Welcome to the Latest and Greatest (?)

Deliberate Practice Review

Goal and Scale

3 I understand the new DP and can work with my PLC to answer any questions.

2 I understand the new DP, and I have a few questions.

1 I know there’s a new DP, but I have a lot of questions still.

0 There’s a new DP?

…Info• Video

– 30 minute video going over teacher eval modifications and new-new DP.

– Must be shown, by contract. – 45 minutes.– Any questions you can’t answer– send them to ME! I will compile

an FAQ.

• Brand new teacher training– Year 1 and/or new to BDS (NOT category 1 and 2 teachers)– Within first 10 days of schools, you must go over the evaluation more

in depth with them. I will provide a PPT for you to use with them; I do not have this PPT at this time.

Instructional Appraisal SystemPercentile Changes

2014-2015 AND 2015-2016•33% Instructional Practice•34% IPDP/DP

– IPDP (2014-2015) – DP (2015/2016)

•33% Student Growth/Achievement

Instructional Appraisal SystemComponent Changes

• Instructional practice–22 components to 11

Evidence to be collectedClassroom Teacher Rubric

1A-Demonstrating knowledge of content and pedagogy

1C-Setting instructional outcomes1E-Designing coherent instruction1F-Designing student assessments

PLC MinutesIndividual (regularly submitted) lesson plans

Other lesson planning evidence (for example- Guided Reading planning documents)

Pre-conference**

2D- Managing student behavior Observation**3A-Communicating with students

3B-Using questioning and discussion techniques

3C-Engaging students in learning3D-Using assessments in instruction

3E-Demonstrating flexibility and responsiveness

PLC MinutesObservation**

Post-conference**

4B Maintaining accurate recordsRegularly submitted evidence (for example, grades,

FOCUS gradebook)

**Alt Evaluation would do two walkthroughs.

Deliberate Practice and PLCs

Primary PLC

Step One:ALL (Teacher, school based admins, district based admins)

Identify a Primary PLC

Primary PLC

Because 33% of all evaluations continue to be student growth/achievement of students at the assigned school, then everyone has a vested interest in the students at his/her assigned school.

Primary PLC

Similar Academic Area

3 Algebra I teachers

Math Department Math Department

1 each

Prioritize

Ideas• Common standards/common assessments

– Content area, K-8– Alg I (multi-prep consideration)

• Common problem/solution– PLUS2 data ideas– Higher Order Thinking Tasks and Questions– Content Area Framework

• Common Problem– Socialization/communication– Lowest 25% (mentors)– Graduation concerns (mentors)– PBS Implementation (attendance/behavior)

Key Words

• Meaningful• Collaborative• Impact student growth/achievement

Primary PLC

• Also to consider, common problem teams must still engage in a recursive cycle. If they “solve” the problem by November, then they re-engage in either an extension of the problem or a new problem perhaps considering a problem of a different nature.

…collaborate with others

outside of the PLC…

examples

Implementation plans, tools,

common ____Same Same

(DATA!)Same

Primary PLC

• Common problem teams still answer the 4 main questions– – How will we know if our students are being

successful?– How will we know they have learned it (whatever it

is)? What will mastery of it look like?– What strategies will we use to ensure the success of

all students?– What will we do for those who DO NOT achieve

mastery? What will we do for those that DO?

Goals, Gains and Barriers

Step Two: Establish Anticipated Goals, Gains and Barriers

Goals, Gains and Barriers

• Teams will have already begun PLC work.• But…..why wait until September 23rd? • If a team starts before then, they should start this

decision making too!

• Note: There is no set number for how many goals, gains or barriers. The identification of the goals, gains and barriers are to help teams establish the work that must be done next in the Action Steps.

Goals

• Must be numeric• NO MAP• May or may not be “assessment” data• May vary based on teams’ PLC journey.• Have a 10% total class average increase of the combined three rubric

components (purpose, focus, organization, elaboration and conventions) as measured by Bay Writes.

• Complete no less than 6 common assessments (with the corresponding recursive PLC process to include data analysis review and adjustment to instruction). (This goal most appropriate for beginning PLC teams).

• Rate ourselves at a 3 on the Learning Goal and Scale for PLC Implementation; current rating is at a 1.

