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Evaluator Workshop for Personnel Evaluating Teachers

Evaluator Workshop for Personnel Evaluating Teachers.

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Evaluator Workshop for Personnel Evaluating Teachers

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  1. Evaluator Workshop for Personnel Evaluating Teachers 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.

  2. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

  3. Welcome & Introductions Please introduce yourself by sharing your name, district, school, and role.

  4. Norms • Equity of voice • Active listening • Safety to share different perspectives • Confidentiality • Respectful/appropriate use of technology • Usage of the Parking Lot

  5.   Rhode Island Evaluation Collaboration • 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

  6. Local Ownership What does increased district ownership look like? • Implementing the Differentiated Process • Maximizing Flexibility Factors • Analyzing evaluation system data • Calibrating evaluation criteria locally (e.g., Practice, Foundations/ Responsibilities, and Student Learning) • Consistent District Evaluation Committee Meetings

  7. School Year 2013-2014 Updates • Differentiated Process for Teachers* Participant Packet p.2 • Inclusion of the RIGM • Online module available • Support Professional Gradual Implementation • Online module for personnel evaluating support professionals

  8. Updated Measures of Student Learning Student Outcome Objectives (SOOs) • Very similar to SLOs • Designed for educators for who instruction is not their primary responsibility • Some special educators and many support professionals may set SOOs • For additional information: • Teacher Model Addendum or MSL Guidebook for 2013-2014 • Online module: “Special Educators and SLOs/SOOs”

  9. Other Student Learning 2013-2014 Updates

  10.  Evaluation Training • Training has been developed based on feedback collected during this past year via the statewide survey and feedback from online modules. • Winter/Spring Modules will be based on feedback from the field. • *Rhode Island Model users will have access to two calibration windows on FFTPS

  11. Dual Track Thinking PARTICIPANT PACKET: Checking In/ Do Now • Reflect on your work with your teachers • Stop and jot past successes • List any questions you may have regarding the topics listed in your participant packet At the bottom of the page: • List any areas that you may like to grow in regard to your work as an instructional leader p. 3 Learner Instructional Leader

  12. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

  13. Understanding SLOs • Understand how SLOs are an integral part of curriculum, instruction, and assessment • Articulate key steps to take in order to implement SLOs successfully • Understand layout and functionality of all online tools ONLINE TOOLS 1. Understanding SLOs (online module)

  14. Understanding SLOs • PARTICIPANT PACKET: • Utilize the note taking template • Jot down key messages that you feel would be important to communicate to your teachers • p. 4

  15. Layout and Functionality of Online Tools

  16. Layout and Functionality of Online Tools • Menu shows an outline of the module • Each slide is labeled • Allows for you to select sections that you would like to review

  17. Understanding SLOs • HISTORY SCREEN SHOT

  18. Understanding SLOs Table Talk: What did alignment look like at your school this past year? What are you planning to do differently this coming year? Feel free to chart what you might do differently if you think others in the room might benefit.

  19. Layout and Functionality of Online Tools

  20. Layout and Functionality of Online Tools

  21. Understanding SLOs Takeaways • 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

  22. Understanding SLOs Participant Packet: Page 4

  23. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

  24. SLO Process Overview p. 11

  25. 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

  26. 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

  27. Rhode Island Educator Data Points • 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

  28. Rhode Island Educator Data Point • Setting appropriate, but rigorous SLO targets • Determining the Baseline, including gathering and interpreting data • Identifying or creating the evidence or assessments for the Evidence Source(s) • Writing an Objective Statements that focused on the appropriate content or skills Teachers surveyed expressed that the following aspects of writing an SLO were most challenging: RIDE Statewide Mid-Year Survey N = 4,550 teachers

  29. Writing an Objective Statement • Clarify the process for writing an objective statement ONLINE TOOLS Writing an Objective Statement (online module)

  30. Online Module: Writing an Objective Statement The Four-Step Process

  31. Writing an Objective Statement Takeaways • When educators create their SLO Objective Statements, they should follow these four steps: • Examine their standards and curriculum 2) Determine their Priority of Content 3) Write an objective statement 4) Check the scope, or grain-size

  32. Online Module: Writing an Objective Statement Instructional Leader Learner Participant Packet: Page 5

  33. Writing an Objective Statement Table Talk: How might you support teachers in collaborating in grade level or content-alike teams to engage in the 4 Step Process? What additional support might new teachers need to engage in this process? Chart how you might differentiate this for new and returning teachers. Instructional Leader

  34. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School Stretch your legs and take a gallery walk and review the charts. Jot down any additional ideas from your colleagues.

  35. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

  36. Using Baseline Data/Information To Set SLO Targets • Understand the purpose of baseline data • Be able to identify several sources of baseline data • Understand how baseline data can be used to set targets ONLINE TOOLS 1. Using Baseline Data/Information To Set SLO Targets (online module)

  37. SLO Process: Baseline Data and Targets

  38. Rhode Island Educator Data Point Teachers surveyed expressed that the following aspects of writing an SLO were most challenging: • Setting appropriate, but rigorous SLO targets • Determining the baseline, including gathering and interpreting data • Identifying or creating the evidence or assessments for the Evidence Source(s) • Writing an Objective Statements that focused on the appropriate content or skills RIDE Statewide Mid-Year Survey N = 4,550 teachers

  39. Rhode Island Educator Data Point 78% of teachers whose approval process included substantial revisions cited ‘targets’ as a reason for their SLO revisions Do Now Find someone across the room and discuss: How did your teachers do with setting targets? What was most challenging? RIDE Statewide Mid-Year Survey N = 4,550 teachers

  40. Online Module: Baseline Data and Info Instructional Leader Learner Participant Packet: Page 8

  41. Online Module: Using Baseline Data and Info Data and Information Baseline Data and Targets

  42. Baseline data can be used to….  • Turn and Talk: • How might this information help clarify data use for your teachers?

  43. Online Module: Baseline Data and Info Instructional Leader Learner Participant Packet: Page 8

  44. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

  45. Deepening Assessment Literacy • Develop a shared understanding of the various types and purposes of educational assessment • Identify best practices for local assessment development ONLINE TOOLS 1. Deepening Assessment Literacy (online module)

  46. Rhode Island Educator Data Point Building Administrators surveyed expressed a desire for additional SLO-related training to focus on the following topics: Determining Rigor of Target on Student Learning Objectives 1st Supporting teachers in their Student Learning Objective writing 2nd Quality of Evidence and assessment-literacy 3rd RIDE Statewide Midyear Survey N = 400 building administrators

  47. Online Module: Deepening Assessment Literacy Viewing the majority of this Module Consider new learnings for you and your teachers

  48. Assessment Literacy Takeaways • 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

  49. Assessment Swap Meet • Find someone new and exchange one of the following discussion items: • Which key takeaway resonated most with you • Something that you learned that surprised you • A key message you plan to take back to your teachers 2. After each partner has shared, find someone new and repeat by sharing new item (from list above). 3. Repeat until you’ve shared three times. 

  50. Deepening Assessment Literacy Mark a passage that: • Confirmed something you already knew with an * • Challenged something you thought you knew with a ? • Made you think with a ! 10 min 10 min

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