbour, Angela Minnici & Elizabeth Witt
February 2015
Copyright © 2014 American Institutes for Research. All rights reserved.
Welcome, Introductions, and
Agenda
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Mission of the Center on
Great Teachers and Leaders
The mission of the Center on Great Teachers
and Leaders (GTL Center) is to foster the
capacity of vibrant networks of practitioners,
researchers, innovators, and experts to build
and sustain a seamless system of support for
great teachers and leaders for every school in
every state in the nation.
3
Comprehensive Centers Program
2012–2017 Award Cycle
4
Session Purpose and
Overview
5
Session Overview
 Goals:
• Explain how teacher evaluation data informs
professional learning.
• Practice analyzing teacher evaluation data to inform professional
learning at the school and individual teacher level.
• Discuss the challenges and opportunities for using evaluation data
to inform professional learning.
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Definitions and Assumptions
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What Is Effective
Professional Learning?
Focused
Active
Collaborative
Ongoing, Embedded, and Differentiated
Adapted from High-Quality Professional Development for All Teachers: Effectively Allocating Resources
(http://www.gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf)
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Shared Definitions:
Evaluation Data Use Cycle
SelfReflection and
Goal Setting
Summative
Evaluation
Formative
Evaluation
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Shared Definitions: Evaluation Data
 Evaluation data provide evidence of individual teacher
practice and performance collected throughout the
evaluation cycle.
 Characteristics of evaluation data are as follows:
• May be quantitative (numbers) or qualitative (narrative statements).
• May include inputs (teacher actions and behaviors) and outcomes
(student learning).
• Can be aggregated to the school, district, and state levels for
further analysis.
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Shared Definitions: Evaluation Data
Data Sources
Evidence/Data Element
Examples
Summary Data
Rubric-based
observations of
practice
 Percentage of students on task
 Number of higher order questions
 Narrative descriptions, running
records
 Practice ratings
Artifacts




 Professionalism/
practice ratings
Assessments of
student learning
 Student work portfolio
 Standardized tests
 Student performance
assessments
 Student learning
objectives
 Value-added
measure scores
Student/parent
perception surveys
 Mean standard scores
 Perception scores
Unit plans
Classroom newsletter
Student behavior plan
Team action-planning protocol
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How Evaluation Data
Inform Learning
Teacher
Evaluation Data
Self-Reflection
Professional
Learning
Teacher
Evaluation Data
Formative Feedback
Professional
Learning
Strategic Planning
Professional
Learning
Teacher
Evaluation Data
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Setting a Professional
Learning Vision
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Shifting Perspectives: Integrating
Evaluation and Professional Learning
Integrating Professional Learning and Evaluation
Professional
Learning
Opportunities
• Practice
Frameworks
• Instructional
Coaching
• Using Data
Evaluation
Process
• Collecting and
Analyzing Data
• Reflecting
• Giving and
Receiving
Feedback
• Goal Setting
Professional
Learning &
Growth
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Essential Conditions for Creating a Culture of
Data Use and Professional Learning
Structural?
Cultural?
Technical?
Fiscal?
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Essential Conditions Definitions
 Structural: The policies, programs, practices and structure
that need to be in place
 Cultural: The necessary climate or attitude, including
changes in culture, to be successful.
 Technical: The technical aspects—skill, expertise, content
knowledge—that are necessary to get this work done
 Fiscal: The financial supports necessary to do this work or
the costs associated with doing this work
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Using Summative Evaluation
Data for Individual and
Schoolwide Planning
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Summative Evaluation
 Goals:
• Summarize evaluation data for individual teachers.
• Identify patterns in teacher and student performance across the school to
inform the allocation of resources.
• Identify professional learning and career opportunities.
 Activities:
• Analysis of individual teacher evaluation data to determine final rating(s)
• Conversations between the teacher and evaluator about performance
trends and patterns
• Connection of resources, supports, and opportunities for the next
evaluation cycle
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Activity: Using Data to Plan for
Differentiated Professional Learning
 Read Handout 4, focusing on the scenario with
Ms. Blue and her summative evaluation plan.
 Answer the guiding questions in Handout 4.
 Outline a professional learning plan for Ms. Blue on your
chart paper.
