MSFE TEPG Module 12

Overview of the TEPG Summative Process

Module Outcomes

Participants will:

• Recognize the path leading to the Summative Conference• Review the types of evidence and how it is collected• Use strategies for organizing and analyzing the observation

evidence for the summative conference.• Identify leadership actions and structures in the school

environment that support the teacher evaluation process

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Benefits of Informal Observations

Principles of informal observations

What does it mean for this principle to be present?

How does this principle support the improvement of teaching and learning?

Frequent • Practice is observed multiple times throughout the year

• Evaluators get a better sense of a teacher’s everyday practice

• Evaluators have a better sense of practice school-wide

• Frequent observations throughout the year yield a more accurate and comprehensive picture of practice

• Frequent observations help evaluator see trends and patterns in practice, which then helps them shape better feedback and identify evidence of improvement

Focused• Evaluators can focus on a teacher’s goal

areas

• Each observation looks at a few targeted areas, not the full TEPG rubric

• Observations that focus on an individual educator’s goals or specific areas of practice result in more targeted, actionable feedback.

Varied (observations inside and outside the classroom)

• Observations include the full range of a teacher’s practice, not just in the classroom

• Evaluators can observe educators in other settings, such as PLC and team meetings, or student support in non-classroom settings

• Observation evidence from varied settings results in a more comprehensive picture of practice and helps the evaluator engage in more informed conversations about practice and resources with the educator.

Useful and Timely Feedback • Teachers get feedback shortly after the

observation

• Feedback identifies specific ways to improve their practice

• Evaluators can return to classrooms and look for improvement in teacher practice

• Feedback that is timely and targeted facilitates immediate changes in practice that can have a direct effect on instruction and student learning.

Why are both formal and informal observations essential components of the summative evaluation?

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Preparing for the Summative Conference – Teacher Observations

The following is suggested step-by-step guidance for evaluators to organize, review and analyze collected evidence that inform teacher summative performance ratings.

Step 1: Gather, organize and analyze evidence1a. Align evidence to each standard indicator. Group the evidence you have collected from time in the classroom, conferences and everyday interactions with the teacher into the standard indicator areas of performance described by the TEPG Rubric.

1b. Be consistent in gathering, recording and sharing detailed, factual evidence. Capture enough detail to accurately but succinctly describe the event, interaction or behavior. Share the formal observation summary or informal observation notes with teachers throughout the year so that the information can be used as a basis for changes in practice.

1c. Sort the evidence by standard indicator to determine where more information is needed. As the year progresses, gaps in evidence coverage across standard indicators may emerge. If the evidence collected is organized by standard indicator after each interaction, any missing evidence will become apparent. Keep these standard indicators in mind during future interactions with the teacher, since all are important for effective teaching practice.

Step 2: Determine an overall performance rating2a. Read all of the evidence collected considering all evidence from the year, paying attention to trends.In order to issue a teacher’s final performance rating for the year, return to the ongoing body of collected evidence rather than just the performance ratings from the formal observation. Review the teacher self-evaluation. Use the evidence in each standard indicator across the entire year, taking into account observations, conferences and daily interactions. During this step, it is particularly important to consider trends in the teacher’s performance over time. Was the teacher consistent in his or her practice? Did he or she improve or did the teacher decline in one or more areas? For example, if a teacher talks about wanting to improve an instructional technique in a pre-conference, demonstrates improvement using that technique in the formal classroom observation and shows ongoing effective use in informal follow up observations, that teacher is displaying a pattern of improvement and consistency in practice. Note these patterns and take them into consideration when determining a rating.

2b. Compare the evidence and patterns to the performance descriptors. Start by re-reading all of the effective performance descriptors in a standard area. Does the evidence exemplify this level of performance? Whether yes or no, look at the Distinguished or Developing performance level descriptors as well to decide if either of them better aligns with the available evidence. If the developing descriptor seems to be an appropriate match to the evidence, also read the ineffective descriptor carefully to consider whether any evidence is at this level. Sometimes there will be evidence of different indicators at different levels. Look for where the preponderance of the evidence is in determining a performance level.

