Including Student Growth in Educator Evaluation

Day 3Monitoring and Adjusting

January, 2014

Sessions Addressing Student Growth

• Setting Student Growth Goals (SGGs)

• Monitoring SGGs

• Reflecting and Evaluating SGGs

• Connecting with CCSS, SBAC and other initiatives

Norms of Collaboration

• Pausing• Paraphrasing• Posing questions• Putting ideas on the table• Providing data• Paying attention to self and others• Presuming positive intentions• Anything else?

Intended Outcomes for this Session

• Deepen understanding of Student Growth Goals and Rubrics

• Examine your district’s year-long teacher evaluation cycle to:– determine present status– establish next steps for implementation

• Consider your district’s progress in the Principal Evaluation system– the importance of the principal in the system

• Analyze, in greater depth, your progress in monitoring student growth goals in order to inform next steps

Entry Task - Reflect

1. On your own, write about our last session.– major learnings– action steps you took– clarifications you need

2. Join a job-alike group– Share reflections

3. Back to district group– Share various

perspectives

Another Look at Student Growth Rubrics

• Review SGG Rubrics– Key Features– Analyzing SGGs with the SGG Rubrics• How did the goals writer do?• How could he/ she improve?

SMART Goals

• Consider SGGs in light of SMART Goals– Specific– Measurable– Appropriate– Realistic– Time bound

One District’s Approach

• PSESD Wiki Site

• Example of a “Nested” goal for 4th Grade ELA

• Discuss the approach as a team– What were some key discussion points?

Reviewing the Teacher Evaluation Cycle

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10

Year-Long Teacher Evaluation Cycleg

The Year-Long TeacherEvaluation Cycle

Step One• As a district team, develop a visual depicting your

district’s year-long evaluation and professional growth cycle.

• Include milestone dates/activities such as:• Self-assessment• Goal setting

– Criteria– Student growth goal creation and assessment selection

• Observation cycle (formal and informal)• Data collection (student growth evidence and other evidence)• Summative score and rating

The Year-Long Teacher Evaluation Cycle

Step 2• Discuss these questions:– How are you using eVAL or another management system?

How is your management system supporting the monitoring of the instructional cycle?

– What other forms and tools are you using?– What other forms and tools do you still need to find or

create?– When and how (forms or tools you use) do you monitor

for evidence of student growth? Please highlight or star on your Evaluation Cycle.

Team Sharing Steps

1. Each team shares their visual along with responses to the previous questions.

2. Using the organizer, others record ideas to discuss within own district.

3. Table talk to share ideas to inform your district’s plan.

Table Talk• Back with your team:– Review the ideas you that

you found helpful or interesting.

– Make a list of those things you will explore further for possible use in your own district.

The Principal’s Roles

1. In the Teacher Evaluation cycle

2. In the Principal/ Assistant Principal Evaluation cycle

What does the research say about the importance of the principal as instructional

leader?

The Research

• Recent joint research project between Vanderbilt University and Stanford University, funded by the Institute of Education Sciences revealed . . . Principal time spent directly coaching teachers is positively associated with learning and school improvement, while time spent engaged in informal classroom “walkthroughs” is negatively associated with school improvement, at least in high schools.

Reviewing the Principal Evaluation Cycle

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August/ SeptemberSelf Assessment and Goal

Setting

Sept./ Oct./Nov.Scheduling Monitoring/ Support

ConferencesInitial Conference #1 (Fall)

Dec../ Jan. Feb.Monitoring / Support

Conference #2(Winter)

March/ AprilMonitoring/ Support

Conference #3(Spring)

May/ JuneSummative Conference

Self-Assessment/ Reflection, Personal Goal based on self-assessment/ District Goal based on District context

Ongoing Monitoring and Support - visits, walk throughs and observations

Ongoing Monitoring and Support - visits, walk throughs and observations

Ongoing Monitoring and Support - visits, walk throughs and observations

Ongoing Monitoring and Support - visits, walk throughs and observations

Ongoing Monitoring and Support - visits, walk throughs and observations

Providing continued support, responding to questions where candidate is between two ratings.

Ongoing Monitoring and Support - visits, walk throughs and observations, prepping for summative conf.

Reflecting on goals, progress and next steps. . .

An end-of-year self assessment?

Year -long Principal

EvaluationCycle

g

A Conversation

• What questions might the principal ask the PE teacher about the progress monitoring of his/ her SGG?

• At what points during the evaluation cycle?

• How does this play into the principal’s evaluation (see Criterion 5 on the Leadership Rubric)?

Principal Evaluation Progress Sharing

What’s going well?What do you still need to work on?What are your next steps?

eVAL

• What is new?

Monitoring Student Growth within the Evaluation Cycle

Monitoring Student Growth – Reflect and Share

• Use the Self Reflection Sheet for your role to consider your current progress on monitoring student growth (5 minutes on your own).

• Get in job-alike groups to share your thinking/work regarding (10 minutes)– celebrations for work done– forms or protocols being used– questions still unanswered

• Share aha’s, highlights back in the whole group

For Teachers

• Are all students making progress toward the student growth goal I set for them?– How do I know?

• Who needs more support?– How do I know?

• How do I determine the appropriate approach/intervention?– How do I know?

• What help do I need and where do I find it?• Other questions that need addressing?

For Building Administrators

• Are all teachers/teacher groups monitoring progress towards the student growth goals they set? – How do I know?

• Who needs more support?– How do I know? How do I/we determine the appropriate

approach/intervention? For students? For teachers?• What help do I/we need and where do I/we find it?• How will I ensure they get the support?• Other questions that need addressing?

For Central Office Administrators:As Evaluators of Principals

• How do I ensure that building administrators are:– planning with data?– assisting staff to use data to monitor and adjust

instruction?– connecting student growth to the school improvement

plan?– evaluating staff on effective instruction and

assessment practices?– tracking evidence of student growth – for all and

subgroups?

What could this look like?

• Example of monitoring student growth for a teacher (Teacher and Principal)

• Example of monitoring student growth for a principal (Principal and Evaluator)

Reviewing the Intended Outcomes for this Session

• Deepen understanding of Student Growth Goals and Rubrics

• Examine your district’s year-long teacher evaluation cycle to:– determine present status– establish next steps for implementation

• Consider your district’s progress in the Principal Evaluation system– the importance of the principal in the system

• Analyze, in greater depth, your progress in monitoring student growth goals in order to inform next steps

How did we do?

• Plus / Delta Chart

Plus

Delta

Thank YouNext Meeting . . .

Remember, we will not have a February Session/ it’s Cancelled.Will Meet in March - Bremerton – March 13th and

Port Angeles – March 21st for the Final Student Growth Session, covering:

Finishing Up the YearProviding AssistanceSummative Scoring Review

District Planning

Team Time