oregon city school district professional growth and evaluation august 29, 2011
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OREGON CITY SCHOOL DISTRICT Professional Growth and Evaluation August 29, 2011. Sit with your colleagues from your building. Checking your Memory Give One Get One!. Goals for Building Team Training. - PowerPoint PPT PresentationTRANSCRIPT
OREGON CITY SCHOOL DISTRICTProfessional Growth and Evaluation
August 29, 2011
Sit with your colleagues from your building
Checking your MemoryGive One Get One!
Name one domain/standard in your district’s rubric.
What is one benefit of using a rubric for evaluation?
Share two significant improvements in your new evaluation and supervision system.
List 2-3 burning questions you would like to have answered today!
Goals for Building Team Training
To understand how using rubrics can be a systemic approach to support professional development and a culture for learning.
To know the components of the newsupervision and evaluation handbook
To understand teacher’s role in the process
To apply learnings by designing an introduction of PGE to staff
AGENDA
• Rubrics and effective teaching• Components of the “New” Purple Book• What responsibilities do teachers have?• What responsibilities do administrators have?• Building Planning Time• Next steps…
SB 290By summer 2013:Performance standards with multiple levels of
proficiency for principals and teacher evaluations.
Performance standards must be research-based.Evaluations will be informed by multiple
measures of student achievement.
SB 290By summer 2013:Performance standards with multiple levels of
proficiency for principals and teacher evaluations.
Performance standards must be research-based.
Evaluations will be informed by multiple measures of student achievement.
Effective Rubrics are…..
• Definitions of effective teaching• Based on research
– Human Development Theories– Principles of Learning– Learning Theories and Brain Research
• Research based– Using rubrics improves teacher practice and
student achievement
EVALUATION
Supervision
Professional Conversations:Reflection Coaching
Job embedded professional development
Evidence:Observations
Artifacts
Self-assessmentGoalsPGP
EVALUATION
1.Self-assessment
2.Goals
3.PGP
Evaluation Activities: Formative and Summative
Teachers • Self-assessment• Goals• PGPlans• Observations (6 minis/pilot)• Teaching artifacts:
assignments, worksheets, lesson plans, parent communications etc.
• Professional conversations• Reflection• Summative Evaluation
Administrators• Self-assessment• Goals• PGPlans• Observations (2-3
announced and 2-3 unannounced)
• Professional conversations• Portfolio of artifacts• Survey• Reflection• Summative Evaluation
Understanding Each Domain: Paired Reading
“A” and “B” each read narrative of one domain
“A” summarizes the description“B” gives an example of what this looks like
in classroomSelect next domain and reverse rolesRepeat, switching roles until all domains
read
Discuss learnings and insights!
Getting to Know your Rubric!!
• At your table are statements. Match the statement to the appropriate domain and component.
• Find your elbow partner and compare your answers.
• When partners are finished, pair up with others at your table.
• Compare answers and reach consensus.
Danielson-based:Redmond, Crook Co., Oregon City, Sisters
Domains/Standards Planning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities
Components 22 Components in 4 Domains
Elements Additional descriptors that define component
Levels of Performance 4
Levels of Performance
Exemplary Proficient Basic Does Not Meet Standard
ExemplaryA community of learners
Students assume much resp. for learning and classroom operations
Classroom seems to run itself!
ProficientCompetent
Mastery
Broad array of strategies
Basic
Beg.Understands some concepts, fundamentals
Attempting to use, inconsistent sporadic
Does Not Meet Standard
Unacceptable
Intervention neededDoes not understand fundamentals
The Old and the New Purple Book
OLD
• Goals• PGPS• Formal Observation Cycles• Written Evaluation
NEW• Self-assessment• SMART Goals• PGPS• Mini Observations with
feedback• Differentiated to meet
teacher needs• Self-reflection• Written Evaluation
Formative
Educator• Complete self-assessment• Write goals for PGP• Collect artifacts to
document growth, if appropriate
• Reflect on mini-observations
• Implement PGP
AdministratorMeet with educator to:• Review self-assessment and
PGPConduct mini-observations (6
in pilot year)• Provided feedback following
mini-observations
Differentiated Supervision Cycles2012 - 2013
Initial Supported Independent
Definition Probationary/Temp. Contract not yet proficient in all domains
Contract meeting proficiency on all components
Cycle 1 year 1 year 3 years
Self-assessment Annually Annually Every 3 yearsGoals 2 in growth areas 2 - 1 identified
improvement / 1 improvement, bldg., PLC, Grade or dept.