2c. Repeat the process above for each standard indicator and then consider the overall performance across standard areas. Once you determine a rating for each standard indicator based on the available evidence from multiple interactions, look at the larger picture of performance across all standard indicator areas including the teacher self-assessment in determining an overall rating for the observation component of the TEPG process.

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Reviewing the Evidence Activity

Below is a sample of evidence collected for Core Propositions 1-3 throughout the year for a 6th grade science teacher created for the purpose of this simulation activity. Review the evidence summary and the teacher self-evaluation (pages 9-10) to determine a preliminary summative performance level for each standard indicator. Summarize the strengths and growth areas for each Proposition on pages 11-13. Teacher: Mr. Jones 6th-grade science ABC Middle School

Professional Growth Goal: To learn and apply strategies to differentiate the instruction in my classroom to ensure access to the learning target for all students (TEPG Rubric: 1.1, 1.2, 3.2 and 3.3)

Formal observation – Oct 4, 2015 9:00-9:45 AMObjective: Students will be able to:

Explain what chemical and physical properties are. Identify signs of chemical and physical changes. See how these changes occur in everyday life

S.I. Scores from baselineformal observation 10/4/2015

Evidence summary of principal observations

Proposition 1

1.1 2 10/4/2015 – Teacher is aware of students’ needs and interests but taught to the whole group lesson with little to no differentiation. Informal observations10/28/15 – Teacher worked with the English learner support teacher and developed an organized chart of student English proficiency levels and used this information to structure partner and small group work using strategies to support English language development11/5/15 –Students were in a whole group as Mr. Jones modeled a reading strategy for finding evidence in the text, checked for understanding and then had students begin to work individually. He asked four of the students to form a small group so he could provide additional support in reading the text.1/8/16 – Mr. Jones had partnered students so that one partner was at a higher level of English proficiency.2/26/16 – The English learner support teacher was in the room working with a small group while the teacher monitored the rest of the class. She pointed out that while they were working on the same learning target some of the students had been given a less complex text.4/2/16 – Examples of student work show evidence of all students working at higher levels of thinking with work differentiated for students working at beginning levels of English proficiency. The teacher and EL support teacher were each supporting a small group of students needing extra support. The rest of the class was working independently. Some students finished quickly and were not sure what to do next. Attempts are being made to provide more support for struggling students but those working at the high end are often not working on more complex content using a variety of resources to move their learning forward

1.2 3 10/4/2015 – Teacher began by reviewing previous learning and built on that using student involvement in demonstrations of physical and chemical changes to make it visible to students using resources that they would use at home. Selected students used hands on materials as part

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of the demonstration. The selection of the resources to demonstrate physical and chemical changes increased the relevance for student understanding. Student demonstrators modeled for the class as they observed. There was some group discussion but not student to student discussion. Students worked in a group at the end but it was teacher directed. The hands on materials assisted students who were at varying levels of English proficiency.T: So we are going to use all of these things that we have at home to show you that science happens all around you.Teacher used a graphic organizer on the white board to record the results of the demonstrations. Students used note taking journals to retrieve information.Some visuals were included on the worksheet11/5/15 –Mr. Jones continues to incorporate opportunities for students to interact with hands on materials and objects that are relevant to their everyday lives. He has begun using a turn and talk strategy to provide opportunities for student to student discussion and modeling.1/8 Students were using pictures and graphic organizers in their note taking journals and lab sheets.2/26/16 – Mr. Jones stopped by the office to share how he had incorporated the use of a learning styles inventory he had given to his classes to assist with the planning of learning activities and giving choices when appropriate to students to show their learning.4/2/16 – Students participated in a game in small groups to review key science vocabulary for an upcoming quiz. They used their science journals as a resource that contained a variety of representations – words, diagrams, pictures.5/26/16 – During small group presentations to the whole class students utilized technology, visuals and hands on materials.