 Include the following elements in your plan:
• Professional learning goals
• Professional learning activities
• Success metrics
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Guiding Questions
 What should Mrs. Blue’s primary professional goals be for
the school year?
 In what key professional development activities should
Mrs. Blue participate in to meet those goals?
 How can the success of the professional learning activities
be assessed?
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School-Wide Professional Learning
Planning
 Review Handout 5.
 As a table group, read the summary
ratings data for Orange School.
 Discuss and share:
• What patterns do you see in the data? What
are Orange School’s greatest areas of need?
• Based on these data, what professional
learning activities would you include in a
schoolwide professional learning plan?
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Teacher Development Dialogue Tool
 Ensure that all teachers have a well-planned system of support or goals in place that
align to district initiatives, goals of the School Improvement Plan, and Teacher Evaluation
Standards
 Identify the tiered level of support needed by each teacher and specific support steps to
be taken by the evaluator, school based instructional coach, and teacher
 Regularly track the progress of each teacher in alignment with the district/school
evaluation system in order to determine effectiveness of the support plan and/or
modifications to the support needed for the teacher
 Aggregate relevant evaluation, coaching, and professional growth data to assist
administrators in staff planning issues such as tenure, teaching assignments, leadership
opportunities, retention, and more.
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Process: Teacher Development Dialogue Tool
 Prior to meeting
• Each administrator or designee should add his/her assigned teachers to the tool
and provide updated information for the customized columns.
• Team members should come to each Teacher Development Dialogue meeting ready
to discuss the current status of support provided and progress made by each teacher.
 Participate in quarterly meetings (90 minutes to 2 hours)
• Team members should discuss progress and existing support of teachers in order to
determine continued plan of support.
 Between quarterly meetings
• Administrators should observe and meet with teachers and coaches to discusses
progress and provide specific feedback.
• Instructional coaches should support teachers according to the TDD plan.
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Using Summative Data
 What summative data are typically collected?
 Which of these data are easiest to measure or aggregate?
 Which data provide the most insight into teaching and
learning?
Teacher
Evaluation Data
Strategic Planning
Professional
Learning
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Principles of Effective Planning
Using Evaluation Data
 Teacher evaluation data help ensure better allocation of
resources, including teacher time.
 Human judgment is an inevitable—and critical—
piece.
 To fill in the gaps around the data, those closest to
the work of teaching and learning should be included in
the planning.
 Necessary conditions for teacher learning must exist.
 Professional learning is high stakes!
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Essential Conditions for Effective Data Use
for Planning/Assessing Professional Learning
Structural?
Cultural?
Technical?
Fiscal?
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Challenges in Creating
Systems of Professional
Growth
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Challenges in Creating Systems of
Professional Growth
 Differentiating high-quality professional development for all
teachers
 Mixed evaluation data
 Costs of high-quality professional development
 Evaluating the effectiveness of professional development
 Funding
 Time
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Differentiating Professional
Development for all Teachers
 Differentiating high-quality professional development for all
teachers
• Diverse teacher needs and student populations
• Sustaining professional development over time
• Varied preparation programs and experiences
• Contract hours
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What Should You Do When the Data
Are Mixed? (Choose the best answer.)
A. Collect more data.
B. Consider the (data) source.
C. Dig deeper into the data—what aspect of performance is
really reflected in the numbers?
D. Provide professional learning to address identified areas
for improvement even if some of the data indicate that
the teacher does not need it.
