Transcript TEC Products

Danielson Framework for Teaching
(Page 16 of the Teacher Process Manual)
Domain 1: Planning and Preparation
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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 Assessments
Domain 4: Professional Responsibilities
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4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in Professional
Community
– 4e Growing and Developing
Professionally
– 4f Showing Professionalism
Domain 2: Classroom Environment
– 2a Creating an Environment of
Respect & Rapport
– 2b Establishing a Culture for Learning
– 2c Managing Classroom Procedures
– 2d Managing Student Behavior
– 2e Organizing Physical Space
Domain 3: Instruction
– 3a Communicating with Students
– 3b Using Questioning & Discussion
Techniques
– 3c Engaging Students in Learning
– 3d Using Assessment in Instruction
– 3e Demonstrating Flexibility &
Responsiveness
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The Role of Teachscape
Focus – Observation Training and Assessment
Reflect – Observation and Evaluation Management System
Learn – Comprehensive Professional Learning System
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School (and Student) Learning Objectives
• SLOs within a Cycle of Inquiry
• SMART Goal Proposals and Analysis
• Growth Targets and Measurement of Goal
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Achievement
Team SLOs and Use of the SLO Process
SLO Proposal Reviewer Exercise
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Year-long School-level Cycle of Inquiry
5. Oversee and support
collection/analysis of
diagnostic data to
assess enactment
process and outcomes;
informs interventions/
development work
4. Oversee and
support
enactment of
work plan
1. Collect
diagnostic data
to support initial
problem
identification
GREEN:
Prior to EEP Meeting
3. Select strategies to
support goal
achievement and
develop detailed
enactment plan
2. Set (SMART)
goals
Bay Area Schools/
Refined by Cosner,
2011
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Dual Meaning of the
SLO Acronym
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SLO Definition
Student/School Learning Objectives (SLO) are
detailed, measurable goals for student academic
outcomes to be achieved in a specific period of time
(typically an academic year), informed by analysis of
prior data, and developed collaboratively by
educators and their evaluator.
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Preparing SLOs
Step 1 A: Review Data and Identify Needs
Review data to understand student learning and root
cause problems/needs:
• Existing student data could include trend data on state and
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district assessments, behavioral data, attendance data, other
assessment data, etc. Disaggregation of data will be key in
determining the target population(s).
Existing instructional practice data are important for
understanding “root causes” and these data may include
classroom observations/walkthroughs, unit/lesson plans,
teacher-created student work tasks, teacher surveys or
interviews regarding instructional practices
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Data for Root Cause Analysis
Regarding Student Learning Concerns
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Classroom Observation and Walkthrough Data
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Collection and Analysis of Teacher Unit and Lesson Plans
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Collection and Analysis of Teacher-created Work Tasks
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Interviews to Understand Certain Instructional Approaches and Issues
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Stand, Turn and Talk with a Neighbor
• An important connection I just made
• A question or concern that still needs to be
addressed
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Preparing SLOs
Step 1B: Establish Student Learning Goal
Goal statements focus on student learning
outcomes, specifically upon growth.
SLOs should identify:
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Content standard(s) and/or skills to be addressed
(e.g., Common Core)
2. Which students are included in this objective
3. What timeframe is involved (typically year-long).
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Preparing SLOs
Step 1C: Identify Growth Targets for Student Achievement
Identify specific goal(s) for student growth
Key Question / Decision:
A) Are all students expected to make the same
amount of growth, regardless of where they start?
OR
B) Should differentiated goals be set?
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S.M.A.R.T Goals
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Specific
Goal is focused on specific and key areas of need
Measurable
An appropriate evidence source is identified
Attainable
The goal is within the teacher’s control
Results-based
Progress toward the goal can be monitored
Time-bound
There is a clear deadline for the goal
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How SMART is the Goal?:
Appendix H (p. 75)
Aspect of Goal
Evidence
Statement
Specific
Measureable
Attainable
Results-based
Time-bound
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How SMART is this goal?