1.3 2 10/4/15 - All discussion was teacher directed Q and A calling on one student at time. There were no organized opportunities for collaboration. Interaction among students and teacher to student were respectful and included appropriate use of humor. Teacher used popsicle sticks to call on students which resulted in most students being asked to respond. Student participation in front of the class allowed for some students to participate more than others. Development of dispositions for learning were not observed in this lesson.11/5/15 – The teacher provided opportunities for increased participation by using think pair share during whole class instruction and continued to pull popsicle sticks to call randomly on students.1/8/16 – As class began the teacher greeted students at the door acknowledging each as they entered and making personal connections when possible – How was your game yesterday, Chen? How’s your sister doing? Is she feeling better? Conversation is respectful among teacher and students – Thank you for coming in and getting right to work today. As students struggled with the warm-up problem, Mr. Jones provided feedback to groups to encourage them to persevere. T: Think about the problem we did that is on the board. How can you use some of those strategies? I know you can do this. 2/26/16-As students were called back together from their group work the teacher had various students share their thinking about how their group had worked together to get to the solution. Mr. Jones considered equitable participation by assigning numbers 1-4 to members of the group. He then would ask a question and ask for all the 1’s to stand and be prepared to answer.4/2/16 – During the lesson today as students worked together they were heard supporting each other – That’s a really good idea. Why didn’t I think of that? Here is my idea. Mr. Jones has implemented a group effort and learning target accomplishment rubric where students reflect on how they work together.

Proposition 2

2.1 2 10/4/2015 - Content was aligned with course objectives. Teacher reviewed the three overall goals for the study – Explain what chemical and physical properties are. Identify signs of chemical

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and physical changes. Demonstrate and understand how you use these things in your home. Teacher began the lesson reviewing previously learned content. Teacher had students contribute to defining the academic vocabulary of physical and chemical changes. Students used their note taking journals. Teacher asked questions to get student to think analytically about the content as they observed the demonstrations but only several students provided responses to those questions.T: Why is it a physical changeT: Is it a physical change, a chemical change or both? Why?1/8/16–As students copy academic vocabulary and definitions from the board they are asked to provide a pictorial representation of each word and a real world example. Students shared their journals with a partner and added any new ideas they learned from each other.2/26/16 –Opportunities to think analytically about the content are beginning to become part of the class work through the addition of” explain your thinking” added to lab activity sheets assigned. As students explained their thinking, the conversation was encouraged through questions such as: Did anyone do this a different way. Is that always true? Did anyone come to a different conclusion based on the evidence? The lesson integrated the language arts strategies of reading, writing, listening and speaking during group and independent work. Connections to other disciplines have not been observed.4/2/16– Examples of student work show evidence of all students working at higher levels of thinking with work differentiated for students working at beginning levels of English proficiency.5/26/16 – The student prepared presentations required students to think analytically in putting the presentation together and presenting it to classmates. Also as students observed the presentation they completed a presentation rubric to provide feedback to the presenters that required students to think analytically.

2.2 3 10/4/2015 – Mr. Jones used demonstrations of physical and chemical changes to make it visible to students using resources that they would use at home. Questions asked students to describe what they saw and sometimes explain why. Use of hands on materials for the demonstrations and for small group making of s’mores gave students opportunities to observe and interact with physical and chemical changes.Resources include everyday objects like clay, eggs, bananas, marshmallows, graham crackers and chocolate bars. In addition students used lab equipment and safety goggles. Teacher made use of the white board and a graphic organizer. Students referred to note taking journals.11/5/15 Mr. Jones uses questioning to extend the conversation by asking Can you repeat what John just said? Turn to a partner- do you agree or disagree with that? Is that always true? How do you know? He has increased the level of involvement in responding using the turn and talk strategy. He has introduced the reading strategy of SQ3R to aide students in reading a nonfiction text. Part of this strategy includes the use of a note taking template to organize information.1/8/16 - Today’s lesson opened with a scenario on the board for students to evaluate its accuracy. The scenario included a common misconception that students have about density. Mr. Jones asked students to talk with a partner and be prepared to share what they notice. While the instruction is still mostly teacher directed Mr. Jones has moved from using a teacher directed question and answer approach toward facilitating discussions and encouraging student to student conversation.5/12/16 –During the lab activity students had been assigned specific roles and worked in their groups taking the lead for the discussion and recording of results. The recorder added the group results to a chart. The student reporter shared their group results with the whole class.T - Before you share you solutions today, I want you to think about how you will explain and defend your solutions. During the group work the teacher monitored and facilitated the groups asking probing and open ended questions to move the groups forward.T: Did you hear what Jiang said? What do you think about that? Did anyone solve this a different way?