2 interest
PGP Annually Annually Every 3 years
Self-Reflection Annually Annually Annually
Observations 10 mini annually 10 mini annually 3 mini annually with option for peer coaching
Self-reflection Annually Annually Annually
Summative Eval. Annually Annually Every 3 years
Differentiated Supervision Cycles – Pilot Year 2011 - 2012
Initial Supported IndependentDefinition Probationary/Temp. Contract not yet
proficient in all domains
Contract meeting proficiency on all components
Cycle 1 year 1 year 3 years
Self-assessment Annually Annually Every 3 years
Goals 2 in growth areas 2 - 1 identified improvement / 1 improvement, bldg., PLC, Grade or dept.
2 interest
PGP Annually Annually Every 3 years
Self-Reflection Annually Annually Annually
Observations A Minimum of 6 mini-observations3 completed by 12/153 completed by 3/1
Self-reflection Annually Annually Annually
Summative Eval. Annually Annually Every 3 years
A Minimum of 6 mini-observations 2 completed by – Dec. 152 completed by – March 152 completed by – May 15
Practice Self Assessment
Look at Domain 3.Read each component statement and level of
performance.Assess your proficiency using the levels for each
component.
Identify components that you would like more information about!
Professional Growth Plans
Professional Growth Plan Templates – p. 56
Professional Growth Plan Examples – p. 59
Difference between Formal and Mini -Observations
Formal Observation Cycles(optional unless requested by supervisor or teachers)
• Pre-conference to discuss lesson and class
• Scheduled visitation• Usually a full period or 30-
45 minutes• Post Conference scheduled
after each observation
Mini-Observations• No pre conference unless
requested by admin or educator
• Unannounced visitation• Shorter duration, usually
10-20 minutes• Post conference for two
minis, informal feedback for the rest
Summative Activities
Educator• Self-Reflection on growth• Share artifacts, if approp.
AdministratorMeet with educator to:• Review self-reflection• Summarize mini
observations, observations of other professional practice, review of artifacts
• Assign a rating on each component in domains
Teaching….cannot be considered proficient or exemplary
if students are not thinking or doing the learning themselves.
Deepening Understanding of one Component:
How Does a Teacher Engage?
• Developing a common definition of ‘engaging students’.
• Why engage students?• How often should we engage students?
Engagement at Proficient Level
Oregon City
3 c: Engaging students in learning:
Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.
Element: Activities and Assignments
Most activities and assignments are appropriate to students and almost all students are cognitively engaged in exploring content.
Beyond Definitions: Critical AttributesA• Who can tell me at least
three reasons for the beginning of the Civil War?
• Can I have a volunteer tell me the steps in the scientific process?
B• Each person should write
down three reasons for the beginning of the Civil War. Compare your answers with your elbow partner. When you are done, I’ll call on teams to share answers.
• Using the strips of paper at your table, organize these to show the steps in the scientific process.
Data SetA
• How are you doing with the two processes of mitosis and meiosis. Everybody get it? Any questions?
B
• Think about the differences between the processes of mitosis and meiosis. Be prepared to share your answer with your elbow partner.
More Testers:• Thumbs up if you agree and thumbs down if you disagree . Be
prepared to defend your answer. The US made a good decision to pull out of Vietnam.
• Who can tell me how hailstones are formed?
• Write down in your journal two new ideas learned today. Share one with our neighbor. As you leave, hand your reflections to me.
• Think of the difference between a ligament and a muscle tissue and how the difference effects the type of treatment. (Teacher waits 10 seconds) Mark, share your answer.
What do you notice?
A B1.
2.
1.
2.
Who can?