Teacher A- Second Grade
During this school year, my students will improve on word knowledge and
decoding, and reading comprehension.
Aspect of Goal
Statement
Yes or No?
Recommendations for change
Specific
Measureable
Attainable
Results-based
Time-bound
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Reviewing Teacher A’s SMART Goal
Aspect of the
Goal Statement
Yes or No
Recommendations?
Specific
No- the goal is very broad
Measurable
No- the goal does not state how it will be measured
Attainable
No- because there is no specific area identified or measurement
tool, it is difficult to say if it is attainable
Results-based
No- what will be the indicator of student growth?
Time-bound
Yes- identified the current school year as the time interval
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Revising Teacher A’s Goal
By May, students who are below grade level in reading
comprehension will increase their instructional reading
level by 1.5 years as demonstrated by their Fountas and
Pinnell Benchmark Assessment Level.
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How SMART is this goal?
Teacher B- Middle School Physical Education
During the school year, all eighth grade physical education students will improve
performance by 75% on each of the Fitness-Gram (Pacer test, curl-ups, trunk lift, push
ups and the sit and reach)subtests.
Aspect of Goal
Statement
Yes or No?
Recommendations for change
Specific
Measureable
Attainable
Results-based
Time-bound
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Reviewing Teacher B’s SMART Goal
Aspect of the
Goal Statement
Yes or No
Recommendations?
Specific
Yes-the population of students and the areas of physical fitness are
identified
Measurable
Yes- through pre and post-test data in each subtest of the FitnessGram growth can be measured
Attainable
???- probably not, this seems like an unrealistic amount of growth
to be made in one year’s time
Results-based
Yes- it is focused on student growth on the Fitness Gram
Time-bound
Yes- identified the current school year as the time interval
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Revising Teacher B’s Goal
During the school year, all eighth grade physical
education students will improve their performance
by 20% on each of the Fitness-Gram subtests.
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How SMART is this goal?
Teacher C- High School Math
I will read a book about mathematical modeling in the high school
mathematics classroom.
Aspect of Goal
Statement
Yes or No?
Recommendations for change
Specific
Measureable
Attainable
Results-based
Time-bound
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Reviewing Teacher C’s SMART Goal
Aspect of the
Goal Statement
Yes or No
Recommendations?
Specific
Yes- focused on reading about modeling strategies in the
mathematics classroom.- the scope is too limited, it does not talk
about how it will be implemented in the classroom.
Measurable
No- the goal does not state how it will be measured
Attainable
Yes, but there is no greater impact beyond reading the book
Results-based
No- does not specify impact beyond reading the book
Time-bound
No- an interval is not specified
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Revising Teacher C’s Goal
I will read the book, Math Tools, Grades 3-12: 60+ Ways
to Build Mathematical Practices, Differentiate
Instruction, and Increase Student Engagement by
Harvey F. Silver, John R. Brunsting, Terry Walsh and
Edward J. Thomas, by October 30th, identify one new
practice each month to implement in the classroom
from November to May, and discuss implementation
results at my monthly PLC meeting with my Algebra I
teammates.
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Preparing SLOs
Step 1D: Identify Strategies to Achieve SLO
Identify the strategies that will be used to
address root causes to current student
learning problems/needs and achieve student
learning goals.
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Preparing SLOs
Step 1E: Evidence Sources for Measuring Goal Achievement
Identify the data sources that are most
appropriate for measuring achievement of
student outcomes goals AND strategy
enactment.
(Appendix E, pp. 69-70)
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SLO Options:
Individual, District-wide, Team
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Key Characteristics
of Principal SLOs
(Appendix F, pp. 71-72)
Baseline Data Analysis Informs Goals and Strategies
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Why did you choose this objective (what student learning and root cause problem(s) are
you working to address), and what sources of data did you examine?
Student Outcome Goals Specify Learning Content, Student Population, and Time
Interval
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Which content standard(s) and/or skills does the objective address? (e.g., Common Core)
Which students are included in this objective?