2.3 2 10/4/2015 – Teacher wrote the learning target on the board and read it to studentsStudents will be able to:

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Explain what chemical and physical properties are. Identify signs of chemical and physical changes.

T: Today we are going to do a demonstration to identify chemical and physical changes. We have been talking about these two things this week and today we are going to a demonstration and an activity to really learn about these things.Most students demonstrated they understood the vocabulary during the review. Some students demonstrated they understood the learning target through their responses to questions. The learning target was presented at the beginning of the lesson but not revisited.Teacher provided some opportunities for students to think at higher levels through questions that ask why.11/5/15 –The learning target was clear, posted and communicated to students. Lesson plans are beginning to provide opportunities for higher levels of thinking. Attention to planning proactively for differing needs is sometimes evident in plans through the use of small groups for students needing more support.When students were asked what they were learning today and how they would know they had accomplished the target the responses showed that it was not clear to some of them.1/8/16- The lesson provided for some higher level thinking by asking students to justify their solutions. Students were asked to revisit the learning target several times during the lesson and to reflect on it at the end.2/26/16 –The lesson learning target was clearly written and stated in class. Mr. Jones involved the students in communicating their understanding of the target through partner discussions. The plan includes some differing opportunities for students who struggle. Challenging/extension work for the high end of the class was not observed for those students who finished early.4/2/16- The lesson plan clearly identifies modifications for differing levels of English proficiency and includes structures for working collaboratively and also independently. Lesson objectives regularly include opportunities for students to think analytically about the content and interact with each other. Two students in the back finished quickly and took out a folder containing work toward a personal interest goal that they were working on for the current unit.

Proposition 3

3.1 3 10/4/2015- Students respond to teacher directions. The room environment supported the learning – demonstration area at the front, use of white board to record results of the demonstrations and small tables for student group work. No inappropriate behavior or disruptions were observed.11/5/15 –Students respond promptly to 5-4-3-2-1. No inappropriate behavior observed as students worked with partners.1/8/16- Mr. Jones used whole group with several instances of turn and talk. Teacher uses a 5-4-3-2-1 routine to get attentions. All students responded. There was no down time as transitions are prompt, partners sitting at the same tables and no disruptions to instruction observed. The classroom is well organized for students to get needed resources and move between whole and small group instruction.2/26/16 – Teacher used whole and small group structures. The English learner support teacher was in the room working with a small group while the teacher worked with the rest of the class. They came back together at the end of the lesson to share their learning. As the teachers worked with the groups there were no interruptions from other students.4/2/16 - Students came into the class, picked up their science journals and got to work on the problem on the board. There was no evidence of inappropriate behavior. Two students in the back finished quickly and took out a folder containing work toward a personal interest goal that they were working on for the current unit.

3.2 2 10/4/2015 – Teacher reviews the agenda on the board and provides clear directions.T: Today we are going to do a demonstration to identify chemical and physical changes. We have been talking about these two things this week and today we are going to do a demonstration and an activity to really learn about these things.

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Teacher points to objects on the lab table and says, “We are going to use all of these things that we use in our homes to show you that science happens all around you” (relevancy) During vocabulary review teacher has students use note taking journals to look for information to respond.T: Let’s review our notes for four signs of chemical changes.Lesson is mostly teacher directed with opportunities for students to interact with the content but not with each other. Some students participate in the demonstrations as classmates observe. Use of humor during the demonstrations engages students – having students open their mouths to show what was happening to the bananas. Teacher uses questioning to engage the class in a discussion about the demonstration that is teacher directed resulting in only some of the student responding.T: Why is it a physical changeS: Because it retains its characteristicsT: What might those be?S: Color and textureT: When we did this was it a physical, chemical change or both?T: Could you put it back together?Teacher: Before you eat the s’more describe the changes.S: Physical changes are when I break the crackers and the chocolate. Chemical changes occur when I roast the marshmallow and eat the s’more.Lesson is teacher directed with limited opportunities for students to interact in groups to discuss the content using higher levels of thinking.11/5/15– Mr. Jones communicated the expectations for the lesson activity and modeled use of the note taking sheet for the SQ3R strategy for the students. Students worked independently for 10 minutes and then worked with a partner to share notes. Partner work is now well established in the class. Mr. Jones in now moving to having students work together in small groups in addition to the partner work. A recommendation was to review the cooperative learning strategies on the Kagan website for strategies to organize the group work and engage all students.1/8/16 –During today’s lab work students were observed using assigned roles as they worked through the lab activity. Mr. jones is using a visible timer to help students with pacing while working in groups. The lab recording sheet included questions requiring students to explain why and justify their thinking.2/26/16 – Student began the class reviewing the unit vocabulary words using a Pictionary type game. Students then worked in small groups to continue preparing their presentation to the class concerning an assigned part of the text. The presentation was to include the use of technology, visuals and hands on activities.4/2/16 - Both the lesson plan and the teacher questioning strategies involved students in thinking at higher levels –Did you agree or disagree – Explain why? Is that always true? Did someone solve it a different way? How do you know that is correct? Students have developed a set of group rules to be used to monitor group effectiveness in working together.5/25/16 – Student groups presented to the whole class. The observers used a presentation rubric while listening and observing to provide feedback to the presenters.

