Thank you!
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Grab a new handbook (unless you’re from AMS- then get your staff handbook) Please sit in your PLC groups Thank you!
description
Grab a new handbook (unless you’re from AMS- then get your staff handbook) Please sit in your PLC groups. Thank you!. Professional Practice & Responsibility: Gathering Evidence Using Multiple Measures Presented by: Michelle Cuddeback Becky DeSalvo Karen Green Jay Preskenis. - PowerPoint PPT Presentation
Transcript of Thank you!
Grab a new handbook (unless you’re from AMS- then get your staff handbook)
Please sit in your PLC groupsThank you!
Professional Practice & Responsibility:
Gathering Evidence Using Multiple Measures
Presented by:Michelle Cuddeback
Becky DeSalvoKaren GreenJay Preskenis
At the end of this session, participants will be able to: Understand the big picture of our new
evaluation system Create evidence-based statements on
artifacts and observations, and connect these statements to the Marshall rubric
Apply this new evidence-based system to our own practice
Learning Objectives for today
BackgroundWhy do we have a new evaluation system?
Senate Bill 290 (2011)◦ The “Oregon Framework for Teacher and Leader
Effectiveness” created to implement SB290 Aligned to model core teaching standards Multiple-measures, not reliance on test scores
ESEA-No Child Left Behind Waiver (2012)◦ Piloting the evaluation framework included in Oregon’s
waiver 2012-2013◦ Student growth as a “significant factor”◦ Implementation began July 1, 2013
2013-2014 Student Learning Goals held harmless
Teacher Evaluation Oregon Framework for Teacher Evaluation and Support All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1) (2) (3) (4) (5)Standards
of Professional
Practice
Rubric w/ Differentiate
d Performance
Levels(4 levels)
Multiple Measures
Evaluation and
Professional Growth Cycle
Aligned Professional
Learning
Framework Required Elements
Teacher Evaluation Oregon Framework for Teacher Evaluation and Support All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1) (2) (3) (4) (5)Standards
of Professional
Practice
Rubric w/ Differentiate
d Performance
Levels(4 levels)
Multiple Measures
Evaluation and
Professional Growth Cycle
Aligned Professional
Learning
Framework Required Elements
Oregon Model Core Teaching Standards (InTASC)
Four Domains:The Learner and LearningContent KnowledgeInstructional PracticeProfessional Responsibility
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Standards of Professional Practice
InTASC: Interstate Teacher Assessment and Support Consortium
Break your table group into two groups Match the examples and definitions with the
InTASC standards (4 minutes) Check to see if you agree with the other
group at your table (1 minute)
InTASC Activity (5 minutes)
Standards
Definition
Example
Teacher Evaluation Oregon Framework for Teacher Evaluation and Support All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1) (2) (3) (4) (5)Standards
of Professional
Practice
Rubric w/ Differentiate
d Performance
Levels(4 levels)
Multiple Measures
Evaluation and
Professional Growth Cycle
Aligned Professional
Learning
Framework Required Elements
Marshall Danielson Marzano LEGENDS
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Rubrics
These rubrics align with InTASC Standards and have been approved by the ODE for use in Oregon.
Open your handbook to the Rubric section (pg. 12). Read bullet #3.◦ 3 is the new awesome!
6 Domains; 10 Criteria within each domain
Turn to page 15 (Domain 3: Delivery of Instruction)◦ With a partner, pick a criteria and brainstorm “look-
fors” within the Effective (3) column (5 minutes)
Time to look through rubric
Teacher Evaluation Oregon Framework for Teacher Evaluation and Support All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1) (2) (3) (4) (5)Standards
of Professional
Practice
Rubric w/ Differentiate
d Performance
Levels(4 levels)
Multiple Measures
Evaluation and
Professional Growth Cycle
Aligned Professional
Learning
Framework Required Elements
MULTIPLE MEASURES* FOR TEACHER & ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290)
Student Learning and Growth
*A measure is a way of gathering evidence.
Professional Responsibilities(Domains 5 & 6)
Professional Practice (Domains 1-4)
Evidence Evidence Evidence
Teacher Evaluation Oregon Framework for Teacher Evaluation and Support All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1) (2) (3) (4) (5)Standards
of Professional
Practice
Rubric w/ Differentiate
d Performance
Levels(4 levels)
Multiple Measures
Evaluation and
Professional Growth Cycle
Aligned Professional
Learning
Framework Required Elements
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Every educator is an active participant in the evaluation process.
Every educator and
evaluator gathers
evidence and assesses progress
Aligned Professional
Learning
Self Assessment/
Reflection
Observation/Collection of
Evidence
Goal Setting
Observation/ Collection of Evidence
Formative Assessment/Mid
Year Review
Summative Evaluation
Teacher Evaluation Oregon Framework for Teacher Evaluation and Support All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1) (2) (3) (4) (5)Standards
of Professional
Practice
Rubric w/ Differentiate
d Performance
Levels(4 levels)
Multiple Measures
Evaluation and
Professional Growth Cycle
Aligned Professional
Learning
Framework Required Elements
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Professional Development is integrated in the evaluation cycle.
