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OUSD Teacher Growth and Development System (TGDS)14-15 Pilot Implementation Manual

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2014-15


Table Of Contents

Introduction – About TGDS..................................................................................................................... 3

Genesis – from OUSD Strategic Plan to Effective Teaching Task Force...................................3 Benefits to teachers........................................................................................................................................3 Differences from present evaluation cycle..........................................................................................4 Overview of the Observation cycle – 7 steps..................................................................................6-7

Suggested Implementation calendar for 14-15.................................................................................8

Step 1: The Preliminary Observation Cycle:.....................................................................................9

Step 2: SMARTe Goals............................................................................................................................. 12

Step 3: The Short Observation Cycle.................................................................................................14

Step 4: The TGDS student Survey.......................................................................................................16

Step 5: The Peer Observation..............................................................................................................18

Step 6: The Mid-Year Reflection/Evaluation Check in................................................................20

Step 7: The Summative Observation Cycle.....................................................................................22

Appendix.................................................................................................................................................... 25

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Introduction – About TGDS

What is the Teacher Growth and Development System (TGDS)?

Launched in 2011, as an outgrowth of the Strategic Plan, the OUSD Effective Teaching Task Force developed a homegrown framework for effective teaching and a correlating evaluation system that pulls from local and national research. Both are grounded in the specific priorities, context and needs of Oakland’s teachers and students. The resulting Oakland Effective Teaching Framework (OETF) and ‘Teacher Growth and Development System (TGDS) were implemented as one of three teacher evaluation pilots in OUSD during the 2013-2014 academic year.

Features and benefits of TGDS

TGDS aims to provide teachers with a meaningful evaluation experience through the following design principles:

Clear, rigorous and equity focused expectations: All TGDS observations and feedback are grounded in the Oakland Effective Teaching Framework (OETF), a practitioner designed tool that represents research-based best practices in teaching as well as the priorities and needs of Oakland’s teachers and students.

Evidence & data based: Observers script observations and tag evidence to OETF using an online tool. At the individual level, the online tool helps teachers & observers surface patterns of strengths and areas for growth. At the school and district level, the online tool helps to capture data that can point to areas for professional learning and support.

Developmentally focused: The OETF offers teachers and observers a developmental continuum to measure teaching actions (Beginning, Developing, Proficient, Exemplary) Standards and indicators demonstrate measureable behaviors and offer teachers an illustrative “next step” to advance their practice.

Provide frequent and targeted feedback: Teachers evaluated through the TGDS system receive 2 long observations and up to 6 short (15-20 minute) observations and feedback loops. Observation and feedback are focused on teachers areas for growth and or SMARTe goals (as determined through the preliminary observation at the beginning of the academic year)

Include multiple measures & perspectives: Teachers evaluations ratings are based on multiple measures (observations, student work samples, student performance, student survey) and from varied observers to allow for a comprehensive and objective picture of teacher practice and to provide teacher with a rich bank of evidence to move practice forward. The TGDS system will include observer training and require full certification for all observers.

Build Collaboration and Leadership: TGDS focuses on collaboration through a peer observation cycle, professional learning focused on SMARTe goals. It aims to provide formal leadership opportunities for teachers through the creation of new opportunities for teachers (site observers, implementation leads).

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TGDS Foundation: Oakland Effective Teaching Framework (OETF)

The Oakland Effective Teaching Framework serves as the foundation for the TGDS evaluation process. It provides a shared understanding of the effective teaching practices have the greatest potential to transform student learning across Oakland. The OETF is a reflection of the Oakland context and the needs of our students. It is aligned to our district priorities (Academic Discussion, African American America Male Achievement, Social Emotional Learning) and the shifts of the Common Core.

The OETF is divided into four domains of effective teaching: Planning and Preparation, Classroom Environment, Teaching and Learning and Professional Responsibilities. The framework is used as an observation tool for the Classroom Environment and Teaching and Learning domains, which reflect the effective teaching practices that can be observed in the classroom. The Planning and Preparation and Professional Responsibilities domains are used to evaluate the important teaching practices that typically happen outside of the classroom.

