Evaluator Workshop for Personnel Evaluating Teachers

Evaluator Workshop for Personnel Evaluating Teachers

The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

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► Welcome

► Understanding SLOs

► Writing Objective Statements

► Break

► Using Baseline Data/Info

► Deepening Assessment Literacy

► Lunch

► Planning for Your School

Agenda

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Please introduce yourself by sharing your name, district, school, and role.

Welcome & Introductions

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• Equity of voice

• Active listening

• Safety to share different perspectives

• Confidentiality

• Respectful/appropriate use of technology

• Usage of the Parking Lot

Norms

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Rhode Island Evaluation Collaboration

EVALUATION & SUPPORT SYSTEMS

School Year 2010-2011



Teacher

MODEL DEVELOPMENT

FIELD TEST

GRADUAL IMPLEMENT

FULL IMPLEMENT

Building Administrator

All models have been improved based on user feedback

Rhode Island is a national model for educator evaluation

Common language around effective instruction is growing

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Local Ownership

EVALUATION & SUPPORT SYSTEMS


School Year 2014-2015 and

beyond…

Teacher

INCREASEDISTRICT

OWNERSHIP

District Self- Monitoring

State MonitoringBuilding Administrator

What does increased district ownership look like?

Implementing the Differentiated

Process

Maximizing Flexibility Factors

Analyzing evaluation system data

Calibrating evaluation criteria locally

(e.g., Practice, Foundations/

Responsibilities, and Student Learning)

Consistent District Evaluation

Committee Meetings

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School Year 2013-2014 Updates

Differentiated Process for Teachers*

Participant Packet p.2

Inclusion of the RIGM

Online module available

Support Professional Gradual Implementation

Online module for personnel evaluating support professionals

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Updated Measures of Student Learning

Student Outcome Objectives (SOOs) Very similar to SLOs

Designed for educators for who instruction is not their primary responsibility

Some special educators and many support professionals may set SOOs

For additional information: Teacher Model Addendum or MSL Guidebook for 2013-2014

Online module: “Special Educators and SLOs/SOOs”

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Other Student Learning 2013-2014 Updates

ADDITIONAL SCORING GUIDANCE

Further clarification of definitions (that can be adopted if LEA chooses)

P. 25SCORING LOOKUP TABLE FOR 2 SLOS ADJUSTED

Score of Full Attainment for Exceeded and Nearly Met Met and Nearly Met

P. 27APPROVING CHECKLISTS Appendix 1: Approving SLO Checklist

Appendix 2: Approving SOO Checklist

P.31 & P. 32

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Evaluation Training

Spring ‘13 Summer ‘13 Fall ‘13

Winter /Spring

‘14Spring ‘14

Teacher Model Module 2 Evaluator

Workshop

FFTPS Calibration Window 1*

Modules (2)

FFTPSCalibration Window 2*

Training has been developed based on feedback collected during this past year via the statewide survey and feedback from online modules.

Winter/Spring Modules will be based on feedback from the field.

*Rhode Island Model users will have access to two calibration windows on FFTPS

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PARTICIPANT PACKET: Checking In / Do Now

1. Reflect on your work with your teachers 2. Stop and jot past successes 3. List any questions you may have regarding the topics listed

in your participant packet

At the bottom of the page: 4. List any areas that you may like to grow in regard to your

work as an instructional leaderp. 3

Dual Track Thinking

Learner Instructional Leader

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► Welcome



► Break



► Lunch


Agenda

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Understand how SLOs are an integral part of curriculum, instruction, and assessment

Articulate key steps to take in order to implement SLOs successfully

Understand layout and functionality of all online tools

Understanding SLOs

ONLINE TOOLS

1. Understanding SLOs (online module)

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BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS AN INSTRUCTIONAL LEADER

Understanding SLOs

PARTICIPANT PACKET:

Utilize the note taking template Jot down key messages that you feel would be important to

communicate to your teachers p. 4

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Layout and Functionality of Online Tools

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Menu shows an outline of the module Each slide is labeled Allows for you to select sections that you would like to review

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• HISTORY SCREEN SHOT

Understanding SLOs

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Table Talk: What did alignment look like at your school this past year?

What are you planning to do differently this coming year?

Feel free to chart what you might do differently if you think others in the room might benefit.

