Teacher Development & Evaluation System (TDES): Overview & Process for New Educators

1. TDES for New Teachers Megan Scully, TDES Coordinator 2019-2020

2. Welcome! Please sign in and be seated. We’ll get started soon!

3. Thought Question • Think about a lesson you felt was highly effective.. • What were the elements that led you to this decision? *Please be ready to share your ideas

4. Introductions Megan Scully, TDES Coordinator megan.scully@clevelandmetroschools.org (216) 838-0061

5. Agenda • Introductions • What is TDES? • The TDES Process • Dive Deep into the Rubric (high-quality data) • Authentic Evidence • Questions

6. Norms Low tech, high engagement D Embrace AND Provide Feedback Start on time, End on Time Professional Pride Assume the Best Cleaner than we found it

7. Question Protocol

8. Objectives • Know the process: Participants will understand the TDES process and their responsibilities as an educator. • Know the rubric: Participants will begin to build their understanding of the TDES rubric, including key elements that define teaching quality at different levels of performance. • Collect Evidence: Participants will strengthen their ability to create and collect authentic evidence to showcase their teaching.

9. What is TDES? Teacher Development and Evaluation System

10. What is the research? Enhancing Professional Practice: A Framework for Teaching, 2nd edition, by Charlotte Danielson.

11. What is the law? HB 153 Establishes a new teacher evaluation system in Ohio HB 525 Legislates the Cleveland Plan for reform SB 216 Adding High-Quality Student Data to rubric

12. Updates to TDES 2019-2020

13. How is TDES different? • More opportunities for observation. • Evidence-based evaluation. • Opportunities for conversation and reflection.

14. Who evaluates me? • Teachers: building administrators (Principal, Assistant Principal, or CIS) • Paras: building administrators • Other staff: supervisors or principals • Evaluator will be the same for all steps (unless a leave occurs)

15. When will I be evaluated? TDES Process (Traditional/Extended) Walkthrough 1 (Ineffective only) (October 11 ) Formal Announced Observation (December 13) Unannounced Observation (February 21) Walkthrough (April 17) Final Composite (Portal Closes May 1) 8/23/2019 15

16. When will I be evaluated? TDES Process (Year-Round) • Walkthrough (ineffective only) (September 27 ) • Formal Announced Observation (December 13) • Unannounced Observation (February 21) • Walkthrough (April 17) • Final Composite (Portal Closes May 1)

17. What is the Portal? • The TDES is managed online. • The Great Teachers & Great Leaders website is called the portal. • User name/password are the district log in.

18. Overview of TDES Process 2019-2020 (Accomplished and Skilled)

19. Overview of TDES Process 2019-2020 (Developing and Ineffective)

20. What is the Process?

21. Growth Plans and Improvement Plans

22. Growth Plans During Off Years

23. Overview of Growth Plan Check-In • Professional and evaluator schedule the check-in. • Evaluator visits classroom for at least 30 minutes to observe practice. • Evaluator focuses on providing feedback on the goals identified in the growth plan. • Evaluator notes in the portal the professional’s progress.

24. Improvement Plan • Improvement Plan: Evaluator sets goals and meets with teacher to review goals and create a plan. Both teacher and evaluator sign.

25. Formal Announced Observation (1 of 2) • Evaluator and professional collaboratively schedule the FAO and pre-and post-conferences • Teacher submits lesson plan through the portal • Teacher and evaluator hold a pre-conference to discuss the lesson plan • Evaluator observes lesson for at least 30 minutes • Evaluator submits evidence; teacher can submit evidence

26. Formal Announced Observation (2 of 2) • Teacher self-assesses on the rubric • Evaluator marks areas of agreement on the rubric and shares with the teacher • Teacher and evaluator meet for the post- conference to discuss and complete rubric All must occur within 10 working days from pre-conference to post-conference.

27. Unannounced Observation (1 of 2) • Evaluator conducts classroom observation of at least 30 minutes. • Evaluator submits evidence in the portal; teacher can add evidence if desired. • Evaluator schedules post-conference in the portal.

28. Unannounced Observation (2 of 2) • Teacher-self assesses on the rubric. • Evaluator marks areas of agreement on the rubric. • Teacher and evaluator meet for a post-conference to discuss ratings and complete rubric. All must occur within 10 working days from observation to post-conference.

29. Walk-through • Informal 5-15 minute observation of practice • Evaluator records evidence of the teacher’s practice • Teacher receives notice that evidence is submitted in the portal • Teacher has the option to add evidence to the portal • Post-conference is optional

30. Composite – Final step to arrive at overall observation rating • Evaluator schedules steps in the portal. • Teacher self-assesses on Composite rubric. • Evaluator marks areas of agreement • Evaluator and teacher meet for Composite conference to discuss. • Evaluator determines final Composite rating. • Must be completed by May 4 when portal closes.

31. Defining Excellent Instruction TDES Teacher Rubric

32. Power Components TDES Teacher Rubric

33. What are the Power Components? • 1c: Setting instructional outcomes • 1e: Designing coherent instruction • 2b: Establishing a culture for learning that is challenging and rigorous • 2c: Managing classroom procedures • 2d: Managing student behavior • 3c: Engaging students in learning • 3d: Using assessment in instruction • 4b: Maintaining accurate records • 4f: Showing professionalism

34. Lunch! Please return by 1:00

35. TDES Rubric • Domain 1: Planning and Preparation • Domain 2: The Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities Danielson Framework for Teaching Adaptation

36. High Quality Data Activity Choose: • Table leader • Timekeeper • Recorder

37. Reflect and Discuss • Table leaders and timekeepers will give you 3 minutes to jot down your thoughts. • In 5 minutes, discuss and summarize your ideas to share out. “How do educators and students benefit from the use of high-quality student data?”

38. WHAT high-quality student data sources are used for your staff? • Brainstorm 6–10 data sources. • Share ideas one at a time. • Be ready to share with the group.

39. HOW are high-quality student data used for instruction? • Spend 5 minutes individually brainstorming ways teachers use these data sources for instruction • Share ideas one at a time • Be ready to share.

40. How does the rubric language encourage the use of high-quality student data to leverage improvements in instructional practice? • Discuss as a team. • Be ready to share

41. Report Out!

42. 2c: Managing Classroom Procedures What does it look and sound like in a classroom with strong routines and procedures?

43. 2c: Managing Classroom Procedures

44. 2d: Managing Student Behavior What does it look and sound like in a classroom with excellent management of student behavior?

45. 2d: Managing Student Behavior

46. Domain Activity • Each table has been assigned a domain. • As a table, identify 3 things that could be used as evidence for each component in your domain. Post results on the corresponding poster. • Gallery Walk

47. Components of Domain #1 Identify three examples For Each… 1a. Demonstrate knowledge of content and pedagogy 1b. Demonstrating Knowledge of Students 1c. Setting Instructional Outcomes* 1d. Demonstrating Knowledge of Resources 1e. Designing Coherent Instruction* 1f. Designing Student Assessments Post Table's Results on Easel Paper

48. What is Evidence? Evidence is objective description of something observed. It makes no suggestion of quality.

49. Evidence vs. Interpretation

50. Types of Evidence