3.3 2 10/4/2015 -Teacher assesses by questioning. Responses are recorded on a graphic organizer on the board. Not all students respond to questioning so it is unclear if all students understand the learning target.10/28/15 – Teacher made an appointment to discuss his use of assessment to plan for student needs - teacher shared an organized chart of student results from the pre and post assessments and several examples of how the data was being used to plan for student needs. Mr. Jones was asked to include formative assessments such as an exit slip to check for understanding and use to plan for the next lesson11/5/15 - Teacher began using exit slips and also has begun incorporating hand signals to check for individual understanding. As the teacher monitored the independent work today he noticed that most of the students were making a common error and stopped the class pointing out where the confusion was.

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1/8/16 – The teacher monitored the small group work. At the close of the lesson Mr. Jones had students reflect in writing on their learning for this lesson.2/26/16 During today’s lesson students used a presentation rubric as they planned their group presentation for the class. Exit slips are a regular part of this class’s monitoring program. The results are used to inform the following day’s instruction. Results of pre assessments are used to modify unit objectives as needed for individuals or the class a whole.4/22/16 – A group problem solving rubric was introduced to be used to guide the effort and accomplishment of the learning target during group work. Students worked together to complete the rubric. The teacher monitored and provided feedback on the initial use of the rubric in individual groups and for a whole class summary.5/12/16 –As the lesson closed students used their problem solving rubric to assess their group effort & accomplishment of the lesson target. Then students completed an exit slip individually.5/26/16 - As students observed the small group presentation observers used a presentation rubric to provide feedback to the presenters.

Teacher Year End Self-Assessment (Propositions 1-3) – Mr. JonesProposition 1: Teachers are committed to students and their learningStandard Indicator Perform

Level1.1 Understanding of Students. The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and uses this information to differentiate his or her approaches to students and instruction

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1.2 Application of Learning Theory. The teacher demonstrates an understanding of how students develop and learn

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1.3. Classroom Climate. The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions toward learning.

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Strengths: My classroom is respectful and I have good relationships with my students. I provide various ways for students to collaborate. We developed group rules and use them to monitor the behavior in groups to ensure respectful conversation and opportunities for all to participate. I regularly incorporate different ways for students to learn new information (use of visuals, hands on materials, partner work, technology, demonstrations, and lab work) and also provide various ways for them to show their learning. I am always finding ways to connect the learning to common experiences for the student. The use of an effort and learning target accomplishment rubric has assisted in developing dispositions for learning in my class.

Growth Areas: I have improved greatly at using a variety of formative assessments but only sometimes use them to modify instruction for small groups and individual students. I am continuing to seek out and implement strategies for English learners and ways to differentiate the complexity of the content

Proposition 2: Teachers know the subjects they teach and how to teach those subjectsStandard Indicator Perform

LevelStandard 2.1 - Subject Knowledge- The teacher demonstrates an understanding of how knowledge and skills in his/her subject domain are created, organized, and linked to those of other disciplines as appropriate..

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Standard 2.2 - Pedagogical Content Knowledge- The teacher creates learning experiences that make the discipline accessible and meaningful for students to ensure mastery of the content.

