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Grab a new handbook (unless you’re from AMS- then get your staff handbook) Please sit in your PLC groups. Thank you!. Professional Practice & Responsibility: Gathering Evidence Using Multiple Measures Presented by: Michelle Cuddeback Becky DeSalvo Karen Green Jay Preskenis.

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  1. Grab a new handbook (unless you’re from AMS- then get your staff handbook)Please sit in your PLC groups Thank you!

  2. Professional Practice & Responsibility:Gathering Evidence Using Multiple Measures Presented by:Michelle CuddebackBecky DeSalvoKaren GreenJay Preskenis

  3. Learning Objectives for today At the end of this session, participants will be able to: • Understand the big picture of our new evaluation system • Create evidence-based statements on artifacts and observations, and connect these statements to the Marshall rubric • Apply this new evidence-based system to our own practice

  4. Background Why do we have a new evaluation system?

  5. Senate Bill 290 (2011) • The “Oregon Framework for Teacher and Leader Effectiveness” created to implement SB290 • Aligned to model core teaching standards • Multiple-measures, not reliance on test scores • ESEA-No Child Left Behind Waiver (2012) • Piloting the evaluation framework included in Oregon’s waiver 2012-2013 • Student growth as a “significant factor” • Implementation began July 1, 2013 • 2013-2014 Student Learning Goals held harmless

  6. Framework Required Elements • Teacher Evaluation • Oregon Framework for Teacher Evaluation and Support • All district teacher evaluation and support systems in Oregon must include the following five elements:

  7. Framework Required Elements • Teacher Evaluation • Oregon Framework for Teacher Evaluation and Support • All district teacher evaluation and support systems in Oregon must include the following five elements:

  8. Standards of Professional Practice Oregon Model Core Teaching Standards (InTASC) • Four Domains: • The Learner and Learning • Content Knowledge • Instructional Practice • Professional Responsibility InTASC: Interstate Teacher Assessment and Support Consortium

  9. InTASC Activity (5 minutes) • Break your table group into two groups • Match the examples and definitions with the InTASC standards (4 minutes) • Check to see if you agree with the other group at your table (1 minute)

  10. Framework Required Elements • Teacher Evaluation • Oregon Framework for Teacher Evaluation and Support • All district teacher evaluation and support systems in Oregon must include the following five elements:

  11. Rubrics • Marshall • Danielson • Marzano • LEGENDS These rubrics align with InTASC Standards and have been approved by the ODE for use in Oregon.

  12. Time to look through rubric • Open your handbook to the Rubric section (pg. 12). Read bullet #3. • 3 is the new awesome! • 6 Domains; 10 Criteria within each domain • Turn to page 15 (Domain 3: Delivery of Instruction) • With a partner, pick a criteria and brainstorm “look-fors” within the Effective (3) column (5 minutes)

  13. Framework Required Elements • Teacher Evaluation • Oregon Framework for Teacher Evaluation and Support • All district teacher evaluation and support systems in Oregon must include the following five elements:

  14. Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290) MULTIPLE MEASURES* FOR TEACHER & ADMINISTRATOR EFFECTIVENESS Student Learning and Growth Professional Responsibilities (Domains 5 & 6) Professional Practice (Domains 1-4) Evidence Evidence Evidence *A measure is a way of gathering evidence.

  15. Framework Required Elements • Teacher Evaluation • Oregon Framework for Teacher Evaluation and Support • All district teacher evaluation and support systems in Oregon must include the following five elements:

  16. Every educator is an active participant in the evaluation process. Every educator and evaluator gathers evidence and assesses progress Aligned Professional Learning

  17. Framework Required Elements • Teacher Evaluation • Oregon Framework for Teacher Evaluation and Support • All district teacher evaluation and support systems in Oregon must include the following five elements:

  18. Professional Development is integrated in the evaluation cycle.

  19. The Big Picture • Annual Self-reflection • Goals • 2 Student Learning Goals EVERY year • 2 Professional Goals on a 2 year cycle • Observations • If you are in Year 2 of the cycle or probationary • 15 mini (5-7 minute) observations with feedback • Meetings with Evaluator • Beginning, middle and end of year Evidence Collection