E. All of the above
F. Other
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Calculating Costs
 Cost considerations
• Teacher time for professional development
• Training and coaching
• Administration of professional development
• Materials, equipment, and facilities
• Travel and transportation
• Tuition and conference fees
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Evaluating Professional
Development
 Implementation fidelity
• Teacher participation
• Level of implementation support
• Addressing implementation challenges
 Impact evaluations
• Short-term outcomes
• Long-term outcomes
• Different resources may be required
 Cost-benefit / cost-effectiveness analysis
• Calculate costs of professional development and identify short- and longterm outcomes
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GTL Center Resources
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Building Capacity in High-Need Areas:
Professional Learning Modules
 Designed to support
regional center and state
education agency staff
 Written by veteran
technical assistance
providers
 Content-rich train-thetrainer materials
Download the materials at
 Adaptable and
customizable to state and www.gtlcenter.org/technical-assistance/
district needs
professional-learning-modules
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Building Capacity in High-Need Areas:
Professional Learning Modules
Each module includes
 Facilitator’s guide
 Slide deck
 Sample agenda
 Handouts
Download the materials at
www.gtlcenter.org/technical-assistance/
professional-learning-modules
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Introduction to Student Learning
Objectives
In this module, participants
 Learn about the SLO Cycle
 Review state approaches for
creating SLO guidance
 Practice writing and
reviewing SLOs
 Discuss SLO technical and
implementation challenges
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Creating Coherence: Connecting Teacher
Evaluation and Support Systems to the
Common Core
The Creating Coherence PLM
allows participants to
 Identify connections between
CCSS, their instructional
framework, and PD plans
 Identify gaps in support for
teachers’ instruction for CCSS
 Plan concrete steps to
strengthen connections and
address gaps
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Using Teacher Evaluation Data
to Inform Professional Learning
This PLM supports participants in
 Learning how to use teacher
evaluation data for self-reflection
and formative feedback
 Practicing using evaluation data
in planning for professional
learning
 Exploring steps for establishing
structures that support evaluation
focused on professional learning
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Social and Emotional Learning
in the Daily Life of Classrooms
The SEL module encourages
participants to
 Deepen their knowledge and
skills to integrate SEL into policy
and practice
 Connect SEL, CCSS, teacher
evaluation, and professional
learning
 Learn strategies to help teachers
reflect on SEL in the classroom
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Preparing Educators for
Evaluation and Feedback
This module enables participants
to
 Develop a comprehensive plan
for preparing ALL educators for
implementing evaluation
 Support evaluators in developing
accurate and reliable evaluation
skills
 Support evaluators in developing
strong coaching and feedback
skills
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Understanding Teaching
Conditions
This module, designed in collaboration with
the New Teacher Center, helps participants
 Learn how teaching conditions at the state,
district, and school level can create a more
positive teaching and learning environment
 Understand how to use teaching conditions
data to improve educator effectiveness
 Explore resources that support effective
school improvement planning based on
teaching conditions data
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Reflection and Wrap-Up
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Closing the Loop
Focused
Active
Collaborative
Ongoing, Embedded, and Differentiated
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Linking Educator Evaluation and
Professional Learning
It’s Not Just About …
It’s Really About ...
 Including student data in
the evaluation system
 Analyzing the results in relation to
specific teaching and leadership
practices
 Conducting frequent,
reliable observations
 Meaningful, actionable feedback and
conversations about how to grow
 Rating teachers with
a summative rating label
 Linking evaluation results to career
paths, opportunities, and systems of
support
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Additional Resources
What
Resource Topic or Title
Where It’s Available
SelfAssessment
Teacher Evaluation Self-Assessment
Information and Process
http://www.doe.mass.edu/edeval/training/modules/
M3.pdf
Formative
Evaluation
Carnegie Foundation: Feedback
Conversation Protocol
http://commons.carnegiefoundation.org/wpcontent/uploads/2013/08/BRIEF_Feedback-forTeachers.pdf
Formative
Evaluation
Institute of Education Sciences:
Structuring Data-Informed Conversations
http://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/
REL_2013001.pdf
Summative
Evaluation
Observation Data Collection Tool
http://bloomboard.com/schools
Publication
Generating Teaching Effectiveness: The
Role of Job-Embedded Professional
Development in Teacher Evaluation
http://www.gtlcenter.org/sites/default/files/docs/
GeneratingTeachingEffectiveness.pdf
Publication
High-Quality Professional Development
for All Teachers: Effectively Allocating
Resources
http://www.gtlcenter.org/sites/default/files/docs/
HighQualityProfessionalDevelopment.pdf
Publication
Linking Teacher Evaluation to
Professional Development: Focusing on
Improving Teaching and Learning
http://www.gtlcenter.org/sites/default/files/docs/
LinkingTeacherEval.pdf
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More questions?
Contact the GTL Center!
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835
877-322-8700
[email protected]
www.gtlcenter.org | www.air.org
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www.twitter.com/gtlcenter
Advancing state efforts to grow, respect, and retain great teachers
and leaders for all students
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