What timeframe is involved? (typically year-long)
Strategies are Selected to Address Root Causes and Achieve Student Outcome Goals
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What strategies have been selected for addressing student learning and root cause
problems/achieving student learning goals?
Evidence Sources are Identified for Measuring Goal Achievement AND Strategy
Enactment
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How will you measure goal achievement AND strategy enactment?
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Step 2 – Submit SLOs for Approval
• Principal submits SLOs to his/her evaluator via the
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EEP form (Appendix G, pp. 73-74).
Evaluator approves SLOs/EEP or recommends
revisions. (See Appendices E & F for SLO criteria)
If revisions are required, the principal must revise
the SLOs and re-submit the SLOs/EEP for approval.
Evaluators should work with principals to revise
the SLOs.
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WI SLO Selection/Approval Rubric:
Appendix F
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SLO Development Exercise
Partner Activity:
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Elementary Example: Nick Nyce
Secondary Example: Sara Sunshine
Each team review:
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Appendix F: SLO Selection/Approval Rubric
Either the Elementary or Secondary Example
What feedback for improvement might you provide?
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Getting Started
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Hold Principal Evaluation Orientation Session (Superintendent)
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Analyze Data and Establish SLOs (Principal)
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Complete Self-Rating of Professional Practice (Principal)
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Develop and Submit Proposed Educator Effectiveness Plan (EEP)
with 2 SLOs and 2 PPGs (Principal)
Conduct Evaluator Planning Session (seeking EEP approval)
(Principal and Evaluator)
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During the Year, After EEP Approval
Orientation
Data Review,
Development of SLO(s),
& Self-Reflection
for EEP Development
Final Evaluation
Conference
Rating of professional
practice & SLO(s)
EEP Meeting &
Goal Approval
Observations & other
evidence collection
Observations & other
evidence collection
Mid-Year Review
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During the Year
• Collect Principal Professional Practice evidence
(principal
& evaluator)
• Enact SLO strategies and engage in ongoing strategy
diagnosis/intervention/adjustment (principal)
• Provide formative feedback (evaluator)
• Hold Mid-year Review Conference (principal & evaluator)
Use Mid-Year Goal Review form, Appendix I, p. 76
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Wrapping up the Year
Orientation
Data Review,
Development of SLO(s),
& Self-Reflection
for EEP Development
Final Evaluation
Conference
Rating of professional
practice & SLO(s)
EEP Meeting &
Goal Approval
Observations & other
evidence collection
Observations & other
evidence collection
Mid-Year Review
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Wrapping up the Year
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Submit Final Evidence: Principal Professional Practice and SLO (principal)
Submit End-of-Year Goal Review Form (principal)
See Principal End-of-Year Goal Review Form, Appendix K, p. 83
Rate SLO (evaluator)
See SLO Scoring Rubric in Appendix L, p. 84
Rate Principal Professional Practice (evaluator)
Use evidence collected during the year in view of the principal practice rubric
Complete the Final Evaluation Form and Convene Final Evaluation Conference
(evaluator; evaluator and principal)
See Principal Final Evaluation Form, Appendix J, pp. 77-81
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Flexibility of Approaches to
the SLO Process
New York
D.C.
Georgia
Austin
Rhode Island
Wisconsin
Indiana
Denver
Structured
More Flexible
Assessments
Growth Targets
Scoring Rubric
Implementation
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SLO Scoring Rubric
Rubric score will be collaboratively determined by educator
and supervisor:
(4) Student growth has exceeded expectations
(3) Student growth has met expectations
(2) Student growth has partially met expectations
(1) Student growth has minimally met expectations
(0) Evidence missing, incomplete or unreliable/ did not engage in process
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A More Structured Approach to Scoring
of Individual SLOs
(4)
80% or more of students met/exceeded their
growth target
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70-79% of students met/exceeded their growth
target
(2)
50-69% of students met/exceeded their growth
target
(1)
Fewer than 50% of student met/exceeded their
growth target
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SLO Scoring Activity/Discussion
Discuss the following questions about Mrs.
