Workshop for Teachers:

RI Educator Evaluation and Support System

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► Welcome

► Understanding SLOs

► Writing Objective Statements

► Break

► Checking Student Understanding with Assessments

► Setting Goals for Student Success

► Lunch

► Observing Excellent Teaching

► Supporting Yourself and Colleagues

► Closure

Agenda

Learner

Colleague

DualTrack

Thinking

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Please introduce yourself by sharing your:

name district school role one great part of your summer

Welcome & Introductions

4

Reflection: What is good teaching?

What is something specific that you do well as a

teacher that you’re proud of because it isevidence of good teaching?

Dual Track Thinking

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• Equity of voice

• Active listening

• Safety to share different perspectives

• Confidentiality

• Respectful/appropriate use of technology

• Usage of the Parking Lot

Norms

edeval@ride.ri.gov

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Rhode Island Evaluation Collaboration

EVALUATION & SUPPORT SYSTEMS

School Year 2010-2011

School Year 2011-2012

School Year 2012-2013

Teacher

MODEL DEVELOPMENT

FIELD TEST

GRADUAL IMPLEMENT

FULL IMPLEMENT

Building Administrator

All models have been improved based on user feedback

Rhode Island is a national model for educator evaluation

Common language around effective instruction is growing

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Evaluation Training

SY ‘11-‘12 Summer ’12 Winter ‘12 Spring ‘13

4 in-person modules 4-day Academy Module 1 Module 2

Summer ‘13 Fall ‘13 Winter /Spring ‘14 Spring ‘14

Evaluator Workshop

Teacher Workshop

FFTPS Calibration Window 1* Modules (2)

FFTPSCalibration Window 2*

Training has been developed based on feedback collected during this past year via the statewide survey and two modules.

Upcoming Winter/Spring Modules will be based on feedback from the field.

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Collaboration

State (SEA)

• Gather input from educators

across the state

• Create a system with flexibility

• Provide support to districts

through implementation

• Continue to gather input from

educators, respond to feedback,

and make adjustments

Local (LEA)

• Offer input to SEA

• Create a District Evaluation

Committee (DEC)

• Create district policies around

flexibility factors

• Provide support to educators

through implementation

• Respond to feedback and make

adjustments to local policies

• Build local ownership of the

model

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RI Educator Evaluation and Support System

• Professional Growth Plan

• Evaluation Conferences• Ongoing reflection,

planning, and feedback

Evaluation Criteria

Support System

updated rubric to

align with Common

Core

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System Criteria

Professional

Practice (PP)

Rating

Professional Foundations

(PF)

Rating

Professional Foundations

(PF)

Rating

Student Learning Objective

Rating

Student Learning Objective

Rating

RI Growth Model Rating

(When available)

RI Growth Model Rating

(When available)

PP and PF

Score

PP and PF

Score

Student

Learning Score

Student

Learning Score

Final RatingFinal

Rating

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Final Effectiveness Rating Matrix

12

Resources and Tools for Educators

13

Student Learning Updates

ADDITIONAL SCORING GUIDANCE

Further clarification of definitions (that can be adopted if LEA chooses)

P. 25

SCORING LOOKUP TABLE FOR 2 SLOS ADJUSTED

Score of Full Attainment for Exceeded and Nearly Met Met and Nearly Met

P. 27

APPROVING CHECKLISTS Appendix 1: Approving SLO ChecklistAppendix 2: Approving SOO Checklist

P.31 & P. 32

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Updates to the SLO Form

Revised based on feedback

Framed with Essential Questions

Changes include:• Removing the Level of

Standardization section (which was often confused with assessment quality)

• Re-sequencing the order of the elements

• Collapsing Evidence Source, Administration, and Scoring into one category

p. 13

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Updates to the SLO Form in EPSS

