Rhode Island Model Academy for Personnel Evaluating Teachers Day One Professional Practice

Rhode Island ModelAcademy for Personnel Evaluating Teachers

Day OneProfessional Practice

Academy Agenda

Day One1. Framing Work & Introduction to Professional Practice Rubric2. Introduction to Online Observer Training (FFTPS)3. Component 2A Training4. Professional Practice Evidence Collection

Day Two1. Understanding SLOs2. Writing Objective Statements 3. Using Baseline Data/Info 4. Deepening Assessment Literacy5. Setting Targets

Day Three1. Practice observation calibration protocol2. Calculating a Final Effectiveness Rating

Day Four1. Understanding the Support Professional Model2. RIDE Data Systems

3

Norms

Equity of voice

Active listening

Confidentiality

Usage of parking lot

Respectful/ appropriate

use of technology

Safety to share

different perspective

s

RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov

4

Icebreakers

WHY?

What did you draw?

Introductions

Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.

Day One Agenda

Session OneFraming the Work and Introduction to the Professional Practice Rubric

Session TwoIntroduction to the Online Observer Training (FFTPS)

Session ThreeComponent 2A Training

Rhode Island Evaluation Implementation

EVALUATION & SUPPORT SYSTEMS

School Year

2010-2011

SchoolYear

2011-2012

School Year

2012-2013

School Year

2013-2014

School Year

2014-2015

Teacher MODEL DEVELOPMENT

FIELD TEST

Gradual Implementation

FullImplementation

FullImplementation

FullImplementation

Building Administrator

Support Professional

Gradual Implementation

FullImplementation

Session Objectives

Understand the overall architecture of the Professional Practice rubric.

Recognize key terms of the Professional Practice rubric.

Identify the difference among statements of evidence, interpretation and bias.

After completing this session,you should be able to:

Element Minimum RequirementsEvaluation Conferences Three evaluation conferences between the teacher and

the evaluator (Beginning, Middle, and End-of-Year)

Classroom Observations

At least three, including one announced and two unannounced

All observations must be at least 20 minutes each Each of the eight Professional Practice components will

be scored after each observation Written feedback is required after each observation

Professional Growth Goals

At least one set at the beginning of the year

Student Learning Objectives

At least two per teacher (no more than four)

RI Growth Model Rating Included this school year for educators of Grade 3-7 in ELA and math and contributing educators as defined by districts

Rhode Island Model at a Glance

Professional Growth Plan

Evaluation Conferences

Ongoing reflection and planning

Rhode Island Model Evaluation & Support System

Final Effectiveness Rating

Professional Practice

(8 Observable Classroom

Components)

Professional Responsibilitie

s

Student Learning

Evaluation Criteria

Research-based Observation rubric Scored after each

observation

Rhode Island Model Professional Practice

Architecture of the Rhode Island Model Rubric

Component

Domain

Elements

Component

Title

Component

Description

Elements

Indicators

Domain

Architecture of the Rhode Island Model Rubric

Levelsof

Performance

Critical Attribute

s

Possible Examples

Architecture of the Rubric

Review component

independently

Discuss and chart your

analysis

Share with the larger

group

With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group:

1. The title of the component2. What is valued in this component as explained in the description3. The elements of this component that differentiate it from other

components4. Critical attributes – type of evidence that will be noted for this

component5. Possible examples – what are some specific things that may be noted

15 min. 20 min.

Analysis of One Component

GATHER evidence

during observation

SORT evidence to appropriate

component

INTERPRET evidence and assign score

based on rubric description of

levels of performance

Prioritize and DEVELOP

FEEDBACK (using language

from rubric, critical attributes

and noted evidence)

Thinking Behind the Rating

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What does the Professional Practice Rubric tell you about the most important aspects

of effective teaching?

Ensure you are gathering objective evidence.

Make yourself aware of the differences between evidence, interpretation, and bias.

When you make judgments based on a teacher’s or student’s age, race, gender, appearance, perceived economic status, or accent.

Personal or professional preferences about teaching styles, materials, or classroom setup may also influence judgments.

Bias occurs whenever there is variability in an observer’s application of the rubric based on deep-seated beliefs, stereotypes, or professional preferences.

