TIE Oelrichs PD by Melanie Hurley, Maggie Austin, Janet Hensley, Barb Rowenhorst

1. TIE Oelrichs PD by Melanie Hurley, Maggie Austin, Janet Hensley, Barb Rowenhorst

2. Agenda

3. What are the qualities of a good teacher? • https://www.youtube.com/watch?v=ZlpBZPLJ0lA

4. Determining Teacher Effectiveness Using multiple measures of professional practice and student learning South Dakota Framework for Teaching Student Growth Domain 1 Domain 2 Domain 3 Domain 4 SLOs SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Instruction Planning and Preparation Classroom Environment Professional Responsibilities • Classroom Observations and Evidence of Effective Practice • Components from Each of the 4 Domains • At Least 8 Components Chosen Based on District or School Priorities Professional Practice Rating Growth Rating Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Differentiated Performance Categories Below Expectations Meets Expectations Exceeds Expectations

6. Domain 2 and 3 are Observable • Domain 2: The Classroom Environment • Domain 3: Instruction

7. Domain 1 and 4 • Domain 1: Planning and Preparation • Domain 2: Professional Responsibilities

9. Year 2014-2015 • Practice year for Danielson and SLOs • All schools are required to choose at least one domain from each category. The recommendation is to choose 2 domains from each category.

10. Group Think and Share • Share with a partner • What do you like about the Danielson model? • How might you implement the Danielson model? • What are you wondering about with the Danielson model?

14. Determining Teacher Effectiveness Using multiple measures of professional practice and student learning South Dakota Framework for Teaching Student Growth Domain 1 Domain 2 Domain 3 Domain 4 SLOs SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Instruction Planning and Preparation Classroom Environment Professional Responsibilities • Classroom Observations and Evidence of Effective Practice • Components from Each of the 4 Domains • At Least 8 Components Chosen Based on District or School Priorities Professional Practice Rating Growth Rating Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Differentiated Performance Categories Below Expectations Meets Expectations Exceeds Expectations

15. Summative Scoring Matrix Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

16. The SLO Process SLO Development SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? SLO Approval Analyze data and develop baselines Where are my students starting? Ongoing Communication Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Prepare for Summative

17. SLO Process Guide

18. SLO Quality Checklist

19. Make ConnectionsDanielson + SLO • With a partner share • How is an SLO similar to what we have already been doing? • How could creating an SLO enhance student engagement?

20. Teacher Quotes • https://www.youtube.com/watch?v=1KWA0iKh6Cs

21. Next Steps – Planning for Next Year • Look at staff assessment results • Make 3 observations • Make 2 possible next steps • Make 1 connection to the Teacher Effectiveness Model (Danielson and SLO)

25. Let’s Put the Pieces Together • How does learning targets fit into assessment formative and summative? • How does SLOs fit into learning targets? • How does SLOS fit into Danielson?

26. Share • Discuss with a partner • Share main points of your discussion in a picture Most Formative – More Formative – More Summative – Most Summative

28. Small Group – Work Time • Aventa Teachers – Share with Maggie • All other Teachers – Directions to follow

29. Planning • Look at next series of lessons/unit • Map out the following: • Standards • Learning Targets • Formative Assessments • Mid-point assessments and plan for how and what you will do for students who are not learning content • Summative Assessments

30. Planning is like a book… • Title of the book – Big Idea of the Learning Content – Essential Learning • Table of Contents – Learning targets for each lesson • Chapters – Details of each lesson, activities

31. While you plan…. • ASK yourself • Does my standard match the learning target? • Does my formative assessment match the standard and learning target? • Do my lesson match the standard and learning target? • Does my summative assessment match the standards and the learning targets?

32. Plan for Next Year • Focused Goals…. • What are the next steps in planning and curriculum mapping? • How and when will this be accomplished? • How will we know we have reached our goals?

33. Janet Hensley’s Review of TIE’s involvement with Oelrichs

34. Staff Share Personal Celebrations

35. I'm a Teacher: An Educator's Anthem • https://www.youtube.com/watch?v=RelL-PdcCSk

36. Survey Monkey • https://www.surveymonkey.com/s/WWZRFJQ

37. From the TIE staff, We all thank you for learning with us. It has been an honor to work with you all!