Rhode Island Model Academy for Personnel Evaluating Teachers

Rhode Island Model Academy for Personnel Evaluating Teachers

Day Three

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Academy Agenda

Day One1. Framing Work and Introduction to Professional Practice Rubric2. Introduction to Online Observer Training (FFTPS)3. Component 2A Training4. Professional Practice Evidence Collection

Day Two1. Understanding SLOs2. Writing Objective Statements 3. Using Baseline Data/Info 4. Deepening Assessment Literacy5. Setting Targets

Day Three1. Practice Observation Calibration Protocol2. Calculating a Final Effectiveness Rating

Day Four1. Understanding the Support Professional Model2. RIDE Data Systems

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Norms

Equity of voice

Active listening

Confidentiality

Usage of parking lot

Respectful/ appropriate

use of technology

Safety to share

different perspective

s

RIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected]

mailto:[email protected]

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Icebreakers IF?

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Session OneRefining Observations

Session TwoQualities of Effective Feedback

Session ThreeProfessional Responsibilities

Session FourSupport and Development

Session FiveFinal Effectiveness Rating

Day Three Agenda

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Session One

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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

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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.”

GATHER & SORT INTERPRET DEVELOP

FEEDBACKDELIVER

FEEDBACK

Refining Observation: Note Taking

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Step 1: Watch video and take notes in preferred format

Step 2: Independently interpret and score evidence (record on individual sheet)

Step 3: Score observation as a small group

Step 4: Whole group discussion about scores and rationale

Mock Observation

Independent Scoring

Group Scoring

Whole Group Conversation

10 min. 15 min. 16 min. 15 min.

Calibration Protocol

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Professional Practice Calibration

http://training2.teachscape.com/web/

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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

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?

Refining Observation Takeaways

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Session Two

Framing

What is one aspect of Dylan Wiliam’s speech that resonates with you?

Dylan William, a formative assessment expert, speaking about educator quality at a conference:

GATHER & SORT INTERPRET DEVELOP FEEDBACK

DELIVER FEEDBACK

https://www.youtube.com/watch?v=eqRcpA5rYTE

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Session Objectives

Understand the difference between observation notes, rationale, and feedback.

Understand the qualities of effective feedback.

Analyze options for delivering feedback.

After completing this session,you should be able to:

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Of those who had received one or more Observations/Site Visits…85% of teachers and 80% of administrators had received their feedback and scores,

compared to 78% and 76% last year.

Actionable66% of teachers and 82% of administrators

felt the feedbackreceived was actionable

Specific77% of teachers and 81% of administrators

felt the feedback received was specific

Helpful53% of teachers and 77% of administrators

felt it would help improve practice

87% of teachers and 96% of administrators made some level of change to their teaching practice as a result of the feedback received, compared

with 66% last year.

Feedback Across the State

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Qualities of Effective Feedback

To be effective, feedback after observations should be: Prioritized Specific Actionable Have a supportive tone Be given as soon after an evaluation/assessment as

possible

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While it is important that the rationale address all components of the rubric, positive and constructive feedback should be focused. Substantial feedback across all or many components is overwhelming to a teacher and does not indicate what is essential or where they should start. Prioritized feedback hones in on the ideas and strategies that are the most important for the educator to continue or adjust to move forward in their practice. PrioritizedAn observation receives 3s on all components of the rubric, but the evaluator highlights the two that are making the biggest impact on student learning.An observation receives a combination of 1s, 2s, and 3s, but the evaluator prioritizes feedback on the components that should be addressed first, even if it is not the lowest score.

Not PrioritizedA teacher gets one sentence of feedback on all components of the rubric. A teacher gets significant feedback on most or all components of the rubric.

1. Does the feedback reinforce the teacher’s strongest practice areas?2. Does the feedback focus on one or two areas for improvement?3. Will the focus of the feedback have the greatest impact on teacher

and student performance?4. Is the feedback appropriate to the context of the classroom?

