Analyzing & Documenting Progress Toward Goals
description
Transcript of Analyzing & Documenting Progress Toward Goals
EEF SESSION #3 MARCH 2013
Analyzing & Documenting Progress
Toward Goals
Please have a seat and fill out the reflection sheet (Do Now)
Today’s Agenda
• Welcome & Reflection• Table Group Check-ins• Formative Assessments• “Adjustments to Practice” & Tracking
Progress Toward Goals• Closing
Norms & Community Agreements
Start and end on time.
Limit technology to break time.
Include everyone in conversations.
Vegas Rule: Confidentiality
Session #2 Homework
Thanks for…
Summarizing & reflecting on rubric/evaluation meeting(s).
Attending All-Facilitators Meeting
Defining the Scope
EEFs will:Be conduits for feedback
Contribute expertise to develop resources for the district
Disseminate information and best practices
Lead conversations around effective instructional practice
Make-up Session:Tuesday, April 30 3-6 pm MPHS Green Tile Area
EEF Series Objective
EEFs will be able to identify, discuss, and cultivate effective instructional
practices within their school communities using the tools provided by
the evaluation system.
Session 3 Objectives
Today we will:
Share questions, challenges, & best practices
Continue to build expertise in the evaluation system
Explore proficient practice in Adjustments to Practice
Develop plans for work with colleagues
Session #3 Homework
Complete “Reflecting on Progress Toward a Team Goal”
Facilitation Moves
Keep an eye on:
Praxis: action with reflection & learning by doingNeeds Assessment: participation of the learners in naming what is to be learnedShared facilitation
Today’s Agenda
• Welcome & Reflection• Table Group Check-ins• Formative Assessments• “Adjustments to Practice” & Tracking
Progress Toward Goals• Closing
Notes from the field
One EEF created a “Cash Cab” game show to review basics of the evaluation process.
Another EEF modeled the process of
identifying her own artifacts.
Another EEF videotaped a teacher’s lesson & used with staff to unpack Well-Structured Lessons
Successes
“at the start of the meeting teachers were feeling very overwhelmed by the process of uploading artifacts and confused about appropriate artifacts… once teachers realized that all of these ‘activities’ [they were already doing] could be used to show growth towards their goal they were so relieved”
Challenges
“The team was pretty quiet when responding to questions. There was not a lot of feedback in terms of what student engagement is and how the class should look. I facilitated the meeting but also felt like I was giving them all the ideas that we wrote down during our EEF meeting. ”
Check-ins
Evaluation successes & challenges?
What kind of meeting(s) have you lead? How did it go?
Today’s Agenda
• Welcome & Reflection• Table Group Check-ins• Formative Assessments• “Adjustments to Practice” & Tracking
Progress Toward Goals• Closing
Formative Assessment Role Play
Scenario 1:A teacher received a Needs Improvement overall rating on her formative assessment. She states that her evaluator told her it was because she did not upload enough artifacts.
The educator is coming to you, the EEF, for help. What do you say?
Formative Assessment Role Play
Scenario 1: How many artifacts? OEE says:
At least 1 for each standard and goal prior to the formative
More before the summative
Earlier in the year, OEE said…
3-4 artifacts per goal and per standard
Overall Ratings
Progress on Ratings on Overall Goals 4 Standards Rating
Educators are responsible for providing evidence for all standards and goals
• Student Learning
• Professional Practice
I. Curriculum, Planning and AssessmentII. Teaching All StudentsIII. Family & Community EngagementIV. Professional Culture
• Exemplary
• Proficient
• Needs Improvement
• Unsatisfactory
Formative Assessment Role Play
Scenario 2:A teacher received a formative assessment after 1 classroom observation. The teacher thought there should be at least 10 classroom observations.
The educator is coming to you, the EEF, for help. What do you say?
Formative Assessment Role Play
Scenario 2: How many observations?
Best Practice: 10 Points of Contact
Plan Type Announced Unannounced
Self-Directed None required 1
Directed Growth None required 2
Improvement 1 2 if plan is less than 6 mos.
4 if plan is 6 mos. to 1 yearDeveloping 1 required 4
Formative Assessment Role Play
Scenario 3:A teacher is concerned because the
current data shows that he is not meeting his student learning goal. He is worried he will receive an unsatisfactory rating on his formative assessment.
The educator is coming to you, the EEF, for help. What do you say?