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Standard 2.3 - Goal-Focused Planning- The teacher plans instruction rich in higher-order thinking to meet clearly identified goals and objectives for student learning.

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Strengths: I have really focused on including strategies to assist my students in learning and using the academic vocabulary. I regularly use science journals for students to record and explain their work. One area I have also focused on is to use questioning to involve students more in the discussion and ask them to explain why when sharing solutions. My lesson plans are aligned with grade level curriculum and include objectives and activities at

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different levels of thinking. Noted in lesson plans are strategies and grouping practices for students working at different levels of understanding and English language proficiency. I have increased my use of a variety of grouping practices. Some of the partner work involves students sharing their understanding of the learning target and how they will work to accomplish it. Students also select a learning target that is of interest to them for each unit of instruction and work on it throughout the unit. I have expanded my use of resources this year to include vocabulary and lab journals and more hands on materials.

Growth Areas: While I have begun working with my grade level team to plan units using the UBD design I am only at beginning stages of implementing these in my classroom effectively with aligned instructional strategies, interdisciplinary connections, rigorous content and a variety of supporting resources. Just need more practice. I need to better integrate technological resources as part of my science instruction. I continue to work on balancing teacher directed and student led learning activities.

Proposition 3: Teachers are responsible for managing and monitoring student learning.Standard Indicator Perform

LevelStandard 3.1 – Managing Classroom Routines and Expectations - The teacher establishes an organized and efficient learning environment that involves and engages all students, maximizes learning time, and enhances student learning in a variety of individual and group settings.

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Standard 3.2 – Student Engagement- The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.

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Standard 3.3 – Assessment of Student Progress- The teacher employs multiple methods to regularly measure student growth and progress and used this information to provide feedback and adjust instructional decision making.

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Strengths: I have well established class rules and routines established in my class and disruptions and inattention are at a minimum. I regularly use different grouping practices aligned with lesson objectives and have developed group rules to monitor the work in groups. I use a variety of assessments – quizzes, exit slips, science journals and unit exams. I have begun using group rules and effort/achievement rubrics for students to assess the quality of their group work and their effort toward and the accomplishment of the learning target. My use of partners and small groups this year has increased the level of engagement in my room. I began using cooperative learning strategies to provide a clear understanding to students about how they are to participate. I use a daily agenda on the board and communicate expectations for student involvement in the work and check to make sure it is understood. My use of hands on lab experiences with relevant connections to the real world helps students to engage in the content and make sense of it. Growth Opportunities: With the help of my grade level team I have moved from a classroom that predominantly used teacher directed whole class instruction to one that is using flexible groupings according to student needs. I have made progress but am not yet doing this in a consistent manner. As my ability to better use assessment results to differentiate instruction improves, the strategies and grouping practices I select will result in instruction at appropriate levels of rigor and increased engagement for all students. Involving students in peer and self-assessment for individual work is a next step in my class.

Observation Summary

In order to issue a teacher’s final performance rating for the year, return to the ongoing body of collected evidence rather than just the performance ratings from the formal observation. During this

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step, it is particularly important to consider trends in the teacher’s performance over time. Was the teacher consistent in his or her practice? Did he or she improve or did the teacher decline in one or more areas?

Note these patterns and take them into consideration when determining a rating.

Evidence Summary (Propositions 1-3) – Mr. Jones

Proposition 1: Teachers are committed to students and their learningStandard Indicator Perform

Level1.1 Understanding of Students. The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and uses this information to differentiate his or her approaches to students and instruction

1.2 Application of Learning Theory. The teacher demonstrates an understanding of how students develop and learn

1.3. Classroom Climate. The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions toward learning.

Strengths:

Growth/Refinement Areas:

Proposition 2: Teachers know the subjects they teach and how to teach those subjects

Standard Indicator PerformLevel

Standard 2.1 - Subject Knowledge- The teacher demonstrates an understanding of how

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knowledge and skills in his/her subject domain are created, organized, and linked to those of other disciplines as appropriate.

Standard 2.2 - Pedagogical Content Knowledge- The teacher creates learning experiences that make the discipline accessible and meaningful for students to ensure mastery of the content.

Standard 2.3 - Goal-Focused Planning- The teacher plans instruction rich in higher-order thinking to meet clearly identified goals and objectives for student learning.

