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Project COACH Evaluation Model

Project COACH Evaluation Model. Developed by Hamilton County Department of Education and Educator Software Solutions; based on the work of Kim Marshall - Rethinking Teacher Supervision and Evaluation. Table of Contents. Project COACH Overview Mini Observation Process Summative Process

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Project COACH Evaluation Model

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  1. Project COACH Evaluation Model Developed by Hamilton County Department of Education and Educator Software Solutions; based on the work of Kim Marshall - Rethinking Teacher Supervision and Evaluation

  2. Table of Contents • Project COACH Overview • Mini Observation Process • Summative Process • Project COACH in Review • Project COACH Rubric Project COACH - HCDE / ESS (2017-2018)

  3. How Did We Get Here? Origin of Project COACH • TN Framework of Evaluation became obsolete after 2010-2011 • Excitement generated via Kim Marshall PD – Rethinking Teacher Supervision and Evaluation at 2010 Hamilton County Administrator Winter Retreat • Project COACH, centered around mini-observations and detailed rubrics, was piloted in Hamilton County during the 2010-2011 school year. • Project COACH approved by TNSDOE for use as alternative model for the 2011-2012 school year Project COACH - HCDE / ESS (2017-2018)

  4. Project COACH – Year I (2010-2011) • Pilot Year Accomplishments • 85% of schools participated • 2360 teachers were observed • 21,039 observations were recorded • Total average of 9 observations per teacher 17,555 observations in 2016-2017 school year! Project COACH - HCDE / ESS (2017-2018)

  5. Goals The evaluation system will be: • Oriented toward teacher development • Focused on frequent feedback & collaboration • Both formal and informal • Valuable in gaining a clear understanding of teacher performance levels • Used to provide individualized support (Professional Development & Performance Improvement Plan) • Practical and fair Evaluation system drives teacher development which drives student achievement Project COACH - HCDE / ESS (2017-2018)

  6. Table of Contents • Project COACH Overview • Summative Process • Project COACH in Review • Project COACH Rubric • Mini Observation Process Project COACH - HCDE / ESS (2017-2018)

  7. Value of Mini-Observations • Shared definition of evaluation standards– Rubrics should be reviewed in-depth during in-service week with teachers. • Principals see everyday teaching in action • Principals give prompt, meaningful feedback- Administrators must be willing to have difficult conversations to be effective. • Teachers and evaluators discuss feedback - Establishing open 2-way dialogue is invaluable in gaining more insight regarding delivery of instruction and establishing a trusting, collaborative relationship. Project COACH - HCDE / ESS (2017-2018)

  8. Value of Mini-Observations • Teachers refine their classroom practice – teacher survey results from 2010-2011 & 2011-2012 support this. • Teachers take ownership for continuous professional growth • End result - student achievement grows Project COACH - HCDE / ESS (2017-2018)

  9. Verbal Feedback The verbal feedback I give is helpful in improving the teacher’s classroom instruction. The verbal feedback I received has been helpful in improving my classroom instruction. Project COACH - HCDE / ESS (2017-2018)

  10. Mini-Observation Cycle - Five Steps • Principals review the process with new teachers • Principals and other administrators create an action plan • Mini-observations are conducted • Feedback is given to teachers • Feedback is documented 1 2 3 4 5 Project COACH - HCDE / ESS (2017-2018)

  11. Principals Review Process with New Teachers • Administrators inform new teachers about observation and evaluation procedures Mini-Observations 1 Review the process • Materials (rubrics, etc.) are reviewed with teachers Create a plan • Teachers have an opportunity to ask questions • Teachers complete self-assessment in T-Eval • for their reflection in August Conduct mini-observations Give feedback Document the feedback Project COACH - HCDE / ESS (2017-2018)

  12. Planning Observations Critical to Achieving Success • Do the math • How many observations will each teacher receive? • How many observations are needed per day? • Set an aggressive daily or weekly target • Build in buffer for emergencies; weeks never go as planned! • Observations conducted during the first week of school can be very informative, especially for new teachers. • Decide which administrators will observe which teachers • Consider the summative process Mini-Observations Review the process 2 Create a plan Conduct mini-observations Give feedback Document the feedback Project COACH - HCDE / ESS (2017-2018)

  13. Conducting Mini-Observations • Observations are unannounced to teachers • Check level to determine length (can stay longer if you think there is benefit) • Observations are informal and should feel routine after the first few cycles • In addition to the required minimum number of classroom mini-observations, observations can take place at planning meetings, parent conferences, and other non-instructional settings (only 1 can count towards total) • 1 observation on each teacher may be a co-observation conducted by evaluators (fall semester, preferably) • Notes may be taken in the classroom or recorded immediately after leaving the classroom Mini-Observations Review the process Create a plan 3 Conduct mini-observations Give feedback Document the feedback Project COACH - HCDE / ESS (2017-2018)

