2014 Spring Leadership Retreat – Team Working Conference file2014 Spring Leadership Retreat –...

2014 Spring Leadership Retreat – Team Working Conference Designing and Implementing High Quality Educator Effectiveness Systems!April 8 - 9, 2014 8:30 a.m. – 3:30 p.m. – Day 2 Alaska Staff Development Network and Alaska Department of Education and Early Development

Designing and Implementing High Quality Educator Effectiveness Systems; ASDN/EED Leadership Retreat – Working Conference April 2014; Al Bertani, Retreat Facilitator

Working Conference Design and

Agenda Review Al Bertani

RAPPS Senior Design Consultant


Reflection When you consider your experiences from Day 1 of the Leadership Retreat – Working Conference, what is…

!  One word to describe the work of your team…

!  Two words to describe your concerns/anxieties…

!  Three words to describe the opportunity at hand…

Form a trio with colleagues from other tables – discuss your reflections to the three prompts…


"  Alaska has amazing educators!

"  Now we have a jump start to move ahead

"  We can do this – Let’s figure-out how to involve others

"  Amazing collegiality!!!

"  Importance of collaboration – feeling supported.

"  Effective instruction has to remain at the center

Planning Team Reflections


1.  The LEARNING belongs to you, and it rests largely with you. 2.  Enter into the discussions ENTHUSIASTICALLY!!! 3.  Give FREELY of your experience, but don’t dominate the discussion. 4.  CONFINE your discussions to the task assigned. 5.  Say what you THINK… be honest! 6.  Only ONE PERSON should talk at a time… avoid private conversations

while someone else is talking… 7.  Listen ATTENTIVELY to the presentations and discussions. 8.  BE PATIENT with other participants… appreciate their point of view… 9.  Be PROMPT and REGULAR in attendance. 10.  Place your cell phones on SILENT or VIBRATE to minimize interruptions.

Retreat Norms


1.  To review the statutory and regulatory requirements in anticipation of implementing new plans and processes for educator effectiveness.

2.  To help districts assess and inventory their current progress in planning and implementing the requirements for educator evaluation.

3.  To explore the process of selecting and/or developing an observation tool and outlining plans for piloting the tool with staff.

4.  To review guidelines for selecting measures with a focus on student learning objectives.

5.  To motivate districts into action ensuring a high quality implementation of the educator evaluation process.

Purposes and Agenda

GREEN SHEET

YELLOW SHEET

High Quality Educator Effectiveness Systems

Overall Planning Requirements

Observation Model and Framework

Establishing Student Learning

Measures

Retreat Focus for Designing and Implementing


Session Leads 1.  Taste of Student Learning Objectives (SLO’s) (Getting Started)

Sondra Meredith

2.  Alaskan Examples (Diving into the Data) Bernie Sorenson – NWCC/SERRC, Sean Arnold – Matsu,

Stewart McDonald – Kodiak, Angela and Dan Walker - LKSD

3.  Lessons Learned: District Case Study (Explore a District’s Journey) Team from McMinnville School District

4.  Step-by-Step Process: Developing an SLO (I’m Ready to Put All of the Pieces Together) Hella Bel Hadj Amor, NWCC


Establishing Student Learning Measures

PRINTED IN

COLOR


Desired Outcomes 1.  Review statutory regulations and requirements.

2.  Understand the Student Learning Objective (SLO) approach through an examination of examples.

3.  Understand the range of measures that meet requirements.

4.  Consider priorities for selecting measures and a weighting system for measures.


Session Leads Hella Bel Hadj Amor

NWCC Sondra Meredith

EED

Student Learning Objectives: Recognizing Educators for

the Progress of all Students

April 10, 2014

Structure of the Presentation Measuring

Student Growth Exploring Measuring

Student Growth with SLOs

Developing SLOs

Options Overview Review of an SLO

example and understanding why SLOs

Practical steps

The Challenge: How to Measure Student Learning to Inform Educator Growth

•  Value-Added •  Student Growth Percentiles •  Student Learning Objectives (SLOs)

Measuring Student Growth Exploring Measuring Student

Growth with SLOs Developing SLOs

Value-Added •  District of Columbia •  Florida •  Louisiana •  Michigan •  Minnesota •  New Mexico •  North Carolina



•  Ohio •  Oklahoma •  Pennsylvania •  South Carolina •  Tennessee •  Wisconsin (2017)

Student Growth Percentiles •  Arkansas •  Colorado •  Georgia •  Hawaii •  Indiana



•  Kentucky •  Massachusetts

•  New Jersey •  Rhode Island •  Virginia

Why Not VA or SGPs in Alaska? •  Few teachers are in the tested grades and subjects •  Standardized assessment may not have the required

properties •  The roster verification process is cumbersome •  They are difficult to explain •  Educators want to be help accountable for their students



Student Learning Objectives - What

•  A measure of what educators already do



Student Learning Objectives – What? •  A measure of what educators already do

•  A student learning objective is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students. Student learning objectives demonstrate a teacher’s impact on student learning.



