Rhode Island Model Academy for Personnel Evaluating Teachers
-
Upload
micah-little -
Category
Documents
-
view
28 -
download
0
description
Transcript of Rhode Island Model Academy for Personnel Evaluating Teachers
Rhode Island ModelAcademy for Personnel Evaluating Teachers
Day 2: Professional Practice, Professional Foundations, and EPSS
The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
2
Professional Foundations and Support & Development
Session 1: Updates and Refining Professional PracticeObjectives
Evaluators will: Understand the updates to Professional Practice Understand layout and functionality of online tools Review different ways to take notes Practice observation calibration protocol
Day 1 Day 2 Day 3 Day 4
3
Checking In/ Do Now:
Review the quote on p. 2 of your packet.
Discuss with a colleague one way you plan to
improve your feedback.
GATHER & SORT INTERPRET DEVELOP FEEDBACK
DELIVER FEEDBACK
4
Rhode Island Model
Learner Instructional Leader
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER NEXT STEPS AS AN INSTRUCTIONAL LEADER
5
Differentiated the number of observations and conferences by effectiveness levels
Stronger focus on accuracy and quality feedback
Updates to Rhode Island Model for Teachers
p. 5
6
Reduction of required fields within EPSS
Rationale is required for each Domain (2 total text fields)
There is one text field for Priority Feedback
Updates to Professional Practice
7
Updated Professional Practice Rubric
Language of instruction more closely aligned to Common Core
Improvements consistent in all resources
FFTPS Module “Understanding the 2013 Edition” further clarifies alignment
Updates to Professional Practice
8
Differentiation the number of observations
Updated Professional Practice Rubric to align to Common Core
Reduction of required fields within EPSS
How do you plan to message Professional Practice
improvements to the educators that you work with?
Updates to Professional Practice
Participant Packet: Page 3
9
Was there a component that you feel your teachers could
collectively work on? If so, which one?
Online Tools for Professional Practice
NEXT STEPS AS AN INSTRUCTIONAL LEADER
Participant Packet: Page 3
10
Note what you see and hear related to
Professional Practice components:
Bullet statements
Lesson does not have to be scripted
Only evidence should be recorded
(Remain self-aware to avoid opinion,
interpretation, or bias)
Refining Observation: Note-Taking
11
3 Types of Observed Evidence of Practice
1. Words spoken by the teacher and students
• Ex. “Can anyone think of another idea?”
2. Actions by teacher and students
• Ex. “The students took 45 seconds to line up by the door.”
3. The appearance of the classroom
• Ex. “The objective for the class was written on the board.”
Refining Observation: Note-Taking
GATHER & SORT INTERPRET DEVELOP FEEDBACK
DELIVER FEEDBACK
12
Step 1: Watch video and take notes
Step 2: Independently interpret and score evidence
Step 3: Score observation as a small group
Step 4: Whole group discussion about scores and rationale
Calibration Protocol
Mock Observation
Independent Scoring Group Scoring Whole Group
Conversation
10 min. 15 min. 16 min. 15 min.
13
Observation notes need to focus on the components and do not need to be scripted
Calibration does not happen once; Observers need to continue to calibrate and refine their observational skills;
Accurate observations and actionable feedback will move practice
Refining Observation Takeaways
How might you work with your colleagues and teachers to remain calibrated this year? What benefits do you see in including teacher leaders in this work?
Participant Packet: Page 4
14
Understand the difference between rationale and feedback
Analyze options for delivering feedback
Pushing Practice Through Feedback
GATHER & SORT INTERPRET DEVELOP FEEDBACK
DELIVER FEEDBACK
15
Rhode Island Educator Data Point
66% of teachers made some level of change to their teaching practice as a
result of the feedback received.
16
33%
30%
19%
18%
Reviewed the professional practice rubric
Considered how to adjust their practice around individual components
Reached out to colleagues discuss best practices around individual components
Reached out to evaluators to have a fol-low-up conversation
Rhode Island Educator Data Point
Is this what you would expect?
Would you want your teachers to do anything different?
EDUCATOR SELF-REPORTED NEXT STEPS:
17
Rationale and Feedback
Rationale is...
