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Transforming Professional Learning through the Use of Educator Evaluation DataCatherine Barbour, Angela Minnici & Elizabeth Witt
February 2015
Copyright © 2014 American Institutes for Research. All rights reserved.
Welcome, Introductions, and Agenda
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The mission of the Center on Great Teachers and Leaders (GTL Center) is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.
Mission of the Center on Great Teachers and Leaders
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Comprehensive Centers Program2012–2017 Award Cycle
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Session Purpose and Overview
Goals:
• Explain how teacher evaluation data informs professional learning.
• Practice analyzing teacher evaluation data to inform professional learning at the school and individual teacher level.
• Discuss the challenges and opportunities for using evaluation data to inform professional learning.
Session Overview
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Definitions and Assumptions
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What Is Effective Professional Learning?
Adapted from High-Quality Professional Development for All Teachers: Effectively Allocating Resources (http://www.gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf)
Ongoing, Embedded, and Differentiated
CollaborativeFocused Active
Shared Definitions:Evaluation Data Use Cycle
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Self-Reflection and Goal Setting
Formative Evaluation
Summative Evaluation
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Evaluation data provide evidence of individual teacher practice and performance collected throughout the evaluation cycle.
Characteristics of evaluation data are as follows:• May be quantitative (numbers) or qualitative (narrative statements).
• May include inputs (teacher actions and behaviors) and outcomes (student learning).
• Can be aggregated to the school, district, and state levels for further analysis.
Shared Definitions: Evaluation Data
Shared Definitions: Evaluation Data
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Data Sources Evidence/Data Element Examples
Summary Data
Rubric-based observations of practice
Percentage of students on task Number of higher order questions Narrative descriptions, running
records
Practice ratings
Artifacts Unit plans Classroom newsletter Student behavior plan Team action-planning protocol
Professionalism/ practice ratings
Assessments of student learning
Student work portfolio Standardized tests Student performance
assessments
Student learning objectives
Value-added measure scores
Student/parent perception surveys
Mean standard scores Perception scores
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How Evaluation Data Inform Learning
Teacher Evaluation Data
Self-ReflectionProfessional
Learning
Teacher Evaluation Data
Formative FeedbackProfessional
Learning
Teacher Evaluation Data
Strategic PlanningProfessional
Learning
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Setting a Professional Learning Vision
Integrating Professional Learning and Evaluation
Evaluation Process • Collecting and
Analyzing Data• Reflecting• Giving and
Receiving Feedback
• Goal Setting
Shifting Perspectives: Integrating Evaluation and Professional Learning
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Professional Learning & Growth
Professional Learning Opportunities • Practice
Frameworks• Instructional
Coaching• Using Data
Essential Conditions for Creating a Culture of Data Use and Professional Learning
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Structural?
Cultural?
Technical?
Fiscal?
Structural: The policies, programs, practices and structure that need to be in place
Cultural: The necessary climate or attitude, including changes in culture, to be successful.
Technical: The technical aspects—skill, expertise, content knowledge—that are necessary to get this work done
Fiscal: The financial supports necessary to do this work or the costs associated with doing this work
Essential Conditions Definitions
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Using Summative Evaluation Data for Individual and Schoolwide Planning
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Goals:• Summarize evaluation data for individual teachers.
• Identify patterns in teacher and student performance across the school to inform the allocation of resources.
• Identify professional learning and career opportunities.
Activities:• Analysis of individual teacher evaluation data to determine final rating(s)
• Conversations between the teacher and evaluator about performance trends and patterns
• Connection of resources, supports, and opportunities for the next evaluation cycle
Summative Evaluation
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Read Handout 4, focusing on the scenario with Ms. Blue and her summative evaluation plan.
Answer the guiding questions in Handout 4.
Outline a professional learning plan for Ms. Blue on your chart paper.