Revised based on feedback: Focus Groups Outreach sessions

Changes mirror the changes made to the Anatomy of an SLO

SLOs can now be submitted individually

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Agenda

►Understanding SLOs

► Writing Objective Statements

► Break

► Checking Student Understanding with Assessments

► Setting Goals for Student Success

► Lunch

► Observing Excellent Teaching

► Supporting Yourself and Colleagues

► Closure

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Rhode Island Educator Feedback

Understand the experience and needs of educators across Rhode Island

Adjust accordingly and thoughtfully

RIDE Statewide Mid-Year Survey

Significant response rate 4,450 Teachers 400 Building Administrators

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1. Setting appropriate, but rigorous SLO targets

2. Determining the Baseline, including gathering and interpreting data

3. Identifying or creating the evidence or assessments for the Evidence Source(s)

4. Writing an Objective Statements that focused on the appropriate content or skills

Rhode Island Educator Data Point

Teachers surveyed expressed that the following aspects of writing an SLO were most challenging:

RIDE Statewide Mid-Year SurveyN = 4,550 teachers

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BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE

Understanding SLOs

PARTICIPANT PACKET:

Utilize the note taking template Jot down key messages that you feel would be

important to communicate with colleagues

Participant Packet: Page 2

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Reflect• How did this module match your previous

understanding of Student Learning Objectives? Did anything here surprise you? If so, what? What parts of this resonate with you as a teacher? How does this connect with the teaching practices you are most proud of?

Act•Chart what you might communicate to colleagues so that others in the room might benefit.

Understanding SLOs Reflection

5 min

5 min

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SLOs are focused on the student

learning in specific content areas and

grade levels

SLOs are integrated with the most

important work of districts--curriculum,

instruction, and assessment--and are

not an add-on

Goal-setting is an important part of

effective teachers' practice

Understanding SLOs Takeaways

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BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE

Understanding SL Os

Participant Packet: Page 2

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SLO Process Overview

RI p. 11 MoSL p. 5

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Agenda

►Writing Objective Statements

► Break ►Checking Student Understanding

with Assessments

► Setting Goals for Student Success

► Lunch

► Observing Excellent Teaching

► Supporting Yourself and

Colleagues

► Closure

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Objective Statements in SLOs

What is the most important knowledge/skill(s) I want my students to attain by the end of the interval of instruction?

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A 4-Step Process to Writing an Objective Statement

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Writing an Objective Statement

REFLECT WITH A PARTNER about the module prompts provided:

PLAN FOR COLLABORATION with your TABLE: 1. Based on the first two sessions of the day, what are the

biggest takeaways you want to bring back to teachers in your school?

Colleague

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Agenda

1. Stretch your legs and take a gallery walk and review the charts.

2. Jot down any additional ideas from your colleagues and add to your “Next Steps as a Colleague”

►Break ► Checking Student Understanding

with Assessments

► Setting Goals for Student Success

► Lunch

► Observing Excellent Teaching

► Supporting Yourself and

Colleagues

► Closure

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Agenda

►Checking Student Understanding with Assessments

► Setting Goals for Student Success

► Lunch

► Observing Excellent Teaching

► Supporting Yourself and Colleagues

► Closure

30

Checking Student Understanding

Table Brainstorm

Forget about SLOs for a moment. Teachers are often “detectives” investigating how their students learn best. How do you get to a place of understanding your students as learners? Brainstorm a list at your table.

If you have extra time: Are there any content areas or students that you have a hard time getting a read on?

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Requests for Support around Assessments

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Assessments and SLOs

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Online Module: Deepening Assessment Literacy

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The Assessment Toolkit

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Using the Toolkit

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1. Find someone new and exchange one of the following discussion items:

Which key takeaway about checking your students’ understanding resonated most with you

Something that you learned that surprised you An idea you have for an assessment in your class that

you hope to use in one of your SLOs this year A key message you plan to take back to your

colleagues

2. After each partner has shared, find someone new and repeat by sharing a new item (from list above).

3. Repeat until you’ve shared each discussion item.

Assessment Meet &Swap

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Assessment is integral to teaching because it tells us what students know and are learning

Assessment selection/design should always begin with your purpose

SLOs are measured with summative assessments, though other types should be used for progress monitoring

Alignment, format, item type, administration, and scoring all contribute to the validity of assessment data

Assessment Takeaways

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Agenda

►Setting Goals for Student

Success

► Lunch

► Observing Excellent Teaching

► Supporting Yourself and

Colleagues

► Closure

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Setting Goals for Student Success

Step 1: Returning to our “Good Teaching Practices”

Look back to the post-its from the beginning of the day. How many connect to setting goals for or with students and celebrating success when they meet them?