Formative Assessment Questions
What happens when a teacher does not “sign-off” on a formative assessment within the 5 school days?
The signature box will read: “employee did not view within the required time”.
The educator will not be able to make comments.
The evaluation icon changes when the evaluation is sent.
Formative Assessment Questions
What happens if an evaluator does not make any comments on the artifacts I have uploaded?
There is no mandate for an evaluator to make comments on artifacts.
Formative Assessment Questions
I do not agree with the ratings on my Formative Assessment, what can I do?
An educator may request a meeting with his/her evaluator to discuss the formative assessment.
An educator may write comments regarding the formative assessment. This must be done within 5 days of receipt of the formative assessment.
An educator may file a grievance.
Formative Assessment Questions
Click on Evaluations
Click on Comments
Formative Assessment Questions
Isn’t my evaluator supposed to meet with me once I receive the Formative Assessment?
An educator may request a meeting before and/or after the formative assessment.
Formative Assessment Questions
What happens if I am placed on a different plan after I receive the Formative Assessment?
An evaluator may place a teacher on a different plan at the formative assessment. The evaluator will also determine the length of the new plan and depending on the type of plan, the evaluator may write goals, action steps and prescriptions for the educator to implement before the new plan ends.
Formative Assessment Questions
If I am assigned a new plan after receiving the formative assessment, when does the new plan start?
The new plan starts when goals are approved.
Evaluations in EDFS
• Formative Assessment = mid-cycle evaluation
• Summative Evaluation = end of cycle evaluation
Break
Today’s Agenda
• Welcome & Reflection• Table Group Check-ins• Formative Assessments• “Adjustments to Practice” & Tracking Progress Toward Goals
• Closing
I-B-2. Adjustments to Practice
“Organizes and analyzes results from a variety of assessments to determine
progress toward intended outcomes and uses these findings to adjust practice
and identify and/or implement appropriate differentiated interventions
and enhancements for students.”
Midyear Goal Review
Revisit goals to make adjustments to practiceto prepare for the summative
Potential ToolsUnpacking I-B-2Formative Assessment Report FormGap AnalysisReflecting on Goals
Reflecting on Goals
With a partner, revisit your own goals and action plans using the “Reflecting on Progress toward Goals” sheet.
How could you use this with your colleagues?
What would you ask this teacher?
Read through the sample goals, action steps & artifactsHow could you help this teacher examine her practice? Try using the “Gap Analysis” worksheet
Bringing this back
How can you use these ideas & activities with your colleagues?
How can you use the principles of adult learning? Needs assessment Safety Praxis Respect Clear roles and role development Teamwork Accountability
Challenges
Lack of communication from admin about their expectations
Lack of trust between teachers & their evaluators
Lack of time to meetPeople focused on just “getting it done”Teachers uncomfortable with
computers
Voices from the Field
How evaluation has been going at a few schools
Today’s Agenda
• Welcome & Reflection• Table Group Check-ins• Formative Assessments• “Adjustments to Practice” & Tracking
Progress Toward Goals• Closing
Clarifying Expectations
Questions to ask the school’s evaluators: How many artifacts would be helpful
for teachers to submit?Are there specific kinds that you are
looking for?Would you prefer more or less detailed rationales?
By when would you like artifacts to be submitted?
Feedback
Please complete the Exit Ticket What was positive? What would you like to see next time?
*Coming Soon* Evaluation Survey
Session #3 Homework
Complete “Reflecting on Progress Toward a Team Goal”
Thanks!
See you at our next sessions on: April 9th OR 11th, 3-6 pm, @ the Marshall
Make-up Session:
Tuesday, April 30, 3-6 pm @ MPHS Green Tile Area
Resources: on the Weebly
http://educatoreffectiveness.weebly.com
Office of Educator Effectiveness
Ross Wilson, Assistant Superintendent for Educator Effectiveness ([email protected])
Jared Joiner, Implementation Specialist (jjoiner)Emily Kalejs Qazilbash, Implementation Specialist
(eqazilbash)Angela Rubenstein, Implementation Specialist
(arubenstein)Kris Taylor, Implementation Specialist (ktaylor2)Jenna Costin, EDFS On-line System Coordinator
(jcostin)Chason Ishino, Consultant (cishino)Shakera Walker, Senior Manager, Teacher
Leadership (swalker)
Timelines and Requirements