Leveraging Performance Management to Support School Priorities

1. Leveraging Performance Management to Support School Priorities PROFESSIONAL DEVELOPMENT FOR EVALUATORS Wednesday, July 31

2. Getting Started: Revising Goals Please consider the goals – are there any revisions you would suggest? Characteristics of high-quality goals: • SMART • Aligned to school priorities • High leverage • Includes mid-year benchmark

3. Today’s Agenda • Collecting Evidence • A Closer Look at Observations • A Closer Look at Artifacts Lunch • Evaluations • Breakouts • Planning for the work at your school • Managing Directed Growth & Improvement plans • Closing

4. What progress have we made toward the goals of the training? Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).

5. What progress have we made toward the goals of the training? Goal 2: Evaluators will leave with concrete, specific plans for implementation in their school, including how to: • Use the evaluation system to further their school priorities • Talk with teachers about the evaluation system

6. What progress have we made toward the goals of the training? Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

7. Evidence: Observation & Artifacts

8. Evidence is collected throughout the cycle • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning Continuous Learning

9. All Evidence is entered in EDFS • Both educators and evaluators can upload artifacts • Evaluators upload both observation evidence & feedback

10. Evidence should be collected on … Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

11. Evidence Collection • Evidence should be explicitly related to specific standards & goals. • When appropriate, evaluator provides feedback to educator using language from the rubric. • Evaluator does not rate educator practice after each piece of evidence, but during the formative or summative evaluation. 11

12. Evidence vs. Feedback

13. Evidence from Observations

14. Observations Turn & Talk: What have your experiences with observation been like?

15. What the Research Says . . . • Evaluators need multiple opportunities and settings to observe and assess educator practice • Multiple observations paired with timely feedback are a key part of a strong evaluation system

16. Observing Lessons … CAUTION! … We observe all the time, which means that it is easy to do, but hard to do objectively. • Remember • We tend to see what we want to see • We have to be aware of and avoid bias, particularly personal idiosyncrasies • We have to avoid preconceptions • Observation should be based on agreed upon criteria

17. Observation Bias What is bias? What are some experiences you have had with bias? What are some examples of bias you have about teaching? What can we do to diminish the influence of bias in our work?

18. Principles of Brief Observations • Frequent • Focused • Varied • Useful and Timely Feedback

19. Strategies for Collecting Evidence • Identify a focus ahead of time • Goals, specific Elements • Record evidence, not judgment • Quotations, observed actions or movements by teacher and students, times, numbers, literal descriptors, etc… • Be an efficient note-taker • Establish abbreviations, paraphrase • When possible, meet with the teacher • Check in briefly to ask questions/give feedback

20. Examples • Observations & Tools from Sara • Observations & Tools from Mary

21. Other forms of Observations: Team Feedback

22. Sara’s tracking tool

23. CHS approach to scheduling

24. Systems for Tracking Observations

25. Observations in the EDFS • BPS developed an observation tool in EDFS • Evidence and feedback should be entered in EDFS, and tagged to an appropriate area of the rubric • Observations may only be used in formative or summative evaluations if the educator received feedback within 5 days of the observation

26. Observations: EVALUATOR View

27. Observations: EVALUATOR View

28. Observations: EVALUATOR View

29. Next version of the observation tool

30. Next version of the observation tool

31. Observations: EVALUATOR View

32. Observations: Educator &Evaluator View

33. Observing Practice Chris McCloud 7th Grade Math Teacher

34. C. McCloud’s self-assessment against the rubric 34

35. Chris McCloud’s Goals: SL: Based on the fact that my 7th grade ELL students averaged 30% on my pre-assessment, my goal is that they will average at least 80% on each of the six unit assessments that they will take before May 15. PP: In order to support my ELL students in averaging 80% on unit assessments, I will consistently identify and teach symbols, key terms and other math vocabulary, and use daily exit tickets that measure both vocabulary and conceptual understanding. I will measure my progress through student vocabulary notebooks and tracking exit ticket performance data.  

36. Observation of Chris McCloud: Selective Scripting • Read over the two excerpted elements from the rubric (I-A-4. Well-Structured Lessons, II-A-2. Student Engagement) • Watch the video. • While you are watching the video, collect evidence that will allow you to rate Mr. McCloud on the two elements. Use the worksheet to selectively script evidence related to each of the elements. • When you are finished, complete the worksheet and rate Mr. McCloud.

37. How did it go?

38. Value of Feedback Targeted, Ongoing Feedback Improved Educator Practice Improved Student Achievement

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

40. Constructing Feedback Chris McCloud: Using your observation notes and the rubric: • Draft two points of feedback for Chris • Focus on feedback that is • Focused • Evidence-based, and • Actionable

41. Feedback conversations What has been your experience with feedback conversations? Volunteers for a roleplay?

42. Feedback conversations: Resources • Beyond the Scoreboard, from Educational Leadership • Talk About Teaching, by Charlotte Danielson • Leverage Leadership, by Paul Bambrick-Santoyo • Difficult Conversations, by Stone, Patton & Heen

43. Reflect What are the implications of what we just discussed for your practice? For your school community?

44. Evidence from Artifacts

45. Collecting Evidence: What can you see?

46. Collecting and Assessing Evidence - Artifacts Artifacts may include: • Tracking & analysis of student assessment data • Student work • Lesson plans Identify & chart possible sources of evidence in the standard you are assigned. What kind of documents would be useful for teachers upload?

47. Artifacts: Clarifying Expectations • How many would you like people to submit? • What kind of documents? • How detailed of a rational would be useful?

48. Artifacts Guidance A suggested format for rationales: • Step 1: Identify the standard, indicator, element, or goal that the artifact addresses. • Step 2: Describe the artifact and identify the section that directly connects to the standard, indicator, element, or goal. • Step 3: Highlight the artifact’s impact on student learning. • Step 4: Specify the evidence of professional growth or proficiency the artifact provides.

49. Artifacts Guidance Look over the examples on p. 4-6 • What is strong? • Anything more you would add?

50. Zil’s SLG and Action Steps