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Teacher Development and Evaluation System (TDES) Training Workshop

Join Megan Scully for a comprehensive TDES training session covering the 5-Touch Process, Rubric Deep Dive, and Authentic Evidence Collection. Understand your responsibilities as an educator and learn to showcase teaching quality effectively.

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Teacher Development and Evaluation System (TDES) Training Workshop

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  1. TDES for New Teachers Megan Scully, TDES Coordinator 2017-2018

  2. Thought Question • Think about a lesson you felt was highly effective.. • What were the elements that led you to this decision? *Write down the elements on a post-it and be ready to share

  3. Introductions • Megan Scully, TDES Coordinator • Deborah Paden, Resident Educator Coordinator • Jacquinette Brown, Director of Professional Development • Cheryl Shelton, Office of Professional Development

  4. Agenda • Introductions • What is TDES? • The 5 Touch Process • Dive Deep into the Rubric • Authentic Evidence • Questions

  5. 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

  6. Question Protocol

  7. 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.

  8. What is TDES? Teacher Development and Evaluation System

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

  10. What is the law? HB 153 Establishes a new teacher evaluation system in Ohio HB 525 Legislates the Cleveland Plan for reform HB 555 Details Student Growth Measures and policy

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

  12. 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)

  13. When will I be evaluated? There are “5 Touches” Walkthrough 1 (October 6 ) Formal Announced Observation (November 17) Walkthrough 2(February 2) Unannounced Observation (March 9) Walkthrough 3 (April 13) Final Composite (Portal Closes May 4) 6/23/2017 13

  14. When will I be evaluated? There are “5 Touches” (Year-Round) • Walkthrough 1 (September 8 ) • Formal Announced Observation (November 9) • Walkthrough 2(December 22) • Unannounced Observation (February 16) • Walkthrough 3 (March 23) • Final Composite (Portal Closes May 4)

  15. 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.

  16. What is the Process? • Composite

  17. What is the Process? • Growth or Improvement Plan • Walk-through 1 • Formal Announced Observation • Composite • Walk-through 3 • Unannounced Observation • Walk-through 2

  18. Growth Plan or Improvement Plan • Growth Plan: Teacher sets goals and evaluator reviews goals and comments. Both teacher and evaluator sign. • Improvement Plan: Evaluator sets goals and meets with teacher to review goals and create a plan. Both teacher and evaluator sign.

  19. Growth Plan • Select areas of strengths and areas for growth in each of the 9 Power Components. • Identify two priorities for the upcoming year • Use these two priority areas for writing your Professional Growth Plan.

  20. Walk-throughs • Composite

  21. Walk-throughs • 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

  22. Formal Announced Observation • Composite

  23. Formal Announced Observation (1 of 2) • Evaluator schedules 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

  24. 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.

  25. Unannounced Observation • Composite

  26. 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.

  27. 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.

  28. Composite • Composite

  29. 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.

  30. Defining Excellent Instruction TDES Teacher Rubric

  31. Power Components TDES Teacher Rubric

  32. 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

  33. Lunch! Please return by 1:00

  34. Thought Question • As you are thinking about instructional planning and assessment, what might be some priorities? • What are some ideas and discoveries you may incorporate into your teaching?

  35. Domain 1 Activity • Each table has a sign with 1 component. • As a table, identify 3 things that would use in planning your lessons to incorporate this component. • Post results on the corresponding poster. • Gallery Walk

  36. 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

  37. 2c: Managing Classroom Procedures What does it look and sound like in a classroom with strong routines and procedures?

  38. 2c: Managing Classroom Procedures

  39. 2d: Managing Student Behavior What does it look and sound like in a classroom with excellent management of student behavior?

  40. 2d: Managing Student Behavior

  41. 3c: Engaging Students in Learning What does a classroom with all students engaged in learning look and sound like?

  42. 3c: Engaging Students in Learning

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

  44. Evidence vs. Interpretation

  45. Types of Evidence

  46. Evidence vs. Interpretation Evidence or Sample Statement Interpretation 1. Teacher says to walking students, “You should be sitting on Evidence the rug in 3 - 2 - 1. Thank you.” 2. T sang days of the week song. Asks students to sing with her. 2 Evidence of 15 students sang along. 3. Students transition to desks smoothly and get right to work. Interpretation 4. John answers “48 feet”. Teacher asks if the class agrees. Evidence 5. The teacher points to the definition of ‘osmosis’ on the board. Interpretation Students are not paying attention. 6. The teacher uses questioning techniques like “turn and talk to Interpretation your partner” to engage students. 7. Desks are organized in rows. A diagram of the geographic Evidence features is projected onto the board.

  47. When to Provide Evidence: • Any area in which you identify yourself as Accomplished. • Events in the day’s lesson that happened prior to or after the evaluator was in the classroom. • If you disagree with the rating to support your claim.

  48. What is the other 50%? • The TDES process is 50% of a teacher’s final rating • The remaining 50% will be based on SGM • This ratio is mandated by the State of Ohio

  49. What is the other 50%?

  50. 2017-2018 TDES Timeline • August 21 Portal Opens • September 8 Growth/Improvement Plan • October 6 WT 1 • November 17 FAO • February 2 WT 2 • March 9 UA • April 13 WT 3 • May 4Composite Due Portal Closes

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