Evidence from observation
Free from bias
Grounded in the language of
the rubric
Format is flexible (bullet or
narrative)
GATHER & SORT INTERPRET DEVELOP FEEDBACK
DELIVER FEEDBACK
Feedback is…
Clear and direct
Supportive and constructive
Grounded in the language of
the rubric when possible
Addresses a specific
component
Prioritized
18
Critiquing rationale and feedback:
1. Review sample.2. Would you adjust anything within the rationale? 3. What do you like about how this is written?
Rationale and Feedback
Taking perspective:
1. How do you think the educator might respond? 2. What do you think the educator will do after reading? 3. Would you adjust anything?
19
Reflection Scenario:
Consider a hard conversation that you have not had with someone.
What is your concern? Why is it a concern?
Why do you think you have not said anything?
Delivering Feedback
GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK
20
Professional Foundations and Support & Development
Session 2: Professional Foundations and Teacher Support and Development
Objectives
Evaluators will: Understand the architecture and scoring method of the Professional
Foundations Rubric Differentiate between various levels of performance on the Professional
Foundations Rubric Create a take-away list of site-specific evidence to share with your school team Understand how the RI Model supports the development of educators
Day 1 Day 2 Day 3 Day 4
21
Edition II: Professional Foundations
Final Effectiveness Rating
Professional Practice
Professional Foundations (8 components)
Student Learning
Evaluation Criteria
p. 11
22
Thinking Behind the Rating
Differences between Professional Practice and Professional Foundations
Professional Practice Evidence collected during classroom
observations Scored during classroom
observations
Professional Foundations In action and artifact evidence (p.
25) Scored based on evidence
collected throughout the year.
GATHER & SORT INTERPRET DEVELOP
FEEDBACKDELIVER
FEEDBACK
23
Professional Foundations Architecture: At a Glance
p. 18
24
Professional Foundations Architecture: Rubric Structure
Domain and Component
Component Description
Elements and Indicators
Performance Level Descriptions
Critical Attributes
Possible Examples
25
Review component
independently
Discuss and chart your analysis
Share with the larger
group
Analysis of One Component
With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group:
1. The title of the component
2. The elements of this component
3. Critical attributes – the type of evidence that will be noted for this component
4. Possible examples or artifacts– generate a list of potential evidence that aligns with this component
15 min. 20 min.
26
Scoring Part 1: Case Study Teacher Profile A
Review the Case Study Profile
Note where evidence supports
particular PF components
Review the annotated profile
to compare component alignment.
Purpose
Align evidence with components
Based on evidence collected, assign component ratings
p. 1810 min. 10 min.
Rubric
27
Scoring Part 2: Case Study Teacher Profile A
Review additional evidence such as a lesson plan or a professional growth plan
In groups, select a rating for each assigned PF component based on the evidence provided
In your group, chart the PF components , your ratings, rationale, and feedback you would provide
Group share
pp. 18-26
28
Teacher Support
and Development Process
29
Support and Development
The Rhode Island Model is designed to support teacher development by: Outlining high expectations that are clear and aligned to school, district, and
state priorities;
Establishing a common vocabulary for meeting expectations;
Encouraging student-focused conversations to share best practices, and address common challenges;
Grounding teacher professional development in data-driven collaboration, conferencing, observation, and feedback to meet shared goals for student achievement; and
Providing a reliable process for educators to focus practice and drive student learning.
p. 17
30
Support and Development
Three Evaluation Conferences Beginning, Middle, and End-of Year based on Differentiation
Self assessment (optional) optional reflective process use prior evaluation data to analyze and identify priorities for professional
growth plan
See p. 65 for Conference Planning Tools
31
Support and Development
Professional Growth Plan or Performance Improvement Plan• One professional growth goal required (minimum)• Goal(s) within a plan can span more than one school year, however, the
activities and benchmarks for the goal should be identified for each year• Clear action steps and benchmarks for meeting goal• Aligned to the components within the teacher professional practice or
professional foundations rubric• Mid-Year Conference provides a formal opportunity for the teacher and
evaluator to review the Professional Growth Plan and make adjustments, if necessary
Performance Improvement Plan for teachers rated as Developing or Ineffective, or who are in need of targeted support anytime during the school year
EPSS facilitates the conferencing and goal setting processes, and enables users to upload evidence related to professional growth plan
p. 19Flexibility Factor: Schools and districts may determine that a school-wide approach for one professional growth goal is preferable
32
Support and Development
Professional Growth Plans are one way professional development initiatives can be integrated with educator evaluation
• State, district, school initiatives include: Transition to Common Core Secondary Reform Work Comprehensive Assessment System (CAS) Instructional Management System (IMS) Response to Intervention (RtI) Data systems and data analysis STEM curriculum and assessment Effective common planning time protocols
33
Support and Development
Performance Improvement Plans – Targeted Support
Educators who: receive a final effectiveness rating of Developing or Ineffective, or are determined to be in need of targeted support during the year,
will work with their evaluator to develop a Performance Improvement Plan
Performance Improvement Plans detail the more intensive support an educator will access to improve their practice
Based on expectations established within RI Educator Evaluation System Standards Work with an improvement team More frequent benchmarks, greater monitoring
Districts have flexibility to include additional requirements and expectations beyond RI Model minimum guidelines
34
Session 3 Closure
Stop and Jot
1. Identify any planned (or potential) professional development to be offered in your district or school during 2013-14. Consider all district or school professional development
efforts currently underway or planned for 2013-14. What opportunities can teachers in your school integrate into
their professional growth plan?