Prioritized

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Observation Notes

Helps the evaluator capture evidence of the teaching episode to determine scores, write rationale, and craft feedback. The observation notes should focus on the words spoken by the teacher and students, the actions by the teacher and students, and the appearance of the classroom.

Rationale

Helps the educator understand the reasoning for each component score (1-4) by providing evidence and explanation that aligns with a performance-level descriptor.

Feedback

Helps the educator improve their practice by identifying strengths (practices that they should continue) and areas for improvement (changes to their practice that they should prioritize).

Observation Notes, Rationale, and Feedback

How are observation notes, rationale, and feedback different?

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Feedback should be clear, precise, and cite specific examples from the observation. The feedback should directly support the teacher’s practice in the rubric components.

Specific

“You have an effective routine in place so that students know what to do when they finish work early…”

Not Specific

“You have great classroom management…”

1. Are specific examples from the observation cited throughout the feedback?

2. Is the feedback aligned to the practice rubric?

Specific

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Effective feedback includes actionable next steps that the teacher may use to improve their practice in the immediate future. Actionable feedback provides resources or strategies to implement into practice and offers the teacher a clear picture of what this would look like in his/her classroom.Actionable

In this lesson, it was unclear if students knew the purpose of the lesson based on the questions they were asking. Identify and communicate a clear lesson objective for students stating what they will be learning and why. Post the objective on the board so students can see it, introduce the objective at the beginning of the lesson, and refer to it throughout. Make sure that each activity helps students reach the objective.

Not Actionable

In this lesson students didn’t know the purpose of the lesson based on the questions they were asking. Make sure the objective is clear to students.

1. Does the feedback include action steps that offer the teacher a clear picture of what this would look like in his/her classroom?

2. Is the feedback feasible to implement successfully in the near future?

3. Does the feedback include resources or strategies the teacher can utilize?

Actionable

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Rationale

Feedback

1. Open with positive reinforcement a. Target 2-4 specific areas of the teaching episode that you

want to encourage the teacher to continue in their practice.

b. Be specific and reference examples from the rationale to make the feedback concrete.

2. Then offer constructive feedbacka. Hone in on 1 or 2 areas to give prioritized and actionable

feedback.b. Explain why this is a priority to focus on and suggest

strategies or resources the teacher could employ moving forward.

Each component has a couple sentence description with specific evidence from the observation explaining the rationale for each score. The language clearly connects back to the rubric performance level descriptors.

Feedback Model

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Constructive Feedback:

During your lesson most questions asked were either knowledge or comprehension questions, students were not challenged to explain their thinking and had very little opportunity to discuss their ideas with each other. Challenge students to think critically and engage in discussion with their peers throughout the lesson . In order to do this you should prepare questions that require higher-order thinking such as analyzing, synthesizing or evaluating when prepping your lesson. In addition, have students explain their answers when appropriate and allow students to challenge each other’s responses in order to promote student dialogue. Attached is a link to several resources on Bloom’s Taxonomy that could help you to create your questions: http://www.bloomstaxonomy.org/ Ask yourself: “How do I create opportunities for students to think critically and challenge each other’s thinking?”

Prioritizes one area.Identifies the

aspect that can be improved.

Articulates what this aspect should look or sound like instead.

Offers action steps for the teacher to achieve the desired outcome.

Connects the teacher with a resource that could help them in their action step.

Ends the feedback with a guiding question for the teacher to use as a frame for their development.

Feedback Model

http://www.bloomstaxonomy.org/

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Positive Reinforcement:

This lesson shows you have established a positive culture for learning. Your students demonstrated a strong effort and consistent commitment to learning the material. Additionally, your enthusiasm for the content, and insistence that all students learn the key concepts added to the positive culture (2b). In this lesson classroom procedures and routines were executed consistently by students which helped to maximize instructional time. It was clear that students knew what was expected of them. Transitions were smooth and you were able to call students quickly back to attention when transitioning between activities with your verbal cue (2c). In this lesson you use voice and presence to maintain authority and convey caring for students. Students were well behaved throughout the lesson. Students followed directions the first time and demonstrated a clear understanding of behavioral expectations and rules through their actions throughout the class. Interactions in the classroom were positive throughout the lesson (2d).