  14. Giving Feedback to Teachers Most Important Part of the Process • Feedback is given directly to teachers and must be delivered in person • Comments should be specific and actionable with language grounded in the rubric • Feedback is best delivered in the classroom or a neutral location (not in your office) • Discussion must take place within 2 working days • Conversations should be brief (5-10 minutes on average) Mini-Observations Review the process Create a plan Conduct mini-observations 4 Give feedback Document the feedback Project COACH - HCDE / ESS (2017-2018)

  15. Feedback Will be Documented • After feedback conversation with teacher, you will write a brief summary of the feedback conversation to be “submitted” in T-Eval (and locked) within 5 working days • Teachers will be provided an opportunity to respond, if desired Mini-Observations Review the process Create a plan Conduct mini-observations Give feedback 5 Document the feedback Project COACH - HCDE / ESS (2017-2018)

  16. How People Give Feedback Effective / Positive Delivery Ineffective / Negative Delivery • Supportive: delivered in a non-threatening and encouraging manner. • Direct: the focus of the feedback is clearly stated. • Sensitive: delivered with sensitivity to the needs of the other person. • Considerate: feedback is intended to not insult or demean. • Descriptive: focuses on behavior that can be changed, rather than personality. • Specific: feedback is focused on specific behaviors or events. • Healthy timing: given as close to the prompting event as possible and at an opportune time. • Thoughtful: well considered rather than impulsive. • Helpful: feedback is intended to be of value to the other person. • Attacking: hard hitting and aggressive, focusing on the weaknesses of the other person. • Indirect: feedback is vague and issues hinted at rather than addressed directly. • Insensitive: little concern for the needs of the other person. • Disrespectful: feedback is demeaning, bordering on insulting. • Judgmental: feedback is evaluative, judging personality rather than behavior. • General: aimed at broad issues which cannot be easily defined. • Poor timing: given long after the prompting event, or at the worst possible time. • Impulsive: given thoughtlessly, with little regard for the consequences. • Selfish: feedback meets the giver's needs, rather than the needs of the other person. Source: Phil Rich, Ed.D., MSW, DCSW (Self Help Magazine) Project COACH - HCDE / ESS (2017-2018)

  17. How People Respond to Feedback Negative / Closed Style Positive / Open Style • Defensive: defends personal actions, frequently objects to feedback given. • Attacking: verbally attacks the feedback giver, and turns the table. • Denies: refutes the accuracy or fairness of the feedback. • Disrespectful: devalues the speaker, what the speaker is saying, or the speaker's right to give feedback. • Closed: ignores the feedback, listening blankly without interest. • Inactive listening: makes no attempt to "hear" or understand the meaning of the feedback. • Rationalizing: finds explanations for the feedback that dissolve any personal responsibility. • Patronizing: listens, but shows little interest. • Superficial: listens and agrees, but gives the impression that the feedback will have little actual effect. • Open: listens without frequent interruption or objections. • Responsive: willing to hear what's being said without turning the table. • Accepting: accepts the feedback, without denial. • Respectful: recognizes the value of what is being said and the speaker's right to say it. • Engaged: interacts appropriately with the speaker, asking for clarification when needed. • Active listening: listens carefully and tries to understand the meaning of the feedback. • Thoughtful: tries to understand the personal behavior that has led to the feedback. • Interested: is genuinely interested in getting feedback. • Sincere: genuinely wants to make personal changes if appropriate. Project COACH - HCDE / ESS (2017-2018) Source: Phil Rich, Ed.D., MSW, DCSW

  18. Who and When • Level 1 teachers who earned a 1 on individual growth or a 1 on the overall LOE, professionally licensed and non-professionally licensed teachers will receive 8 unannounced mini-observations for a minimum of 15 minutes (really 16.25) each or a total of 130 minutes. • ALL teachers who scored BOTH a 1 on individual growth and a 1 for LOE will be placed on a Performance Improvement Plan (PIP) and supports will be outlined. • *Level 2 teachers who scored a 2 on individual growth AND a 2 for the overall LOE, professionally and non-professionally licensed teachers will receive 8 unannounced mini-observations for a minimum total of 90 minutes.  Administrators will also implement Performance Improvement Plans (PIPs) if it is not evident that the coaching process is adequately improving classroom instruction. • Level 3 or 4 non-professionally licensed teachers scoring a 3 or 4 in either individual growth or the overall LOE will continue to receive 8 unannounced mini-observations for a minimum of 90 total minutes. (no change) • Newly Licensed TN Teachers with No Previous Data will continue to receive 8 unannounced mini-observations for a minimum of 90 total minutes. (no change) • Level 2, 3 or 4 professionally licensed teachers scoring a 2, 3 or 4 in either individual growth or the overall LOE will now receive a total of 4 unannounced mini-observations for a total of 40 minutes.    • Current Professionally Licensed TN Teachers with No Previous Data will receive 4 unannounced mini-observations for a minimum of 40 minutes.                                                                                      • Level 5 teachers scoring a 5 (regardless of license) on individual growth or overall evaluation will receive a total of 4 unannounced mini-observations for a total of 40 minutes. • PYE teachers who did not receive any data for the immediate preceding school year due to Partial Year Exemption (PYE) will be evaluated based on the Individual Growth or LOE from the school year(s) prior to the immediate year. Project COACH - HCDE / ESS (2017-2018)

  19. Suggested Pacing Guide by Semester 1st 2nd Project COACH - HCDE / ESS (2017-2018)

  20. Table of Contents • Project COACH Overview • Mini Observation Process • Summative Process • Project COACH in review • Project COACH Rubric Project COACH - HCDE / ESS (2017-2018)

  21. End of Year Evaluation: Summative Process *Administrator should begin scoring indicators for later editing/submission at the conclusion of the summative conference. CHECK LIST • Self-Assessment (completed by Teacher-not factored in) • Mini Observations are completed • Additional Data is (e.g., artifacts) collected by Principal • Summative drafted (auto-saved) by Principal • Principal selects “allow teacher to view” • Meeting between Teacher and Principal sharing summative evaluations and discussing professional development plan • Summative Plan completed & submitted with Professional Development Plan (and PIP, if necessary) (Submit All Domains) Project COACH - HCDE / ESS (2017-2018)

  22. Portfolios/Artifacts • Specific artifacts identified by the administrator as a requirement must be submitted by the last date for mini-observations. • Additional artifacts may be submitted by the teacher in response to any scored indicators on the summative. These artifacts must be submitted within 5 days of the Summative Conference. (“allow teacher to view”- can’t “submit” early) Project COACH - HCDE / ESS (2017-2018)

  23. Potential Artifacts Project COACH - HCDE / ESS (2017-2018)

  24. Principals Review Summative Process with New Teachers Summative Evaluations • Teacher and principal discuss expectations for the upcoming year (August) • Outstanding questions the teacher has about the new process are addressed • Each teacher completes a self-assessment, scoring themselves on each of the indicators of effective teaching to begin the year 1 Review the process Collect information Rubric and summative scoring form Conference Create a PD plan Project COACH - HCDE / ESS (2017-2018)

  25. Data is Aggregated Prior to Summative Evaluation Summative Evaluations • Evaluations and rating levels from previous year are reviewed and verified in T-Eval • Administrators complete mini-observations • In classroom and in other settings • Teacher submits artifacts, portfolios and other data • Feedback notes from all observations are reviewed Review the process 2 Collect information Rubric and summative scoring form Conference Create a PD plan Project COACH - HCDE / ESS (2017-2018)

  26. Completing Summative Evaluations Summative Evaluations • Each of the indicators of effective teaching is scored from 1-4 • Score is calculated and teacher is rated highly effective, effective, improvement necessary, or does not meet standards • Comments and specific examples are provided • Summative evaluation is marked “allow teacher to view” prior to teacher conference Review the process Collect information 3 Rubric and summative scoring form Conference Create a PD plan Project COACH - HCDE / ESS (2017-2018)

  27. Principal has a Year-End Meeting with Each Teacher Summative Evaluations • Both principal and teacher review summative evaluation • Clarification and rationale is provided if necessary • Adjustments to scoring of indicators may be applied • Goals are set for the next academic year • Conversion to state ratings auto-generate • Summative is “submitted” and locked (after 5 days) Review the process Collect information Rubric and summative scoring form 4 Conference Create a PD plan Project COACH - HCDE / ESS (2017-2018)

  28. A Personalized PD plan is Created Based on Each Summative Evaluation Summative Evaluations • Principal reviews current and past evaluations (required) and observation notes • Principal determines priority areas for development • Goals are set for the next academic year • Specific PD is based on prioritized areas for development (refer to rubric) and submitted • PIP is developed, when necessary • If a PIP is developed a PD plan is not needed Review the process Collect information Rubric and summative scoring form Conference 5 Create a PD plan Project COACH - HCDE / ESS (2017-2018)

  29. Tips for Giving Effective Feedback • Be specific – give concrete examples of behaviors • Be factual – use facts and events rather than personal opinion. Be descriptive rather than evaluative • Be objective – base on direct experience rather than hearsay • Speak for yourself – not for others. Own the feedback by using “I” • Be balanced – both positive feedback and development issues • Be open/honest – do not pull punches • Be sensitive to feelings – comment on actions/behavior rather than individual/personality. Its about the work. • Be encouraging – express confidence that the person can succeed • Make it actionable – give specific action steps for future improvement • Be non-discriminatory – avoid language that suggests racial/ethnic/gender or other bias Balance as necessary to fit each person’s communication style Project COACH - HCDE / ESS (2017-2018)

  30. Summative: includes overall score sheet Scroll to the end of the summative document to view this scoring page Scores and rating levels auto-populate. State Rating: Below Expectations Project COACH - HCDE / ESS (2017-2018)

  31. Sample professional growth plan (PD plan) Scored indicators on summative can be used to guide professional growth Project COACH - HCDE / ESS (2017-2018)

  32. Professional Development Plans • Principals may allow teachers to develop their own PD plan • Principals may set a school-wide PD goal with or without additional individual goals • Principals may develop PD plans for select, or all, teachers. • All options allow for final editing and submission by the principal Project COACH - HCDE / ESS (2017-2018)

  33. PIP Guidelines • A Performance Improvement Plan (PIP): • Is to address teaching performance concerns that arise during Project Coach mini-observations • Should only be instituted after attempts at coaching are unsuccessful • Is a short term process and should ideally be six months or fewer in length • Progress must be reviewed monthly • May be developed at any time during the school year but is required for teachers scoring Does Not Meet Standards. • Is required for teachers with both a LOE of 1 and Individual Growth of 1. Project COACH - HCDE / ESS (2017-2018)

  34. Prior to state submission, scores will be converted to State’s 5 level rating system (State Requirement) Project COACH Teacher Rating Levels • 90% - 100% (Highly Effective) • 75% - 89% (Effective) • 60% - 74% (Improvement Necessary) • 59% and below (Does Not Meet Standards) Conversion Scale to State Rating Levels • 95% - 100% (Significantly Above Expectations) • 87% - 94% (Above Expectations) • 75% - 86% (Meets Expectations) • 60% - 74% (Below Expectations) • 59% and below (Significantly Below Expectations) *The expectation is that no more than 20% of teachers who receive individual TVAAS will receive an evaluation rating more than 2 rating levels from their TVAAS rating. Project COACH - HCDE / ESS (2017-2018)

  35. Table of Contents • Project COACH Overview • Mini Observation Process • Summative Process • Project COACH in Review • Project COACH Rubric Project COACH - HCDE / ESS (2017-2018)

  36. What Mini-Observations Accomplish • Seeing reality – no distortion • Getting to know teachers better; spotting areas of concern and areas of strength • “Situational awareness” of the whole school- You should be more aware of what is going on in every classroom in your building than ever before. • Informal, less bureaucratic method of feedback – Strive to keep it brief and to the point. Meeting in the classroom gives you more control over the length of the meeting. • Gathering insights, anecdotes for meetings, parents – You will have more ability than ever to answer parent questions immediately rather than having to “get back to them”. Project COACH - HCDE / ESS (2017-2018)

  37. What Mini-Observations Accomplish • Building trust and collaboration in the school culture – Cannot be emphasized enough. Establishing this culture is critical to success. • Cultural Climate: “maximize instructional time” – The boss could show up at any time! • Plenty of information for year-end summative evaluation – As you absorb the rubric and move through the year, keep in mind areas that you may need to look to for scoring the summative. • Clear direction for professional development – Areas of strength and areas of need will be readily apparent for individual teachers and the entire staff, IF you have been thoughtful and thorough. Project COACH - HCDE / ESS (2017-2018)

  38. Project COACH Rubric • Six domains with a total of 40 indicators for certified classroom teachers – All are weighted evenly. • A variation of the core rubrics will be used for special groups: librarians, counselors, social workers, special ed lead teachers, psychologists, and instructional coaches. • Teachers will complete a self-assessment at the beginning of the evaluation cycle to insure knowledge of the rubric. • All indicators are scored to complete summative assessment - to be scored only for the Summative, not a checklist for individual mini-observations. • Indicators guide professional growth – Administrators can see patterns for your most critical PD needs as well as areas of strength. Project COACH - HCDE / ESS (2017-2018)

  39. Project COACH - HCDE / ESS (2017-2018)

  40. There are three components to each mini-observation Classroom Observation Documentation 1 Communication 2 3 • Unannounced mini- observations of classroom instruction • Minimum time and total number depends on rating level • One of the mini-observations may be conducted during a teacher planning session, parent meeting, or while leading an extra-curricular activity. • Additional observations (above the minimum # of classroom observations) should occur during teacher meetings, parent conferences, or other settings • Artifacts may be needed to score certain indicators • Administrator discusses observation with teacher, giving specific and actionable feedback on both strengths and areas for growth • Meetings may be scheduled or unscheduled • Meeting will be face-to-face • Meetings to last 5-10 minutes • Ideally occurs in classroom or neutral location • Administrator to deliver feedback within 2 school days • Administrator enters record into the system • Administrator completes the observation template in T-Eval including brief notes on the observation with a focus on the feedback conversation within 5 school days • The template will provide teachers with an opportunity to respond in writing Project COACH - HCDE / ESS (2017-2018)

  41. There are three steps to completing the summative evaluation Components of Summative Evaluation Observations 2 Documentation 3 Communication 1 • Minimum required mini-observations of classroom instruction • Observations grounded in the rubric • These observations provide data for completing the summative evaluation • Additional non-classroom observations conducted • During teacher meetings, parent conferences, or other settings • Other information such as portfolios or artifacts, if applicable • Administrator scores each teacher across all indicators within the applicable domains • Rating of 1-4 (1=Does not meet standards; 4=Highly effective) • Administrator provides comments, examples • Administrator selects “allow teacher to view” • Evaluator communicates evaluation to teacher during conference • Individualized professional growth plan is developed in collaboration with teacher • PIP developed when required • Evaluator “submits” evaluation Project COACH - HCDE / ESS (2017-2018)

  42. Table of Contents • Project COACH Overview • Mini Observation Process • Summative Process • Project COACH in Review • Project COACH Rubric Project COACH - HCDE / ESS (2017-2018)

  43. Domains I. Planning and Preparation for Learning II. Classroom Management III. Delivery of Instruction IV. Monitoring, Assessment, and Follow-Up V. Family and Community VI. Professional Responsibilities VII. Library Management / Administration (Librarians Only) Viii. Instructional Coaches Project COACH - HCDE / ESS (2017-2018)

  44. Application of Rubric to Special Pops • Interpretation of indicators for special groups should always be considered by position and setting. • (Psychologist) Domain I - “Planning” includes but is not limited to Assessment Plans, FBAs, re-eval plans, IEP planning, etc… • (Counselors) Domain I – “Mapping” would include plans for delivery of service during the school year including presentations, testing, etc… • (Speech/Language) Domain III – “Delivery of Instruction” would be delivery of services. *************************************************************** • Librarians & instructional coaches have an additional domain specific to their role • Some indicators have been eliminated (none have been added) for Psychologists. Only applicable indicators will be visible in T-Eval. • A link to state counseling standards exists in T-Eval for easy reference. Project COACH - HCDE / ESS (2017-2018)

  45. Special Groups Adjustments Social Workers (Summative completed by Marsha Drake) Appropriate domains and indicators are auto-populated in T-Eval • Domain I – Apply Indicators a and d only. • Domain II – Keep Indicators b, c, and d only. • Domain III – Eliminate in its entirety • Domain IV – Keep b, c, f & g only Instructional Coaches • Eliminate Domain V • Add Domain VIII – See attachment • Domain I- IV, VI – No Changes Psychologists • Domain 1 – Apply Indicators a, b & d only • Domain II - Apply Indicators b, c and d only • Domain III – Eliminate in its entirety • Domain IV - Keep Indicators a, e, f,& g only Lead Teachers • Domain V & VI only Project COACH - HCDE / ESS (2017-2018)

  46. Summative Scoring Implications • Each position will have the appropriate scoring scale auto-generated to match teaching position in T-Eval • The sum of the scored indicators will be used to calculate an OVERALL RATING • Highly Effective teachers will have received a Summative Score of 90% or greater. This indicates a top performer outcome. • Effective teachers will have received a Summative score of 75-89%. This indicates a strong outcome. • Improvement Necessary teachers will have received a Summative score of 60%-74%. This scoremayresult in a Performance Improvement Plan (PIP) being initiated. • Does Not Meet Standards teachers will have received a Summative score of 59% or less. This score requires initiation of a PIP. Project COACH - HCDE / ESS (2017-2018)

  47. Project COACH - HCDE / ESS (2017-2018)

  48. Project COACH - HCDE / ESS (2017-2018)

  49. Project COACH - HCDE / ESS (2017-2018)

  50. Project COACH - HCDE / ESS (2017-2018)

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