2. Think about how teachers can use these professional development opportunities in their professional growth planning.
35
Educator Performance Support System (EPSS)
Session 3: EPSS
Objectives
Evaluators will: Understand the general layout and purpose of the educator and
evaluator dashboards Practice using EPSS as teacher evaluators Understand how multiple data points come together on a Mid-Year
Conference form and Final Effectiveness Rating Report Know how to access the EPSS support options
Day 1 Day 2 Day 3 Day 4
36
Preparing for our next session:
Getting onto EPSS
1. Go to https://ridemaptest.ride.ri.gov
2. Enter your training Username/ Password
Log in as a Teacher
3. Select EPSS (Training Site).
4. Select My Caseload Tab.
37
EPSS Purpose and Background
The purpose of the EPSS is to support high quality evaluation implementation, maximize educators’ time and resources, and provide a single data system for educator evaluation.
Development background
Forms and functionality streamlined
Help resources
p. 10
38
Overview of Your Evaluation Dashboard
39
Professional Growth Plan
40
Student Learning Objectives
**New Procedure for SLO approval**
41
Preparing for our next session:
Getting onto EPSS
1. Go to https://ridemaptest.ride.ri.gov
2. Enter your training Username/ Password
Log in as a Principal
3. Select EPSS (Training Site).
4. Select My Caseload Tab.
42
Overview of Your Caseload Dashboard
43
Same Forms…..New Look…. Better Functionality
44
Beginning of the Year Conference Form
45
Introducing Zero-Instance Components
Zero Instance Components are forms such as• Self assessment• Additional PGG- Professional Growth Goals • Additional SLOS- First two will populate into the evaluation profile• SOO-Student Outcome Objectives if deemed appropriate.• Additional observations if needed• Performance Improvement Plans PIPPrincipal will have access to Zero Instance Components through the Config. Admin tab. How to add zero instance forms:• Config. Admin tab• User Components link • User –type in teacher name shows all of the components assigned to that
teacher. • Change the number using the arrow keys to add a form. Click and this will
automatically add the form to the teacher’s profile.
46
Let’s Add a PGG!
1.
2.
3.
47
Classroom Observation Form
48
Mid-Year Year Conference Form
49
Year-End Scoring Forms
50
Professional Foundations Form
51
Student Learning Objectives Scoring Form
52
Final Effectiveness Rating Report/ End of the Year Conference
53
Performance Improvement Plan –Zero Instance Form
54
Student Outcome Objective-Zero Instance Form
Support ProfessionalOnline Training Modules and Guidebooks available on the RIDE website.
55
Teacher Self-Assessment- Zero Instance Form
56
Uploading Artifacts
57
Uploading Artifacts to EPSS
58
Supports and Resources for EPSS
Resources available include: RIDE EPSS site EPSS Help Sample videos In-person Trainings this summer
59
Running Reports
• Overview of what reports can be run and why.
60
Running Reports in EPSS
61
Caseload Detail View
62
Rubric Explorer Reports
63
Rubric Explorer Reports
64
Trend Explorer Reports
65
Trend Explorer Reports
66
66
Final Evaluation Data Summary Report
67
Session Closure
3 Actions to follow this training:
2 Challenges to anticipate:
1 Possible Solution: