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Danielson Framework for Teaching (Page 16 of the Teacher Process Manual). Domain 2: Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space.
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Danielson Framework for Teaching(Page 16 of the Teacher Process Manual) Domain 2: Classroom Environment • 2a Creating an Environment of Respect & Rapport • 2b Establishing a Culture for Learning • 2c Managing Classroom Procedures • 2d Managing Student Behavior • 2e Organizing Physical Space Domain 4: Professional Responsibilities • 4a Reflecting on Teaching • 4b Maintaining Accurate Records • 4c Communicating with Families • 4d Participating in Professional Community • 4e Growing and Developing Professionally • 4f Showing Professionalism Domain 3: Instruction • 3a Communicating with Students • 3b Using Questioning & Discussion Techniques • 3c Engaging Students in Learning • 3d Using Assessment in Instruction • 3e Demonstrating Flexibility & Responsiveness Domain 1: Planning and Preparation • 1a Demonstrating Knowledge of Content & Pedagogy • 1b Demonstrating Knowledge of Students • 1c Setting Instructional Outcomes • 1d Demonstrating Knowledge of Resources • 1e Designing Coherent Instruction • 1f Designing Student Assessments
The Role of Teachscape Focus – Observation Training and Assessment Reflect – Observation and Evaluation Management System Learn – Comprehensive Professional Learning System
School (and Student) Learning Objectives • SLOs within a Cycle of Inquiry • SMART Goal Proposals and Analysis • Growth Targets and Measurement of Goal Achievement • Team SLOs and Use of the SLO Process • SLO Proposal Reviewer Exercise
Year-long School-level Cycle of Inquiry 5. Oversee and support collection/analysis of diagnostic data to assess enactment process and outcomes; informs interventions/ development work 1. Collect diagnostic data to support initial problem identification Set (SMART) goals GREEN: Prior to EEP Meeting 3. Select strategies to support goal achievement and develop detailed enactment plan 4. Oversee and support enactment of work plan Bay Area Schools/ Refined by Cosner, 2011
SLO Definition Student/School Learning Objectives (SLO) are detailed, measurable goals for student academic outcomes to be achieved in a specific period of time (typically an academic year), informed by analysis of prior data, and developed collaboratively by educators and their evaluator.
Preparing SLOsStep 1 A: Review Data and Identify Needs Review data to understand student learning and root cause problems/needs: Existing student data could include trend data on state and district assessments, behavioral data, attendance data, other assessment data, etc. Disaggregation of data will be key in determining the target population(s). Existing instructional practice data are important for understanding “root causes” and these data may include classroom observations/walkthroughs, unit/lesson plans, teacher-created student work tasks, teacher surveys or interviews regarding instructional practices
Data for Root Cause Analysis Regarding Student Learning Concerns Classroom Observation and Walkthrough Data Collection and Analysis of Teacher Unit and Lesson Plans Collection and Analysis of Teacher-created Work Tasks Interviews to Understand Certain Instructional Approaches and Issues
Stand, Turn and Talk with a Neighbor An important connection I just made A question or concern that still needs to be addressed
Preparing SLOsStep 1B: Establish Student Learning Goal Goal statements focus on student learning outcomes, specifically upon growth. SLOs should identify: • Content standard(s) and/or skills to be addressed (e.g., Common Core) • Which students are included in this objective • What timeframe is involved (typically year-long).
Preparing SLOsStep 1C: Identify Growth Targets for Student Achievement Identify specific goal(s) for student growth Key Question / Decision: A) Are all students expected to make the same amount of growth, regardless of where they start? OR B) Should differentiated goals be set?
S.M.A.R.T Goals • Specific Goal is focused on specific and key areas of need • Measurable An appropriate evidence source is identified • Attainable The goal is within the teacher’s control • Results-based Progress toward the goal can be monitored • Time-bound There is a clear deadline for the goal
How SMART is this goal? Teacher A- Second Grade During this school year, my students will improve on word knowledge and decoding, and reading comprehension.