The OETF offers teachers and observers a developmental continuum by which to evaluate teaching practice. The framework provides four distinct levels of teaching performance (Beginning, Developing, Proficient, Exemplary) that describe measurable teaching actions and provide a roadmap for improvement in teaching practice.

View the Oakland Framework for Effective Teaching

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Domain 1: Planning and Preparation Domain 2: Classroom EnvironmentDomain 3: Teaching and LearningDomain 4: Professional Responsibilities


TGDS: A Focus on Continuous Growth

The Teacher Growth and Development System was designed to provide teachers with frequent opportunities to receive objective, aligned feedback from multiple sources. The multiple measures of the evaluation process (observations, student work samples, student performance, student survey) help give teachers a comprehensive picture of their teaching practice, enabling them to identify areas of strength and growth opportunities. Teachers use observation data to set targeted SMARTe goals and continue to use the consistent and frequent feedback loops throughout the school year to drive their professional learning and make specific adjustments to their teaching to better support student learning.

At the close of the evaluation cycle, teachers will have a portfolio of data reflecting their teaching practice and progress towards their two SMARTe goals (student learning and professional practice). Final evaluation scores are divided equally between progress towards goals and classroom observations.

Classroom Observations: Throughout the year, teachers will have the opportunity to demonstrate mastery in the observable domains of the Oakland Effective Teaching Framework. At the end of the year, the highest score of every indicator (regardless of whether obtained in a short or long observation) will be averaged together to form the best and broadest view of classroom practice.

Progress towards goals: Teachers supply evidence throughout the year that demonstrates student learning and professional practice growth. Administrators draw upon all of the evidence collected throughout the evaluation cycle to determine a numeric ranking (Insufficient Progress-1, Developing-2, Met Goals-3, Exceeded Goals-4) of progress towards completion of both goals.

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Teacher Growth and Development Evaluation Cycle

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TGDS Evaluation Cycle – Step by Step

Evaluation Step Description

1. Preliminary Observation Cycle

Includes Pre-Conference/Post Conference Long Observation 30+ Minutes Teacher completes self reflection and submits rating prior to

post-conference

2. SMARTe Goals/Action Plan

Based on the preliminary observation, teacher self-assessment and post conference

3-4 SMARTe Goals: student achievement, professional goal, school site & or grade-level team goal

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SO’s take place during entire period between completion of goals and summative observation step 4-6 short observations, 15-20 minutes each Focused on SMARTe goals

4. Student Survey

Non evaluative; Measures how students view a teacher’s expectations, equity in the classroom, and classroom management

Teacher administered

5. Peer Observation Non evaluative; provides additional data/feedback on teacher

SMARTe goals

6. Mid-Year Reflection Evaluator/Educator meet to discuss progress toward SMARTe

goals and discuss any necessary next steps/revisions

7. Summative Evaluation Cycle and Conference

Includes Pre-Conference/Post Conference Long observation 30+ Minutes

o Teacher completes self reflection and submits rating prior to post-conference

Summative Conference:o Reflects growth and development across entire

evaluation cycle o Teacher provided with multiple performance rating: one

for each of the 4 domains, one for professional growth (based on SMARTe goals) and one overall rating

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Suggested Implementation and Activities Calendar for 14-15

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Step 1 - Preliminary Observation Cycle

The Preliminary Observation Cycle is a key aspect of the TGDS evaluation cycle that helps teachers and administrators collaboratively set SMARTe goals. It has four components:

1. Pre-Conference

Allow teachers to share their learning objectives with observers and articulate the vision for instruction

Prepare administrators to better understand the classroom context of the lesson observation Develop a shared understanding of effective teaching and the importance of planning for instruction Reflect the teacher’s performance within Domain 1 (Planning and Preparation) Are approximately 30-45 minutes in length.

2. Lesson Observation

Provide teachers the chance to execute their lesson plan and observers to record their teaching practice.

