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Educator Effectiveness Coaches

Educator Effectiveness Coaches. September 2014. WELCOME!. Find a partner across the room and swap beginning-of-the-year EE stories!!. Process Manual burning questions. Art of Coaching jigsaw. Reorganize as TEAMS Bring your books Identify a timekeeper Review KEY ideas Prepare to present

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Educator Effectiveness Coaches

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  1. Educator Effectiveness Coaches September 2014

  2. WELCOME! • Find a partner across the room and swap beginning-of-the-year EE stories!!

  3. Process Manual burning questions

  4. Art of Coaching jigsaw • Reorganize as TEAMS • Bring your books • Identify a timekeeper • Review KEY ideas • Prepare to present • 5 minutes total!!!

  5. Break • We’re going to pull the wall and separate until lunch. • We’re going to pull the wall and separate until lunch.

  6. Artifacts and Evidence • What makes a good artifact? • When does an artifact become evidence? • Can you identify high-leverage artifacts? DPI CESA 6

  7. We’ll start back at 12:15

  8. Supporting colleagues through SLO writing… • Introduction to and nuts and bolts • Practice reviewing and vetting • Consider the need to document process across all 3 years

  9. In the typical, 3 year Effectiveness Cycle, the educator will have three SLO processes that inform the final holistic score: Process Process Process

  10. Definitionof SLO Student/SchoolLearningObjectives(SLO)are detailed,measurablegoalsforstudentacademicgrowthtobeachievedinaspecificperiodoftime(typicallyan academicyear),basedonpriorstudentlearningdata,and developedcollaborativelybyeducatorsandtheir evaluators.* *Theprocessshould also include colleagues,coaches,and peersinthe development andreviewofSLOs,particularlyinformativeevaluation years.

  11. An SLO is just a SMART goal with a fancy name! pecific Goalisfocusedonspecificandkeyareasof need easurable Anappropriateevidencesource (assessment tool)isidentified to monitor student progress toward the goal ttainable Thegoalisa stretch but doable in the allotted amount of time esults-based Baseline and target are identified ime-bound Thereisa cleardeadlineforthegoal • S • M • A • R • T

  12. Step 1 • Establish the SLO Goal: • Identify a specific area of need, based on analysis of data. • Assess students. • Select targeted student population. • Establish growth goal. • Create a plan to reach the goal. SLO Process

  13. Step 3 Step 2 • Gather Evidence of Practice: • Plan and deliver instruction • Assess mastery of learning using ongoing formative assessments. • Revise instructional practices based on student performance • Mid-Interval Review: • Assess students • Review and refocus • Make necessary changes

  14. Step 4 Step 5 • Evaluate Results and Score SLO: • Assess students • Holistically score SLO considering both outcome and process using the Scoring Rubric • Continue to Gather Evidence: • Plan and deliver instruction • Assess mastery of learning using ongoing formative assessments. • Revise instructional • practices based on student performance

  15. Specific

  16. Worth being familiar with Important to know and do Essential Learning

  17. Specific: How does a teacher identify the Greatest Area of Needwithin his/her own classroom? • Alignment to District Goals • School Report Card • Building/Local Assessments • Quantitative and Qualitative • Three-legged stool

  18. Is the slo focused on… —Essential learning that spans the entire length of the course? Rooted in Academic Standards? —Essential learning that can be assessed? —An area of need suggested by the data?

  19. The Teacher’s Decision… • All students? • All sections? • Specific content? • Subgroup?

  20. Measurable

  21. Some Useable Evidence Sources: • AIMSweb • MAP or STAR • Fountas and PinnellBenchmarking • District, department or teacher created assessments with corresponding rubrics

  22. List of 20 vocabulary words for each grade • School-wide writing scored by rubric(s) • Standardized running Records • Typical Course Post-assessments • Grades • Number of students who pass/fail HS courses • Ability to model mathematics scored by common rubric across courses and/or grades • STAR/MAP

  23. Attainable

  24. A teacher can use the past… to help inform his/her target

  25. Results-focused

  26. Then they set the target – What growth will occur? • First they identify the baseline – Where are students starting?

  27. Time-bound

  28. Let’s look at a smart slo statement By May,the 12 studentswhowere reading below grade level in September willincreasetheirinstructionalreading levelby1.5yearsasdemonstratedbytheirFountasandPinnellBenchmarkAssessment level.

  29. One More By the end of the school year, 80% of the students in my Physical Science class will demonstrate increased proficiency from September in their ability to evaluate a question to determine if it is testable and relevant (measured by the Snowy River Science Practices Rubric) as follows: ---2 students at advanced will maintain that score ---8 students at proficient will move to advanced ---11 students at basic will move to proficient ---3 students at minimal will move to basic or above

  30. Slo walkthrough

  31. Your turn: • Pair up – review the next SLO using the SLO Process Guide

  32. CoachingConversations: Coaching Protocol Validate Clarify Stretch&Apply Consider how thisbasic protocol might guide your EE conversations.

  33. Coaching Protocol Validate • Language stemstoValidate: • Isee that you’ve donesomedeepanalysisofyourstudent’s work…. • Iknowthatgeneratinglearninggoals aroundliteracyarechallengingwhen you’re nota teacherofa traditionalreadingcourse… • Inotice you’ve includedstudents witha similarneedfromall ofyourcourses withinyour targetpopulation…

  34. Coaching Protocol Clarify • Language stemsto Clarify: • Tellmea littlebitmoreaboutyour targetpopulation… • Could youexplainyourassessmentmethodfor monitoringgrowtharoundthis goal? • Would youprovidemore detailsaroundthebaselineskills of yourtargetstudents?

  35. Coaching Protocol Stretch&Apply • Language stemsto StretchandApply: • Whatmightbethechallengesassociated withusinga posttest as the onlyassessmentforgrowth? • Whataresomeadditionalstrategiesyou mightconsiderif you’renotseeing theintendedgrowth? • Here area coupleofthings youmight considertrying…

  36. Time for some group work

  37. A final note… • There are basically two kinds of SLOs • Written for targeted group or grade level • Whole school • Neither is inherently better than the other

  38. A take-away for discussion in your school or district…

  39. Best and Worst Case Scenarios • What are some of the best case scenarios? How do you respond? • Now what are some of the worst case scenarios? How do you respond? By the Effectiveness Coaches of CESA #4

  40. Coming in october • Ann Hoffman…Instructional Coaching Group • Instructional Coaching • Next online meeting--Tuesday, Sept. 23, 4:00-5:00 pm

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