Step 2: Scenario Pair Share

A local college has asked you to come to a class of student teachers. They’d like you to discuss the role of setting goals for students and why it is an important part of teaching. What will you say and what suggestions would you give to them about how to set goals for/with students if they ask for a concrete example from your practice?

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Online Module: Baseline Data and Info

Learner Colleague

BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE

Participant Packet: Page 7

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SLO Process: Baseline Data and Targets

RI p. 13 MoSL p. 7

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1. Setting appropriate, but rigorous SLO targets

2. Determining the baseline, including gathering and interpreting data

3. Identifying or creating the evidence or assessments for the Evidence Source(s)

4. Writing an Objective Statements that focused on the appropriate content or skills

Rhode Island Educator Data Point

Teachers surveyed expressed that the following aspects of

writing an SLO were most challenging:

RIDE Statewide Mid-Year SurveyN = 4,550 teachers

43

Online Module: Using Baseline Data and Info

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Data can be used to….

Turn and Talk:

What are the most common ways teachers at your school use data?

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Baseline Data Scenarios

Whole Group Discussion:

How might this information help clarify data use for your colleagues?

Review scenarios

Discuss scenarios

Whole group solution share

15 min5 min

Participant Packet: Page 8

8 min

46

Data Scenario #1

A colleague, Mr. Jacobs, a Biology teacher, says that he does not have any baseline data. As he puts it, this is the first Biology course his 9th graders have taken and the students matriculate from three different middle schools. There is no standardized 8th grade Science curriculum in your district, so his students may have learned different things last year. What guidance would you give him? What could he use as sources of baseline data/information?

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Data Scenario #2

Ms. Palmer and Mrs. Gray are two 4th grade teachers. They are overwhelmed by the amount of information they have on their incoming students. In addition to students’ official records and state assessment scores, the 3rd grade teachers have passed on writing and Social Studies portfolios, EOY reading levels, and detailed comments on each child’s behavior, interests, strengths, and areas for improvement. They don’t know where to begin. What guidance would you give them? How can this information be useful to them as their write their SLOs?

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Data Scenario #3

Mrs. Scotto teaches French I to sixth graders. She does not understand why she has to include baseline data in her SLO because none of her students speak any French at the beginning of the interval of instruction. How would you describe the purpose of baseline data/information to Mrs. Scotto and what recommendations might you give for possible sources that would be of use to her?

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Data Scenario #4

Mr. DuBois is an 11th grade English teacher. Prior to setting targets for his SLO, he reviewed his students’ grades and writing samples from their 10th grade English courses. Based on those, he was able to make some preliminary groupings. However, after administering his first assignment of the year, he noticed that several students are performing differently than he expected (some much lower, some much higher). Now he is confused about how to group students and set appropriately tiered targets. What guidance would you give him? How should he handle these sometimes-conflicting data sources?

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Online Module: Baseline Data and Info

Learner Colleague

BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER

NEXT STEPS AS A COLLEAGUE

Participant Packet: Page 7

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Agenda

►Lunch

► Observing Excellent Teaching

► Supporting Yourself and Colleagues

► Closure

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Agenda

►Observing Excellent Teaching

► Supporting Yourself and

Colleagues

► Closure

53

Observed Evidence in Professional Practice

Ex: “Can anyone think of another

idea?”

Ex: “The students took 45 seconds to line up by the

door”

Ex: “The objective for the class was

written on the board.”