Become the basis for post-conference reflection, SMARTe goals, and are recorded online Reflect the teacher’s performance within Domains 2 (The Classroom Environment) and 3 (Teaching

and Learning) Should reflect the entirety of a lesson, from opening to closing assessment

3. Teacher Reflection

Allow teachers to reflect on the actual implementation of the lesson and upload additional evidence to indicate student mastery

Reflect the teacher’s performance within Domain 4 (Professional Responsibilities)

4. Post-Conference

Align teachers and observers’ discussion and reflection of an entire lesson cycle, planning, execution, and reflection

Reflect the teacher’s performance within ALL domains

Best Practices

Observation works best when both teachers and administrators are familiar with the Oakland Effective Teaching Framework (OETF)

Evidence captured through observations should be judgment free. Observers should take specific notes during the observation; numbers and exact dialogue are well suited for this.

o Good example: 100% of students talking in pairs about task. o Poor example: Teacher does great job of explaining task.

Post-observation feedback should be specific, evidence based and help teachers set SMARTe goals

Lesson plans should be uploaded to Bloomboard at least 24 hours before the pre-conference to allow administrators sufficient time to read them.

Observations should come 2-3 days AFTER pre-conferences Teacher reflections should be uploaded 24 hours before the post-conference

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Post-conferences and feedback should come within a business week to ensure meaningful dialogue

The Preliminary Observation Cycle Matrix

1. Pre-Conference

Roles and Activities

Teacher Role

Uploads lesson plan to Bloomboard

Observer Role

Collects evidence from the lesson plan

Facilitates discussion about classroom

Estimated Time

15-45 minutes

Activity Purpose To build shared understanding and rapport between the teacher and administrator, so that administrators are able to understand the lesson in the broader classroom context.

Activity Overview

1. Teacher develops lesson plan (may or may not use template) and uploads it to Bloomboard 24 hours before the scheduled pre-conference

2. Teacher and administrator discuss lesson plan and the teacher’s classroom context.3. Administrator collects evidence by reading plan and aligning evidence to the

framework4. Observer may complete the ranking for Domain 1 using lesson plan and notes from

pre-conference

OETF Standards Assessed

Domain 1: Planning and Preparation

2. Lesson Observation


Teacher Role

Executes lesson plan

Collects evidence of student learning

Observer Role

Collects Evidence

Estimated Time

30-45 minutes

Activity Purpose To collect judgment-free evidence about a teacher’s practice for reflection and ranking

Activity Overview

1. Teacher teaches lesson that was uploaded for the pre-conference2. Observer collects judgment-free evidence by scripting the lesson cycle 3. Observer may talk to students to help set context of lesson4. Teacher collects student work samples and further evidence


Domain 2: The Classroom Environment

Domain 3: Teaching and Learning

3. Teacher Reflection


Teacher Role

Reflects on lesson cycle

Uploads reflection and student learning

Observer Role

Reads teacher reflection

Collects evidence for Professional Responsibilities

Estimated Time

15-45 minutes

Activity Purpose To reflect on the execution of the lesson plan and collect additional evidence of student learning and professional responsibility

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Activity Overview

1. Teacher reflects on lesson cycle, using template and uploads it and accompanying student evidence online

2. Observer reads teacher reflection and aligns it to the OETF

OETF Standards Domain 4: Professional Responsibilities

4. Post-Conference


Teacher Role

Reflects on lesson

Compares teacher reflection to collected evidence

Sets SMARTe Goals

Observer Role

Facilitates conversation and reflection of teacher

Provides resources

Helps Teacher set SMARTe Goal

Estimated Time

25-60 minutes

Activity Purpose To reflect on the execution of the lesson plan

To assist in future development for teachers

Activity Overview

1. Teacher reads scripted evidence from Bloomboard and notes any significant differences between collected evidence and teacher reflection

What does the observation evidence tell/show you? Are there any major differences between the observer’s script and your reflection? If

so, what is the cause? How did your lesson go? Did it go the way you had expected? What was successful or

what was challenging?

2. Teacher and observer discuss next steps for teacher’s professional growth (open conversation)

What will you do differently next time? What research or resources might you need to investigate to better support student performance? What are some concrete action steps you are planning to take next to grow & develop your practice?

3. Teacher and observer have a shared discussion about SMARTe goals, noting specific growth needs.

4. At the conclusion of the post-conference, administrator assigns post-conference ranking and teacher uploads a professional practice and student learning outcome goal.

