rhode island model academy for personnel evaluating teachers day four
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Rhode Island Model Academy for Personnel Evaluating Teachers
Day Four
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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: EdEval@ride.ri.gov
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Day Four
Data Systems
1. Accessing and Understanding the Data in our Data Systems
EffectiveData-Driven Professional Learning
1. Characteristics of Effective Professional Learning
2. Using Evaluation Data to Inform Professional Learning
3. Lunch
Exploring the Support Professional Model
1. Making Connections and Comparisons
2. Collecting Evidence
3. SLOs and SOOs for Support Professionals
4. Documenting and Feedback
5. Summary
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Warm-Up Activity WHY?
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Warm-Up
Child-centered
Engaged Instruction
Lifelong learning
Collaborative projects
Technology
Emergent Literacy
Critical thinking
Higher-order thinking
Brain-based learning
Authentic assessment
Multiple Intelligences
Photo by Alan Cleaver – Creative Commons Attribution License https://www.flickr.com/photos/alancleaver/4293345631/
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Session One
Data Systems1. Accessing and Understanding the Data in our Data Systems
EffectiveData-Driven Professional Learning
1. Characteristics of Effective Professional Learning2. Using Evaluation Data to Inform Professional Learning
Exploring the Support Professional Model
1. Making Connections and Comparisons2. Collecting Evidence3. SLOs and SOOs for Support Professionals4. Documenting and Feedback5. Summary
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Session Objectives
Describe each component of the model and how evidence is collected.
Explain the changes to the SOO form and quality review tool.
Distinguish between forms and characterize the process of providing holistic feedback.
After completing this session,you should be able to:
EXPLORING THESUPPORT PROFESSIONAL
MODEL
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Who is the Support Professional Model Designed for?
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How was the Support Professional Model designed?
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What is the Process for Full Implementation?
ElementFull ImplementationBeginning 2014-15
Evaluation Conferences
Three evaluation conferences between the support professional and the evaluator (Beginning, Middle, and End-of-Year)
Professional Growth Goals
At least one written at the beginning of the year
Professional Practice and Responsibilities
A minimum of three observations One announced, two unannounced Evidence may also be collected in day-to-day interactions Written feedback required at least three times over course of
the year Student Outcome/ Learning Objectives
Use decision tree to select appropriate combination of Student Learning Objectives and/or Student Outcome Objectives
At least two per support professional (no more than four)Rhode Island Growth Model
Included for Contributing Educators only
Final Effectiveness Rating
Final Effectiveness Ratings will be used as part of the certification renewal process.
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Teacher Model
Support Professional
Model
When is the Teacher Model used instead of the SP Model?
Best used when the primary role of the support professional is classroom instruction. Often a reading specialist or librarian’s day mirrors a classroom teachers.
Used for all support professionals whose primary role is not classroom instruction. Some support professionals may teach but it is a small portion of their role.
LEA Decision
MAKING CONNECTIONS: MODEL COMPARISON
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Support Professional Model Comparison with Current Models
Support Professional
Model
Building Administrat
or Model
Professional Practice
Professional Responsibilit
iesStudent Learning
FER Teacher Model
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Model Comparison
COLLECTING EVIDENCE
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How do I Gather Evidence for Professional Practice?
EvidenceCollectionMethods
Observation
Three Observatio
ns
Natural Setting
Artifact Review
Uploaded by SP
Gathered by
Evaluator
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Observations and Gathering Evidence
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Collecting Evidence
• Take one Professional Practice Component card from the center of the table.
• Take your packet, your card and something to write with.
• Locate your group by the color of your card.
• Find a location to either stand or sit for the next 8 minutes.
• As a group, read through your component card. What are the indicators of this component?
• Think about the 7 specific support professional roles.• Where could you observe this
component?• What artifacts could be used?
• Be prepared to share a brief summary of your component and 1-2 examples you brainstormed.
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What conversations might be important to have during the Beginning-of-Year Conference to plan for observations and evidence collection?
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Discussion Topics to Prepare for Observations
Discuss the support professional’s schedule
Identify suggested times/settings for in-person observation of practice
Discuss how to handle confidential situations/settings
Identify possible artifacts that will also be used to evidence professional practice
SLOS AND SOOS
FOR SUPPORT PROFESSIONALS
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Should the Support Professional I am Evaluating Write SLOs or SOOs?
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Why is the Language Different Between the SOO and SLO Quality Review Tool?
SLO SOO
Priority of Content
• knowledge or skills
• capturing the major content of instructional period
• curriculum-based explanation
• increase access to learning
• capturing critical aspects of the support professional’s role
Rigor of Target • baseline knowledge
• related data
Quality of Evidence
• includes process for safeguards to ensure consistent scoring
• includes strategies
DOCUMENTING AND FEEDBACK
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How Are the Forms Different in EPSS?
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Getting Started for 2014-2015 Full Implementation
Visit RIDE’s Website for resources to help you train and support your support professionals throughout their first year of full implementation.
