Earning Your Best Possible Rating

Self-Advocacy in the Observation Cycle

Personal Reflection:

How do administrator observations make you feel?

AnxiousSELF-CONSCIOUS

Under-valuedBULLIED

Intimidated

DefensiveEMPOWERED

*Understand the importance of self-advocacy.

*Identify ways that teachers can become better

self-advocates during the observation cycle.

*Gather resources that can be shared with members back at your worksite.

Session Objectives

Instructional Master Contract

Implementation of the Student Success Act

MOU Section E, #3

The observation cycle has been designed to incorporate the elements of the NEAT process into the post-observation conference and reflection process. In the event that a principal determines that a teacher is performing at an “Unsatisfactory” or “Developing/Needs Improvement” level, the procedures outlined in Article VII, Section H-6 shall be implemented to the extent they are not included or already covered by the formal observation cycle. Teachers are entitled to union representation in meetings scheduled outside of the formal evaluation/observation cycle to discuss the teacher’s performance.

What is Self-Advocacy?Self-advocacy is NOT:

*A defensive, knee-jerk reaction*A knock-down, drag-out argument*An attack on the administrator’s professional assessment

Self-Advocacy IS:*Speaking confidently of your classroom practices*Showing the administrator what they may not have seen*Shining a light on the positive while demonstrating an awareness of

growth opportunities

Self-advocacy refers to an individual’s ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights.

Instructional Master ContractImplementation of the Student Success Act

MOU Tentative Agreement

http://www.pasco.k12.fl.us/er/contracts/it-08-10-15

2015-16 Observation OverviewNew Electronic Observation Platform

DP (narrowed focus)• Now includes Domain 3 in additive points• Still required to create the DP Plan

Two observations• One formal in Fall, One informal in Spring• Scored individually, then averaged • Domain1 finished before May

Domains 2-4 will be monitored throughout the year• Collect artifacts as you go• Take advantage of mid-year feedback; identify elements that

may be underrated and supplement evidence

Choosing Deliberate Practice*Narrowed to 8 target elements:

• #1 – Providing Rigorous Learning Goals & Performance Scales• #6 – Identifying Critical Content• #11 – Helping Students Elaborate on New Content• #12 – Helping Students Record and Represent Knowledge• #17 – Helping Students Examine Similarities & Differences• #18 – Helping Students Examine Their Reasoning• #20 – Helping Students Revise Knowledge• #22 – Engaging Students in Cognitively Complex Tasks Involving

Hypothesis Generation and Testing

Choose your deliberate practice element with your resources and administrator in mind

Focus on growth opportunity

Remember that you can ask for an additional observation to be conducted at a SPECIFIC time if the administrator is unable to score your DP in the two observations

Formal Observation Cycle

• Fall• Pre-conference is optional• One week window for observation• Full lesson observed• Feedback within 10 days• Post-conference required

Why Pre-Conference?• Establish rapport• Make admin aware of behavioral challenges• Clarify where DP and PLC work will be most noticeable• Steer admin toward the day and class that will be the

most likely place that they will see evidence of deeper content learning

What should I emphasize?

According to the district, your pre-conference discussion is an opportunity to provide a general overview. Focus on describing routine events, classroom management, and common strategies that you use to monitor progress toward goals.

Between Pre-conference and Observation

• Lesson plans• Incorporate documentation that addresses

Domain 2 elements

• Strategic implementation of Target Elements

• Know and use the interview questions your students could be asked so they won’t be stumped

Immediately After Observation• Make notes about the lesson that was observed

• Focus on DQ5, DQ7, DQ8, & DQ9• Any particular relevant student behaviors• Any moments that you thought went very well• Any difficulties and how you addressed them

• If not collected in advance, revisit and revise the lesson plan to ensure it addresses Domain 2 elements

• Review observation feedback and gather artifacts tied to scored elements

• Consider student work samples• Take pictures of classroom

Post-Conference• Within 10 days, but as close to observation as possible,

you should have feedback on the observation

• Request by email if 5 days without feedback

• Complete the post-conference form online

• Bring Evidence & Artifacts

• Be prepared to speakconfidently about the learning strategies usedduring the lesson