Student Learning Objectives – What? Activity

• Review the SLO in your packet “Student Learning Objective (SLO) Template for Teachers” from Maryland (10 minutes)

• Discuss in pairs (5 minutes) –  What is one thing you like?

–  What is one thing that concerns you?



Student Learning Objectives - Why? •  SLOs describe what educators already do •  Administrators and all teachers can use SLOs •  SLOs connect good practice, student learning,

and support •  Good SLOs are connected to improvement in

practice, data and evidence use, and student improvement



Student Learning Objectives - Why? •  Educators get better at it •  Educators enjoy and value the process •  Educators have a say in the process •  SLOs encourage collaboration



Student Learning Objectives – Where?



District/State Required to Use SLOs Use of SLO Data Austin, TX Teachers and administrators Compensation & Evaluation Denver, CO All teachers Compensation Georgia Teachers in NTGS Evaluation Hazelwood, MO All teachers in SIG schools Evaluation Indiana All teachers in the default model Evaluation Kentucky All teachers Evaluation Louisiana Teachers in NTGS Evaluation Maryland Teachers in NTGS Evaluation McMinnville, OR All teachers Compensation New Haven, CT Teachers in NTGS Evaluation New York Teachers in NTGS Evaluation Ohio Offered for all teachers and principals Evaluation Rhode Island All teachers Evaluation Wisconsin All teachers Evaluation

Source: Lachlan-Haché, L., Matlach, L., Cushing, E., Mean, M., & Reese, K. (2013). Student learning objectives: Early lessons from the Teacher Incentive Fund. Washington, DC: TIF Technical Assistance Network.

Student Learning Objectives – Who?



Increasing Teacher Agency

Increasing SLO Comparability

Type 1 Set by teacher or

teacher team using available

assessments


teacher team using assessment

list or ranking


teacher team using common

assessments

Type 4 Set by local

education agency using common

assessments and common growth

targets

Image adapted from: Lachlan-Haché, L., Matlach, L., Cushing, E., Mean, M., & Reese, K. (2013). Student learning objectives: Early lessons from the Teacher Incentive Fund. Washington, DC: TIF TA Network.

Student Learning Objectives – How?



Source: Lachlan-Haché, L., Cushing, E., & Bivona, L. (2012). Student learning objectives as measures of educator effectiveness: The basics. Washington, DC: American Institutes for Research. Retrieved from http://educatortalent.org/inc/docs/SLOs_Measures_of_Educator_Effectiveness.pdf

Student Learning Objectives – How? •  Including key components •  Checking that it’s all there •  Ensuring the quality of the measure •  Setting targets •  Scoring



Hella Bel Hadj Amor, Ph.D. Practice Expert: Education Policy and Research Voice 503.275.9587 [email protected]

Bernie Sorenson Alaska In-State Lead Voice 907.586.6806 [email protected]

Accountability Accountability

Assessment

Parents & Community

Preparing

College, Career,

& Culturally Ready Graduates

Standards

Support 30

Educator Accountability & Support System

31

Alaska Educator Evaluation System Teacher Accountability & Support Requirements

32

*Two to four valid, reliable measures of student growth including statewide assessments

• Observa9ons (district may select a na9onally recognized framework approved by the department)

• Informa9on from parents, students, etc.

• Other informa9on (as determined by the district)

Informa9on Sources Evalua9on Components Level of Support

Professional Learning Focus for district & teacher. ________

Annual Evalua9on Alterna9ve for the following school

year (as determined by

the district)

District Support OR

Plan of Professional

Growth (op9onal)

Plan of Improvement

Proficient or higher on 7 standards and no unsa9sfactory ra9ngs. __________ Exceeds the districts performance standards (as determined by the district)

Basic on 2 or more standards

Unsa9sfactory on 1 or more standard

Student Learning Standard

Professional Prac9ce

Family & Community

Learning Environment

Assessment

Content Knowledge & Instruc9on

Understanding Student Needs

Differen9a9on Cultural Standards

Performance Ra9ng on each of the eight (8) standards.

