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NCESD - TPEP Regional Implementation Grant Consortium

NCESD - TPEP Regional Implementation Grant Consortium. November 2011. AGENDA. Welcome/Introductions Norms-What does it mean to be a consortium? Talking about Evaluation

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NCESD - TPEP Regional Implementation Grant Consortium

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  1. NCESD - TPEPRegional Implementation GrantConsortium November 2011

  2. AGENDA • Welcome/Introductions • Norms-What does it mean to be a consortium? • Talking about Evaluation • Legislative Report: What was reported to the legislature as a result of the work of the pilots? How will this help guide our work?

  3. AGENDA • Self – Assessment • Digging into current and revised Teacher and Principal criteria. What changes? What do the revised criteria mean? • Instructional Frameworks: Why is it a important/necessary underpin for our evaluation system? • What’s your work back home? Debrief today.

  4. Evaluator? Evaluated? • http://www.youtube.com/watch?v=I9LLZJFBWdc • Reflect for a minute on a particular experience as an evaluator or being evaluated. Share with an elbow partner. • What stands out for you? • Positive? Negative? Neutral? • What would be the best possible outcome of effective evaluation?

  5. The Legislative Report • Divide into groups of 3 people. No one from your home district. • Jigsaw the executive summary. Each person reads 2 pages and shares the highlights with the group. • Facilitator: The teacher who teaches the youngest students. Assign the pages, make sure everyone has time to share out. Summarizes and collects any questions??

  6. The Executive Summary • Jigsaw procedure: • Background, setting the context, summary of E2SSB 6696 • TPEP Funding, TPEP Pilot Districts, Development Year, TPEP Communications • Superintendent’s Recommendations

  7. Year-At-A-Glance • Timelines • Phase 1, 2 and 3 • Who makes what decisions? • Updated timeline – February 15th

  8. Self-Assessment Activity • You each have 7 dots • Review the poster pages around the room • Place your dot in the area that best reflects your current understanding. • One dot per page. • As you return, move into groups of 5 (or 6) comprised of people from districts other than your own with a mixture of roles.

  9. Current and Revised Criteria • In your groups • Review current and revised teacher criteria • How are the Similar? • How do they Differ?

  10. Teacher and Principal Criteria • In your groups • Explore: • What is exclusive to teachers? • What is exclusive to principals? • What is shared?

  11. AWSP Teachers: “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” Principals: “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

  12. AWSP Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.” Teachers: “using multiple student data elements to modify instruction and improve student learning.”

  13. AWSP Teachers: “providing clear and intentional focus on subject matter content and curriculum.” Principals: “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

  14. AWSP Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

  15. AWSP Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.”

  16. AWSP

  17. Exploring the teacher criteria • Number off groups 1-8 and repeat • Divide a piece of chart paper into halves-horizontally • Across the top portion label WHAT KNOWLEDGE AND/OR SKILLS ARE NECESSARY? • Across the bottom portion, label WHAT EVIDENCE WOULD YOU COLLECT?

  18. Exploring the teacher criteria • In pairs or dyads write a six word summary to define the criteria. • Share with your group. • What did you notice about engaging in this activity? • Using the draft definitions from the pilots/state, how similar are your definitions?

  19. Back to your home districts Return to your district teams

  20. Making the Case for Instructional Frameworks • Explore the article • Teaching Effectiveness and Why it Matters Use Three levels of Text Protocol as described on handout Why is it important/necessary to have an instructional framework underpin our teacher evaluation system?

  21. Three Levels of Text Protocol A Round consists of: • One person using up to 3 minutes LEVEL 1: Read aloud the passage she/he has selected. LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.) LEVEL 3: Say what she/he sees as the implications of the work. • The group responding (for a TOTAL of up to 2 minutes) to what has been said.

  22. Back Home • Key Communications and Planning • Whoneeds this information? • What structures will you use? • Who will present/share? • What times/locations will you use? • Other??

  23. Wrap Up • How did we go with our norms today? • What’s ahead? • Webinars • Frameworks in-depth exploration • Meeting Feedback

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