Folder for Training

1. Folder for Training http://bit.ly/1cmIkCw

2. South Dakota Student Learning Objectives Enter Your Name Here!

3. Agenda • Introductions and welcome • Baseline Assessment • Teacher/Principal Effectiveness Model • What is an SLO? • SLO Process Guide • Checklist • Post assessment

4. Welcome!! lightb lb • Who are we? • Who are you? • Introduce yourself at your table • Are you planning or implementing? • Have teachers been trained on Teacher Effectiveness model in your building? • What do you hope to learn about today? educator moments

5. Empower YOU!

6. ? Let’s 4 Corners!

7. 4 Corners • I know the definition of an SLO. • I know how an SLO connects to teacher evaluation. • I know how growth ratings are calculated. • I know how to establish baseline data and determine growth. • I understand the four steps of the SLO process. • I know the components of a SMART goal. • I can determine the quality of an SLO based on the Quality Checklist.

8. Outcomes Today • I know the definition of an SLO. • I know how SLOs connect to teacher evaluation. • I know how growth ratings are calculated. • I know how to establish baseline data and determine growth. • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I can determine the quality of an SLO based on the SLO Quality Checklist.

9. Chunking today • I know the definition of an SLO. • I know how SLOs connect to teacher evaluation. • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I know how growth ratings are calculated. • I can determine the quality of an SLO based on the SLO Quality Checklist.

10. Norms for the Day • Listen with Engagement • Honor Each Other’s Thinking • Honor Private Think Time • Everyone has a Voice • Be Respectful of all Comments • Limit Side Conversation • Take Care of Your Needs • Cell Phones Off/Vibrate

11. Parking Lot Question “protocol” today • Write questions on sticky notes • Place on parking lot poster • Claim question off the board that you can answer. • We will answer them at end of day

12. A Little Bit of History • South Dakota’s work to develop meaningful educator effectiveness systems is united by a common aspiration: To improve instruction and student learning. • The 2010 Teacher Standards Workgroup • Adopted Charlotte Danielson Framework for Teaching now known as The SD Framework for Teaching • The 2011-2012 Teacher Standards Pilot Districts • The 2012 Teacher Evaluation Workgroup • The SD Commission of Teaching and Learning • The 2013-2014 Teacher Effectiveness Pilot participants • The 2013-2014 Principal Effectiveness Pilot participants • The University of South Dakota

13. More History… • Evaluations prior to 2010 • Teacher evaluation and NCLB waiver • SD Teacher Effectiveness Model: 2 parts • Professional practice (SD Framework for Teaching) • Student Growth • How does it all fit together?

14. Chunk 1SlO Process

15. Objectives of Teacher Evaluation 1. The purpose of the teacher evaluation is to continually improve instruction and student learning. 2. The evaluation process encourages professional teacher‐administrator relationships as a basis for structuring meaningful, in‐depth dialogue focused on student learning. 3. The evaluation process uses multiple measures of teaching practice and student growth to meaningfully differentiate teacher performance. 4. The evaluation process communicates clearly defined expectations and provides regular, timely and useful feedback that guides professional growth for teachers. 5. The evaluation process is a fair, flexible, and research‐based mechanism to create a culture in which data drives instructional decisions. 6. The evaluation process will be used to inform personnel decisions.

16. Timeline of SLOs • Do SLOs need to be done by April 1st? • How do we inform personnel decisions if SLOs are not done until the end of the year?

