Module 6 : Reflecting and Planning for Next Year

1. The Teacher Evaluation and Professional Growth ProgramModule 6: Reflecting and Planning for Next Year

2. Module 6: Reflecting and Planning for Next Year This module supports participants in wrapping up the four-step TEPG cycle and preparing for the next cycle to begin. Participants will think strategically about gathering and submitting a high-quality sample of evidence that reflects their performance over the year. In addition, they will reflect on evidence gathered throughout the year and identify areas of focus for next year. Finally, participants will begin to think about integrating what they’ve learned during the evaluation cycle into their planning and practices. • Module 1: MSFE TEPG Rubric • Module 2: Student Learning Objectives • Module 3: Observation and Feedback • Module 4: Reflecting and Adjusting • Module 5: Engaging Students in Rigorous Learning • Module 6: Reflecting and Planning for Next Year

3. Agenda • Welcome and Connecting (35 minutes) • Intended Outcomes • Small-Group Debrief • Learning (60 minutes) • Teacher-Submitted Evidence • Understanding the Summative Rating Process • Learner Growth • Implementing (35 minutes) • Final Self-Evaluation • Final Summative Rating • Plans and Pathways • Reflecting (30 minutes) • Whole-Group Reflection • Looking Ahead • Planning for Next Year • Final Reflection

4. Welcome and Connecting 35 minutes

5. Intended Outcomes At the end of this session, participants will know and be able to • Review and analyze types of teacher-led evidence • Distinguish between high- and low-quality evidence • Understand the summative rating process and implications for the upcoming school year 2014–15.

6. The Four-Step Evaluation Cycle in Action

7. Core Proposition(s) Core Proposition 4: Teachers think systematically about their practice and learn from their experience. Core Proposition 5: Teachers are members of learning communities.

8. Connecting: Small-Group Debrief Form groups of four or five. Take turns debriefing a strategy for engaging students that you tried as a result of the last module. Share what you didand how it worked. How did students perceive it? How do you know? Once you have heard from everyone, group members nominate one person to share his or her activity with the whole group.

9. Learning 60 minutes

10. Core Proposition 5 • Core Proposition 5: Teachers are members of learning communities. • 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district. • 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness. • 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.

11. Core Proposition 5 • Core Proposition 5: Teachers are members of learning communities • 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district. • 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness. • 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.

12. Core Proposition 5 • Core Proposition 5: Teachers are members of learning communities • 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district. • 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness. • 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.

13. Core Proposition 5 • Core Proposition 5: Teachers are members of learning communities • 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district. • 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness. • 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.

14. Teacher-Submitted Evidence • Pair up with another teacher (could be in a similar grade or subject or not). • Review your Form 3 submissions. • If you have already shared Form 3 with your evaluator, discuss the outcome: Did your submissions work in your favor? Was your evaluator clear about their purpose and connection to your goals? Did you submit enough? Too much? What would you do differently next year? • If you have yet to submit Form 3, spend a few minutes having your peer review your submissions to check for clarity of your rationale and to see if he or she thinks you have a sufficient amount/quality of evidence. • Think ahead to next year. • What did you learn from the process of collecting evidence this year? • What (if anything) will you do differently? • Do you have suggestions to improve on this process?

15. Understanding the Summative Rating Process

16. Learner Growth: Scoring SLOs Once teachers calculate the percentages of students who met their goals, an overall SLO score will be assigned.

17. Learner Growth: Scoring SLOs Prior to the end of the interval of instruction, the teacher should identify and discuss with the administrator or administrator team any students who are eligible for exemption from scoring. At the end of the interval of instruction, the teacher administers and scores the postassessment. After scoring the student postassessment, the teacher calculates the percentage of students who met their growth targets. The teacher then discusses the outcomes with his or her evaluator.

18. Learner Growth: SLO Reflection • In groups of two to four, do a shared reflection on the SLO process. Discuss the following questions and record your group’s thoughts on the handout. • Briefly describe the process you used to develop your Student Learning Objectives. Did the process work? Explain. • Record anything that did not work or could use improvement for developing SLOs. • Are there any tips that you can share that worked especially well for you? What would have been helpful to know at the beginning of the process? • The post-scoring process: If you have already had this meeting, was it useful? Do you have suggestions for how to improve this meeting?

19. Implementing 35 minutes

20. Final Self-Evaluation Review what you wrote on Form 1 Part 1. Using the MSFE TEPG Rubric, look back on the feedback and evidence you have received this year and complete Part 2. • Form 1: Self-Evaluation • Self-evaluation is where we begin and end each school year. • Take this chance to look back and see where you were at the beginning of the year and how you think you have grown and changed. • Your self-evaluation will be shared with your principal prior to your summative rating conference.

21. Final Summative Rating • Form 8: Summative Rating • This form is completed by your principal. • There are four possible summative ratings: Ineffective, Developing, Effective, and Distinguished.

22. Plans and Pathways

23. Reflecting 30 minutes

24. Whole-Group Reflection • Think about the goal-setting and/or data collection and analysis you did for the following components: • Professional practice • Professional growth • Learner perception • What would you want to change about any of these processes for next year? Why?

25. Looking Ahead • Important Information • [To be filled in by TEPG facilitator depending on school/district needs]

26. Looking Ahead • Important dates • Summer • 2014–15 school year

27. Planning for Next Year—Placeholder MSFE should fill this in as more details are sorted out with the National Board process. Teachers should identify the Core Proposition of focus for their PD the following year and if they are not participating in National Board, they should plan what they will be doing (action research, quarterly peer observation and feedback, university courses, etc.)

28. Planning for Next Year—Placeholder To be filled in with and activity that aligns with PD plans for the 2014–15 school year. The focus will be on applying what they have learned about their practice to planning for the following year.

29. Final Reflection • Please take 10 minutes to complete the end-of-year reflection. Your feedback will be taken (anonymously) together with the feedback from teachers in all TIF4 districts to help inform MSFE leadership’s thinking going forward. • We really value your honest and thoughtful feedback!

30. Presenter Name • XXX-XXX-XXXX • xxxxxxxxxxx@xxx.xxx • 1234 Street Address • City, State 12345-1234