Revising Teacher A’s Goal By May, students who are below grade level in reading comprehension will increase their instructional reading level by 1.5 years as demonstrated by their Fountas and Pinnell Benchmark Assessment Level.
How SMART is this goal? Teacher B- Middle School Physical Education During the school year, all eighth grade physical education students will improve performance by 75% on each of the Fitness-Gram (Pacer test, curl-ups, trunk lift, push ups and the sit and reach)subtests.
Revising Teacher B’s Goal During the school year, all eighth grade physical education students will improve their performance by 20% on each of the Fitness-Gram subtests.
How SMART is this goal? Teacher C- High School Math I will read a book about mathematical modeling in the high school mathematics classroom.
Revising Teacher C’s Goal I will read the book, Math Tools, Grades 3-12: 60+ Ways to Build Mathematical Practices, Differentiate Instruction, and Increase Student Engagement by Harvey F. Silver, John R. Brunsting, Terry Walsh and Edward J. Thomas, by October 30th, identify one new practice each month to implement in the classroom from November to May, and discuss implementation results at my monthly PLC meeting with my Algebra I teammates.
Preparing SLOsStep 1D: Identify Strategies to Achieve SLO Identify the strategies that will be used to address root causes to current student learning problems/needs and achieve student learning goals.
Preparing SLOsStep 1E: Evidence Sources for Measuring Goal Achievement Identify the data sources that are most appropriate for measuring achievement of student outcomes goals AND strategy enactment. (Appendix E, pp. 69-70)
Key Characteristics of Principal SLOs(Appendix F, pp. 71-72) Baseline Data Analysis Informs Goals and Strategies • Why did you choose this objective (what student learning and root cause problem(s) are you working to address), and what sources of data did you examine? Student Outcome Goals Specify Learning Content, Student Population, and Time Interval • Which content standard(s) and/or skills does the objective address? (e.g., Common Core) • Which students are included in this objective? • What timeframe is involved? (typically year-long) Strategies are Selected to Address Root Causes and Achieve Student Outcome Goals • What strategies have been selected for addressing student learning and root cause problems/achieving student learning goals? Evidence Sources are Identified for Measuring Goal Achievement AND Strategy Enactment • How will you measure goal achievementAND strategy enactment?
Step 2 – Submit SLOs for Approval Principal submits SLOs to his/her evaluator via the EEP form (Appendix G, pp. 73-74). Evaluator approves SLOs/EEP or recommends revisions. (See Appendices E & F for SLO criteria) If revisions are required, the principal must revise the SLOs and re-submit the SLOs/EEP for approval. Evaluators should work with principals to revise the SLOs.
SLO Development Exercise Partner Activity: • Elementary Example: Nick Nyce • Secondary Example: Sara Sunshine Each team review: • Appendix F: SLO Selection/Approval Rubric • Either the Elementary or Secondary Example What feedback for improvement might you provide?
