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Danielson Framework for Teaching(Page 16 of the Teacher Process Manual)

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

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 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 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

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The Role of Teachscape

Focus – Observation Training and Assessment

Reflect – Observation and Evaluation Management System

Learn – Comprehensive Professional Learning System

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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

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Year-long School-level Cycle of Inquiry

Bay Area Schools/Refined by Cosner, 2011

3. Select strategies to support goal achievement and develop detailed enactment plan

5. Oversee and support collection/analysis of diagnostic data to assess enactment process and outcomes; informs interventions/ development work

4. Oversee and support enactment of work plan

1. Collect diagnostic data to support initial problem identification

2. Set (SMART) goalsGREEN:

Prior to EEP Meeting

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Dual Meaning of the SLO Acronym

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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.

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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

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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

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Stand, Turn and Talk with a Neighbor

• An important connection I just made

• A question or concern that still needs to be addressed

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Preparing SLOsStep 1B: Establish Student Learning Goal

Goal statements focus on student learning outcomes, specifically upon growth.

SLOs should identify:1. Content standard(s) and/or skills to be

addressed (e.g., Common Core)2. Which students are included in this objective3.What timeframe is involved (typically year-

long).

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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?

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S.M.A.R.T Goals

• SpecificGoal is focused on specific and key areas of need

• MeasurableAn appropriate evidence source is identified

• AttainableThe goal is within the teacher’s control

• Results-basedProgress toward the goal can be monitored

• Time-boundThere is a clear deadline for the goal

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How SMART is the Goal?: Appendix H (p. 75)

Aspect of Goal Statement Evidence

Specific

Measureable

Attainable

Results-based

Time-bound

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How SMART is this goal?

Teacher A- Second GradeDuring this school year, my students will improve on word knowledge and

decoding, and reading comprehension.

Aspect of Goal Statement

Yes or No? Recommendations for change

Specific

Measureable

Attainable

Results-based

Time-bound

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Reviewing Teacher A’s SMART GoalAspect of the Goal Statement

Yes or NoRecommendations?

Specific No- the goal is very broad

Measurable No- the goal does not state how it will be measured

Attainable No- because there is no specific area identified or measurement tool, it is difficult to say if it is attainable

Results-based No- what will be the indicator of student growth?

Time-bound Yes- identified the current school year as the time interval

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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.

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How SMART is this goal?

Teacher B- Middle School Physical EducationDuring 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.

Aspect of Goal Statement

Yes or No? Recommendations for change

Specific

Measureable

Attainable

Results-based

Time-bound

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Reviewing Teacher B’s SMART Goal

Aspect of the Goal Statement

Yes or NoRecommendations?

Specific Yes-the population of students and the areas of physical fitness are identified

Measurable Yes- through pre and post-test data in each subtest of the Fitness-Gram growth can be measured

Attainable ???- probably not, this seems like an unrealistic amount of growth to be made in one year’s time

Results-based Yes- it is focused on student growth on the Fitness Gram

Time-bound Yes- identified the current school year as the time interval

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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.

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How SMART is this goal?

Teacher C- High School MathI will read a book about mathematical modeling in the high school

mathematics classroom.

Aspect of Goal Statement

Yes or No? Recommendations for change

Specific

Measureable

Attainable

Results-based

Time-bound

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Reviewing Teacher C’s SMART Goal

Aspect of the Goal Statement

Yes or NoRecommendations?

Specific Yes- focused on reading about modeling strategies in the mathematics classroom.- the scope is too limited, it does not talk about how it will be implemented in the classroom.

Measurable No- the goal does not state how it will be measured

Attainable Yes, but there is no greater impact beyond reading the book

Results-based No- does not specify impact beyond reading the book

Time-bound No- an interval is not specified

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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.

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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.

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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)

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SLO Options:Individual, District-wide, Team

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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 achievement AND strategy enactment?

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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.

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WI SLO Selection/Approval Rubric: Appendix F

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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?

SLO Development Exercise

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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)

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During the Year, After EEP Approval

EEP Meeting & Goal Approval

Orientation

Data Review, Development of SLO(s), & Self-Reflection for EEP Development

Observations & other evidence collection

Mid-Year Review

Observations & other evidence collection

Rating of professional practice & SLO(s)

Final Evaluation Conference

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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

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Wrapping up the Year

EEP Meeting & Goal Approval

Orientation

Data Review, Development of SLO(s), & Self-Reflection for EEP Development

Observations & other evidence collection

Mid-Year Review

Observations & other evidence collection

Rating of professional practice & SLO(s)

Final Evaluation Conference

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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

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Flexibility of Approaches to the SLO Process

Structured More FlexibleAssessments

Growth TargetsScoring Rubric

Implementation

New York D.C.

GeorgiaAustin

Rhode Island Wisconsin

IndianaDenver

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Rubric score will be collaboratively determined by educator and supervisor:

(4) Student growth has exceeded expectations

(3) Student growth has met expectations

(2) Student growth has partially met expectations

(5) Student growth has minimally met expectations

(0) Evidence missing, incomplete or unreliable/ did not engage in process

SLO Scoring Rubric

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A More Structured Approach to Scoring of Individual SLOs

(4) 80% or more of students met/exceeded their growth target

(5) 70-79% of students met/exceeded their growth target

(6) 50-69% of students met/exceeded their growth target

(7) Fewer than 50% of student met/exceeded their growth target

.

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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?

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SLO Scoring Example (Score and Discuss as a Team)

Ms. Smith’s SLO Results

Rubric Achievement Level

%Sept

SLOTarget

%May

Minimal 15% 8% 10% Basic 20% 15% 15% Proficient 50% 55% 56% Advanced 15% 22% 19%

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Rubric score will be collaboratively determined by educator and supervisor:

(4) Student growth has exceeded expectations

(3) Student growth has met expectations

(2) Student growth has partially met expectations

(5) Student growth has minimally met expectations

(0) Evidence missing, incomplete or unreliable/ did not engage in process

SLO Scoring Rubric

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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?

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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)

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Overall EE Pilot Participant Question

What in Educator Effectiveness am I required to do, and where does my flexibility/judgment start?

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Definition of Effective Educators

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.

Wisconsin:

Principal Professional Practice is considered across 21 elements.

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Three Essential Clusters of Leadership Practices for Positively Impacting Student Achievement

•Focus

•Monitoring

•Efficacy

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Analysis of Student Data

2 SLOs

___2 PPGs___

EEP Appendix G, pp. 73-74

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Educator Effectiveness Readiness Tool

• A district “self” assessment tool

• Designed for use by school and district leadership teams

• Supports initial and ongoing assessment of district implementation of the WI Educator Effectiveness System

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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

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Educator Knowledge of the Educator Effectiveness SystemAll 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.

Readiness Tool Excerpt

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Communication Plan Template:EE local communications toolkit

Key Message / Communication Goal

Communication Activity Audience Person Responsible

Timeframe/ Deadline

Build understanding of EE System

Adapt DPI “EE 101” PowerPoint for our district

Primary - Internal

Tom S. By Aug. 15

Create a visual that clarifies EE process for our district

Primary - Internal

Tom S. By Aug. 15

Facilitate overview sessions with all staff

Primary - Internal

Mary J. By Sept. 15

Make staff aware of DPI’s EE News (e-newsletter) and how to subscribe

Primary - Internal

Mary J. ongoing

Make presentations to PTO and Rotary Club

Secondary - External

Joe W. Fall 2013

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Resources and Supports

•Know Them

•Use Them

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joeschroeder@awsa.org 608.729.6656