Transcript Washington State Teacher/Principal Evaluation Program

Student Growth 2.0
Fall, 2014
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TPEP Sessions for 2014-15
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Face-to-Face Sessions
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A Virtual Presentation
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Student Growth 2.0
Rater Agreement Practices
TPEP/ Washington State Learning Standards
Connections
Sharing Electronic Resources
Session Norms
Pausing
Paraphrasing
Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self and Others
Presuming Positive Intentions
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Today’s Agenda
Welcome Back!
Reflecting on Our System
State Identified SGG Examples and
Review of Attributes of Effective
Goals
District Sharing of Examples of
Practice
Implementing: District Planning
Lunch
Team Planning
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Learning Target
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Reflect on current practice to
support student growth goals
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Identify/Review/Apply attributes of
effective growth goals
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Extend thinking to include
strategies that other districts have
used to implement the revised
system.
Essential Question(s)
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Has your district:
 Developed a common understanding of sound
student growth goals?
 Communicated this understanding to all staff?
 Created a system to support staff
implementation?
1 Reflecting on Our System
A Review
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Reviewing Key Terms
RCW 28A.405.100
Student Achievement: The status of subject-matter
knowledge, skills, understanding or performance at a given
point in time.
Student Growth: The change in student achievement
between two points in time.
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It is student growth, not student achievement,
that is relevant in demonstrating impacts
teachers and principals have on students.
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Student Growth Rubric for use in 14-15
Student Growth Criterion 3: Recognizing individual student learning needs and developing
strategies to address those needs.
Student Growth 3.1: Establish Student Growth Goal(s)
Unsatisfactory – 1
Basic – 2
Proficient – 3
Distinguished – 4
Does not establish student
growth goal(s) or establishes
inappropriate goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) do not
identify multiple, high-quality
sources of data to monitor,
adjust, and evaluate
achievement of goal(s).
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) do not
identify multiple, high-quality
sources of data to monitor,
adjust, and evaluate
achievement of goal(s).
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) identify
multiple, high-quality sources
of data to monitor, adjust,
and evaluate achievement of
goal(s).
Establishes appropriate student growth
goal(s) for subgroups of students not
reaching full potential in collaboration
with students, parents, and other
school staff. Goal(s) identify multiple,
high-quality sources of data to monitor,
adjust, and evaluate achievement of
goal(s).
Distinguished – 4
Student Growth 3.2: Achievement of Student Growth Goal(s)
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Unsatisfactory – 1
Basic – 2
Proficient – 3
Growth or achievement data
from at least two points in
time shows no evidence of
growth for most students.
Multiple sources of growth
or achievement data from at
least two points in time show
some evidence of growth for
some students.
Multiple sources of growth
or achievement data from at
least two points in time show
clear evidence of growth for
most students.
Multiple sources of growth or
achievement data from at least two
points in time show evidence of high
growth for all or nearly all students.
RCW 28A.405.100
District Reflection
What is working for you?
What are the conversations you are hearing in your
district around Student Growth Goals?
What are the questions you are hearing and what do you
anticipate as questions?
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*Please be ready to post chart.
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2 Identify Attributes of Effective
Student Growth Goals, Analyze
State Identified SGG Examples
Job-Alike: What makes our state examples “sound?”
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Follow a Sequence:
Determine the
academic needs for
the pertinent group
(all-grade, one class,
sub-group)
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Determine which of
those needs are
enduring or
transferable
knowledge or skills
The Goal
Step 1: Determine the academic needs
of the group. What does the data reveal?
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Consider the available data.
Consider the differences between classrooms/groups.
What are the learning gaps?
What instructional practices might you use to address
those gaps?
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Step 2: What do we mean by ‘Enduring’?
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For any subject taught in school, we might ask if it’s
something an adult would need to know AND
whether knowing it makes someone a more ‘Career
and College Ready’ adult.
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If something is ‘enduring’ it is worthy of transfer – the
learner should be able to use what has been learned
in new and sometimes confusing settings.
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(Wiggins & McTighe)
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Step 3: The Goal
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Is found in multiple sources of
student data
Is aligned to Washington State
Learning Standards
Relevant to 3.1, 6.1, or 8.1
Substantial Impact? Scope of
Teacher Responsibility?
Does it identify, measure, and
state expected growth?
Not too narrow or broad?
Is it a SMART Goal?
SMART Goal Process for
Student Growth
S
M
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T
Specific- The goal
addresses student
needs within the
content.
Measurable- An
appropriate
instrument or
measure is selected
to assess the goal.
Appropriate- The
goal is clearly
related to the role
and responsibilities
of the teacher.
Realistic- The goal
is attainable.
Time-bound- The
goal is contained to
a single school
year/course.
The goal is
focused on a
specific area of
need.
The goal is
measurable
and uses an
appropriate
instrument.
The goal is
standards-based
and directly related
to the subject and
students that the
teacher teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds of
what is
attainable.
The goal is
bound by a
timeline that is
definitive and
allows for
determining goal
attainment.
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Student Growth Examples
In your Job-Alike Group:
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Read through the SGG examples in your packet (also
posted on OSPI’s TPEP website).
Use the list of qualities of Sound Student Growth Goals
to review examples.
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As a group, select two or more to review (additional review
sheets available). Collect evidence, and then make note of
commonalities between sound examples.
See you in 15 minutes
Break Time
Following
Break:
Return to
District Team
to share
your learning!
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District Team Share
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Your new learning about
“sound” student growth
goals
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Common “noticings” found
in the examples
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Qualities of a “sound”
growth goal
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Other considerations
3 District Example of Practice
monitoring, collecting evidence and reporting on Student
Growth
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Camas School District
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Example: Camas School District
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Student Growth Goal Process including Video Example
What ideas does this example and the experiences spark for
your district plans to support Student Growth Goal
Development, Implementation and Monitoring?
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How have we learned from each other
today?
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Collect your district chart “District Reflection” and bring
to your table
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Add to chart to capture the following conversation:
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As a team, please discuss any learning, ideas or strategies you
have learned from today that you think you might adapt or
modify to meet the needs of your district plan.
Be prepared to share out at least one idea with the
group.
Implementing:
District Planning
Review/Revise the best approach, tools, and timeline for your
district
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DAY 1
District Planning Tool –
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How can districts review/revise plans for the student
growth component of the revised evaluation system?
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What do we need to clarify or define?
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How do we provide support for teachers and principals to set
quality, rigorous goals that are aligned to content standards?
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Data: Do all staff have access to relevant student data prior to
the time goals are due?
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Student Growth Next Steps
Who needs to
learn about this?
Students
Parents
New Teachers
Experienced Teachers
Coaches
Assistant Principal(s )
Principal (s)
District Office Staff
Superintendent
School Board
What do they
need to learn?
How are they
going to learn it?
When do
they need
to learn it?
Debrief
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Take a few minutes and create at least three sticky notes
for the Stop/Start/Continue Chart on your way out.
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Stop: What didn’t work in this session? What should not be
included in the future?
Start: What didn’t happen that should have in this session?
What should be planned for future sessions?
Continue: What worked well and should be continued in future
sessions like this?
Stop
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Start
Continue
LUNCH!
Thank you!
Clock Hours:
Instructor: Mike Esping
“Regional Learning Network
Session”
VAD0477
6 Hours
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