Identifies three areas with specific examples where the practice is strongest and the teacher should continue. All relate to rubric components.

Feedback Model

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Using the Feedback Quality Review Tool

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Think

• Looking at the year ahead, how do you plan on improving your feedback to educators?

Pair• What I learned from my

partner:

Share• What I learned from my

group:

“If we want students to learn more, teachers must become students of their own teaching. They need to see their own teaching in a new light. Public school systems across the country have been rethinking how they describe instructional excellence and let teachers know when they have achieved it. This is not about accountability. It’s about providing the feedback every professional needs to strive toward excellence.”

-Tom Kane, MET Project

Think-Pair-Share

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RIDE Resources

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Session Three

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Understand the architecture and scoring method of the Professional Responsibilities Rubric.

Differentiate between various levels of performance on the Professional Responsibilities Rubric.

Create a takeaway list of site-specific evidence to share with your school team.

Understand how the RI Model supports the development of educators.


Session Objectives

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Final Effectiveness Rating

Professional Practice

Professional Responsibilit

ies (8 components

)

Student Learning

Evaluation Criteria

Professional Responsibilities

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GATHER & SORT INTERPRET DEVELOP

FEEDBACKDELIVER

FEEDBACK

Differences between Professional Practice and Professional Responsibilities

Professional Practice Evidence collected during

classroom observations Scored during classroom

observations

Professional Responsibilities Scored based on evidence

collected throughout the year. A few components may benefit

from artifact review

Thinking Behind the Rating

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Professional Responsibilities

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Domain and

ComponentComponent

DescriptionElements

and Indicators

Performance Level

Descriptions

Critical Attributes

Possible Examples

Professional Responsibilities Architecture: Rubric Structure

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Review component

independently

Discuss and chart your analysis

Share with the larger

group

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 component2. The elements of this component3. Critical attributes – the type of evidence that will be noted

for this component4. Possible examples or artifacts– generate a list of potential

evidence that aligns with this component

15 min. 20 min.

Analysis of One Component

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Review the Case Study Profile

Note where evidence supports

particular PR components

Review the annotated profile

to compare component alignment.

Objective

1. Align evidence with components

2. Based on evidence collected, assign component ratings

10 min. 10 min.

Scoring Part 1: Case Study Teacher Profile A

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Review additional evidence such as a lesson plan or a professional growth plan

In groups, select a rating for each assigned PR component based on the evidence

provided

In your group, chart the PR components , your ratings, rationale, and feedback you

would provide

Group share

Scoring Part 2: Case Study Teacher Profile A

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Session Four

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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.

Support and Development

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Three Evaluation Conferences Beginning, Middle, and End-of-Year

Self assessment (optional) optional reflective process use prior evaluation data to analyze and identify priorities for

professional growth plan


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Professional Growth Plan or Performance Improvement Plan One professional growth goal required (minimum) –FULL EVALUATION- 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

Flexibility Factor: Schools and districts may determine that a school-wide approach for one professional growth goal is preferable


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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 Support System Response to Intervention (RtI) Data systems and data analysis STEM curriculum and assessment Effective common planning time protocols


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Performance Improvement Plans – Targeted Support Educators who:

1) Receive a final effectiveness rating of Developing or Ineffective or 2) 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, these educators will:1. Work with an improvement team.2. Require more frequent benchmarks and greater monitoring.

Districts have flexibility to include additional requirements and expectations beyond RI Model minimum guidelines.


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• Identify any planned (or potential) professional development to be offered in your district or school during 2014-15.