Understanding SLOs

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SLOs are focused on the student learning in specific

content areas and grade levels

SLOs are integrated with the most important work of

districts--curriculum, instruction, and assessment--

and are not an add-on

Goal-setting is an important part of effective teachers'

practice

Understanding SLOs Takeaways

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=xoaPiw3r_Ym4bM&tbnid=TO01ex3qI05GMM:&ved=0CAUQjRw&url=http://www.hardin.k12.ky.us/chhs/dept/MediaCent/central_hardin_virtual_library.htm&ei=yXKwUZeDBKjl4AP11oDIDQ&bvm=bv.47534661,d.dmg&psig=AFQjCNGOr6U5qctdFCDOMltXSOXpFpMBcw&ust=1370604583710359

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Understanding SLOs

Participant Packet: Page 4

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► Welcome



► Break



► Lunch


Agenda

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SLO Process Overview

p. 11

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Updates to the SLO Form

Revised based on feedback

Framed with Essential Questions

Changes include:• Removing the Level of

Standardization section (which was often confused with assessment quality)

• Re-sequencing the order of the elements

• Collapsing Evidence Source, Administration, and Scoring into one category p. 13

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Updates to the SLO Form in EPSS

Revised based on feedback: Focus Groups Outreach sessions

Changes mirror the changes made to the Anatomy of an SLO

SLOs can now be submitted individually

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Rhode Island Educator Data Points

Understand the experience and needs of educators across Rhode Island

Adjust accordingly and thoughtfully

RIDE Statewide Mid-Year Survey

Significant response rate 4,450 Teachers 400 Building Administrators

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1. Setting appropriate, but rigorous SLO targets

2. Determining the Baseline, including gathering and interpreting data

3. Identifying or creating the evidence or assessments for the Evidence Source(s)

4. Writing an Objective Statements that focused on the appropriate content or skills

Rhode Island Educator Data Point

Teachers surveyed expressed that the following aspects of writing an SLO were

most challenging:

RIDE Statewide Mid-Year SurveyN = 4,550 teachers

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Clarify the process for writing an objective statement

Writing an Objective Statement

ONLINE TOOLS

1. Writing an Objective Statement (online module)

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Online Module: Writing an Objective Statement

The Four-Step Process

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When educators create their SLO Objective

Statements, they should follow these four steps:

1) Examine their standards and curriculum

2) Determine their Priority of Content

3) Write an objective statement

4) Check the scope, or grain-size

Writing an Objective Statement Takeaways


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Online Module: Writing an Objective Statement





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Table Talk: How might you support teachers in collaborating in grade level or content-alike teams to engage in the 4 Step Process?

What additional support might new teachers need to engage in this process?

Chart how you might differentiate this for new and returning teachers.

Writing an Objective Statement

Instructional Leader

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► Welcome



► Break



► Lunch

►Planning for Your School

Agenda

1. Stretch your legs and take a gallery walk and review the charts.

2. Jot down any additional ideas from your colleagues.

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► Welcome



► Break



► Lunch


Agenda

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Understand the purpose of baseline data

Be able to identify several sources of baseline data

Understand how baseline data can be used to set targets

Using Baseline Data/Information To Set SLO Targets

ONLINE TOOLS

1. Using Baseline Data/Information To Set SLO Targets (online module)

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SLO Process: Baseline Data and Targets

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1. Setting appropriate, but rigorous SLO targets

2. Determining the baseline, including gathering and interpreting data

3. Identifying or creating the evidence or assessments for the Evidence Source(s)

4. Writing an Objective Statements that focused on the appropriate content or skills


Teachers surveyed expressed that the following aspects of writing an SLO

were most challenging:


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78% of teachers whose approval process included substantial revisions cited ‘targets’ as a reason for their SLO revisions

Do Now

Find someone across the room and discuss: 1. How did your teachers do with

setting targets?

2. What was most challenging?


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Online Module: Baseline Data and Info





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Online Module: Using Baseline Data and Info

Data and Information Baseline Data and Targets

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Baseline data can be used to….

Turn and Talk:

How might this information help clarify data use for your teachers?

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Online Module: Baseline Data and Info





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► Welcome



► Break



► Lunch


Agenda

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Develop a shared understanding of the various types and purposes of educational assessment

Identify best practices for local assessment development

Deepening Assessment Literacy

ONLINE TOOLS

1. Deepening Assessment Literacy (online module)

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Building Administrators surveyed expressed a desire for additional SLO-

related training to focus on the following topics:

1st

2nd

3rd

Determining Rigor of Target on Student Learning Objectives

Supporting teachers in their Student Learning Objective writing

Quality of Evidence and assessment-literacy

RIDE Statewide Midyear SurveyN = 400 building administrators

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Online Module: Deepening Assessment Literacy

Viewing the majority of this ModuleConsider new learnings for you and your teachers

Sarah Whiting

TRAINER NOTE: We are sending an updated screen shot with correct sections highlightedThis module's slide order is currently being adjusted

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Assessment is integral to teaching because it tells us what students know and are learning

Assessment selection/design should always begin with your purpose

SLOs are measured with summative assessments, though other types should be used for progress monitoring

Alignment, format, item type, administration, and scoring all contribute to the validity of assessment data

Assessment Literacy Takeaways


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1. Find someone new and exchange one of the following discussion items:

Which key takeaway resonated most with you Something that you learned that surprised you A key message you plan to take back to your teachers

2. After each partner has shared, find someone new and repeat by sharing new item (from list above).

3. Repeat until you’ve shared three times.

Assessment Swap Meet

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Mark a passage that:Confirmed something you already knew with an *Challenged something you thought you knew with a ?Made you think with a !