Everyone should write..
Engaging Students/Activities and Assignments
A B1. Discretionary
2. One by one
1. Mandatory/all
2. Simultaneous
An Old Chinese Proverb
Tell me and I will forgetShow me and I may rememberInvolve me and I will understand
Tell me and I will forget• 5% retention rate after 24 hours
Show me and I may remember• 30% retention rate if use a/v and demonstration
• Involve me and I will understand
• 80% retention with discussion and practice by engagement
Brain Matters: Teaching with the Brain in Mind!!
So, engagement increases rate of learning and retention….
What does the brain research say about the frequency need for student cognitive engagement?
What do you know about teaching with the Brain in Mind?
• By some estimates, 99 % of all sensory information is discarded almost immediately.
• The number of neurons and dendrites in our brains remains the same t/o life.
• Information remains in the working memory of the brain for less than 20 seconds.
• Most HS/Adults can learn from a 20 min. lecture without processing information.
Sight Sensory
Memory
Working (Short-term)
MemoryAdults: __________Students: _________
Long-termMemory
Processing(Elaboration & Organization)
Retrieval
Focus (Initial
Processing)
NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN
Chunking - New Content Doing
Sound
Smell
Taste
Touch
Sight Sensory
Memory
NoveltyIntensity Movement
Working (Short-term)
MemoryAdults: Every 10 minutes + /- 2Students: _________
High School : Every 7-10 minutes
Middle level/Intermediate : Every 5-7 minutes
Primary: Every 2 to 5 minutes
Long-termMemory
Declarative: Rote Rehearsal
Elaborative Rehearsal
Procedural: Discussion,
patterns, Problem-solving
Processing(Elaboration & Organization)
Retrieval
Focus (Initial
Processing)Meaning
and Emotion
NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN
Chunking - New Content Doing
Sound
Smell
Taste
Touch
Engaging Students/Activities and Assignments
Not engaging Engaging
1. Discretionary
2. One by one
3. Long stretches of telling without processing.More than 7 minutes
1. Mandatory/all
2. Simultaneous
3. Throughout the lesson2-5 min. for primary5-7 min inter./ 7- 10 hs/adult
Engaging Students/Activities and Assignments
Not engaging Engaging
1. Discretionary
2. One by one
3. Long stretches of telling without processing.More than 7 minutes
1. Mandatory/all
2. Simultaneous3. Throughout the lesson
2-3 min. for primary5-7 min inter./ 7- 10 hs/adult
4. Processing the learningDoes the engagement activity focus students on the learning?
Engaging Students/Activities and Assignments
Not engaging Engaging1. Discretionary
2. One by one
3. Long stretches of telling without processing.More than 7 minutes
1. Mandatory/all
2. Simultaneous
3. Throughout the lesson2-3 min. for primary5-7 min inter./ 7- 10 hs/adult
4. Processing the learning
Does the engagement activity focus students on the learning?
Content standards, curriculum, learning objective
Say, write, do
Indiv., pairs, groups
Cold CallingProvide rehearsal and practice:IndividuallyPairsPair Up!Table GroupsCOLD CALL: No Hands Raised!!
Quick Review
• At your table is a list of strategies that engage students.
• Circle those you have used in your classroom.
• Select one to share how it was used with the content.
• Select one you do not know to ask your colleagues about.
Teaching Strategies to Engage StudentsDefinition: Teaching Strategies are the activities teachers use in their lessons to engage students so students will process the learning and teachers can assess for learning.