Getting Started Hold Principal Evaluation Orientation Session (Superintendent) Analyze Data and Establish SLOs (Principal) Complete Self-Rating of Professional Practice (Principal) Develop and Submit Proposed Educator Effectiveness Plan (EEP) with 2 SLOs and 2 PPGs (Principal) Conduct Evaluator Planning Session (seeking EEP approval) (Principal and Evaluator)
During the Year, After EEP Approval • Orientation • Data Review, Development of SLO(s), & Self-Reflection for EEP Development • Final Evaluation Conference • EEP Meeting & Goal Approval • Rating of professional practice & SLO(s) • Observations & other evidence collection • Observations & other evidence collection • Mid-Year Review
During the Year Collect Principal Professional Practice evidence (principal & evaluator) Enact SLO strategies and engage in ongoing strategy diagnosis/intervention/adjustment (principal) Provide formative feedback (evaluator) Hold Mid-year Review Conference (principal & evaluator) Use Mid-Year Goal Review form, Appendix I, p. 76
Wrapping up the Year • Orientation • Data Review, Development of SLO(s), & Self-Reflection for EEP Development • Final Evaluation Conference • EEP Meeting & Goal Approval • Rating of professional practice & SLO(s) • Observations & other evidence collection • Observations & other evidence collection • Mid-Year Review
Wrapping up the Year Submit Final Evidence: Principal Professional Practice and SLO (principal) Submit End-of-Year Goal Review Form (principal) See Principal End-of-Year Goal Review Form, Appendix K, p. 83 Rate SLO (evaluator) See SLO Scoring Rubric in Appendix L, p. 84 Rate Principal Professional Practice (evaluator) Use evidence collected during the year in view of the principal practice rubric Complete the Final Evaluation Form and Convene Final Evaluation Conference (evaluator; evaluator and principal) See Principal Final Evaluation Form, Appendix J, pp. 77-81
Flexibility of Approaches to the SLO Process Rhode Island Wisconsin Indiana Denver New York D.C. Georgia Austin Structured More Flexible AssessmentsGrowth Targets Scoring Rubric Implementation
SLO Scoring Rubric Rubric score will be collaboratively determined by educator and supervisor: Student growth has exceeded expectations (3) Student growth has met expectations (2) Student growth has partially met expectations Student growth has minimally met expectations (0) Evidence missing, incomplete or unreliable/ did not engage in process
A More Structured Approach to Scoring of Individual SLOs 80% or more of students met/exceeded their growth target 70-79% of students met/exceeded their growth target 50-69% of students met/exceeded their growth target Fewer than 50% of student met/exceeded their growth target .
SLO Scoring Activity/Discussion Discuss the following questions about Mrs. Smith’s (individually and as a group): • What score did you assign? Why? • In your group, did different individuals assign different scores? • What are the implications of scoring inconsistencies? • What processes can/should your district put in place to increase scoring consistency?
SLO Scoring Rubric Rubric score will be collaboratively determined by educator and supervisor: Student growth has exceeded expectations (3) Student growth has met expectations (2) Student growth has partially met expectations Student growth has minimally met expectations (0) Evidence missing, incomplete or unreliable/ did not engage in process
SLO Scoring: Multiple Dimensions • SLO Scoring involves at least two important factors: how many students made what amount of growth? • Is it better to have 80% of students barely meet their growth goal or 70% exceed theirs considerably?
Technical and Measurement Considerations: SLO Scoring Goal for this step of the process is to: • Balance the flexibility to establish school-specific goals (since not all schools have the same problems to the same degree) • With some degree of comparability (so that results mean the same thing across schools)
Overall EE Pilot Participant Question What in Educator Effectiveness am I required to do, and where does my flexibility/judgment start?
Definition of Effective Educators Wisconsin: Principal Professional Practice is considered across 21 elements. Effective Principal: An effective principal shapes school strategy and educational practices that foster the intellectual, social and emotional growth of children, resulting in measurable growth that can be documented in meaningful ways.
Three Essential Clusters of Leadership Practices for Positively Impacting Student Achievement • Focus • Monitoring • Efficacy
Analysis of Student Data 2 SLOs ___2 PPGs___ EEP Appendix G, pp. 73-74
Educator Effectiveness Readiness Tool • A district “self” assessment tool • Designed for use by school and district leadership teams • Supports initial and ongoing assessmentof district implementation of the WI Educator Effectiveness System
Uses of Readiness Tool Gather baseline information regarding a school’s or district’s ability to implement Generate an action plan for capacity building and phased-implementation Guide ongoing preparation for full implementation
Readiness Tool Excerpt Educator Knowledge of the Educator Effectiveness System • All district leaders understand the Educator Effectiveness System and can clearly articulate why it is needed, how it will be implemented, and its potential impact. • All principals understand the Educator Effectiveness System and can articulate why it is needed, how it will be implemented, and its potential impact. • All teachers understand the Educator Effectiveness System and can articulate why it is needed, how it will be implemented, and its potential impact. • All teachers and their evaluators understand the process for teacher evaluations. • All principals and their evaluators understand the process for principal evaluations.
