Workshop for Teachers: RI Educator Evaluation and Support System

1. Workshop for Teachers:RI Educator Evaluation and Support System

2. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Checking Student Understanding with Assessments • Setting Goals for Student Success • Lunch • Observing Excellent Teaching • Supporting Yourself and Colleagues • Closure Learner Dual Track Thinking Colleague

3. Welcome & Introductions Please introduce yourself by sharing your: name district school role one great part of your summer

4. Dual Track Thinking Reflection: What is good teaching? What is something specific that you do well as a teacher that you’re proud of because it is evidence of good teaching?

5. Norms • Equity of voice • Active listening • Safety to share different perspectives • Confidentiality • Respectful/appropriate use of technology • Usage of the Parking Lot edeval@ride.ri.gov

6.    Rhode Island Evaluation Collaboration • All models have been improved based on user feedback • Rhode Island is a national model for educator evaluation • Common language around effective instruction is growing

7.     Evaluation Training • Training has been developed based on feedback collected during this past year via the statewide survey and two modules. • Upcoming Winter/Spring Modules will be based on feedback from the field.

8. Collaboration Local (LEA) • Offer input to SEA • Create a District Evaluation Committee (DEC) • Create district policies around flexibility factors • Provide support to educators through implementation • Respond to feedback and make adjustments to local policies • Build local ownership of the model State (SEA) • Gather input from educators across the state • Create a system with flexibility • Provide support to districts through implementation • Continue to gather input from educators, respond to feedback, and make adjustments

9. RI Educator Evaluation and Support System Evaluation Criteria Support System • Professional Growth Plan • Evaluation Conferences • Ongoing reflection, planning, and feedback updated rubric to align with Common Core

10. Professional Practice (PP) Rating Professional Foundations (PF) Rating Student Learning Objective Rating RI Growth Model Rating (When available) Student Learning Score PP and PF Score Final Rating System Criteria

11. Final Effectiveness Rating Matrix

12. Resources and Tools for Educators

13. Student Learning Updates

14. Updates to the SLO Form • Revised based on feedback • Framed with Essential Questions • Changes include: • Removing the Level of Standardization section (which was often confused with assessment quality) • Re-sequencing the order of the elements • Collapsing Evidence Source, Administration, and Scoring into one category p. 13

15. Updates to the SLO Form in EPSS • Revised based on feedback: • Focus Groups • Outreach sessions • Changes mirror the changes made to the Anatomy of an SLO • SLOs can now be submitted individually

16. Agenda • Understanding SLOs • Writing Objective Statements • Break • Checking Student Understanding with Assessments • Setting Goals for Student Success • Lunch • Observing Excellent Teaching • Supporting Yourself and Colleagues • Closure

17. Rhode Island Educator Feedback • Understand the experience and needs of educators across Rhode Island • Adjust accordingly and thoughtfully • RIDE Statewide Mid-Year Survey • Significant response rate • 4,450 Teachers • 400 Building Administrators

18. Rhode Island Educator Data Point • Setting appropriate, but rigorous SLO targets • Determining the Baseline, including gathering and interpreting data • Identifying or creating the evidence or assessments for the Evidence Source(s) • Writing an Objective Statements that focused on the appropriate content or skills Teachers surveyed expressed that the following aspects of writing an SLO were most challenging: RIDE Statewide Mid-Year Survey N = 4,550 teachers

19. Understanding SLOs • PARTICIPANT PACKET: • Utilize the note taking template • Jot down key messages that you feel would be important to communicate with colleagues Participant Packet: Page 2

20. Understanding SLOs Reflection Reflect • How did this module match your previous understanding of Student Learning Objectives? Did anything here surprise you? If so, what? What parts of this resonate with you as a teacher? How does this connect with the teaching practices you are most proud of? Act • Chart what you might communicate to colleagues so that others in the room might benefit. 5 min 5 min

21. Understanding SLOs Takeaways • SLOs are focused on the student learning in specific content areas and grade levels • SLOs are integrated with the most important work of districts--curriculum, instruction, and assessment--and are not an add-on • Goal-setting is an important part of effective teachers' practice

22. Understanding SL Os Participant Packet: Page 2

23. SLO Process Overview MoSL p. 5 RI p. 11

24. Agenda • Writing Objective Statements • Break • Checking Student Understanding with Assessments • Setting Goals for Student Success • Lunch • Observing Excellent Teaching • Supporting Yourself and Colleagues • Closure

25. Objective Statements in SLOs What is the most important knowledge/skill(s) I want my students to attain by the end of the interval of instruction?