Strengths:

Growth/Refinement Areas:

Proposition 3: Teachers are responsible for managing and monitoring student learning.

Standard Indicator PerformLevel

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Standard 3.1 – Managing Classroom Routines and Expectations - The teacher establishes an organized and efficient learning environment that involves and engages all students, maximizes learning time, and enhances student learning in a variety of individual and group settings.

Standard 3.2 – Student Engagement- The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.

Standard 3.3 – Assessment of Student Progress- The teacher employs multiple methods to regularly measure student growth and progress and used this information to provide feedback and adjust instructional decision making.

Strengths:

Growth/Refinement Opportunities:

Strategies to Consider as You Provide Face to Face FeedbackAdapted from “Studying the Impact of Instructional Coaching” by Jim Knight and Jake Cornetthttp://www.instructionalcoach.org/images/downloads/researchpubs/Studying_the_Impact_of_Instructional_Coaching_4.0.pdf

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Collaboration involves Relationships Instructional leaders truly believe that each teacher’s thoughts and beliefs are valuable. They listen to teachers with the intent to learn, to really understand, and then respond, rather than with the intent to persuade. For instructional leaders this means that teacher choice is implicit in every communication of content and, to the greatest extent possible, the process used to learn the content.

Collaboration involves Choices Instructional leaders do not envision making teachers “think like them” as the purpose of their job. Rather, an instructional leader’s goal is to meet teachers where they currently are in their practice and offer choices for improving /refining their practice.

Collaboration involves Empowering and Respecting the Voices of Teachers.

All individuals in a collaborative conversation have opportunities to express their point of view. Indeed, a primary benefit of this is that each individual has access to many perspectives rather than the one perspective of a leader (Covey, 2004; Lawrence-Lightfoot, 2000). Instructional leaders who act on this principle encourage teachers to express their opinions about content being learned as part of a process that helps teachers find their voice, not a process determined to make teachers think a certain way

Collaboration involves Enabling Authentic Dialogue.

Participants engage in conversation, learning together as they explore ideas (Bohm, 2000). For instructional leaders, this means that they listen more than they tell. Instructional leaders avoid manipulation as they engage participants in conversation about content, instructional strategies and student learning

Collaboration involves Reflection as an Integral Part of Professional Learning.

One role of the instructional leader is to provide teachers with enough information, so that they can make sense of whatever next step is being proposed. (Instructional leaders encourage teachers to consider ideas before adopting them. They recognize that reflective thinkers, by definition, must be free to adopt or reject ideas, lest they simply are not thinkers at all.

Collaboration involves Applying The Learning to Their Real-Life Practice as They Are Learning.

Collaborative discussions should enable individuals to have more meaningful experiences. During learning conversations meaning arises when people reflect on ideas and then put those actions into practice. For instructional leaders this means that in collaborating with teachers they focus their attention on how to use ideas in the classroom and provide the time and support to do that.

Collaboration involves Reciprocity: Instructional Leaders Should Expect to Get as Much as They Give.

In collaborative relationships, participants benefit from the success, learning, or experience of others rewarded by what each individual contributes (Freire, 1970; Senge, 1990; Vella, 1995). For that reason, one goal of a collaborative conference is to learn alongside teachers. Learning about each teacher’s strengths and weaknesses while implementing new teaching practices will enhance an instructional leader’s ability to collaborate with other teachers.

Elements to Guide the Face to Face Summative Conference Adapted from LEPG Instructional Feedback Observation Toolkit http://maine.gov/doe/excellence/resources/index.html

• How do these elements contribute to a purposeful conference?

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• How do all of these elements work together to support the development of a professional growth plan that contributes to a growth oriented mindset and the continuous improvement process.

Element DescriptorsUsing Evidence and TEPG Rubric

Centers the conversation on observation evidence Accurately aligns data to the TEPG rubric and uses

rubric’s vocabulary Encourages teachers to bring additional evidence Integrates and considers teacher-provided evidence

The principal encourages teachers, either during pre-observation or post-observation meetings, to bring additional evidence to determine effectiveness of observed teaching and learning.

