Rhode IslandInnovation Evaluation & Support

System (RIIESS)for

Support Professionals Fall 2013

History…• RIFTHP worked with labor-management teams from

6 locals (Central Falls, Cranston, Pawtucket, Providence, West Warwick, Woonsocket)

• Received AFT Innovation Grants and US DE i3 Grant and technical assistance from AFT and National Experts

• Piloted RIIESS during Gradual Implementation in 2011-2012

• Submitted Support Professional Rubrics for approval end of 2013 School Year.

• Approved for Gradual Implementation for 2013-2014 School Year for Support Professionals

Effective Educator Evaluation- Research

Six Best Practices1) Annual Processes2) Clear, rigorous expectations3) Multiple Measures4) Multiple ratings5) Regular feedback6) SignificanceI3 Innovation Consortium Processes are aligned with the best practices in the TNTP research.

2013-14 Gradual Implementation for

Support Professionals• The Innovation Consortium has submitted Standard 3

rubrics for support professional groups to RIDE for approval

• District Evaluation Committees (DECs) will determine whether support professionals will be evaluated using the educator rubric or the appropriate support professional Standard 3 option based on assignment

Support Professionals Rubrics

• Instructional Coaches

• Library/Media Specialists

• School Counselors

• School Nurse Teachers

• School Psychologists

• Social Workers

• Speech/Language Pathologists

Support Professionals Rubrics

• Think about how you have been evaluated in the past

• What tool was used?

• What impact did it have on your practice?

Components of Gradual Implementation for

Support Professionals• One Professional Growth Goal• At least one Student Learning Objective (SLO) or

Student Outcome Objective (SOO)• One to two evaluation conferences • One in-person assessment of practice• Evidence may also be collected in day-to-day

interactions• Written feedback at least once over the course of the

school year

Components of Gradual Implementation for

Support Professionals• One Professional Growth Goal• At least one Student Learning Objective (SLO) or Student

Outcome Objective (SOO)• One to two evaluation conferences (may be 3 if SLO/SOO

needs revision• One in-person assessment of practice• Evidence may also be collected in day-to-day interactions• Written feedback is required at least once over the course of

the school year

Writing a Professional Growth Goal

• Brainstorm and write down one aspect of your professional practice that you wish to improve on within this academic year.

• Provide a context/rationale for choosing the goal you have chosen.

• Consider action steps that will help you achieve your goal.

SMART Goal Setting

• Specific – What is it that I want to achieve?• Measurable – How will I know I’ve achieved it?• Attainable – Is the goal realistic?• Relevant - Why am I doing this? Does the

goal address an identified need?• Time Bound - When will I achieve this?

Goal Setting

My goal for today’s session is:

“This group will complete thisprofessional development with a better

understanding of the RIIESS Support Professional Evaluation Model.”

Goal Setting

My goal for today’s session is:

“More than of the group will leave ⅔with an increased understanding of

the RIIC Teacher Evaluation System, based on survey responses.”

Professional Goals

Using the SMART Goal guidance as a guide, rewrite the following goal:

“Communicate better with parents.”

Professional Goals

Using the SMART Goal guidance sheet as a guide, rewrite the following goal:

“Produce a weekly electronic newsletter, with student input, that reaches

90% of my students’ parents.”

Components of Gradual Implementation for

Support Professionals• One Professional Growth Goal• At least one Student Learning Objective (SLO) or

Student Outcome Objective (SOO)• One to two evaluation conferences • One in-person assessment of practice• Evidence may also be collected in day-to-day

interactions• Written feedback is required at least once over the

course of the school year

SLOs & SOOs

• A Student Learning Objective (SLO) is a long-term academic goal set for groups of students.

• A Student Outcome Objective (SOO) is a long-term goal that is focused on an outcome that increases access to learning or creates conditions that facilitate learning

• Both SLOs and SOOs can be set for the school year or an interval of service delivery/instruction appropriate to the assignment

SLO or SOO?

Look at RIDE’s Decision Tree to determine whether to write and SLO or SOO

How to Read the RubricStandard

Component

Elements

Components of Gradual Implementation for

Support Professionals• One Professional Growth Goal• At least one Student Learning Objective (SLO) or

Student Outcome Objective (SOO)• One to two evaluation conferences • One in-person assessment of practice• Evidence may also be collected in day-to-day

interactions• Written feedback is required at least once over the

course of the school year

Conference One

• A pre-conference occurs prior to the assessment of practice

• Look at Standard 1 – Planning and Preparation and your SLO/SOO

• What evidence and “considerations” do you feel that you will share with your evaluator during your pre-conference to inform them about your practice?

Components of Gradual Implementation for

Support Professionals• One Professional Growth Goal• At least one Student Learning Objective (SLO) or

Student Outcome Objective (SOO)• One to two evaluation conferences • One in-person assessment of practice• Evidence may also be collected in day-to-day

interactions• Written feedback is required at least once over the

course of the school year

Support Professionals Rubrics

• Take some time to individually review the Standard 3 rubrics for your discipline

• Mark the rubric with questions and comments

• Work with your colleagues to generate evidence into the Evidence Collection Template

Components of Gradual Implementation for

Support Professionals• One Professional Growth Goal• At least one Student Learning Objective (SLO) or

Student Outcome Objective (SOO)• One to two evaluation conferences • One in-person assessment of practice• Evidence may also be collected in day-to-day

interactions• Written feedback is required at least once over the

course of the school year

Standards 2 and 4 “Considerations”

• Using the “Considerations” document, look closely at each element in Standards 2 & 3

• What evidence might your evaluator gather in support of your effectiveness?

• What evidence might you present in support of your effectiveness?

• This information will be shared at the “focus group sessions in the comings weeks!!

The Summative Conference: Final Rating Calculation

Sources of Evidence to Consider:

• Professional Growth Goal (PGG)• Student Learning/Outcome Objective (SLO/SOO)• Professional Practice

o All evidence from formal observation of practiceo Additional evidence brought by the support professional

Timelines for Gradual Implementation for Support Professionals

• SLO/SOO Due November 8, 2013 and approved by November 15, 2013.

• BOY (Beginning of year) begin week of November 22, 2013.• In-person Assessment begins December 2, 2013 and ends

February 28, 2014.• MOY (Middle of Year) begin week of February 24, 2014 and

ends March 7, 2014. • EOY (End of Year) begin May 5, 2014 and end June 2, 2014.• Evidence collected during the In-person Assessment must be

received within 72 hours of the end of the IpA.• Post-conference within 72 hours of receipt of evidence from

evaluator.

Support…..

• Any questions you have may be directed to me and I will respond in 24-48 hours!

maribeth.calabro@ppsd.org• Teachscape issues email the tech support

email on Teachscape and add Attention: Genaro in the subject line.

Use of Data

• During the 2013-14 RIDE will collect Support Professionals’ final effectiveness ratings for informational purposes only

• The Innovation Consortium will collect data to inform modifications and revisions to the Support Professional rubrics and “considerations”