5. Administrator SHARES and CLOSES the observation.


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Step 2: SMARTe Goals

A Goal Setting Guide

SMARTe goals can help improve achievement and success. A SMARTe goal clarifies exactly what is expected and the measures used to determine if the goal is achieved.

Use the questions below along with the data from your preliminary observation cycle to help you think through two SMARTe goals: a STUDENT learning goal and PROFESSIONAL focused SMARTe goals. SMARTe goals must have sufficient evidence for an administrator to evaluate them between 5/18/15 and 6/2/15.

Specific (and strategic):

What specifics will help you know you’ve reached your goal? What standards is this goal aligned with?

Measurable:

What data will you use to measure progress? Can this goal be measured? Is this goal based upon multiple sources of data?

Attainable (aggressive):

How difficult will this goal be for you to achieve? Will resources be available to achieve this goal? Is this goal aligned to district and school improvement goals?

Relevant (results oriented):

How is this goal relevant to you and your students? How will this goal enhance teaching/professional practice/craft? How will this goal enhance learning opportunities for students?

Time framed:

When will you collect data? Will this goal have sufficient evidence for an administrator to evaluate it between 5/18/15 and

6/2/15?

Equity focused:

Does this goal interrupt patterns of inequity? Does this goal support equal access and achievement for all students?

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SMARTe Goal Samples

Middle/High: Student Learning Middle/High: Professional Practice

By 5/18, the percentage of students scoring proficient on the PWT will increase from 50% to 75%, with at least 60% of the increase coming from historically disenfranchised populations.

By May, I will provide students at least 12 instances of incorporating mathematics routines to promote number sense and algebraic thinking in my opener or closing activities.

During the 2014-2015 school year, all students will participate effectively in a range of academic discussions (e.g. one-on-one, in groups, and teacher-led) with diverse partners about appropriate, grade-level texts and course topics and demonstrate proficiency on an academic discussion rubric(s).

During the 2014-2015 school year, I will learn and implement three new strategies to support all students in engaging productively in academic discussion with a focus on English Language Learners and African American Males.

By June 1, 85% of my students will have scored proficient (80% correct) on previous Algebra I district assessment questions that are used in classroom activities, with students receiving these opportunities weekly starting at the end of April.

For each major unit during the 2014-2015 school year, I will implement close-reading strategies using an excerpt from a novel, a short story, a poem, or an article, with a specific focus on craft and structure in order to enhance understanding of author’s purpose.

Elementary: Student Learning Elementary: Professional Practice

By June 1, 90% of my students will reach the end-of-year reading benchmarks for my grade level as outlined by SRI reading lexile levels.

During the 2014-2015 school year, I will send home a monthly newsletter to parents and average 2 positive calls home per week in my call log.

By June 1, 80% of students will demonstrate proficiency (scores of 80% or more) on district performance tasks.

In order to address the language standards of the CCSS, I will establish word study notebooks based on the instructional strategies outlined in Words Their Way by the Spring term of the 2014-2015 school year.

By June 1, all students will be able to engage in productive academic discourse and build on each other’s ideas to deepen their understanding of our learning content. I will measure student success through use of the Zwiers rubric for Academic Discourse Skills.

During the 2014-2015 school year, I will incorporate mini-lessons into each unit of study that teach students how to build on each other’s talk to improve the rigor of academic discourse in my classroom

SMARTe Goals must have sufficient evidence to be evaluated by 6/2/15.

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Step 3: Short Observation Cycle

The Short Observation Cycle is a component of the formal observation process

Short observations:

Are conducted throughout the period between goal setting summative evaluation and overlap with student evaluations and midyear reflection

Are conducted by Administrative and Alternate Observers (at least 2 observations each) Focus on teachers’ SMARTe goals or growth areas. Provide feedback targeted to SMARTe goals to support teacher growth Reflect the teacher’s performance within the following OETF domains:

o 2 (Classroom Environment),o 3 (Teaching and Learning), ando 4 (Professional Responsibility)

Are shorter in length (15-30 minutes) and may not reflect an entire lesson.