17. 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 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

18. 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

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

20. Teacher A Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

21. Teacher B Judgment Rating Subject to Review Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

22. Teacher C Judgment Rating Subject to Review Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

23. Judgment?

24. Multiple Measures SD Teacher Effectiveness System

25. DETERMINING PRINCIPAL EFFECTIVENESS Using multiple measures of professional practice and student growth Principal Effectiveness SOUTH DAKOTA FRAMEWORK FOR EFFECTIVE PRINCIPALS STUDENT GROWTH DOMAIN 1 DOMAIN 2 DOMAIN 3 DOMAIN 4 DOMAIN 5 DOMAIN 6 SLOs State Accountability Data (AMO, SPI as one measure where available) District Assessments Percentage of teachers meeting SLOs Evaluator–approved measures School and community relationships Ethical & cultural leadership Vision & goals Instructional leadership School operations & resources School, student & staff safety School observation and evidence of effective practice Components from each of the 6 domains At least 8 components chosen based on school or district priorities GROWTH RATING PROFESSIONAL PRACTICES RATING SUMMATIVE RATING MATRIX PROFESSIONAL OVERSIGHT: Is the rating fair and accurate based on the evidence and data shared by the principal? DIFFERENTIATED PERFORMANCE CATEGORIES Below Expectations Meets Expectations Above Expectations An Introduction to the 2013-14 Principal Effectiveness Pilot Project

26. Let’s Define It! Student Growth Student growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning. Student Learning Objective A Student Learning Objective is a teacher-­‐driven goal or set of goals that establish expectations for student academic growth over a period of time. The specific, rigorous, realistic and measurable goal(s) must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards.

27. A minimum of 1 SLO per teacher is required. (a)  Provides instruction to any grade, kindergarten through grade twelve, or ungraded class or who teaches in an environment other than a classroom setting; (b)  Maintains daily student records; (c)  Has completed an approved teacher education program at an accredited institution or completed an alternative certification program; (d)  Has been issued a South Dakota certificate; and (e)  Is not serving as a principal, assistant principal, superintendent, or assistant superintendent.

28. SLO’s: Like Walking Up A Staircase… SLO COMPLETE Progress Update Daily Learning Outcomes/targets

29. Vocabulary Check • Student Learning Objective • Student Learning Target/Outcome • Baseline Assessment • Progress Update • Summative Assessment

30. Sample Growth Goal For the 2013-14 school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments. This example is the end result of working through the SLO process.

31. SLO Process Guide

32. The Big Picture • Flexible • Timeline, amount of growth, type, assessment • Between Teacher and Evaluator • Collaborative • Reflect Best Practice • Focused

33. Chunking today • I know the definition of an SLO. • I know how SLOs connect to teacher evaluation. • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I know how growth ratings are calculated. • I can determine the quality of an SLO Quality Checklist.

34. Our Training SLO By the end of the day all participants will show growth, and 80% of our intensive (no tools, no clue) will grow at least one level as measured by 4 Corners.

35. Walk, Talk, Process Share one new thing you learned in chunk 1 Brain Break!!

36. Chunk 2SlO Process

37. 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

38. Process Timeline SLO Development Aug.-Oct SLO Approval Fall Progress Update End of SLO year/semester mtg with evaluator

39. Step 1 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

40. Step 2 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

41. 2. SLO Approval • Teacher submits a completed SLO process guide to Evaluator • Evaluator schedules meeting with teacher • At least one face to face meeting • May take place during other evaluation/related meeting • Clearly identify information needed to determine SLO quality (SLO Checklist) including amount and type of data • Identify revision window if needed • Teacher and Evaluator mutually agree on SLO and approve

42. Step 3 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

43. 3. Ongoing Communication • Teacher describes student progress toward the growth goal. • If necessary, teacher will document changes in strategy. • If justified, teacher will describe changes to the SLO

44. Step 4 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

45. 4. Prepare for Summative • Make sure adequate time is allotted to determine rating prior to summative meeting. • Teachers may consider self scoring and reflect to guide conversation during summative meeting • Assessment data may be used as evidence/artifacts for SD Framework.

46. Chunking today • I know the definition of an SLO. • I know how SLOs connect to teacher evaluation. • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I know how growth ratings are calculated. • I can determine the quality of an SLO Quality Checklist.

47. Walk, Talk, Process Find a new partner! A: Summarize the first two steps B: Summarize the last two steps Brain Break!!

48. Chunk # 3 What’s My role in the SLO Process?

49. 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

50. Understanding The SLO Process Guide