APS Teacher Evaluation

1. Module 7: Preparing for My Mid-Year Conversation APS Teacher Evaluation

2. Check for Understanding- Fist to Five? Rate your understanding of the revised teacher evaluation system: • Fist – I didn’t know it was changed. • 1 finger – I just understand SMART goals, not sure what else I am supposed to do. • 2 fingers – I understand SMART goals and my documentation log. • 3 fingers – I understand all the components, but still have a few questions on how I will be rated. • 4 fingers – I understand all the components and don’t’ have any questions. • 5 Fingers – I could help my colleagues in understanding in the entire process.

3. APS Teacher Evaluation Process Overview Writes Teacher Lesson Plans Participates Writes Compiles Participates Participates Approves Reviews Conducts Facilitates Facilitates Lesson Plans Evaluator Monitors

4. Agenda Mid-Year Conversation • What does a mid-year conversation look like? • How should my data be presented? • How will my SMART goal be measured at the end of the year? • Plan for checking for student understanding • Progress on Documentation Log

5. Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through on-going formative assessment What is student progress goal setting? Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre-assessment Step 1: Determine needs

6. Determining Goal Attainment- Key points • Monitor progress • Adjust instruction as needed

7. Check for Understanding: Charting On the chart paper on your table list the ways you are monitoring students’ progress towards achieving your SMART goal. • If more than one person is using that method/data put check marks next to it to represent the number of those using it

8. 1. What does the mid-year conversation look like? Activity 1: What key questions does the evaluator ask? Videos • Mid Year Conversation on Goal Making Acceptable Progress • Mid Year Conversation on Goal that is not on Target

9. 2. How do I summarize and present my data? • Provide a summary of class/focus group data, not individual sets of data • Present data in a table or graph that shows baseline and mid-year data to highlight growth or lack of growth

10. ILT Data Example Insert example from school’s ILT SMART goal and data summary.

11. Activity 2: Data • How will you summarize your data for the mid-year conversation? • Sketch out your data table • Check for understanding: Share with three other people and listen to their ideas.

12. Determining Goal Attainment • Monitor progress • Adjust instruction as needed

13. What if my target group is not on track to meet the goal? Look for adjustments in this order: • Strategy Implementation • Did I implement the strategies appropriately? • Are they appropriate strategies for the target group and the content? • Are other strategies needed in place of? In addition to? • LAST- is the target appropriate and realistic? • What additional checks for understanding do I need?

14. Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through on-going formative assessment Determining Goal Attainment Step 5: Determine whether the students achieved the goal Step 2: Create specific learning goals based on pre-assessment Step 1: Determine needs

15. 3. How will my SMART goal be measured at the end of the year?

16. Music Example: At least 80% of my students will meet or exceed the benchmark for the music assessment which is a score of 3 or proficient on the rubric. (When using Smart Music, a score of 75% or greater will be proficient.) [18 total students]

17. For your SMART goal, what numbers are needed for each rating?

18. 15 minute break

19. I TAUGHT STRIPE HOW TO WHISTLE How do you know they learned it?

20. I DON’T HEAR HIM WHISTLING

21. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate.

22. “…at the very least, teachers should check for understanding every 15 minutes.” -Douglas Fisher Checking for Understanding

23. Progress monitoring goal progress throughout the year? TOOL- APS Comprehensive Assessment Inventory 4. What data sources would be appropriate for …

24. One tool to support checking for understanding Activity 3: Preview the text Think about “In what ways will this help me check for understanding more frequently?” Turn and talk

25. Activity 4 choice a: Final Word Protocol Skim the text- APS Assessment Inventory (5 minutes). Select one phrase that strikes you. (1-2 minutes) Participant [sharer] closest to the door reads the phrase s/he selected including why s/he selected it. Each listener has 1 uninterrupted minute to “reflect back” on what the sharer said. Final word: sharer has 1 minute uninterrupted time to react to what has been said in the group. Repeat the cycle with the person to the right of the first sharer.

26. Activity 4- choice b:Four “A”s Text Protocol Text- APS Assessment Inventory • Read the text silently, highlighting and writing notes in the margin on post-it notes • Answer the following four questions • What Assumptions does the author of the text hold? • What do you Agree with in the text? • What do you want to Argue with in the text? • What parts of the text do you want to Aspire to? • In a round, each person identifies one assumption in the text, citing the text (with page numbers, if appropriate) as evidence. • Continue in rounds- Agree with, Argue with and Aspire to • What does this mean for our work with students? • Debrief the text experience.

27. Activity 5: Plan to Check for Understanding Identify (star/highlight) which strategies you currently use in your classroom/program (page 47-50). Talk to your neighbor about how these checks for understanding lead to changes in your instruction.

28. Next Steps Identify 2-3 checking for understanding strategies you do not currently use that you will incorporate in your work to achieve your SMART goal. Plan for utilizing 1-2 of these in your SMART goal work.

29. How does checking for understanding fit into the teacher performance standards? (1)

30. How does checking for understanding fit into the teacher performance standards? (2)

31. Additional Reading: Brief 6: Standard 4-Assessment of and for Student Learning

32. Bring to the mid-year conversation items you have identified for your documentation log thus far. Be ready to share the description of the evidence and why you might include it. 5. Mid-year Conversation and Progress on Documentation Log

33. Agenda Mid-Year Conversation • What does a mid-year conversation look like? • How should my data be presented? • How will my SMART goal be measured at the end of the year? • Plan for checking for student understanding • Progress on Documentation Log

34. Check for Understanding: Exit Ticket What is needed for my mid-year conversation?

35. To Do List • Prepare for mid-year conversation • Plan to use checks for understanding and be ready to share at ______ meeting

36. Setting and monitoring student achievement goals… • Focuses on student results • Connects teaching with learning • Leads to improved instruction in the classroom • Contributes to school improvement

37. APS Teacher Evaluation Vision Since 1999 “Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.”

38. A Process for Student and Teacher Growth APS Teacher Evaluation