Short Observation Best Practices

Short observations DO NOT require a pre-conference. Observers should focus evidence and feedback on SMARTe goals and teacher selected

improvement areas Evidence captured through observations should be judgment free. Observers should take

specific notes during the observation; numbers and exact dialogue are well suited for this. o Good example: 100% of students talking in pairs about task. o Poor example: Teacher does great job of explaining task.

Post-observation feedback should be specific, evidence based, and aligned to the Oakland Effective Teaching Framework (OETF) and include specific next steps to improve teacher practice.

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The Short Observation Matrix

Short Observation Description


Teacher Role

Teaches lesson

Observer Role

Observes Lesson Collects Evidence

Estimated Time

15-30 minutes

Activity Purpose To provide the observed teacher additional evidence in order to support the achievement

their SMARTe goals

Activity Overview

1. Teacher delivers lesson material to students2. Observer collects evidence by observing teacher and scripting/documenting classroom

happenings3. Observer may speak with students to gather additional evidence (if this can be done

without interrupting instruction) 4. Teacher collects student work samples for analysis (optional)


Domain 2: Classroom Environment


Short Observation Post Conference


Teacher Role

Presents student work (optional)

Reflects

Observer Role

Listens Collects Evidence Presents Evidence

Estimated Time

10-20 minutes

Activity Purpose Opportunity for teacher to reflect on lesson success, receive feedback from observer, and for teacher and peer to synthesize this information to advance their professional growth.

Activity Overview

1. Observer presents specific evidence from observation related to SMARTE goals for reflection (5 minutes uninterrupted)

2. Teacher Reflects on the success of the lesson and presents related student work/artifacts (5 minutes uninterrupted)

What does the observation evidence tell/show you? What does this evidence make you think?

How did your lesson go? Did it go the way you had expected? What was successful or what was challenging?

3. Teacher and observer discuss next steps for teacher’s professional growth (open conversation)

What will you do differently next time? What research or resources might you need to investigate to better support student

performance? What are some concrete action steps you are planning to take next to grow &

develop your practice?


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Step 4 - Student Survey

The Student Survey is a complement to the formal observation process.

Student Surveys:

Integrate student perspectives into teacher growth and development program Provide teachers with a tangible list of actions associated with effective teaching Reflect the teacher’s performance within domains 2 and 3 Are standardized to allow cross-district generalizations.

Student Surveys Best Practices

Student surveys are administered once to students Teachers are able to re-administer the survey, if they feel their scores are not indicative

of their capacity. The more students that teachers survey, the better the results will be. Teachers should strive to survey 60 or more students. Interventionists, or those with limited classroom numbers, should have all students

surveyed. Early elementary students (2nd grade and below), should have the survey read to them

and their answers recorded. Students should be surveyed in the language in which they are most comfortable. Surveys should be recorded electronically. This allows for a quicker return of results to

teachers.

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Student Survey Description


Teacher Role

Administers Survey for a peer

Student Role

Answers survey

Estimated Time

10-20 minutes

Activity Purpose To provide the teacher with feedback about effective teaching practices from the student

perspective

To engage students in the evaluation process

Activity Overview

1. Teacher administers student surveys, ideally for another teacher.2. Student surveys are sent to the HR department for data aggregation.3. Teacher feedback is sent directly to the teacher.

OETF Standards Domain 2: Classroom Environment


Student Survey Reflection


Teacher Role

Reflects

Estimated Time

10-20 minutes

Activity Purpose Opportunity for teacher to reflect on student feedback and determine if a second administration is needed.

Activity Overview

1. Teacher reads student feedback and reflects upon results2. Upon reflection of results, determine If a second administration of the survey is

needed. 3. If a second survey administration is needed or desired, contact the HR department.

OETF Standards

Domain 4: Professional Responsibilities

4A Engaging in Reflection to Increase Effectiveness

o Assessing Effectiveness in Achieving Instructional Outcomeso Reflecting on Struggling Studentso Making Suggestions for Improvement

4B Growing and Developing Professionally

o Setting Goals for Professional Growth o Welcoming Feedback o Welcoming Professional Developmento Sharing Expertise with Others

Student Survey is in the Appendix

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Step 5: Peer Observation Process

The Peer Observation Process is an informal and optional complement to the formal observation process.