• Think about how teachers can use these professional development opportunities in their professional growth planning.

Stop and Jot

Reflect

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Session Five

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Session Objectives

Understand how a teacher’s final effectiveness rating is calculated.

Understand the role of the Educator Performance and Support System (EPSS) in calculating a teacher’s final effectiveness rating.


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Professional Foundations

Student Learning

Evaluation Criteria


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What questions do you have about how to calculate a final effectiveness rating?

Turn and Talk

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Educators will receive one of four Final Effectiveness Ratings: Highly Effective, Effective, Developing, or Ineffective

Professional PracticeRating

Professional Responsibiliti

es RatingStudent Learning Objective Rating

RI Growth Model Rating

(when applicable)

PP and PRScore

StudentLearning

Score

Final Rating

Calculating a Final Effectiveness Rating

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Calculating a Final Effectiveness Rating and EPSS

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(when applicable)

PP and PRScore

StudentLearning

Score

Final Rating

Step 1: Calculate a Professional Practice Rating

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Component

Observation 1

Observation 2

Observation 3 Average

2A 2 3 3 2.72B 2 2 2 2.02C 2 3 3 2.72D 2 3 3 2.73A 3 2 2 2.33B 2 3 4 3.03C 2 2 3 2.33D 2 2 2 2.0

TOTAL 20

Professional Practice Rating Example

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Professional PracticeRating Score

Exemplary 29-32Proficient 22-28Emerging 15-21

Unsatisfactory

8-14

Professional Practice Scoring Bands

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(when applicable)

PP and PFScore

StudentLearning

Score

Final Rating

Step 2: Calculate a Professional Foundations Rating

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Component Score

PR1 2PR2 2PR3 2PR4 2PR5 2PR6 3PR7 2PR8 2

TOTAL 17

Professional Responsibilities Rating Example

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Professional Responsibilitie

sRating ScoreExceeds

Expectations

21-24

Meets Expectatio

ns

16-20

Does Not Meet

Expectations

8-15

Professional Responsibilities Scoring Bands

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(when applicable)

PP and PRScore

StudentLearning

Score

Final Rating

Step 3: Combine Professional Practice and Professional Responsibilities

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Matrix Used forAll Educators


Exemplary Proficient Emerging Unsatisfacto

ry

Professional

Responsibilitie

s

ExceedsExpectation

s4 4 2 2

MeetsExpectation

s4 3 2 1

Does Not Meet

Expectations

2 2 1 1

Professional Practice & Professional Responsibilities Matrix

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(when applicable)

PP and PRScore

StudentLearning

Score

Final Rating

Step 4: Calculate a Student Learning Objective Rating

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Student Learning Objective Scoring Lookup Tables

SLO 1 SLO 2 Final

Exceeded ExceededExceptional Attainment

Exceeded Met Full AttainmentExceeded Nearly Met Full Attainment

Met Met Full AttainmentMet Nearly Met Full Attainment

Exceeded Not Met Partial AttainmentMet Not Met Partial Attainment

Nearly Met Nearly Met Partial AttainmentNearly Met Not Met Minimal Attainment

Not Met Not Met Minimal Attainment

SLO Scoring Lookup Table for 2 SLOs

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Exceptional Attainment (4)

Full Attainment (3)

Partial Attainment (2)

Minimal Attainment (1)

Sets of Student Learning Objective Ratings

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(when applicable)

PP and PRScore

StudentLearning

Score

Final Rating

Step 5: Rhode Island Growth Model Rating (when applicable)

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Step 6: Determine an Overall Student Learning Score

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Step 7: Combine Scores to Determine a Final Effectiveness Rating





(when applicable)

PP and PFScore

StudentLearning

Score

Final Rating

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Final Effectiveness Rating Matrix

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Reflection

#RISummerTraining

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Rhode Island Model Academy for Personnel Evaluating Teachers

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