26. A 4-Step Process to Writing an Objective Statement

27. Writing an Objective Statement • REFLECT WITH A PARTNER about the module prompts provided: • PLAN FOR COLLABORATION with your TABLE: • Based on the first two sessions of the day, what are the biggest takeaways you want to bring back to teachers in your school? Colleague

28. Agenda Stretch your legs and take a gallery walk and review the charts. Jot down any additional ideas from your colleagues and add to your “Next Steps as a Colleague” • Break • Checking Student Understanding with Assessments • Setting Goals for Student Success • Lunch • Observing Excellent Teaching • Supporting Yourself and Colleagues • Closure

29. Agenda • Checking Student Understanding with Assessments • Setting Goals for Student Success • Lunch • Observing Excellent Teaching • Supporting Yourself and Colleagues • Closure

30. Checking Student Understanding Table Brainstorm Forget about SLOs for a moment. Teachers are often “detectives” investigating how their students learn best. How do you get to a place of understanding your students as learners? Brainstorm a list at your table. If you have extra time: Are there any content areas or students that you have a hard time getting a read on?

31. Requests for Support around Assessments

32. Assessments and SLOs

33. Online Module: Deepening Assessment Literacy

34. The Assessment Toolkit

35. Using the Toolkit

36. Assessment Meet &Swap • Find someone new and exchange one of the following discussion items: • Which key takeaway about checking your students’ understanding resonated most with you • Something that you learned that surprised you • An idea you have for an assessment in your class that you hope to use in one of your SLOs this year • A key message you plan to take back to your colleagues 2. After each partner has shared, find someone new and repeat by sharing a new item (from list above). 3. Repeat until you’ve shared each discussion item. 

37. Assessment Takeaways • Assessment is integral to teaching because it tells us what students know and are learning • Assessment selection/design should always begin with your purpose • SLOs are measured with summative assessments, though other types should be used for progress monitoring • Alignment, format, item type, administration, and scoring all contribute to the validity of assessment data

38. Agenda • Setting Goals for Student Success • Lunch • Observing Excellent Teaching • Supporting Yourself and Colleagues • Closure

39. Setting Goals for Student Success Step 1: Returning to our “Good Teaching Practices” Look back to the post-its from the beginning of the day. How many connect to setting goals for or with students and celebrating success when they meet them? Step 2: Scenario Pair Share A local college has asked you to come to a class of student teachers. They’d like you to discuss the role of setting goals for students and why it is an important part of teaching. What will you say and what suggestions would you give to them about how to set goals for/with students if they ask for a concrete example from your practice?

40. Online Module: Baseline Data and Info Colleague Learner Participant Packet: Page 7

41. SLO Process: Baseline Data and Targets MoSL p. 7 RI p. 13

42. Rhode Island Educator Data Point Teachers surveyed expressed that the following aspects of writing an SLO were most challenging: • Setting appropriate, but rigorous SLO targets • Determining the baseline, including gathering and interpreting data • Identifying or creating the evidence or assessments for the Evidence Source(s) • Writing an Objective Statements that focused on the appropriate content or skills RIDE Statewide Mid-Year Survey N = 4,550 teachers

43. Online Module: Using Baseline Data and Info

44. Data can be used to….  • Turn and Talk: • What are the most common ways teachers at your school use data?

45. Baseline Data Scenarios • Whole Group Discussion: • How might this information help clarify data use for your colleagues?  15 min 5 min 8 min Participant Packet: Page 8

46. Data Scenario #1 A colleague, Mr. Jacobs, a Biology teacher, says that he does not have any baseline data. As he puts it, this is the first Biology course his 9th graders have taken and the students matriculate from three different middle schools. There is no standardized 8th grade Science curriculum in your district, so his students may have learned different things last year. What guidance would you give him? What could he use as sources of baseline data/information?

47. Data Scenario #2 Ms. Palmer and Mrs. Gray are two 4th grade teachers. They are overwhelmed by the amount of information they have on their incoming students. In addition to students’ official records and state assessment scores, the 3rd grade teachers have passed on writing and Social Studies portfolios, EOY reading levels, and detailed comments on each child’s behavior, interests, strengths, and areas for improvement. They don’t know where to begin. What guidance would you give them? How can this information be useful to them as their write their SLOs?

48. Data Scenario #3 Mrs. Scotto teaches French I to sixth graders. She does not understand why she has to include baseline data in her SLO because none of her students speak any French at the beginning of the interval of instruction. How would you describe the purpose of baseline data/information to Mrs. Scotto and what recommendations might you give for possible sources that would be of use to her?

49. Data Scenario #4 Mr. DuBois is an 11th grade English teacher. Prior to setting targets for his SLO, he reviewed his students’ grades and writing samples from their 10th grade English courses. Based on those, he was able to make some preliminary groupings. However, after administering his first assignment of the year, he noticed that several students are performing differently than he expected (some much lower, some much higher). Now he is confused about how to group students and set appropriately tiered targets. What guidance would you give him? How should he handle these sometimes-conflicting data sources?

50. Online Module: Baseline Data and Info Colleague Learner Participant Packet: Page 7