SOO Samples NewBest Practice ResourcesOnline ModulesOnline Guidebook
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Session Objectives
Describe each component of the model and how evidence is collected?
Explain the changes to the SOO form and quality review tool?
Distinguish between forms and characterize the process of providing holistic feedback?
After completing this session,are you able to:
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Session Two
Data Systems1. Accessing and Understanding the Data in our Data Systems
EffectiveData-Driven Professional Learning1. Characteristics of Effective Professional Learning2. Using Evaluation Data to Inform Professional Learning
Exploring the Support Professional Model1. Making Connections and Comparisons2. Collecting Evidence3. SLOs & SOOs for Support Professionals4. Documenting and Feedback5. Summary
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Session Objectives
Distinguish between RIDEmap, EPSS, GMV, and the Instructional Support System.
Access evaluation and student growth data from EPSS.
Examine and compare growth data using the Growth Model Visualization Tool.
Access attendance, assessment, and enrollment data from the Instructional Support System.
After completing this session,you should be able to:
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What kinds of data do you use
to drive your professional learning opportunities for
your staff?
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RIDE Data Systems
RIDEmap
InstructionalSupport System
GMV
EPSS
InfoWorksThe portal for accessing RIDE’s Data Systems
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EPSSInfoWorks EPSS GMV
Instructional Support
System
•Overview of EPSS
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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.
If you have an EPSS account and have
been assigned a caseload you may log
into your own account.
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Overview of Your Evaluation Dashboard
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Professional Growth Plan
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Student Learning Objectives
New Procedure
for SLO Approval
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Overview of Your Caseload Dashboard
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Beginning of the Year Conference Form
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Classroom Observation Form
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Mid-Year Year Conference Form
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Year-End Scoring Forms
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Final Effectiveness Report
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EPSS Roles
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Adding Forms in EPSS
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System Reports in EPSS
District Configuration Administrator can run district-level reports.
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EPSS Rubric Explorer
1. Set the date span.
2. Choose the evaluation type.
3. Choose the rubric. *Rubrics are for the current year.
4. Click View.
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EPSS Reports
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Final Evaluation Data Summary Report
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Growth Summary Information in EPSS
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Administration View in EPSS
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Teacher View in EPSS
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Interactive Activity
1• Explore the forms in your My Caseload tab and
in the My Evaluation tab.
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• Run a Rubric Explorer Report for Professional Responsibilities scores for the school year and save it.
3• Run a Rubric Explorer Report for Professional
Practice scores for the school year and save it.
Using the directions given to you:
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EPSS Resources on RIDE Website
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30 Minute Lunch Break
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“Great teachers have high expectations for their students, but even higher expectations for themselves.” ― Todd Whitaker
Taylor Mali: What Do Teachers Make?
I'm a Teacher: An Educator's Anthem
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Session Two
Data Systems1. Accessing and Understanding the Data in our Data Systems
Effective Data-Driven Professional Learning1. Characteristics of Effective Professional Learning
2. Using Evaluation Data to Inform Professional Learning
Exploring the Support Professional Model1. Making Connections and Comparisons2. Collecting Evidence3. SLOs and SOOs for Support Professionals4. Documenting and Feedback5. Summary
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InfoWorks EPSS GMVInstructional Support
System
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Interactive GMVT Activity
1
• Search for your school using Performance View. What is the observed growth in math and reading for your school?
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• In Map View, choose another school in your area and compare their scores to your school’s scores.
3• Select Share View and save your report as a PDF.
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• Use the Discover button to explore a group of schools that are like your own. Which school in that grouping had scores comparable to your school’s scores?
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• Use the Discover button to explore a group of schools that are unlike your own. Which school in that grouping had scores comparable to your school’s scores?
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InfoWorks EPSS GMV
Instructional Support System
Every time you hover over an item on the screen and you see a hand or the word More you can dig deeper into the report!
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Instructional Support System
Return to the dashboard.
Go back to previous page.
Find feature for specific text.
Save reports as:
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Instructional Support System
Search by SASID or search by Year, System, School, Grade and Student.
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Interactive Instructional Support System Activity
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•If you are a district administrator, choose a school. •Click on a math proficiency score (Substantially Below Proficient, Partially Proficient, Proficient, or Proficient with Distinction) from there choose a student and review their attendance and academic data.
•How many days was that student absent in the last five years?
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•How has this student historically performed on State Assessments? (If applicable) •Click on one the student’s latest NECAP scores and then click on a percent or raw score. How does that student compare with students in the school, district and state? (If applicable.)
•Scroll down to look at the student’s enrollment history. Has this student had a consistent school/district history?
3
•Click on ‘Information About Your Students’ to return to the home page.•Select Attendance from the Historical Dashboard: Click MORE to Analyze attendance (excused and unexcused daily absences) information by Gender, Race/Ethnicity, Students with Disabilities (SWD), Gifted, Remedial, English Language Learners (ELL), Migrant, or Retained. This information can be viewed as a chart or table.
•Export the report.