FFTPS Minimizing

Bias Module

GATHER evidence

during observation

The Importance of Minimizing Bias

After completing this session,are you able to:

Understand the overall architecture of the Professional Practice rubric?

Recognize key terms of the Professional Practice rubric?

Identify the difference among statements of evidence, interpretation and bias?

Session Check-In

Session OneFraming the Work and Introduction to the Professional Practice Rubric

Session TwoIntroduction to the Online Observer Training (FFTPS)

Session ThreeComponent 2A Training

Day One Agenda

Understand how the online observer training is organized.

Understand where to find online resources for help/support.

Understand how to navigate FFTPS.

Log in and find various parts of the system.

After completing this session,you should be able to:

Session Objectives

Teachscape Home Page

Training

Scoring practice

Proficiency assessment

A Closer Look at Observer Training

A Closer Look at a Single Component

Benchmark Videos and Rationales for Scores

Rangefinders

Video Examples

Observer Training: Exercise Example

Log In:

Step 1: Get online

Step 2: Open your link from FFTPS

Step 3: Working with your partner, complete the FFTPS Scavenger Hunt (10 min.)

Session 2 Log In & Closure

Session Objectives

Understand the organization of the online observer training?

Understand where to find online resources for help/support?

Understand how to navigate FFTPS?

Log in and find various parts of the system?

After completing this session,are you able to:

Session One

Framing the Work and Introduction to

the

Professional Practice Rubric

Session Two

Introduction to the Online Observer Training (FFTPS)

Session Three- Component

2A Training

Day One Agenda

STEP 1: Review the overview, elements, and indicators for this component. Note your responses to the “Identifying Relevant Evidence” exercise, then review answers and discuss with your partner.

STEP 2: Together, work through the rubric exercises for recognizing level descriptions and distinguishing between levels. Note important learning to share with your group.

STEP 3: Note your response to each of the following questions and post them on the chart. Over lunch, view other’s posted comments.

What is one thing you learned about relevant evidence for this component?

What is one caution you learned about potential biases?

Partnered 2A Component Training Structure – Part One

STEP 1: Work through all critical attributes and video examples (benchmarks and rangefinders) for Levels 3 and 2. Stop at this point and discuss with your partner. Note any important learning to share about distinctions between 3s and 2s.

STEP 2: Work through critical attributes and video examples for Level 1 and Level 4. Note any important learning to share about evidence, interpretation, and bias statements.

STEP 3: Complete “Practice Gathering Evidence” exercise by each taking notes independently (on computers or paper). Share with your partner and compare to expert evidence. Complete “Assign a Level” exercise independently, then check answers together.

STEP 4: Post notes on charts and circulate to view other’s comments.

What is one thing you learned about what distinguishes a 3 from a 2 for this component?

What is one thing you learned about evidence, interpretation, and bias?

Partnered 2A Component Training Structure – Part Two

Observing Training – opportunity to apply new skills

Scoring Practice – grade band-specific videos for scoring

Proficiency Assessment – grade band-specific skill check

Teacher Orientation Module (TOM) – informational resource for teacher communication, downloadable and adaptable for local circumstances

Additional Components of the System

Video-Based Scoring Practice

Scoring Practice Feedback Report

Teacher Orientation Module

Session Check-In

Understand the organization of the online observer training?

Understand where to find online resources for help/support?

Understand how to navigate FFTPS?

Log in and find various parts of the system?

After completing this session,are you able to:

Lightning Round

What are your key takeaways from the video training? List as many as you can and then you will share one with the group.

Session 3 Closure

Session Closure

Jot down 3 ideas

Find someone at another table

and give them one idea and get one idea

Find a new partner – give one, get one

Guiding question:

How will you work with your teachers to better understand the RI Model and the Edition II Professional Practice Rubric?

NOTE: Exchange no more than one idea with any given partner.

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Follow Our Summer Training

#RISummerTraining

Day One Closure

Day One Reflection & Feedback:

On Post-Its, please list:

One thing that worked today One suggestion for improving the training

ResourcesRIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov

RIDE staff members will respond to your context-specific questions.