Informal Observation

• Spring• Completely Unannounced• Full lesson observed• Feedback within 10 days• Post-conference recommended

Informal Observation

• Be Proactive! Encourage your administrator to drop in during particularly interesting lessons• Don’t forget to “use your pass” if you

sense it won’t go well…invoke the “dead dog” clause

Domains 2-4: Collecting and Presenting Evidence

Start early and make a regular habit of adding evidence to the electronic observation platform throughout the year

Look for the mid-year Domains 2-4 feedback at the beginning of Semester II; ask for a conversation to help clarify what your administrator might be looking for in these Domains

DON’T QUIT! This is a year-long observation, so be mindful August - June

Domain 2 Evidence Examples

• Daily & Unit Lesson Plans• ESOL & ESE Accommodations • Communications w/ resource staff• Samples modified work• ESOL Strategy Sheets• Data tracking for sub-groups (PLC)

• PLC Assessment Reflection Forms• Canvas or other online communication options• Assessments

Domain 3 Evidence Examples

• DP in MyPGS• Self-assessment• Plan• Reflections

• PD Transcript (screenshot)• Post-Conference Reflection Forms• Assessment Reflection Tools• Reflection on “Why” using the problem solving cycle

Domain 4 Evidence Examples• Evidence of collaborative planning• Email communication samples• Online presence, website• Parent/student contact log• Mentor logs• SDS records• PLC communications• Duty roster• Esembler• Student anecdotals• Calendar of additional/volunteer contributions• Open House• District & Schools Committees• Lunch ‘n’ Learns

You Have Control!!!Perhaps more than you think….

Scoring The DomainsFor Domain 1 (60% of Status Score):

A. “Highly Effective” – All requirements for Effective and at least 15% of scorable elements in Domain One at Level 4 (Innovating) in 2015-2016, and 25% in 2016-2017.

B. “Effective” – At least 60% of scorable elements at Level 3 (Applying) or higher.

C. “Developing/Needs Improvement” – Less than 60% of scorable elements at Level 3 (Applying) or higher and less than 50% of scorable elements at Levels 0 and/or 1 (Beginning and/or Not Using).

D. “Unsatisfactory” – At least 50% of scorable elements at Levels 0 and/or 1 (Beginning and/or Not Using).

For Domain 2 (30% of Status Score) and Domain 4 (10% of Status Score):A. “Highly Effective” – At least 65% of scorable elements at Level 3 (Applying)

and no scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning).B. “Effective” – At least 60% of scorable elements at Level 3 (Applying) or

higher.C. “Developing/Needs Improvement” – Less than 60% of scorable elements at

Level 3 (Applying) or higher and less than 50% of scorable elements at Levels 0 and/or 1 (Beginning and/or Not Using).

D. “Unsatisfactory” – At least 50% of scorable elements at Levels 0 and/or 1 (Beginning and/or Not Using).

Calculating Instructional Practices Score

Domain 1 Average: 2.5 x .60= 1.5Semester I Observation: Effective (3.0)Semester II Observation: Needs Improvement (2.0)

Domain 2: 4.0 x .30= 1.2

Domain 4: 3.0 x .10= .3

Status Score= 3.0

Calculating Instructional Practices Score

Deliberate Practice:Domain 3—

Element 50: 3Element 51: 3Element 52: 4Element 53: 4Element 54: 4

Deliberate Practice Goal— 3 3.5 x .15=.53

Instructional Practices Score= 3.0+.53= 3.53

Self-Advocacy Makes A Difference…

Help EMPOWER your colleagues to become strong, confident self-

advocates! Share these resources with USEP members!

Questions, Comments & Feedback?

Please don’t forget to complete the evaluation form for this

session

Follow up with us:

Val Smith, vsmith@useponline.orgDon Peace, dpeace@pasco.k12.fl.us