• Unsa9sfactory

• Basic

• Proficient

• Exemplary

Alaska Educator Evaluation System Administrator Accountability & Support Requirements

33

Student Learning Data

!  Regulations

!  Recommendations

!  Resources 34


35

What is required?

!  Process to incorporate student learning data into administrator and teacher evaluations

!  Procedures to associate the appropriate student data with the educator

!  Standard for student learning !  Two to four measures of student growth !  Involvement of educators subject to

evaluation system when selecting the measures and establishing the standards

36

Assessment Requirements

!  Knowledge, understanding, and skills

!  Objective, empirical, and valid

!  Measurable gains

!  Standardized and non-standardized

!  Statewide tests, when approved 37

Educator Engagement

Educators subject to the evaluation system must be consulted when establishing standards for student growth and selecting appropriate measures.

38


39

Considerations

40

•  What was the intent of the regulations?

•  How does the new requirements align to the stated purpose of educator evaluation and existing standards?

41

Instead of valid & reliable

Assessments: Reasonable, Creditable & Consistent

Recommendations

42

•  Student Learning Objectives using •  district existing assessments •  teacher teams for selection

(e.g. grade levels and subject areas)

•  use assessment data for historical information to establish baseline

•  Use two measures to start (version 1.0)

Student Learning Objectives (SLOs) provides the framework and flexibility needed to comply with the regulatory requirements.

43

Take advantage of next school year’s no-stakes environment

44 Build & pilot the Student Learning Component

45

Detailed Recommendations Located in the Frequently Asked Questions


46

47

Department & Web Resources

49

•  Assessment Assurance Quality Checklist

•  SLO Template

•  SLO Checklist

EED Contact Information Sondra Meredith, Administrator [email protected] (907) 465-8663

Cecilia Miller, Program Manager [email protected] (907) 465-8703

50

51

Informa9on Sources

Getting Started, Today…

District Resources

!  Culture of Collaboration !  Student Data Access !  Data Informed Decision Making !  Assessment Literacy !  SMART Goals !  Current Assessments

52

Readiness Assessment

53 Complete independently then discuss with a partner.

CHERRY SHEET

Establishing Student Learning Measures: Case Examples


Desired Outcomes for Break-Outs 1.  Learn from differentiated examples about how

districts are establishing SLO’s.

2.  Explore questions about piloting and implementation.

3.  Collect take-aways from the learnings of case study districts.


Session Leads 1.  Taste of Student Learning Objectives (SLO’s) Yukon Room (Getting Started)

Sondra Meredith 2.  Alaskan Examples Susitna Room

(Diving into the Data) Bernie Sorenson – NWCC/SERRC, Sean Arnold – Matsu,


3.  Lessons Learned: District Case Study Kuskokwim West (Explore a District’s Journey) Kourtney Ferrura, Elementary Principal and Kris Olsen,H.S. Principal

McMinnville School District

4.  Step-by-Step Process: Developing an SLO Kuskokwim East (I’m Ready to Put All of the Pieces Together) Hella Bel Hadj Amor, NWCC


LUNCH (Networking Opportunity)

11:45 – 12:45 p.m. Howard Rock Ballroom

A Short Video will begin playing 5 minutes before the afternoon

session begins. Please view it as your prompt that lunch is ending.


Session Leads 1.  Taste of Student Learning Objectives (SLO’s) Yukon Room (Getting Started)

Sondra Meredith

2.  Alaskan Examples Kuskokwim East (Diving into the Data) Bernie Sorenson – NWCC/SERRC, Sean Arnold – Matsu,


3.  Lessons Learned: District Case Study Kuskokwim West (Explore a District’s Journey) Team from McMinnville School District

4.  Step-by-Step Process: Developing an SLO Susitna Room (I’m Ready to Put All of the Pieces Together) Hella Bel Hadj Amor, NWCC

Parking Lot Questions

Wednesday April 9, 2014

Individual District Team Planning: Observation Model and Framework Planning


Desired Outcomes 1.  Plan for implementing a pilot process for

2014 - 2015.

2.  Outline how to move from the pilot to full implementation in 2015 - 2016.

3.  Consider quality assurance issues around collecting and using student data.


Session Lead – ASDN Al Bertani


Tan Sheets

Feedback Round On Observation Model and Framework Planning


Desired Outcomes 1.  Engagement with partner districts using a

structured protocol.