Gains• What do we want to learn?• Gains may vary based on WHERE the team is

on their continuum of PLC implementation.• Gains help understand professional

development needed.• (We may want to learn about inclusion for ESE

students, but may need PD in how to make this happen.)

Gains

• We hope to gain improved understanding of the gradual release model in order to arrive at a student centered classroom.

• We hope to gain a fully implemented inclusion model in order to differentiate appropriately for all our students.

• We hope to gain more engaged students so that our student discipline issues decrease as student engagement increases.

• We hope to collaboratively problem solve and find strategies for differentiating our instruction.

• We hope that by working together as a team we will lessen our stress levels! No more IPDP individuality! YAY!

Barriers• Acknowledgement of barriers helps us to

move forward.– Administrator uses to determine resources.– Team uses to determine professional

development needed.

• Remember from our improv, think “yes…and” and not “No….because.”

Barriers• Time will be a barrier. In order to overcome this barrier, we have

established and pledge to follow our norms which will encourage us to stay on topic, allow all to have a voice- but not allow one voice to dominate. We will have roles and responsibilities that will help ensure we stay on track (norm person, timekeeper, etc.) We also agree to abide by due dates and areas of responsibility in order to ensure we come to meetings prepared and ready to work.

• We aren’t really sure how to differentiate instruction for our students. We plan on engaging in job embedded professional development with our school’s coach in order to increase our knowledge of how to do differentiate instruction. We need to get with our coach as soon as possible to have her help us with our plan to increase our knowledge in this area through job embedded PD.

Action Steps

Step Three: Create Action Steps

Action Steps

• Please consider that when you have dissimilar teams of singletons, they all need to be sure to meet at a time conducive to all members.

• For example, teams need to be mindful of the SLP at the school. They do not have planning periods during the school day, so teams need to be sure that they consider this.

Action Steps

• Not carved in stone!• Monitored and adjusted as necessary.• Mindful of due dates• Processes and procedures may not have “due

dates”

Engage!

Step Four: Engage in the PLC work

Reflect

Step Five: Complete Reflections

Rating

Step Six: Administrator Assigns Rating

DP Rating RubricU NI E HE Demonstrates no

significant effort to work on the goals/gains/barriers/ action steps.

Demonstrates an indifference/ resistance to data, PLC/DP process.

No verifiable change in practice compared to previous year.

Inconsistencies exist in fulfilling Action Steps.

Limited evidence of an effort to work on the goals/gains/barriers/ action steps.

Participation in PLC/DP process may be limited or inappropriate- resistant to step forward as leader or back as team member as appropriate.

Made a limited change to practice.

Individual fulfills personal responsibility in Action Steps due dates.

Individual contributes to discussions, led if facilitator role was assigned.

Met outside the PLC; presented information to PLC.

Made a change to personal practice, but may or may not be sustained.

Individual fulfills personal responsibility in Action Steps by due dates.

Individual participates in discussions, problem solving with team members, contributing ideas, stepping in as a facilitator/leader or back as a team member regularly and as appropriate.

Individual regularly collaborates outside the PLC and brings back suggestions/ideas which also serve to strengthen the PLCs work.

Has made a relevant change to personal practice with verifiable impact and/or has sustained implementation of the change.

YOUR DP

• Admin teams should work together as a PLC.• The admin team may choose to bring in other

personnel like guidance counselors, coaches, resource teachers, etc. Just remember– you want this to be their primary PLC. Don’t just make the leadership team your primary PLC– those people already have another primary PLC.

YOUR DP• An admin team may choose as their “common problem” – PLC

Implementation. • Have teacher PLCs use the Learning Goal and Scale to determine

where they feel they are, then the admin team do the same thing. Take that data to establish a goal for the admin PLC team.

• How will we know if our teachers are being successful?• How will we know they have learned it? What will mastery look

like?• What strategies will we use to ensure the success of all teachers?• What will we do for those who DO NOT achieve mastery? What

will we do for those that DO?

Along those lines…

• Action Step Ideas: – Admin PLC reviews teacher PLC goals, gains, barriers

and action steps. – As a team, decides about feedback and if the DP is

ready for implementation. – Admin in charge relays information.– During PLC meetings, share progress of PLC teams

towards meeting the goal, action step outcomes/adjustments needed, concerns, questions, etc.

Questions?