Include the following elements in your plan: • Professional learning goals
• Professional learning activities
• Success metrics
Activity: Using Data to Plan for Differentiated Professional Learning
What should Mrs. Blue’s primary professional goals be for the school year?
In what key professional development activities should Mrs. Blue participate in to meet those goals?
How can the success of the professional learning activities be assessed?
Guiding Questions
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School-Wide Professional Learning Planning
Review Handout 5. As a table group, read the summary
ratings data for Orange School. Discuss and share:
• What patterns do you see in the data? What are Orange School’s greatest areas of need?
• Based on these data, what professional learning activities would you include in a schoolwide professional learning plan?
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Ensure that all teachers have a well-planned system of support or goals in place that align to district initiatives, goals of the School Improvement Plan, and Teacher Evaluation Standards
Identify the tiered level of support needed by each teacher and specific support steps to be taken by the evaluator, school based instructional coach, and teacher
Regularly track the progress of each teacher in alignment with the district/school evaluation system in order to determine effectiveness of the support plan and/or modifications to the support needed for the teacher
Aggregate relevant evaluation, coaching, and professional growth data to assist administrators in staff planning issues such as tenure, teaching assignments, leadership opportunities, retention, and more.
Teacher Development Dialogue Tool
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Prior to meeting
• Each administrator or designee should add his/her assigned teachers to the tool and provide updated information for the customized columns.
• Team members should come to each Teacher Development Dialogue meeting ready to discuss the current status of support provided and progress made by each teacher.
Participate in quarterly meetings (90 minutes to 2 hours)
• Team members should discuss progress and existing support of teachers in order to determine continued plan of support.
Between quarterly meetings
• Administrators should observe and meet with teachers and coaches to discusses progress and provide specific feedback.
• Instructional coaches should support teachers according to the TDD plan.
Process: Teacher Development Dialogue Tool
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What summative data are typically collected? Which of these data are easiest to measure or aggregate? Which data provide the most insight into teaching and
learning?
Using Summative Data
Teacher Evaluation Data
Strategic PlanningProfessional
Learning
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Teacher evaluation data help ensure better allocation of resources, including teacher time.
Human judgment is an inevitable—and critical— piece.
To fill in the gaps around the data, those closest to the work of teaching and learning should be included in the planning.
Necessary conditions for teacher learning must exist.
Professional learning is high stakes!
Principles of Effective Planning Using Evaluation Data
Essential Conditions for Effective Data Use for Planning/Assessing Professional Learning
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Structural?
Cultural?
Technical?
Fiscal?
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Challenges in Creating Systems of Professional Growth
Differentiating high-quality professional development for all teachers
Mixed evaluation data Costs of high-quality professional development Evaluating the effectiveness of professional development Funding Time
Challenges in Creating Systems of Professional Growth
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Differentiating high-quality professional development for all teachers• Diverse teacher needs and student populations
• Sustaining professional development over time
• Varied preparation programs and experiences
• Contract hours
Differentiating Professional Development for all Teachers
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A. Collect more data.
B. Consider the (data) source.
C. Dig deeper into the data—what aspect of performance is really reflected in the numbers?
D. Provide professional learning to address identified areas for improvement even if some of the data indicate that the teacher does not need it.
E. All of the above
F. Other
What Should You Do When the Data Are Mixed? (Choose the best answer.)