Self Assessment/
Reflection
Observation/Collection of
Evidence
Goal Setting
Observation/ Collection of Evidence
Formative Assessment/Mid
Year Review
Summative Evaluation
ProfessionalDevelopment
The Big Picture Annual Self-reflection
Goals ◦ 2 Student Learning Goals EVERY year◦ 2 Professional Goals on a 2 year cycle
Observations◦ If you are in Year 2 of the cycle or probationary
15 mini (5-7 minute) observations with feedback
Meetings with Evaluator◦ Beginning, middle and end of year
Evidence Collection
EvidenceA big shift…
Observations Artifacts Aligned to Marshall Rubric
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Sources of Evidence
Carousel Activity:• Work as a table group• Brainstorm artifacts you could present as evidence
for a given criteria that an evaluator may not observe • Rotate through 6 criteria
Let’s Take A Brain Break!
Place any sticky note questions you have on targets.
Professional Practice Related to Standards
Professional Responsibilities Related to Standards
Artifacts•Teacher-developed unit assessments•Lesson Plans• Others?
Observations•Notes/feedback from short, frequent observations (inside/outside classrooms)•Notes and feedback from announced observations
•Student and staff feedback (2013–14 school year)•Grade-level meeting notes•Parent/teacher communication log•PLC meeting notes• Others?
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What does this look like?
OR
Cocktail Napkin
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Importance of Strategically Collecting Artifacts
Professional Practice Goal:
Science Team Goal: In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.
Tom Wilson• 6th grade teacher• Year long science course• 30 students
• 10 ELLs (5 mid-level & 5 high level)• 3 on IEPs
Examine Observation Evidence Collection Form.
Highlight factual statements. Underline opinion statements or statements
not based on evidence.
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Evidence or Opinion?
Professional Practice Goal:
Science Team Goal: In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.
Tom Wilson• 6th grade teacher• Year long science course• 30 students
• 10 ELLs (5 mid-level & 5 high level)• 3 on IEPs
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Artifacts From Tom Wilson Jigsaw
ArtifactsA two-day lesson plan for subUnit assessment data
Team meeting minutes
Parent communication logE-mail exchange
Your job:• Pick an artifact• Highlight evidence of
Tom’s goal• Highlight evidence of
other criteria from rubric
• Link evidence to rubric
• note domain # and criteria letter
Artifacts should be samples that demonstrate educator performance and impact◦ Aligned with Marshall’s rubric
Number of artifacts to collect varies by educator
Artifacts can provide evidence of more than one criteria
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Importance of Strategically Collecting Artifacts
Choose one of the Professional Responsibility Domains (5 or 6) What evidence do you already collect? What things do you already do that you
could easily document and use as evidence?
Brainstorm ideas with your colleagues.
Your evidence
Observation and Feedback
15 mini observations
What do you see?What do you hear?No subjective comments!
Remember this is not a “gotcha” system; it’s a growth system
Evidence-based Observations
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Collecting Evidence Through Observation
Kelli teaches 4th grade A math lesson is in progress Kelli’s goals focus on:
1. Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and
2. Using instructional practices that engage all students during independent or small group work time (Marshall 3f&g).
http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be
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Video I Background
Now, try to match your evidence with Marshall’s rubric…
Compare/discuss the notes with your table
Identify points of agreement as well as areas where you did not see evidence
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Evidence From An Observation
FOCUSED: feedback should focus on what was observed
EVIDENCE-BASED: feedback should be grounded in evidence of practice
CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth
TIMELY: feedback should be provided shortly after the observation
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Characteristics of Effective Feedback
The Big Picture Annual Self-reflection
Goals ◦ 2 Student Learning Goals EVERY year◦ 2 Professional Goals on a 2 year cycle
Observations◦ If you are in Year 2 of the cycle or probationary
15 mini (5-7 minute) observations with feedback
Meetings with Evaluator◦ Beginning, middle and end of year
Evidence Collection
Choose a domain where you see the most need for growth.
Take a few moments to identify where you fall in each of those criteria
What evidence could you collect?
If you have time, repeat with more domains.
Self-reflection
At the end of this session, participants will be able to: Understand the big picture of our new
evaluation system Create evidence-based statements on
artifacts and observations, and connect these statements to the Marshall rubric
Apply this new evidence-based system to our own practice
Learning Objectives for today
Next Steps
MULTIPLE MEASURES* FOR TEACHER & ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290)
Student Learning and Growth
*A measure is a way of gathering evidence.
Professional Responsibilities(Domains 5 & 6)
Professional Practice (Domains 1-4)
Evidence Evidence Evidence
All measures are supported through artifacts and evidence.
Leave questions on targets Leave questions/ comments/ feedback on
reflection sheet E-mail us at [email protected]
Contacting TOSAs
Chuck teaches 10th grade physics Chuck is a 3rd year teacher Chuck’s goals focus on:
◦ Help students through the use of questioning strategies analyze, interpret and communicate results of scientific investigations.
◦ Creating a safe and collaborative learning environment
http://www.youtube.com/watch?v=AxBavxlDC9s
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Video II Background
Now, try to match your evidence with Marshall’s rubric…
Compare/discuss the notes with your table
Identify points of agreement as well as areas where you did not see evidence
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Evidence From An Observation