Peer observations:

Provide a meaningful opportunity for peer collaboration in schools Develop a shared understanding of effective teaching by ALL teachers (both on/off

development cycle) Reflect the teacher’s performance within domains 2 (Classroom Environment), 3 (Teaching

and Learning) and 4 (Professional Responsibilities) Are shorter in length (15-30 minutes) and may not reflect an entire lesson.

2 x 2 Peer Observation

Purpose of the 2 X 2 Peer Observation Protocol:

Provides educators with a structured process for peer observations is not evaluative provides a vehicle for professional growth and learning recognizes the expertise of teachers provides an opportunity for peer teachers to learn from each other.

Because 2 x 2 peer observations are intended to be 10-15 minutes in length, it is recommended that only one element of the Oakland Effective Teaching Framework (OETF) or SMARTe goal be chosen for the focus of the observation.

Overview:

A “2 X 2” Peer Observation is designed to take a relatively short amount of time. The protocol can be done with a partner, or with teams of teachers.

The participants:

decide upon the focus of the peer observations, discuss the OETF standard or SMARTe goal that will be used, and agree upon what would constitute evidence of “best practice”

Once the focus is determined, observations are scheduled by the participants; each participant will be observed and serve as a peer observer.

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Peer Observation Best Practices

School sites should facilitate a session for both peer observers to share their observations, provide feedback, and plan lessons together based on the feedback.

o Feedback sessions should occur within 5 working days after the observation. Peer observations require planning ahead to ensure that peer teachers understand the

classroom context and know the developmental needs of the observed teacher. Sub coverage should be scheduled a week in advance to ensure availability Evidence captured through observations should be judgment free. Observers should take

specific notes during the observation; numbers and exact dialogue are well suited for this. o Good example: 100% of students talking in pairs about task. o Poor example: Teacher does great job of explaining task.

Post-observation feedback should be specific, evidence based and aligned to the Oakland Effective Teaching Framework.

2 x 2 Peer Observation Protocol

Step 1

Focus Participants / teams decide which element of the OETF or SMARTe goal will be the

focus of the “2 X 2” peer observations. Once the focus standard is identified, participants use the OETF to determine

potential evidence in the upcoming lesson. Teachers provide any additional context or information that observers might need to fully understand the classroom.

Participants may also construct a focus question to guide the observation [e.g., What strategies can be used to ensure that all students have an opportunity to answer the questions posed during a lesson?].

Step 2

Schedule Participants / teams schedule dates and times to complete the observations and the

follow up meeting(s). If sub coverage is needed, teachers request it approximately one week in advance.

Step 3

Visit Each observation lasts between 10 to 20 minutes. Each participant is observed and serves as a peer observer. The observer collects two pieces of evidence that constitute effective and/or highly

effective practice in the agreed upon area(s) of focus. The observer also collects two samples of evidence of practice about which the

observer has a question.

Step 4

Debrief The observer and observed teacher meet briefly after the class visit to share the

observation evidence, discussing both the effective/highly effective practices and the questions that emerged during the observation.

Observer and observed teacher discuss what was learned. What new questions surface from the discussion? What might be some next steps?

Step 5

Reflection & Implementatio

Individually, each teacher reflects on what he/she learned from the observations and apply to practice.

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Step 6: Mid Year Evaluation Check-In

The Mid Year Evaluation Check-In is an optional but strongly recommended component to the TGDS Evaluations.

Mid Year Check-ins:

Are approximately 30-45 minutes in length. Reflect the teacher’s performance within ALL OETF domains Allow teachers and administrators to have a reflective conversation about the teacher’s progress towards

their SMARTe goals Provide teachers the opportunity to share any artifacts or evidence that demonstrates progress towards

the SMARTe Goals (including student surveys)

Mid Year Check-In Best Practices

Mid-year check-ins are optional although highly recommended for teachers who require additional assistance

Before a mid year check-in, teachers should have:o set SMARTe goalso completed a long observation, , and o had either a peer observation OR short observation.