The principal integrates observation evidence with teacher-provided evidence

Professional Interactions Provides focused attention (e.g., eye contact,

minimizes disruptions) Uses appropriate communication skills (e.g.,

respectful language, listening, checks for understanding) to create a balanced conversation

Encourages teacher voice and instructional risk-taking

The meeting is conversational and balanced, with the principal providing multiple opportunities for both the teacher and principal to discuss observed instructional practices.The principal engages with the teacher’s responses by paraphrasing the teacher’s statements to acknowledge, clarify, summarize, or help organize the teacher’s thoughts.

Differentiated Questioning Asks factual questions (name or describe practice) Asks reflective questions that prompt explanation of

thinking Asks questions that help create connections or

brainstorm new strategies Asks reflective questions that examine the feasibility

of new strategies

The principal asks questions that help the teacher connect the observation feedback to student learning and prompt the teacher to brainstorm potential improvements or alternative strategies.The principal asks questions that prompt the teacher to reflect on the feasibility of potential improvements or alternative strategies and their implementation in the classroom.

Leading Conversations Sets goals and outlines a plan for the conference Paces the conversation intentionally to focus on high

priority feedback Ends conversation with concrete action steps and

suggested resources Identifies school leadership actions to support the

teacher’s growth

The conversation culminates in concrete action steps to improve practice immediately.The principal identifies resources that the teacher can access to improve in identified areas for growth and strength (e.g., colleagues, professional development, communities of practice, print and online resources).The principal discusses the actions that school leadership (e.g., principal, other administrators, teacher leaders, instructional coach) will take to support the teacher in improving performance.

Written Feedback Completes observation forms and references evidence in

scoring Uses instructional framework vocabulary and identifies

areas for growth and areas of strength with concrete action steps for further improvement

Identifies school leadership actions to support the teacher’s growth

The written feedback identifies at least one area of growth and one area of strength for instructional improvement.The written feedback clearly states actions that the teacher can take for instructional improvement and identifies timelines and evidence (in the professional growth plan).The written feedback clearly states the actions that school leadership (e.g., principal, other administrators, teacher leaders, instructional coach) will take to support the teacher in improving performance.

Beginning List of Related Resources

Teacher Evaluation and School Improvement – James Strongehttps://www.teachingchannel.org/videos/share-instructional-expertise

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School-Wide Cultural Conditions that Promote Teacher Growthhttp://www.teacherlearningproject.com/about/what_is_comprehensive_school-based_induction/school-wide_cultural_conditions_that_promote_teacher_growth/

Peer observationsRethinking Classroom Observationhttp://www.ascd.org/publications/educational-leadership/may14/vol71/num08/Rethinking-Classroom-Observation.aspx

5 Questions for Making it Workhttp://inservice.ascd.org/peer-to-peer-observation-five-questions-for-making-it-work/

Teacher’s Voicehttps://www.teachingchannel.org/blog/2015/05/08/five-strategies-for-peer-observation/

MSFE Forms and handbook sampleshttp://maine.gov/doe/excellence/resources/index.html

5 Ways to Ensure that Teacher Evaluations Lead to Teacher Growthhttp://learningforward.org/docs/learning-principal/lp-w13-power-of-observation.pdf?sfvrsn=4

Teachers Views on Professional Development – Bill and Melinda Gates Foundationhttp://collegeready.gatesfoundation.org/wp-content/uploads/2015/04/Gates-PDMarketResearch-Dec5.pdf

Linking Techer Evaluation to Professional Growth – National Comprehensive Center for Teacher Qualityhttp://www.gtlcenter.org/sites/default/files/docs/LinkingTeacherEval.pdf

Evaluations Serve as Pathway to Professional Growth – Learning Forwardhttp://www.gtlcenter.org/sites/default/files/docs/LinkingTeacherEval.pdf

Expanded Learning Time for Teacher Collaborationhttp://issuu.com/nationalcenterontimelearning/docs/time_for_teachers__final_/7?e=3629693/7823612 Creating Coherence – Common Core State Standards, Teacher Evaluation and professional Learninghttp://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf

Improving School form Within – ASCD http://www.educationalleadership-digital.com/educationalleadership/2015summerfree?utm_source=ascdexpress&utm_medium=email&utm_campaign=Express-10-20#pg2

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