APS Teacher EvaluationModule 7: Preparing for My Mid-Year Conversation

Rate your understanding of the revised teacher evaluation system:• Fist – I didn’t know it was changed.• 1 finger – I just understand SMART goals, not sure what else I am

supposed to do. • 2 fingers – I understand SMART goals and my documentation log. • 3 fingers – I understand all the components, but still have a few questions

on how I will be rated.• 4 fingers – I understand all the components and don’t’ have any questions. • 5 Fingers – I could help my colleagues in understanding in the entire

process.

Check for Understanding- Fist to Five?

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APS Teacher Evaluation Process Overview

Teacher Lesson Plans

Writes

SMART Goal

Document Log Observations Mid-Year Evaluation

Evaluator Monitors

Lesson Plans

Writes Compiles Participates Participates Participates

Approves Reviews Conducts Facilitates Facilitates

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Mid-Year Conversation1. What does a mid-year conversation look like?2. How should my data be presented?3. How will my SMART goal be measured at the

end of the year?4. Checking for student understanding5. Progress on Documentation Log

Agenda

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What is student progress goal setting?

Step 1:

Determine needs

Step 2:

Create specific

learning goals based on pre-assessment

Step 4: Monitor progress

through on-going

formative assessment

Step 3: Create and implement strategies

Step 5:

Determine whether the

goal was achieved

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• Monitor progress • Adjust strategies as needed

Determining Goal Attainment- Key points

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On the chart paper at your table list the ways you are monitoring progress towards achieving your SMART goal.• If more than one person is using that

method/data put check marks next to it to represent the number of those using it

Check for Understanding: Charting

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Be prepared to address:•How are you doing with your SMART goal?•What is working?•What is not working?•What changes have you made (or are you planning to make)?•How are you monitoring progress?•Share mid-year data.•Feedback on the other 6 performance standards.

1. What does the mid-year conversation look like?

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• Provide a summary of class/focus group data, not individual sets of data

• Present data in a table or graph that shows baseline and mid-year data to highlight growth or lack of growth

2. How do I summarize and present my data?

Base-line data

Mid-year data

Growth from base-line to mid year

End of year data

Growth from base-line to end of year

Student A

Student B

Student C

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Specialist Data Example

Specialist Data Example 10

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• How will you summarize your data for the mid-year conversation?

• Sketch out your data table• Check for understanding: Share with a partner

and listen to their ideas.

Activity 2: Data

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Look for adjustments in this order:1. Strategy Implementation

– Did I implement the strategies appropriately?

2. Are they appropriate strategies for the target group and the content?

– Are other strategies needed in place of? In addition to?

3. LAST- is the target appropriate and realistic?4. What additional checks for understanding do I need?

What if my target group is not on track to meet the goal?

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Determining Goal Attainment

Step 1:

Determine needs

Step 2:

Create specific

learning goals based on pre-assessment

Step 4: Monitor progress

through on-going

formative assessment

Step 3: Create and implement strategies

Step 5:

Determine whether the

goal was achieved

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High Growth

Medium Growth

Low Growth

Highly Effective Effective Developing/ Needs Improvement

Ineffective

More than 50% of target group exceeded goal with no more than 10% not meeting the goal

At least 80% of target group met or exceeded the goal

Less than 50% of target group did not meet goal and50% or more met or exceeded the goal

Greater than 50% of target group did not meet goal

3. How will my SMART goal be measured at the end of the year?

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High Growth

Medium Growth

Low Growth

Highly Effective Effective Developing/ Needs Improvement

Ineffective

More than 50% of target group exceeded goal with no more than 10% not meeting the goal11 students exceed the goal and no more than 2 do not meet the goal.

At least 80% of target group met or exceeded the goal

16 learners rate knowledge as moderate or high which represents 80%

Less than 50% of target group did not meet goal and50% or more met or exceeded the goal

10 learners meet or exceed the goal which represents 50%

Greater than 50% of target group did not meet goal

11 students do not meet the goal which represents 52%

Specialist Example: By the end of the 2012-2013 National Board support course 100% of teachers attending at least 15 of the class meetings will rate their knowledge as moderate or high in each of the area of the survey (see above). 20 teachers are in the anticipated target group

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High Growth

Medium Growth

Low Growth

Highly Effective Effective Developing/ Needs Improvement

Ineffective

More than 50% of target group exceeded goal with no more than 10% not meeting the goal___students earn/score ___ which represents ____%

At least 80% of target group met or exceeded the goal

___students earn/score ___ which represents ____%

Less than 50% of target group did not meet goal and50% or more met or exceeded the goal

___students earn/score ___ which represents ____%

Greater than 50% of target group did not meet goal

___students earn/score ___ which represents ____%

For your SMART goal, what numbers are needed for each rating?

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Standard Highly Effective Effective Needs Improvement

Ineffective

1: Knowledge of the Learning Community

X

2: Program Planning and Management

X

3: Program Services X

4: Assessment X

5: Communication and Collaboration

X

6: Professionalism X

7: Learner/Program Progress

X

Final Rating: “Preponderance of Evidence”

4. What data sources would be appropriate for …

• Progress monitoring goal progress throughout the year?

• TOOL- APS Comprehensive Assessment Inventory

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One tool to support checking for understanding

• Think about “In what ways will this help me check for understanding more frequently?”

• Turn and talk

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Activity 5: Plan to Check for Understanding

1. Identify (star/highlight) which strategies you currently use in your program (page 47-50).

2. Talk to your neighbor about how these checks for understanding lead to changes in your program delivery.

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Next Steps

Identify 1 or 2 checking for understanding strategies you do not currently use that you will incorporate in your work to achieve your SMART goal.

Plan for utilizing 1-2 of these in your SMART goal work.

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How does checking for understanding fit into the teacher performance standards? (1)

Performance Standard 4: Assessment of and for Student Learning/AssessmentThe teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents/guardians throughout the school year.

The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff.

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How does checking for understanding fit into the teacher performance standards? (2)

Performance Standard 4: Assessment of and for Student Learning/Assessment

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Highly EffectiveEffective

Effective is the expected level of performance.

Developing/Needs

ImprovementIneffective

The educational specialist consistently demonstrates a high level of performance and/or takes a leadership role in gathering, analyzing and using data to guide instructional and program planning, and provides timely feedback to learners, parents/guardians and staff.

The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff.

The educational specialist is inconsistent in gathering, analyzing, and using data, and/or providing timely feedback to learners, parents/guardians, or staff.

The educational specialist rarely uses data to measure learner progress, implement program planning, guide instruction, and provide timely and relevant feedback to learners, parents/guardians and staff.

5. Mid-year Conversation and Progress on Documentation Log

• Bring to the mid-year conversation items you have identified for your documentation log thus far.

• Be ready to share the description of the evidence and why you might include it.

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Check for Understanding: Exit Ticket

What is needed for my mid-year conversation?

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To Do List

– Prepare for mid-year conversation– Plan to use checks for understanding and be ready to

share at ______ meeting

“Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.”

APS Teacher Evaluation VisionSince 1999

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APS Teacher EvaluationA Process for Student and Teacher Growth