Teachers may bring to the midyear checkin any type of evidence that documents their growth and development

The most useful evidence will document progress towards SMARte goals. Administrators should provide specific resources to help improve practice Mid-Year Evaluations should be scheduled at least one week in advance to allow teachers the

opportunity to bring in any relevant evidence and administrators to find adequate supports

Preparing For The Mid-Year Check-In


Teacher Role

Ensures that SMARTe Goals are uploaded

Collects any relevant evidence to support growth and development

Observer Role

Reviews evidence, progress, and professional development goals of teacher

Find resources for growth areas

Estimated Time

15-20 minutes

Activity Purpose

To allow teacher and administrator opportunity to prepare and review evidence to date so each participant comes to review prepared to discuss and contribute meaningfully

Activity Overview

1. Teacher reviews SMARTe goals and aligns artifacts to the goals2. If online evidence is not a reflection of work done in the classroom, artifacts should be

added for the administrator to discuss during the evaluation process.3. Administrator reviews online evidence and identifies potential resources to present during

checkin that will assist teacher in second half of year

OETF Domain 4: Professional Responsibilities

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Standards

The Mid Year Check-In


Teacher Role

Reflects on progress Lists any professional

development needs/supports

Assesses performance objectively

Administrator Role

Reflects collected evidence with teacher Facilitates an open dialogue about

teacher progress Reviews evidence Provides next steps

Estimated Time

30 minutes – 45 minutes

Activity Purpose

To build shared understanding between the administrator and teacher of classroom progress and the best methods to support growth and development.

To provide teachers with an accurate reflection of their development and progress To better understand the needs for a teacher’s professional development and collaborate for

improvement

Activity Overview

1. Teacher presents SMARTe Goals to observer and reviews evidence2. Teacher and observer discuss SMARTe goals and progress (15-20 minutes) and may or

may not use the provided template.

Which SMARTe goal has been the most challenging? Which has been the easiest? Do you think your SMARTe goals are attainable? Why or why not?

3. Observer and teacher transition from specific SMARTe goals to the broader Oakland Effective Teaching Framework, noting a strength and development opportunity for each of the four domains

In which domains do you most readily excel? Which domain is the most challenging? How can your growth be supported? How can you support peer growth or share your expertise? What support/leadership opportunites do you need or want?

4. Teachers and observers assign a numerical ranking for each of the four domains with all evidence presented through the evaluation process.

Do any differences exist between teacher and observer rankings? What is the cause of this difference?

Do these rankings respond to the evidence presented? What areas will the teacher focus on for future growth?

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Step 7: Summative Observation Cycle

The Summative Observation Cycle is the final key aspect of the TGDS evaluation cycle. It helps teachers and administrators review progress towards SMARTe goals and conduct a long observation. It has four components:

Pre-Conference

Allow teachers to share their learning objectives, SMARTe goals, and specific needs with observers Reinforce administrators understanding of the classroom context Reflect the teacher’s performance within Domain 1 (Planning and Preparation) Are approximately 30-45 minutes in length.

Lesson Observation

Provide teachers the chance to execute their lesson plan and observers to record their teaching practice.

Reflect the teacher’s performance within Domains 2 (The Classroom Environment) and 3 (Teaching and Learning)

Should reflect the entirety of a lesson, from opening to closing assessment

Teacher Reflection

Allow teachers to reflect on the actual implementation of the lesson and upload additional evidence to indicate student mastery

Calls for teachers to take a global view of their progress and look at how they have grown and progressed towards their SMARTe goals this year.

Reflect the teacher’s performance within Domain 4 (Professional Responsibilities)

Post-Conference

Align teachers and observers’ discussion and reflection of an entire lesson cycle, planning, execution, and reflection

Reflect the teacher’s performance within ALL domains

Best Practices

Teachers and administrators must be familiar with the Oakland Effective Teaching Framework (OETF) and SMARTe goals

Evidence captured through observations should be judgment free. Observers should take specific notes during the observation; numbers and exact dialogue are well suited for this.

o Good example: 100% of students talking in pairs about task. o Poor example: Teacher does great job of explaining task.

