Transcript PREPARING FOR A QUALITY MID-YEAR CONFERENCE USING THE MID-YEAR CONFERENCE TO ENHANCE YOUR TEACHERS’ SUCCESS AND GROWTH.

PREPARING FOR A QUALITY
MID-YEAR CONFERENCE
USING THE MID-YEAR CONFERENCE
TO ENHANCE YOUR TEACHERS’
SUCCESS AND GROWTH
1
SESSION OUTCOMES
• At the conclusion of this module, you will be
able to…….
• Establish a conference structure
• Develop an approach to discuss and support a
teacher’s progress on SLOs , stakeholder goals,
whole-school learning/student feedback and
professional practice
• Understand basic coaching approaches
Connecticut State Department of Education
A QUICK LOOK
Module Components include:
• Conference Purpose
• General Structure
• Pre-Conference Teacher Reflection
• Student Learning Discussion
• Professional Practice Rating Discussion and Coaching
• Stakeholder Target Discussion
• Whole School Learning/Student Feedback Discussion
• Putting It All Together
Connecticut State Department of Education
CONFERENCE PURPOSE
• The Mid-Year Conference is an opportunity to have a
professional conversation between the administrator
and the teacher
• Discussion focuses on:
– SLO Progress
– Teacher’s Professional Practice
– Stakeholder Target Efforts
– Whole School/Student Feedback Efforts
– PROVIDING RATINGS IS NOT REQUIRED AT THIS TIME
Connecticut State Department of Education
CONFERENCE STRUCTURE
• Establish a time frame (ex. 30 minutes)
• Prior to the conference, discuss with teacher what
they should bring and what will be discussed:
– Data and student work related to SLOs
– Self-reflection on Professional Practice
– Observation feedback
– Evidence related to Whole School Learning
and Stakeholder/ Student Feedback Targets
Connecticut State Department of Education
TEACHER REFLECTION
Connecticut State Department of Education
PRE-CONFERENCE TEACHER
REFLECTION QUESTIONS
SLO PROGRESS
• What seems to be the challenges to those students
who appear not to be on track to meet the target?
What different strategies might increase their
likelihood of success?
• What seems to be contributing to the success of
those students who appear on track to meet/exceed
the target?
• Are there any needed adjustments that you would
suggest to your original SLO’s?
Connecticut State Department of Education
PRE-CONFERENCE TEACHER
REFLECTION QUESTIONS
PROFESSIONAL PRACTICE
• How has your professional development plan
contributed to improving your professional
practice/meeting your focus areas goals?
• Do you need additional supports or professional
development during the second half of the school
year? What would they be?
• What activities have you undertaken to date that
have helped to impact your professional practice in a
positive manner?
Connecticut State Department of Education
PRE-CONFERENCE TEACHER
REFLECTION QUESTIONS
STAKEHOLDER GOAL/WHOLE SCHOOL STUDENT
LEARNING OR STUDENT FEEDBACK TARGET
• What has been your progress to date on meeting
your target for your goal?
• What is contributing to your success or challenging
you to meet your target?
Connecticut State Department of Education
STUDENT LEARNING
Connecticut State Department of Education
SLO PROGRESS
• Teacher SLOs
• Reflect 45% of their total evaluation
• Reflect a goal-based through-line from
District>Building>Teacher
• Can be common across grade-level or in a
given department with varying IAGD’s for
each teacher
• Are based on content standards and student
learning needs
Connecticut State Department of Education
SLO CONSIDERATIONS
• Is there a need for targeted professional
development? If so, what resources are
available?
• Is there a need for an interim conference prior
to the June summative evaluation?
• Adjustments to target should occur only when
extenuating circumstances warrant a change
Connecticut State Department of Education
SLO REVIEW
KEY POINTS
• Discern the progress being made toward
achieving the IAGD targets
• Consider concrete evidence from formative
assessments
• Celebrate successes or assist with challenges
• Identify needed short-term objectives/
strategies
Connecticut State Department of Education
PROFESSIONAL PRACTICE
Connecticut State Department of Education
OBSERVATION OF PRACTICE
• Specific recommendations should have been
shared following each observation/review
• Steer conversation toward focus area(s) by
asking, “Tell me about your learning relative
to your practice area of focus.”
• Where is the teacher right now? What does
he/she need to move forward?
Connecticut State Department of Education
OBSERVATION OF PRACTICE
• An opportunity to suggest professional
learning resources such as:
– Peer Collaboration
– Conference/Webinar/Reading
• An opportunity to establish specific outcomes
with time lines to observe practice
Connecticut State Department of Education
YOUR ROLE AS A COACH
• What is instructional coaching?
• Why is it important?
• What are effective strategies?
Connecticut State Department of Education
COACHING: WHAT AND WHY
• Successful coaching involves builds a trusting,
reflective relationship in which meaningful
dialogue takes place that results in the
improvement of student learning.
• Reflection brings about lasting change in
professional practices.
• Administrators serve not only as evaluators,
but can also assume the role of coaches.
Having effective coaching strategies is key in
this dual role.
Connecticut State Department of Education
CONVERSATIONS FOR ENDURING CHANGE
Change
Telling
Directive
Instruction
Transformation
Listening
Trusting
Relationship
Asking
Reflective Questions
Connecticut State Department of Education
KEYS TO ENDURING CHANGE
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Trusting relationships
Emotion
Cognition
Adult Stage of Development
Leadership Stage of Development
Perceptions
Mindfulness
Self-Knowledge
Neutrality
Connecticut State Department of Education
ACTIVE LISTENING STRATEGIES
• Non-Judgmental
• Listening
• Non-Directive
• Defining general areas
of responsibility
(Creating a “container”
for doing “the work”)
• Providing feedback (Information)
Connecticut State Department of Education
STAKEHOLDER TARGET DISCUSSION
Connecticut State Department of Education
STAKEHOLDER TARGET
• Opportunity to support the teacher’s progress
in meeting their parent feedback target
• Review strategies and discuss progress to date
• Discuss the challenges to success or
celebrations that the target is being met?
Connecticut State Department of Education
WHOLE SCHOOL STUDENT LEARNING
OR STUDENT FEEDBACK
Connecticut State Department of Education
WHOLE SCHOOL STUDENT LEARNING
or STUDENT FEEDBACK
• The teacher’s efforts toward the whole-school
learning or student feedback goals may
already have been addressed as part of the
SLO discussion. If not, the following question
may help you learn about the teacher’s
actions and progress.
• Tell me about student progress as it relates to
our whole-school student learning indicator
goal(s)?
Connecticut State Department of Education
PUTTING IT ALL TOGETHER
Keys to a Successful Mid-Year Conference
• Plan ahead by reviewing available data and observation
feedback
• Frame possible questions that arise during your evidence
review as a means of helping you to prepare for your
upcoming conversation. Reflective questions are difficult to
structure and should not be left to be generated “on the fly”.
• Create a welcoming atmosphere and “be present” and fully
engaged with the teacher during your time together
• Provide feedback
• End the conference with a mutual summation of content and
understandings
• Plan next steps to enhance teacher growth
Connecticut State Department of Education
THE REAL BENEFIT OF A
SUCCESSFUL TEACHER IS A
HIGH LEVEL OF
STUDENT LEARNING
Educational leadership is just as much about
creating a high level of dialogue together as it is
about the time you spend in classrooms directly
observing teachers at work.
FOR ADDITIONAL INFORMATION
CONTACT:
Dr. V. Everett Lyons
Associate Executive Director
Connecticut Association of Schools
(203)250-1111
[email protected]
Connecticut State Department of Education