Actions by teacher

and students

Words spoken by

the teacher

and students

The appearanc

e of the

classroom

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Professional Practice in Varied Contexts

Professional Practice can be applied to all environments though it

might look or sound slightly different depending on the setting

Evaluators will consider:

1. What is the appropriate adaptation for the learners in that

classroom?

2. What is the essence of the component?

3. How is that educator working within that component to

ensure access to the curriculum?

4. What type of actionable feedback could be provided to

that/those educators?

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Review Componen

t and Discuss

Discuss Setting

Scenario Chart

Gallery Walk to Review

• What is the essence of the component?

• What does this component look

like in your classroom?

• Which setting are you thinking

about?• What might you

see and hear in this type of classroom?

• What might this component look like within your

assigned scenario?

• How might the educator tailor their instruction

to meet appropriate

standards?

5 min 10 min10 min

Teaching in Varied Contexts

Participant Packet: Page 9

• What is the essence of the component?

• What is your scenario setting?

• What are some suggestions for

possible evidence of this

component?

10 min

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Professional Practice can be applied to all environments, though it might look or sound slightly different depending on the setting

Observing Effective Teaching Takeaways

BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS A COLLEAGUE

Participant Packet: Page 10

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Agenda

►Supporting Yourself and

Colleagues

► Closure

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Table Talk

Reflection: How did you grow to become the teacher you are now?

Think of a lesson you taught early in your teachingcareer that bombed (we’ve all had one!) or amistake you once made in your teaching. Whathelped you get better or learn to do somethingdifferently?

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Receiving Feedback

33%

30%

19%

18%

Reviewed the professional practice rubric

Considered how to adjust their prac-tice around individual components

Reached out to colleagues to dis-cuss best practices around indi-vidual components

Reached out to evaluators to have a follow-up conversation

Is this what you would expect?

What might be some other next-steps?

EDUCATOR SELF-REPORTED NEXT STEPS:

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Supporting a Colleague

Rubric Evaluator

Fellow Teachers Other Resources

A colleague was recently observed and received some positive and critical feedback from their evaluator. This week the teacher told you they don’t know what they’re supposed to do to get better, especially in component 3c: Engaging Students in Learning. What are some suggestions you might have?

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Rationale and Feedback

Rationale is...

Evidence from

observation

Free from bias

Grounded in the

language of the rubric

Format is flexible (bullet

or narrative)

GATHER & SORT INTERPRET DEVELOP FEEDBACK

DELIVER FEEDBACK

Feedback is…

Clear and direct

Supportive and constructive

Grounded in the language

of the rubric when possible

Addresses a specific

component

Prioritized

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Advice that Isn’t Obviously Clear or Helpful

What do you do if the advice you get from your doctor isn’t obviously clear or helpful?

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Following Up with Feedback

• Assume good intent

• Ask clarifying questions

• Consult with others

• Seek out additional resources and information

What do you do if the feedback you get from your evaluator isn’t obviously clear or helpful?

64

Reflect on Your Learning

Plan for Sharing and

Collaboration

Problem-Solving

Planning for Your Year

• What “A-ha’s” did you have during our work today?

• What were some of your personal takeaways?

• What key messages did you prioritize for your colleagues?

• What resources do you plan to share with your colleagues?

• What opportunities do you have or could you create to collaborate with your in-district peers?

• What advice do you have for your colleagues?

• Do you have any solutions or suggestions for adjusting their approach?

3 min

3 min

3 min

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Agenda

►Closure

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Prioritization is key

Workshop Takeaways

Lightning Round: What is your #1 priority leaving this workshop?

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Please complete our feedback survey at:

https://www.surveymonkey.com/s/TeacherWorkshop2013

Closure and Questions

Additional Resources• RIDE website: http://www.ride.ri.gov/ • Evaluation email: EdEval@ride.ri.gov

*RIDE staff members will respond to your context-specific questions.

The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.