  20. Evidence A big shift…

  21. Sources of Evidence • Observations • Artifacts • Aligned to Marshall Rubric • Carousel Activity: • Work as a table group • Brainstorm artifacts you could present as evidence for a given criteria that an evaluator may not observe • Rotate through 6 criteria

  22. Let’s Take A Brain Break! Place any sticky note questions you have on targets.

  23. What does this look like?

  24. Importance of Strategically Collecting Artifacts OR Cocktail Napkin

  25. Tom Wilson • 6th grade teacher • Year long science course • 30 students • 10 ELLs (5 mid-level & 5 high level) • 3 on IEPs

  26. Evidence or Opinion? • Examine Observation Evidence Collection Form. • Highlight factual statements. • Underline opinion statements or statements not based on evidence.

  27. Tom Wilson • 6th grade teacher • Year long science course • 30 students • 10 ELLs (5 mid-level & 5 high level) • 3 on IEPs

  28. Artifacts From Tom Wilson Jigsaw • Your job: • Pick an artifact • Highlight evidence of Tom’s goal • Highlight evidence of other criteria from rubric • Link evidence to rubric • note domain # and criteria letter

  29. Importance of Strategically Collecting Artifacts • Artifacts should be samples that demonstrate educator performance and impact • Aligned with Marshall’s rubric • Number of artifacts to collect varies by educator • Artifacts can provide evidence of more than one criteria

  30. Your evidence Choose one of the Professional Responsibility Domains (5 or 6) • What evidence do you already collect? • What things do you already do that you could easily document and use as evidence? • Brainstorm ideas with your colleagues.

  31. Observation and Feedback 15 mini observations

  32. Evidence-based Observations • What do you see? • What do you hear? • No subjective comments! Remember this is not a “gotcha” system; it’s a growth system

  33. Collecting Evidence Through Observation

  34. Video I Background • Kelli teaches 4th grade • A math lesson is in progress • Kelli’s goals focus on: • Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and • Using instructional practices that engage all students during independent or small group work time (Marshall 3f&g). http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be

  35. Evidence From An Observation • Now, try to match your evidence with Marshall’s rubric… • Compare/discuss the notes with your table • Identify points of agreement as well as areas where you did not see evidence

  36. Characteristics of Effective Feedback • FOCUSED: feedback should focus on what was observed • EVIDENCE-BASED: feedback should be grounded in evidence of practice • CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth • TIMELY: feedback should be provided shortly after the observation

  37. The Big Picture • Annual Self-reflection • Goals • 2 Student Learning Goals EVERY year • 2 Professional Goals on a 2 year cycle • Observations • If you are in Year 2 of the cycle or probationary • 15 mini (5-7 minute) observations with feedback • Meetings with Evaluator • Beginning, middle and end of year Evidence Collection

  38. Self-reflection Choose a domain where you see the most need for growth. Take a few moments to identify where you fall in each of those criteria What evidence could you collect? If you have time, repeat with more domains.

  39. Learning Objectives for today At the end of this session, participants will be able to: • Understand the big picture of our new evaluation system • Create evidence-based statements on artifacts and observations, and connect these statements to the Marshall rubric • Apply this new evidence-based system to our own practice

  40. Next Steps

  41. Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290) MULTIPLE MEASURES* FOR TEACHER & ADMINISTRATOR EFFECTIVENESS All measures are supported through artifacts and evidence. Student Learning and Growth Professional Responsibilities (Domains 5 & 6) Professional Practice (Domains 1-4) Evidence Evidence Evidence *A measure is a way of gathering evidence.

  42. Contacting TOSAs • Leave questions on targets • Leave questions/ comments/ feedback on reflection sheet • E-mail us at evaluation@ashland.k12.or.us

  43. Video II Background • Chuck teaches 10th grade physics • Chuck is a 3rd year teacher • Chuck’s goals focus on: • Help students through the use of questioning strategies analyze, interpret and communicate results of scientific investigations. • Creating a safe and collaborative learning environment http://www.youtube.com/watch?v=AxBavxlDC9s

  44. Evidence From An Observation • Now, try to match your evidence with Marshall’s rubric… • Compare/discuss the notes with your table • Identify points of agreement as well as areas where you did not see evidence

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