Cost considerations• Teacher time for professional development
• Training and coaching
• Administration of professional development
• Materials, equipment, and facilities
• Travel and transportation
• Tuition and conference fees
Calculating Costs
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Implementation fidelity• Teacher participation
• Level of implementation support
• Addressing implementation challenges
Impact evaluations• Short-term outcomes
• Long-term outcomes
• Different resources may be required
Cost-benefit / cost-effectiveness analysis• Calculate costs of professional development and identify short- and long-
term outcomes
Evaluating Professional Development
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GTL Center Resources
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Building Capacity in High-Need Areas: Professional Learning Modules
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Designed to support regional center and state education agency staff
Written by veteran technical assistance providers
Content-rich train-the-trainer materials
Adaptable and customizable to state and district needs
www.gtlcenter.org/technical-assistance/ professional-learning-modules
Download the materials at
Building Capacity in High-Need Areas: Professional Learning Modules
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Each module includes
Facilitator’s guide
Slide deck
Sample agenda
Handouts
www.gtlcenter.org/technical-assistance/ professional-learning-modules
Download the materials at
In this module, participants
Learn about the SLO Cycle
Review state approaches for creating SLO guidance
Practice writing and reviewing SLOs
Discuss SLO technical and implementation challenges
Introduction to Student Learning Objectives
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The Creating Coherence PLM allows participants to
Identify connections between CCSS, their instructional framework, and PD plans
Identify gaps in support for teachers’ instruction for CCSS
Plan concrete steps to strengthen connections and address gaps
Creating Coherence: Connecting Teacher Evaluation and Support Systems to the Common Core
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This PLM supports participants in
Learning how to use teacher evaluation data for self-reflection and formative feedback
Practicing using evaluation data in planning for professional learning
Exploring steps for establishing structures that support evaluation focused on professional learning
Using Teacher Evaluation Data to Inform Professional Learning
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The SEL module encourages participants to
Deepen their knowledge and skills to integrate SEL into policy and practice
Connect SEL, CCSS, teacher evaluation, and professional learning
Learn strategies to help teachers reflect on SEL in the classroom
Social and Emotional Learning in the Daily Life of Classrooms
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This module enables participants to Develop a comprehensive plan
for preparing ALL educators for implementing evaluation
Support evaluators in developing accurate and reliable evaluation skills
Support evaluators in developing strong coaching and feedback skills
Preparing Educators for Evaluation and Feedback
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Understanding Teaching Conditions
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This module, designed in collaboration with the New Teacher Center, helps participants Learn how teaching conditions at the state,
district, and school level can create a more positive teaching and learning environment
Understand how to use teaching conditions data to improve educator effectiveness
Explore resources that support effective school improvement planning based on teaching conditions data
Reflection and Wrap-Up
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Closing the Loop
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Focused Active Collaborative
Ongoing, Embedded, and Differentiated
It’s Not Just About … It’s Really About ...
Including student data in the evaluation system
Analyzing the results in relation to specific teaching and leadership practices
Conducting frequent, reliable observations
Meaningful, actionable feedback and conversations about how to grow
Rating teachers with a summative rating label
Linking evaluation results to career paths, opportunities, and systems of support
Linking Educator Evaluation and Professional Learning
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Additional Resources
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What Resource Topic or Title Where It’s Available
Self- Assessment
Teacher Evaluation Self-Assessment Information and Process
http://www.doe.mass.edu/edeval/training/modules/M3.pdf
Formative Evaluation
Carnegie Foundation: Feedback Conversation Protocol
http://commons.carnegiefoundation.org/wp-content/uploads/2013/08/BRIEF_Feedback-for-Teachers.pdf
Formative Evaluation
Institute of Education Sciences: Structuring Data-Informed Conversations
http://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2013001.pdf
Summative Evaluation
Observation Data Collection Tool http://bloomboard.com/schools
Publication Generating Teaching Effectiveness: The Role of Job-Embedded Professional Development in Teacher Evaluation
http://www.gtlcenter.org/sites/default/files/docs/GeneratingTeachingEffectiveness.pdf
Publication High-Quality Professional Development for All Teachers: Effectively Allocating Resources
http://www.gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf
Publication Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning
http://www.gtlcenter.org/sites/default/files/docs/LinkingTeacherEval.pdf
Advancing state efforts to grow, respect, and retain great teachers
and leaders for all students
www.facebook.com/gtlcenter
www.twitter.com/gtlcenter
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More questions?Contact the GTL Center!
1000 Thomas Jefferson Street NWWashington, DC [email protected] | www.air.org