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TDES Training

TDES Training. Summer 2019. Welcome!. Please sign in and be seated. We’ll get started soon!. Welcome, Introductions and Icebreaker. TDES Redesign Committee:. Heather Grant, CMSD Co-Chair Jillian Ahrens, CTU Co-Chair Jessica Baldwin, CMSD Mark Baumgartner, CTU

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TDES Training

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  1. TDES Training Summer 2019

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

  3. Welcome, Introductions and Icebreaker

  4. TDES Redesign Committee: Heather Grant, CMSD Co-Chair Jillian Ahrens, CTU Co-Chair Jessica Baldwin, CMSD Mark Baumgartner, CTU Troy Beadling, CMSD Wendi Kral, CTU Lisa Farmer, CMSD Mary Moore, CTU Julie Snipes-Rea, CMSD Shari Obrenski, CTU Karen Thompson, CMSD Tracy Radich, CTU Lori Ward, CMSD James Wagner, CTU Megan Scully, TDES Coordinator

  5. Let’s Get to Know Who’s in the Room! Find something that the two of you have in common that has to do with education. How do you like to celebrate special occasions?

  6. Let’s Get to Know Who’s in the Room! Recount a story of when you planned something and it didn’t go as planned. What does it feel like when you participate in something that is well planned?

  7. “Someone’s sitting in the shade today because someone planted a tree a long time ago.” – Warren Buffett

  8. Introductions name school or workplace discussion most enjoyed

  9. Agenda • Introduction • Teacher Development and Evaluation System (TDES) Description and Overview • Reframing Educator Evaluation • TDES Rubric Updates • Planning for Training—Part 1* • Evidence • Planning for Training—Part 2* • Professional Growth and Improvement Plans • TDES Portal • Next Steps

  10. Objectives: Today We Will . . . • Know the TDES changes. Participants will understand the changes in the TDES Rubric and evidence for high-quality student data. • Build a plan. Teams will begin to build their plan for conducting an initial kickoff professional learning session and facilitating other training sessions for building staff throughout the year. • Create cohesion. Teams will build energy and synergy for promoting a growth focus among professionals for TDES.

  11. 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

  12. TDES Description and Overview

  13. Why Update TDES? Teacher Development and Evaluation System

  14. Updates to TDES 2019-2020

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

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

  17. How Is TDES Different? Updates signal a culture shift: Use data to inform instruction and improve practice Designed for time to focus on development and professional practice

  18. Expectations of TDES Team* Attend district training Provide training Support building

  19. Reframing Educator Evaluation

  20. Seeing Educators as Professionals

  21. Imagine This . . . What are they feeling? What are they doing? What are they saying? What are they thinking? in a growth-focused future!

  22. Everyone Responds to Change Differently How might professionals in your school, represented by each emoticon, react to new TDES training. Jot down ideas on Handout 1 and share with your table. Be prepared to share out in 5 minutes.

  23. Report Out!

  24. What do you think some of the needs of the professionals represented by these different change responses might be?

  25. TDES Rubric Updates

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

  27. TDES Professional Practice Rubric 1b: Demonstrating knowledge of students 1c: Setting instructional outcomes • UPDATE: a greater focus on evidence of student learning using student data 1f: Designing student assessment 3d: Using assessment in instruction

  28. Building Team Interaction Choose: • Table leader • Timekeeper • Recorder

  29. 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 into one or two sentences for the recorder to write on your chart. “How do educators and students benefit from the use of high-quality student data?”

  30. Charting Top Summary Statement Middle Bulleted List of Uses of High-Quality Student Data Bottom Leverage Improvements in Instructional Practice

  31. WHAT high-quality student data sources are used for your staff? • Brainstorm 6–10 data sources for all subject areas/departments within your school. • Jot ideas down on Handout 2 • Share ideas one at a time. • Share/Record bullet points ideas until finished.

  32. HOW are high-quality student data used for instruction? • Review your ideas on Handout 2. • Spend 5 minutes individually brainstorming ways teachers use these data sources for instruction • Share ideas one at a time • Share/Record ideas until finished.

  33. Rubric Component • Examine your assigned component. • Add to and modify the list of uses in light of rubric language.

  34. How does the rubric language encourage the use of high-quality student data to leverage improvements in instructional practice? • Discuss as a team. • Write team ideas or statement at the bottom of the chart.

  35. Report Out!

  36. Planning for Training* • Use Handout 3, TDES Team Planning Template, to: • Think together • Discuss • Write ideas

  37. Lunch! Please return by 1:00.

  38. Welcome Back! Please be seated. We’ll get started soon!

  39. Evidence

  40. What Is Evidence? Evidence is an objective description of something observed. It makes no suggestion of quality. Evidence is nonjudgmental and specific.

  41. Meet Up • Review the definition of evidence. • Come up with some examples of evidence. Pair up with your handshake partner.

  42. Evidence Versus Interpretation

  43. Types of Evidence

  44. Evidence Versus 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. Teacher sang days of the week song. Asks students to sing with her. Evidence 2 of 15 students sang along. 3. Students transition to desks smoothly and get right to work. Interpretation 4. John answers “48 feed.” 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.

  45. High-Quality Student Data Teachers may use sources of high-quality student data from a menu of high-quality assessments that:

  46. Example Sources of Evidence • 1b: Demonstrating knowledge of students • Reviewing a student’s IEP. • A conference discussion where the teacher reflects on their knowledge of students and how she/he obtained this information. • 1c: Setting instructional outcomes • Lesson plan outlines goals aligned to curriculum standards and based on an analysis of student data. • A conference discussion on how goals were determined based on data. • 1f: Designing student assessment • A lesson plan describes assessments from multiple formative and summative sources. • A teacher shares the plans for future instruction based on student data during a conference conversation. • 3d: Using assessment in instruction • Observes administration of formative or summative assessment such as quizzes, projects, benchmarks. • Observes feedback provided to students such as after students present from a performance-based assessment.

  47. Building Team Interaction Choose a new: • Table leader • Timekeeper • Recorder

  48. Charting • Ineffective • Example(s) of evidence of classroom practice • Developing Indicator • Accomplished • Skilled

  49. Example • Ineffective • During a conference discussion, the teacher could not state the language proficiency levels of the three English language learner students • Developing • The teacher’s lesson plan states the accommodations of the four students with disabilities based on an analysis of their IEP 1b • Accomplished • During a conference discussion, the teacher shared the language proficiency level of five students based on an analysis of OELPA data and student artifacts • Skilled • During a conference discussion the teacher shared groups of students’ strengths and weaknesses based on an analysis of previous year OST and NWEA data

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