Smith’s (individually and as a group):
– What score did you assign? Why?
– In your group, did different individuals assign
different scores?
– What are the implications of scoring
inconsistencies?
– What processes can/should your district put in
place to increase scoring consistency?
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SLO Scoring Example
(Score and Discuss as a Team)
Ms. Smith’s SLO Results
Rubric Achievement
Level
Minimal
Basic
Proficient
Advanced
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Sept
15%
20%
50%
15%
SLO
Target
8%
15%
55%
22%
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May
10%
15%
56%
19%
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SLO Scoring Rubric
Rubric score will be collaboratively determined by educator
and supervisor:
(4) Student growth has exceeded expectations
(3) Student growth has met expectations
(2) Student growth has partially met expectations
(1) Student growth has minimally met expectations
(0) Evidence missing, incomplete or unreliable/ did not engage in process
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SLO Scoring: Multiple Dimensions
• SLO Scoring involves
at least two important
factors: how many students made what
amount of growth?
• Is it better to have 80% of students barely
meet their growth goal or 70% exceed theirs
considerably?
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Technical and Measurement Considerations:
SLO Scoring
Goal for this step of the process is to:
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Balance the flexibility to establish school-specific goals (since
not all schools have the same problems to the same degree)
With some degree of comparability (so that results mean the
same thing across schools)
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Overall EE Pilot Participant Question
What in Educator Effectiveness am I
required to do, and where does my
flexibility/judgment start?
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Definition of Effective Educators
Effective Principal: An effective principal shapes
school strategy and educational practices that
foster the intellectual, social and emotional
growth of children, resulting in measurable
growth that can be documented in meaningful
ways.
Wisconsin:
Principal Professional Practice is
considered across 21 elements.
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Three Essential Clusters of
Leadership Practices for
Positively Impacting Student Achievement
• Focus
• Monitoring
• Efficacy
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Analysis of Student Data
2 SLOs
___2 PPGs___
EEP
Appendix G, pp. 73-74
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Educator Effectiveness Readiness Tool
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A district “self” assessment tool
Designed for use by school and district leadership
teams
Supports initial and ongoing assessment of district
implementation of the WI Educator Effectiveness
System
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Uses of Readiness Tool
• Gather baseline information regarding a
school’s or district’s ability to implement
• Generate an action plan for capacity building
and phased-implementation
• Guide ongoing preparation for full
implementation
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Readiness Tool Excerpt
Educator Knowledge of the Educator Effectiveness System
 All district leaders understand the Educator Effectiveness System and can
clearly articulate why it is needed, how it will be implemented, and its
potential impact.
 All principals understand the Educator Effectiveness System and can articulate
why it is needed, how it will be implemented, and its potential impact.
 All teachers understand the Educator Effectiveness System and can articulate
why it is needed, how it will be implemented, and its potential impact.
 All teachers and their evaluators understand the process for teacher
evaluations.
 All principals and their evaluators understand the process for principal
evaluations.
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Communication Plan Template:
EE local communications toolkit
Key Message /
Communication
Goal
Communication Activity
Audience
Person
Responsible
Timeframe/
Deadline
Build
Adapt DPI “EE 101”
understanding PowerPoint for our district
of EE System
Create a visual that clarifies
EE process for our district
Primary Internal
Tom S.
By Aug. 15
Primary Internal
Tom S.
By Aug. 15
Facilitate overview sessions
with all staff
Primary Internal
Mary J.
By Sept. 15
Make staff aware of DPI’s EE
Primary News (e-newsletter) and how Internal
to subscribe
Mary J.
ongoing
Make presentations to PTO
and Rotary Club
Secondary Joe W.
- External
Fall 2013
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Resources and Supports
• Know Them
• Use Them
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[email protected]
608.729.6656
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