Lesson plans should be uploaded to Bloomboard at least 24 hours before the pre-conference to allow administrators sufficient time to read them.

Observations should come 2-3 days AFTER pre-conferences

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Summative Observation Cycle

Pre-Conference


Teacher Role Uploads lesson plan

to Blomboard

Observer Role Collects evidence from the lesson plan Facilitates discussion about classroom

Estimated Time 15-45 minutes

Activity Purpose To build shared understanding and rapport between the teacher and administrator, so that administrators are able to understand the lesson in the broader classroom context.

Activity Overview

1. Teacher develops lesson plan (may or may not use template) and uploads it to Bloomboard 24 hours before the scheduled pre-conference

2. Teacher and administrator discuss lesson plan and the teacher’s classroom context.3. Administrator collects evidence by reading plan and aligning evidence to the framework4. Observer may complete the ranking for Domain 1 using lesson plan and notes from pre-

conference

OETF Standards Domain 1: Planning and Preparation

Lesson Observation


Teacher Role Executes lesson plan Collects evidence of

student learning

Observer Role Collects Evidence


Activity Purpose To collect judgment-free evidence about a teacher’s practice for reflection and ranking

Activity Overview

1. Teacher teaches lesson that was uploaded for the pre-conference2. Observer collects judgment-free evidence by scripting the lesson cycle 3. Observer may talk to students to help set context of lesson4. Teacher collects student work samples and further evidence of student mastery and SMARTe

goals

OETF Standards Domain 2: The Classroom EnvironmentDomain 3: Teaching and Learning

Teacher Reflection


Teacher Role Reflects on lesson

cycle Uploads reflection

and student learning

Observer Role Reads teacher reflection Collects evidence for Professional

Responsibilities


Activity Purpose To reflect on the execution of the lesson plan and collect additional evidence of student learning and professional responsibility

Activity Overview

1. Teacher reflects on lesson cycle, using template and uploads it and accompanying student evidence online

Teacher may upload additional evidence collected during the year, specifically around a professional practice goal, for administrators to observe prior to the meeting.

2. Outside of the specific lesson, teachers reflect around their progress towards their two SMARTe goals: a professional practice and a student learning outcome goal

3. Observer reads teacher reflection and aligns it to the OETF


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Summative Observation Cycle (cont’d)

Post-Conference


Teacher Role Reflects on lesson Compares teacher

reflection to collected evidence

Sets SMARTe Goals

Observer Role Facilitates

conversation and reflection of teacher

Provides resources Helps Teacher set

SMARTe Goal


Activity Purpose To reflect on the execution of the lesson plan and progress towards SMARTe goals To assist in future development for teachers and suggest optional summer resources

Activity Overview

1. Teacher reads scripted evidence from Bloomboard and notes any significant differences between collected evidence and teacher reflection What does the observation evidence tell/show you? Are there any major differences between the observer’s script and your reflection? If

so, what is the cause? How did your lesson go? Did it go the way you had expected? What was successful or

what was challenging? How would this lesson have gone at the start of the year? How did you grow during

the year?2. Teacher and observer discuss next steps for teacher’s professional growth (open

conversation) What professional learning material do you need or want for the summer? Where do

you see yourself in 2-3 years? What skills do you need to get there? Who do you need to meet to meet your career goals?

3. Teacher and observer have a shared discussion about SMARTe goals, noting specific growth needs. Observer tells teacher his professional opinion of progress towards goals.

4. At the conclusion of the post-conference, administrator assigns post-conference rankings and records the discussed ranking for goals.

5. Administrator SHARES and CLOSES the observation.


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Appendix

Related Step Appendix materials

Step 1 - The Preliminary Observation Cycle Pre-conference meeting guide Lesson Plan template Teacher Reflection guide

Step 4 - The TGDS student Survey TGDS Student Survey

Step 5 - The Mid-Year Reflection/Evaluation Check-in

Mid Year Evaluation Forms Fillable

Step 6 - The Peer Observation Peer Observation Template

Step 7 - The Summative Observation Cycle Summative Observation Reflection Template

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