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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
Year 1
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.”
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)
Ongoing
Lead Evaluator Training
• Or, to basically increase the likelihood that
all of this can make a difference.
Ongoing
Agenda
• Middle of the Year• Artifact Review• Evidence Collection• Scoring (with feedback)• Growth Producing Feedback
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
Directions
Read each of the concerns. As a table, suggest some strategies you could employ to diffuse the concern.
Author Suggestions
• Use effective interpersonal strategies• Sequence the conversation into a
predictable format• Address the teacher’s concerns; listen• Co-develop next steps
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
Artifacts
What have you done in your building to help teachers with the submission of artifacts?
Talk at your table.
Assessment
• Balanced Assessment System Classroom
Assessments
Common Formative Assessmen
ts
Common Interim
Assessments
Student Learning
Objectives
External Assessmen
ts
Examples
Worksheets, classroom response, whiteboards, exit tickets, conferences, student self-assessment
Chapter/unit tests, final projects
Common tasks and prompts assessed with rubric, quizzes
Performances, tests, or writing prompts given every 6-8 weeks
Growth measures designed for use with the APPR growth and local achievement
3-8 tests, Regents exams, SAT, AP
FormatVery formative; can be diagnostic if used prior to instruction
Mostly summative FormativeFormative and summative
Summative Very summative
Responsibility Classroom teachers Classroom teachers
Grade level/discipline teams of teachers working together. District teams of representative teachers may also look at the data
Teachers and lead evaluators/principals
An external group of “experts”
PurposeProvides immediate feedback and guides instructional decisions
Provision of gradesTo assess student learning in order to make instructional decisions. Also serves to assess curriculum, instruction, and pacing.
Conversion to scores for use in teacher and principal evaluation
Accountability and placement
Assessment
Tables work as groups of four for this activity.
1. Each person (of four) picks one of the articles
2. Read your own article (do 3-2-1)
3. Like people meet to discuss and agree on the most important things in the article
4. Go back to original group and share
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
Artifacts
Examine some more artifacts. In your folder you will find:• Assessment examples• Lesson plan example• Friday Folder
example (andannotation)
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?
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?
The Year at a Glance
Beginning of the Year
• Beginning of the year meeting
• Standards I and II
• SLO and local (LAT) target setting
End of the Year
• Evidence from the year collected
• Compare collected evidence to the rubric
• Summative score determination and communication
Ongoing
• Evidence Submission by Teacher
• Evidence Collection
• Sharing the evidence
• Feedback Conversations
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
Growth Producing FeedbackPage 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.
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.
Closure: On My Mind
1. 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.
Closure: On My Mind
2. 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.
Closure: On My Mind
4. Report out the card with the most dots to the larger group
Write one question about instructional leadership or supervision/evaluation
per card.
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.