Lead Evaluator Training

1. Lead Evaluator Training 2013-2014 Ongoing Training Day 2

2. Welcome Back! • [re]Orientation • Lead Evaluator Training • Agenda Review

3. Year 1 Lead Evaluator Training • New York State Teaching Standards and Leadership Standards • Evidence-based observation • Application and use of Student Growth Percentile and VA Growth Model data • Application and use of the State-approved teacher or principal rubrics • Application and use of any assessment tools used to evaluate teachers and principals • Application and use of State-approved locally selected measures of student achievement • Use of the Statewide Instructional Reporting System • Scoring methodology used to evaluate teachers and principals • Specific considerations in evaluating teachers and principals of ELLs and students with disabilities

4. Ongoing Lead Evaluator Training • From the Review Room: “Describe the process by which evaluators will be trained and the process for how the district will certify and re-certify lead evaluators. Describe the process for ensuring inter-rater reliability. Describe the duration and nature of such training.”

5. Ongoing Lead Evaluator Training • Continue to collect evidence • Use collected evidence to rate teachers on a rubric (with feedback) • Manage the new system • Employ growth-producing feedback to increase the quality of teaching • Implement the Reform Agenda (RTTT)

6. Ongoing Lead Evaluator Training • Or, to basically increase the likelihood that all of this can make a difference.

7. FFT Scorer Distribution

8. NYSUT Scorer Distribution

10. Agenda • Middle of the Year • Artifact Review • Evidence Collection • Scoring (with feedback) • Growth Producing Feedback

11. Enhancing the Impact of Feedback to Teachers

12. Background Authors interviewed teachers, some successful and some struggling, and identified common concerns: • Infrequent visits are unnerving • Uncertain expectations create anxiety • Waiting is difficult • Sense of Disempowerment • Lack of Helpful Information

13. Directions Read each of the concerns. As a table, suggest some strategies you could employ to diffuse the concern.

14. Author Suggestions • Use effective interpersonal strategies • Sequence the conversation into a predictable format • Address the teacher’s concerns; listen • Co-develop next steps

15. Beginning of the Year

16. The Year at a Glance Beginning of the Year End of the Year Ongoing  • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations  

17. “Middle” part of the Year

18. The Year at a Glance Beginning of the Year End of the Year Ongoing • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations

19. The Year at a Glance Beginning of the Year End of the Year Ongoing • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations

20. Artifacts What have you done in your building to help teachers with the submission of artifacts? Talk at your table.

21. Assessment as Evidence NYS Teaching Standard 5

22. Assessment • Balanced Assessment System

23. Assessment Tables work as groups of four for this activity. • Each person (of four) picks one of the articles • Read your own article (do 3-2-1) • Like people meet to discuss and agree on the most important things in the article • Go back to original group and share

24. Assessment How could you use an activity like this in your school?

25. The Year at a Glance Beginning of the Year End of the Year Ongoing • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations

26. Artifacts Examine some more artifacts. In your folder you will find: • Assessment examples • Lesson plan example • Friday Folderexample (andannotation)

27. Back to Assessment Now that you looked at some assessment, talk about assessments, in general, and what they tell you at your table. What else would you want to see? What questions do you have for the teacher?

28. Back to Assessment Think about your assessment conversations. Ask yourself: Are they about common formative assessment? About making instructional decisions based on formative assessment? Or are they about the administration, scoring, and results of state tests and exams?

29. The Year at a Glance Beginning of the Year End of the Year Ongoing • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations

30. Evidence Collection • Collect evidence • Clean it up • Code it • Sort it • Score it (use answer sheet to record your answers) • Leave your totaled sheet behind

31. Evidence Collection • How did you do? At your table? • So what? • Leave your totaled sheet behind

32. Growth Producing Feedback

33. Growth Producing Feedback Page 1: Talk about what resonates more (or less) for you. Page 2: Look at the continuum. At your table, talk about each “C” one by one. After each, individually, jot down your recollection of an recent experience in which you acted that way. Page 3: Individually, list your staff members names in the column that reflects how you most typically interact with each. Page 4: As a group, look the page over, again talking about what resonates more (or less) for you.

34. Growth Producing Feedback At your table, talk about the feedback you would give our teacher after her lesson. Talk about which “C” is the approach you would take with her.

35. Closure Activity

36. Closure: On My Mind • On a 5x8 card, write a question about instructional leadership or supervision/evaluation. Write one question per card. Write one question about instructional leadership or supervision/evaluation per card.

37. Closure: On My Mind • Circulate the cards around your table. When you encounter a question about which you are curious add a dot to it. Write one question about instructional leadership or supervision/evaluation per card.

38. Closure: On My Mind • After three minutes, exchange your table’s cards with another table; repeat

39. Closure: On My Mind • Report out the card with the most dots to the larger group Write one question about instructional leadership or supervision/evaluation per card.

40. On Your Own Read the “Conference that Make a Difference” article. It sums things up very well.

41. A Good Resource Many of the ideas and resources from today’s session come from Paula Rutherford and Just ASK Publications. If no one in your districthas one of these…please come and take one.

42. Next Session • March 17th in Syracuse • March 18th in Cortland • Agenda will include • Evidence for Standards 6 & 7 (Domain 4) • Summative Evaluations • Growth-Producing Feedback, • including difficult conversations