10-2 Rule 3-2-1 Summary4 A’s 60 second power writeAppointment Clock/ Quadrant Partners BingoConcept AttainmentConcept Map Draw, Tell, Listen Entry promptsFind Someone Who Four CornersFrayer ModelGallery Walk Give one Get one Graffiti Inside/Outside CircleJigsaw KWL Mind Map
Numbered Heads Together Pivot A-B Placemat RAFT Response CardsRound Robin/Round Table Say and Switch S-O-S Summary Task CardsThe Final Word Think-Pair-Share Three Step Interview Thumbs up/Thumbs down Ticket out the DoorTraffic Light Value Lines (Birthday line-up, Living Likert) WhiteboardsWrite Around
PIVOT A-B
A• Knee to knee
B• Face to face
Think – Pair – Share1. Think
2. Pair
3. Share
Sum2+2
Product2X2
Difference6-2
Quotient88 divided by 22
4
Place Mat
Say and Switch
• Say
• A begins, B listens• At signal, roles switch andB continues A’s thoughts and adds
A
Switch
B
Questions Main IdeasDiagramsPrompts to help study
WHEN: After class during review
• Cornell Notes– Record:
• Concise • Shorthand• Symbols• Abbrev• Lists
• When: During ClassSummary: Write a brief summary of main ideas. WHEN: After class
60 Second Power Write
Students take notes on this side of thepaper up to the line.
After taking notes for a period of time,Students fold the paper to show just the narrow margin and write a summary for 60 seconds.
After summarizing, they compare with partners or table group.
This part is folded back.
Structures for Grouping • Line-ups• Inside – Outside Circles• Four Corners• Jigsaw• Appointment Clock
(quadrant partners, seasonal buddies)
• Doubling up (teams of 2, then 2 teams combine for 4
Identifying similarities and differences
Summarizing, discussion and note taking
Nonlinguistic Representations
Projects, problems, simulations
Peer Teaching
Venn DiagramsCategorizingConcept Attainment
Cornell Notes10/2 RuleK-W-LGraffitiPlace MatText to Reader connectionsPMI60 second power writeORIDInside/Outside Circles
Graphic OrganizerAdvanced OrganizersMind Maps/webs
Chalktalk/Silent DialogueRole PlaysReal life Problems
Pivot A-BPairs CheckReciprocal teaching
MetaphorsAnalogies
Concept MappingAdvanced Organizers
Mental PicturesDrawing PicturesKinesthetic Activity (TPR)
Games: What is the Question?Name that Category
Three step interviewJigsaw
Graphic Organizers Draw-Write DiagramRoundtable/ Roundrobin 4 Corners
Body RepresentationsGive one/Get one
Say and Switch
Resources• Bennett, B and Rolheiser,C. (2006). Beyond Monet: The
Artful Science of Instructional Integration. Toronto, Ontario: Bookation Inc.
• Marazano, R.J., Pickering, D.J. & Pollock,J.E. (2001). Classroom Instruction That works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Gregory, G.H and Kuzmich,L. (2007). Teacher Teams that Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities. Thousand Oaks, CA: Corwin Press.
Homework
TEACHERS• Try at least one new
strategy.
• Summarize how well it went and challenges experienced in 3-5 sentences.
• Be prepared to share at next faculty meeting.
ADMINISTRATORS for 9/22• Observe in at least two
classrooms• Collect examples of teacher
engaging students
• Bring to next professional development session.
Summary
Name 3 attributes or look-fors for engaging students.
Name 2 reasons for using differentiated supervision cycles.
Name 1 component of mini observation
Preparing the faculty
Preparing the faculty
Supervision - Formative• E: Self-assessment• E: Goals• E and A: Observations
– Mini, short and unannounced• E and A: Instructional
Conferencing– Reflections are key to discussion– Mini prof’l development session– Formative – opportunity to change
Evaluation - Summative• E: Self-reflection on goals,
observations and other professional activities
• A: A summary of observations, artifacts shared, all domains/components rated in evaluation
1. Identify time to present new PGE process2. Overview the ‘new’ PURPLE book3. Explain rubric: domains/components and
levels of performance thru activity4. Share Differentiated Supervision Cycle5. Explain pilot year expectations– 6 minis for all, no differentiation to begin6. Explain how minis differ from formal obs.7. Describe educator’s role: self-assess, goals, PGP, self –reflection8. Describe administrator’s role
Preparing the faculty
Prioritizing Our Work (KSS)
I II
III IV
Must do right now Don’t have to do right now
Important to student learning
Not important to student learning
Burning Questions??
Any unanswered?
Any new?
Feedback
Significant Learnings?
Suggestions?
Questions?