Rhode Island Model Academy for Personnel Evaluating Teachers

1. Rhode Island ModelAcademy for Personnel Evaluating Teachers Day One Professional Practice

2. Academy Agenda

3. RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov

6. What did you draw?

7. Introductions Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.

8. Day One Agenda

9. Rhode Island Evaluation Implementation

10. Session Objectives After completing this session, you should be able to:

11. Rhode Island Model at a Glance

12. Professional Growth Plan Evaluation Conferences Ongoing reflection and planning Rhode Island Model Evaluation & Support System

13. Rhode Island Model Professional Practice Evaluation Criteria • Research-based • Observation rubric • Scored after each observation

14. Architecture of the Rhode Island Model Rubric Domain Component Elements

15. Architecture of the Rhode Island Model Rubric Domain Component Title Component Description Elements Indicators

16. Architecture of the Rubric Levels of Performance Critical Attributes Possible Examples

17. Analysis of One Component 15 min. 20 min. With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group: • The title of the component • What is valued in this component as explained in the description • The elements of this component that differentiate it from other components • Critical attributes – type of evidence that will be noted for this component • Possible examples – what are some specific things that may be noted

18. Thinking Behind the Rating

20. The Importance of Minimizing Bias • GATHER evidence • during observation FFTPS Minimizing Bias Module • Ensure you are gathering objective evidence. • Make yourself aware of the differences between evidence, interpretation, and bias. • When you make judgments based on a teacher’s or student’s age, race, gender, appearance, perceived economic status, or accent. • Personal or professional preferences about teaching styles, materials, or classroom setup may also influence judgments. • Bias occurs whenever there is variability in an observer’s application of the rubric based on deep-seated beliefs, stereotypes, or professional preferences.

21. Session Check-In After completing this session, are you able to:

22. Day One Agenda

23. Session Objectives After completing this session, you should be able to:

24. Teachscape Home Page Training Scoring practice Proficiency assessment

25. A Closer Look at Observer Training

26. A Closer Look at a Single Component

27. Benchmark Videos and Rationales for Scores

28. Rangefinders

29. Video Examples

30. Observer Training: Exercise Example

31. Session 2 Log In & Closure • Log In: • Step 1: Get online • Step 2: Open your link from FFTPS • Step 3: Working with your partner, complete the FFTPS Scavenger Hunt (10 min.)

32. Session Objectives After completing this session, are you able to:

33. Day One Agenda

34. Partnered 2A Component Training Structure – Part One STEP 1: Review the overview, elements, and indicators for this component. Note your responses to the “Identifying Relevant Evidence” exercise, then review answers and discuss with your partner. STEP 2: Together, work through the rubric exercises for recognizing level descriptions and distinguishing between levels. Note important learning to share with your group. STEP 3: Note your response to each of the following questions and post them on the chart. Over lunch, view other’s posted comments. • What is one thing you learned about relevant evidence for this component? • What is one caution you learned about potential biases?

35. Partnered 2A Component Training Structure – Part Two STEP 1: Work through all critical attributes and video examples (benchmarks and rangefinders) for Levels 3 and 2. Stop at this point and discuss with your partner. Note any important learning to share about distinctions between 3s and 2s. STEP 2: Work through critical attributes and video examples for Level 1 and Level 4. Note any important learning to share about evidence, interpretation, and bias statements. STEP 3: Complete “Practice Gathering Evidence” exercise by each taking notes independently (on computers or paper). Share with your partner and compare to expert evidence. Complete “Assign a Level” exercise independently, then check answers together. STEP 4: Post notes on charts and circulate to view other’s comments. • What is one thing you learned about what distinguishes a 3 from a 2 for this component? • What is one thing you learned about evidence, interpretation, and bias?

36. Additional Components of the System Observing Training – opportunity to apply new skills Scoring Practice – grade band-specific videos for scoring Proficiency Assessment – grade band-specific skill check Teacher Orientation Module (TOM) – informational resource for teacher communication, downloadable and adaptable for local circumstances

37. Video-Based Scoring Practice

38. Scoring Practice Feedback Report

39. Teacher Orientation Module

40. Session Check-In After completing this session, are you able to:

41. Session 3 Closure Lightning Round What are your key takeaways from the video training?List as many as you can and then you will share one with the group.

42. Session Closure • Guiding question: • How will you work with your teachers to better understand the RI Model and the Edition II Professional Practice Rubric? • NOTE: Exchange no more than one idea • with any given partner.

43. Follow Our Summer Training #RISummerTraining

44. Day One Closure • Day One Reflection & Feedback: • On Post-Its, please list: • One thing that worked today • One suggestion for improving the training Resources RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov RIDE staff members will respond to your context-specific questions.