OREGON CITY SCHOOL DISTRICT Professional Growth and Evaluation August 29, 2011

1. OREGON CITY SCHOOL DISTRICTProfessional Growth and EvaluationAugust 29, 2011 Sit with your colleagues from your building

2. Checking your MemoryGive One Get One!

3. Goals for Building Team Training To understand how using rubrics can be a systemic approach to support professional development and a culture for learning. To know the components of the new supervision and evaluation handbook To understand teacher’s role in the process To apply learnings by designing an introduction of PGE to staff

4. AGENDA Rubrics and effective teaching Components of the “New” Purple Book What responsibilities do teachers have? What responsibilities do administrators have? Building Planning Time Next steps…

5. SB 290 By summer 2013: Performance standards with multiple levels of proficiency for principals and teacher evaluations. Performance standards must be research-based. Evaluations will be informed by multiple measures of student achievement.

6. SB 290 By summer 2013: Performance standards with multiple levels of proficiency for principals and teacher evaluations. Performance standards must be research-based. Evaluations will be informed by multiple measures of student achievement.

7. Effective Rubrics are….. • Definitions of effective teaching • Based on research • Human Development Theories • Principles of Learning • Learning Theories and Brain Research • Research based • Using rubrics improves teacher practice and student achievement

8. Self-assessment Goals PGP

9. 1.Self-assessment 2.Goals 3.PGP

10. Evaluation Activities: Formative and Summative Teachers Administrators Self-assessment Goals PGPlans Observations (2-3 announced and 2-3 unannounced) Professional conversations Portfolio of artifacts Survey Reflection Summative Evaluation • Self-assessment • Goals • PGPlans • Observations (6 minis/pilot) • Teaching artifacts: assignments, worksheets, lesson plans, parent communications etc. • Professional conversations • Reflection • Summative Evaluation

11. Understanding Each Domain: Paired Reading • “A” and “B” each read narrative of one domain • “A” summarizes the description • “B” gives an example of what this looks like in classroom • Select next domain and reverse roles • Repeat, switching roles until all domains read • Discuss learnings and insights!

12. Getting to Know your Rubric!! • At your table are statements. Match the statement to the appropriate domain and component. • Find your elbow partner and compare your answers. • When partners are finished, pair up with others at your table. • Compare answers and reach consensus.

14. Levels of Performance

16. The Old and the New Purple Book OLD NEW Self-assessment SMART Goals PGPS Mini Observations with feedback Differentiated to meet teacher needs Self-reflection Written Evaluation • Goals • PGPS • Formal Observation Cycles • Written Evaluation

17. Formative Educator Administrator Meet with educator to: Review self-assessment and PGP Conduct mini-observations (6 in pilot year) Provided feedback following mini-observations • Complete self-assessment • Write goals for PGP • Collect artifacts to document growth, if appropriate • Reflect on mini-observations • Implement PGP

18. Differentiated Supervision Cycles2012 - 2013

19. Differentiated Supervision Cycles – Pilot Year 2011 - 2012 A Minimum of 6 mini-observations  2 completed by – Dec. 15 2 completed by – March 15 2 completed by – May 15

20. Practice Self Assessment Look at Domain 3. Read each component statement and level of performance. Assess your proficiency using the levels for each component. Identify components that you would like more information about!

21. Professional Growth Plans Professional Growth Plan Templates – p. 56 Professional Growth Plan Examples – p. 59

22. Difference between Formal and Mini -Observations Formal Observation Cycles (optional unless requested by supervisor or teachers) Mini-Observations No pre conference unless requested by admin or educator Unannounced visitation Shorter duration, usually 10-20 minutes Post conference for two minis, informal feedback for the rest • Pre-conference to discuss lesson and class • Scheduled visitation • Usually a full period or 30-45 minutes • Post Conference scheduled after each observation

23. Summative Activities Educator Administrator Meet with educator to: Review self-reflection Summarize mini observations, observations of other professional practice, review of artifacts Assign a rating on each component in domains • Self-Reflection on growth • Share artifacts, if approp.

24. Teaching…. cannot be considered proficient or exemplary if students are not thinking or doing the learning themselves.

25. Deepening Understanding of one Component: How Does a Teacher Engage? • Developing a common definition of ‘engaging students’. • Why engage students? • How often should we engage students?

26. Engagement at Proficient Level

27. Beyond Definitions: Critical Attributes A B Each person should write down three reasons for the beginning of the Civil War. Compare your answers with your elbow partner. When you are done, I’ll call on teams to share answers. Using the strips of paper at your table, organize these to show the steps in the scientific process. • Who can tell me at least three reasons for the beginning of the Civil War? • Can I have a volunteer tell me the steps in the scientific process?

28. Data Set A B Think about the differences between the processes of mitosis and meiosis. Be prepared to share your answer with your elbow partner. • How are you doing with the two processes of mitosis and meiosis. Everybody get it? Any questions?