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Session Two
Data Systems1. Accessing and Understanding the Data in our Data Systems
EffectiveData-Driven Professional Learning1. Characteristics of Effective Professional Learning2. Using Evaluation Data to Inform Professional Learning3. Lunch
Using Available Resources and Data to Plan Effective Professional Learning1. RIDE Resources2. Make and Take Professional Learning Planning
Educator Evaluation Processes and BA Model Refinements
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Session Objectives
Define characteristics of effective Professional Learning.
Evaluate and prioritize current Professional Learning opportunities to help plan future sessions.
Use evaluation data to plan individual and school-wide Professional Learning.
After completing this session,you should be able to:
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Activity #3
• As a group, brainstorm a list of types of professional learning opportunities your district provides to its educators.
• You may start with the big picture opportunities and add move specific examples as well.
• Write these types on the chart paper provided.
What opportunities does your district provide to help your educators to grow professionally?
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Why are we talking about data, resources, and professional learning?
An educator’s effectiveness is the most important factor for schools in improving student achievement.
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Effective Professional
Learning
Increasing the effectiveness of professional learning is the
leverage point with the greatest potential for
strengthening and refining the day-to-day performance of
educators.
Stephanie Hirsh, learningforward.org
72Adapted from High-Quality Professional Development for All Teachers: Effectively Allocating Resources
Focused
Active
Collaborative
What Is Effective Professional Learning?
Ongoing, Embedded, and Differentiated
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What Is Effective Professional Learning?
• Aligning professional learning activities with data analysis, goal setting, implementation strategies, and monitoring and evaluating improvement can be highly beneficial to administrators, teachers, and students.
• Connecting content to practice: sustained, and content-focused professional development is more effective.
• Align professional learning with the needs of educators.
• To support educators, professional learning must simultaneously cultivate deep content knowledge and build understanding of effective instruction.
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What Is Effective Professional Learning?
• Research has shown that teachers report greater changes in their instructional practice as a result of professional learning activities that involve their active participation and engagement with the work of their peers.
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What Is Effective Professional Learning?
• Collaborative professional learning involves teachers working together to improve teaching and learning.
• Collaborative professional learning engages teachers in teams that work together on a shared learning outcome to learn from and share with each other.
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Activity #3 Revisited
Using the generated list of professional learning activities,
identify whether the activities are one of the following:
Focused (on content and on teaching the content)
Active
Collaborative
Bonus: Draw a circle around activities that are differentiated;
underline any activity that is ongoing throughout the year; and
star any activity that is job embedded.
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What Does Effective Professional Learning Look Like in Practice?
1. Aligned with school goals, state and district standards and assessments, and other professional learning activities including formative teacher evaluation.
2. Data-driven, focused, and specific to educator strengths and needs.
3. Focused on core content and modeling of teaching strategies for the content.
4. Includes opportunities for active learning of new teaching strategies.
5. Provides opportunities for collaboration among teachers.
6. Includes embedded follow-up and continuous feedback.
Effective Professional Learning is:
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One of the most important goals of every professional learning opportunity should be for all teachers to walk out more excited about teaching and more effective tomorrow than they were today. How do we get there?
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Practice Scenario
Goals
1. Summarize evaluation data for individual teachers.
2. Identify patterns in teacher and student performance across the school to inform the allocation of resources.
3. Identify professional learning opportunities.
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Activity #4
Using Summative Evaluation Datafor Individual and School-wide Planning
1. Read the “Ms. Blue, 8th Grade Mathematics Teacher” handout, focusing on the scenario with Ms. Blue and her summative evaluation plan.
2. Answer the guiding questions on the handout.
3. With your partners discuss and outline a professional learning plan for Ms. Blue on your handout.
4. Include the following elements in your plan:
• Professional learning goals• Professional learning activities• Success metrics
5. Chart your plan and be ready to share your great ideas!
Tria
d
Activit
y
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Using Data to Plan for Schoolwide Professional Learning
Goals
1. Identify patterns in educator evaluation data.
2. Discuss possible professional learning opportunities for educators with diverse strengths and needs.
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Activity #5
1. Read the sample School’s Evaluation Data Report.
2. As a table group discuss and share:
• What patterns do you see in the
data?
• Please share how you plan for
Professional Learning Opportunities
in your schools when the data points
are mixed.
Using Data to Plan for School-wide Professional Learning
Group
Activit
y
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Session Objectives
Define characteristics of effective Professional Learning?
Evaluate and prioritize current Professional Learning opportunities to help plan future sessions?
Use evaluation data to plan individual and schoolwide Professional Learning?
After completing this session, are you able to?....
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Checking for Understanding
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Planning for Your New School Year
Goal
• What is one goal that I will set as a result of this training?
Obstacle
• Is there something I need to overcome to accomplish this goal?
Action
• What action step(s) will I take to overcome the obstacle?
Learning
• What is one thing that I learned this week that will help me reach my goal?
Be prepared to share out one thing (goal, obstacle, action or learning) with
the group.
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Exit Survey
https://www.surveymonkey.com/s/academy-2014
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