2.  Sharing bold steps in action plan.

3.  Provide feedback and recommendations to partner districts.


Session Lead – ASDN Al Bertani


Each district will have 20 – 25 minutes for their feedback round with their partner districts. Each round will follow the structure outlined below: Step 1 Overview of Action Plan 5 – 7 minutes

(Team Presents) Step 2 Questions for Clarification 5 minutes

(Team Answers Questions) Step 3 Recommendations/Suggestions 5- 7 minutes

(Partners Offer Advice) Step 4 Team Response 3 minutes

(Presenting Team Responds to Advice)

Feedback Round Instructions

Goldenrod Sheet


FEEDBACK ROUND PARTNERS

ROOM/MODEL PARTNER DISTRICTS

Howard Rock Ballroom "(Danielson)"

Table 1- Anchorage and Mat-Su"Table 2 - Fairbanks and Kenai"Table 3 - LPSD-1, Bristol Bay, Valdez-1"Table 4 - Galena, Nenana and Denali"Table 5 - Kuspuk and Yukon Koyukuk"Table 6 - North Slope, Ketchikan, LPSD-2"Table 7 - Valdez -2, AGSD, Yakutat"

Kuskokwim West "(Marzano)"

Table 8 - Copper River, Unalaska"Table 9 - Bering Strait, Nome, Yupiit"Table 10 - Kodiak, SWRBSD"Table 11 - Juneau, Sitka"

Kuskokwim East "(5D+, District Developed and Education Organizations)"

Table 12- LKSD, Chugach, and Dillingham"

Tables 13 and 14 - NEA-Alaska, UAA, UAF, AK Legislature, EED, SERRC, AACP, Ed Northwest, ASDN"


We Invite You to Complete Our Leadership Retreat

Working Conference Evaluation Feedback Form

www.surveymonkey.com/s/AK14

Credit Class Registration: www.regonline.com/effective14

High Quality Educator Effectiveness Systems

Overall Planning Requirements

Observation Model and Framework

Establishing Student Learning

Measures

Retreat Focus for Designing and Implementing

The Mind Shift in Teacher Evaluation: Where We Stand – and Where We Need to Go; Angela Minnici; American Educator; Spring 2014 (Published April 8, 2014)

The Mind Shift in Teacher Evaluation Common Missteps to Avoid

#  Thinking teacher evaluation alone is the silver bullet. #  Inadvertently decoupling teacher evaluation from professional learning.

#  Excluding educators from the work #  Dismissing the importance of building trust.

#  Failing to communicate frequently. #  Communicating the wrong message. #  Underestimating time and resources. #  Not connecting the dots. #  Going it alone. #  Relying on principals to do all of the work.


Acknowledgements Kelly Tonsmeire

Director Alaska Staff Development Network


Session Leads – April 8, 2014 1.  Early Stage E.E. System Development

(I’m Just Getting Started) Bernie Sorenson Yukon Room

2.  Instructional Frameworks: Choosing, Developing, or Adapting (I Need a Refresher about Possibilities) Gerry Briscoe - SERRC, Melissa Linton - Danielson, and Dan Walker - LKSD Kuskokwim East

3.  Observation System Development – Danielson Model (I Want to Explore an Example Deeply) Kenai and Ketchikan School District Teams Kuskokwim West

4.  Building an Aligned System (I’m Ready to Put All of the Pieces Together) Kodiak Island Borough School District Team Susitna Room


Session Leads – April 9, 2014 1.  Taste of Student Learning Objectives (SLO’s) Yukon Room (Getting Started)

Sondra Meredith 2.  Alaskan Examples Susitna Room

(Diving into the Data) Bernie Sorenson – NWCC/SERRC, Sean Arnold – Matsu,


3.  Lessons Learned: District Case Study Kuskokwim West (Explore a District’s Journey) Kourtney Ferrura, Elementary Principal and Kris Olsen,H.S. Principal

McMinnville School District

4.  Step-by-Step Process: Developing an SLO Kuskokwim East (I’m Ready to Put All of the Pieces Together) Hella Bel Hadj Amor, NWCC


Working Conference Planning Team ASDN – Kelly Tonsmeire, Kathy Blanc,

Al Bertani EED – Susan McCauley, Sondra Meredith,

Karen Melin, Cecilia Miller NWCC Office SERRC – Bernie Sorenson

Thank You for Your Participation

If you would like additional information, please feel free to contact:

Al Bertani, RAPPS Senior Design Leader 225 N. Columbus Drive – Suite 6808 Chicago, Illinois 60601 Phone: 312-505-1450 E-Mail: [email protected]

2014 Spring Leadership Retreat – Team Working Conference file2014 Spring Leadership Retreat –...

Documents

Transcript of 2014 Spring Leadership Retreat – Team Working Conference file2014 Spring Leadership Retreat –...