29. More Testers: • Thumbs up if you agree and thumbs down if you disagree . Be prepared to defend your answer. The US made a good decision to pull out of Vietnam. • Who can tell me how hailstones are formed? • Write down in your journal two new ideas learned today. Share one with our neighbor. As you leave, hand your reflections to me. • Think of the difference between a ligament and a muscle tissue and how the difference effects the type of treatment. (Teacher waits 10 seconds) Mark, share your answer.

30. B What do you notice? A 1. 2. 1. 2. Who can? Everyone should write..

31. B Engaging Students/Activities and Assignments A Discretionary One by one Mandatory/all Simultaneous

32. An Old Chinese Proverb • Tell me and I will forget • Show me and I may remember • Involve me and I will understand

33. Tell me and I will forget • 5% retention rate after 24 hours • Show me and I may remember • 30% retention rate if use a/v and demonstration • Involve me and I will understand • 80% retention with discussion and practice by engagement

34. Brain Matters: Teaching with the Brain in Mind!!

35. So, engagement increases rate of learning and retention…. What does the brain research say about the frequency need for student cognitive engagement?

36. What do you know about teaching with the Brain in Mind? • By some estimates, 99 % of all sensory information is discarded almost immediately. • The number of neurons and dendrites in our brains remains the same t/o life. • Information remains in the working memory of the brain for less than 20 seconds. • Most HS/Adults can learn from a 20 min. lecture without processing information.

37. Rehearsed Chunking - New Content Doing Sight Sensory Memory Working (Short-term) Memory Adults: __________ Students: _________ Processing(Elaboration & Organization) Long-term Memory Sound Smell Focus (Initial Processing) Retrieval Taste Touch NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

38. Rehearsed Chunking - New Content Doing Sight Sensory Memory Novelty Intensity Movement Working (Short-term) Memory Adults: Every 10 minutes + /- 2 • Students: _________ High School : Every 7-10 minutes Middle level/Intermediate : Every 5-7 minutes Primary: Every 2 to 5 minutes Processing(Elaboration & Organization) Long-term Memory Declarative: Rote Rehearsal Elaborative Rehearsal Procedural: Discussion, patterns, Problem-solving Sound Smell Focus (Initial Processing) Meaning and Emotion Retrieval Taste Touch NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

39. Engaging Engaging Students/Activities and Assignments Not engaging Discretionary 2. One by one Long stretches of telling without processing. More than 7 minutes Mandatory/all 2. Simultaneous 3. Throughout the lesson 2-5 min. for primary 5-7 min inter./ 7- 10 hs/adult

40. Engaging Engaging Students/Activities and Assignments Not engaging Discretionary 2. One by one Long stretches of telling without processing. More than 7 minutes Mandatory/all Simultaneous 3. Throughout the lesson 2-3 min. for primary 5-7 min inter./ 7- 10 hs/adult 4. Processing the learning Does the engagement activity focus students on the learning?

41. Engaging Engaging Students/Activities and Assignments Say, write, do Not engaging 1. Discretionary 2. One by one 3. Long stretches of telling without processing. More than 7 minutes 1. Mandatory/all 2. Simultaneous 3. Throughout the lesson 2-3 min. for primary 5-7 min inter./ 7- 10 hs/adult 4. Processing the learning Does the engagement activity focus students on the learning? Content standards, curriculum, learning objective Indiv., pairs, groups

42. Cold Calling Provide rehearsal and practice: Individually Pairs Pair Up! Table Groups COLD CALL: No Hands Raised!!

43. Quick Review • At your table is a list of strategies that engage students. • Circle those you have used in your classroom. • Select one to share how it was used with the content. • Select one you do not know to ask your colleagues about.

44. Teaching Strategies to Engage Students Definition: Teaching Strategies are the activities teachers use in their lessons to engage students so students will process the learning and teachers can assess for learning. 10-2 Rule 3-2-1 Summary 4 A’s 60 second power write Appointment Clock/ Quadrant Partners Bingo Concept Attainment Concept Map Draw, Tell, Listen Entry prompts Find Someone Who Four Corners Frayer Model Gallery Walk Give one Get one Graffiti Inside/Outside Circle Jigsaw KWL Mind Map Numbered Heads Together Pivot A-B Placemat RAFT Response Cards Round Robin/Round Table Say and Switch S-O-S Summary Task Cards The Final Word Think-Pair-Share Three Step Interview Thumbs up/Thumbs down Ticket out the Door Traffic Light Value Lines (Birthday line-up, Living Likert) Whiteboards Write Around

45. PIVOT A-B A B Face to face • Knee to knee

46. Think – Pair – Share 1. Think 2. Pair 3. Share

47. Place Mat

48. Say and Switch • Say • A begins, B listens • At signal, roles switch and B continues A’s thoughts and adds A B Switch

49. Questions Main IdeasDiagramsPrompts to help studyWHEN: After class during review • Cornell Notes • Record: • Concise • Shorthand • Symbols • Abbrev • Lists • When: During Class Summary: Write a brief summary of main ideas. WHEN: After class

50. 60 Second Power Write