Deepening Assessment Literacy

Read and mark article

Share selections with your small

group

10 min 10 min

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► Welcome



► Break



► Lunch


Agenda

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1. Assessment development should always begin with identifying the:

o formato purposeo scaleo vendor

2. Summative assessments are primarily used to:

o Inform instructiono Screen/identifyo Measure outcomes

Welcome Back: Assessment Quick Review

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3. Formative assessments should be used:o To monitor progress toward SLO targetso As evidence on SLOs

4. In educational assessment, the construct is:

o The intended audience of the assessment

o What the assessment is supposed to measure

o The format of the assessmento How the assessment is constructed

Assessment Quick Review

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5. If you weigh 160 pounds, and every time you step on the scale it reports your weight as 190 pounds, that scale is:

o Valid, but not reliableo Reliable, but not valido Neither valid nor reliable

6. NECAP score reports are an example of:

o Quantitative datao Qualitative data


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7. Which of the following item types is most likely to produce false positives?

o Multiple choiceo Fill-in-the-blanko Constructed response

8. Adding more items and norming scorers are two strategies for:o Increasing rigoro Decreasing cheatingo Increasing reliability

9. Written comments about student’s photography portfolios are an example of:

o Quantitative datao Qualitative data


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10. Which of the following could be used as baseline data:o Final grades in a pre-requisite course o Pre-test scoreso Assignments from the first few weeks of schoolo All of the above

11. Which of the following is an example of a modification:o Providing a scribe to a student with a broken wrist o Simplifying the numbers in a word problem for a student with a

specific learning disability o Enlarging print for a student with a visual impairment

12. Teacher-created performance tasks can be used as evidence for SLOs:

o Trueo False

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13. What is validity?o The degree to which the assessment

measures what it is supposed to measureo The consistency of assessment results across

multiple administrations o The degree to which the assessment is free

from bias

14. Which of the following are true of pre-test/post-test models:

o It is difficult to equate formso Pre-test scores may be deflatedo Post-test scores may be inflatedo All of the above

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► Welcome



► Break



► Lunch


Agenda

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Become familiar with Assessment Toolkit

Conduct Needs Assessment

Discuss Baseline Data Scenarios

Collaborate with your colleagues to establish a school specific plan for implementing SLOs and utilizing online resources

Planning for Your School

ONLINE TOOLS

1. Assessment Toolkit

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Online Module: Assessment Toolkit

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Sample Professional Growth Goal

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Planning for Your School: Needs Assessment

Complete Needs

Assessment

Move to Meeting

Spot

Discuss Next Steps

with Colleagues

10 min 10 min

In your meeting spot discuss:

2 reasons why you prioritized this tool

1 challenge you see in trying to use the tool

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Online Module: Assessment Toolkit



NEXT STEPS AS A LEARNERNEXT STEPS AS AN INSTRUCTIONAL LEADER

What did you discuss with your colleagues about this tool? How do you plan to move forward with this part of the work?


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Review scenario

Discuss scenario

Whole group

solution share

Planning for Your School: Data Scenarios

15 min5 min


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Data Scenario #1

When you sit down with Mr. Jacobs, a Biology teacher, to talk about his SLOs, he says that he does not have any baseline data. As he puts it, this is the first Biology course his 9th graders have taken and the students matriculate from three different middle schools. There is no standardized 8th grade Science curriculum in your district, so his students may have learned different things last year. What guidance would you give him? What could he use as sources of baseline data/information?

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Data Scenario #2

Ms. Palmer and Mrs. Gray are your two 4th grade teachers. They come to you because they are overwhelmed by the amount of information they have on their incoming students. In addition to students’ official records and state assessment scores, the 3rd grade teachers have passed on writing and Social Studies portfolios, EOY reading levels, and detailed comments on each child’s behavior, interests, strengths, and areas for improvement. They don’t know where to begin. What guidance would you give them? How can this information be useful to them as their write their SLOs?

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Data Scenario #3

Mrs. Scotto teaches French I to sixth graders at your middle school. She does not understand why she has to include baseline data in her SLO because none of her students speak any French at the beginning of the interval of instruction. How would you describe the purpose of baseline data/information to Mrs. Scotto and what recommendations might you give for possible sources that would be of use to her?

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Data Scenario #4

Mr. DuBois is an 11th grade English teacher. Prior to setting targets for his SLO, he reviewed his students’ grades and writing samples from their 10th grade English courses. Based on those, he was able to make some preliminary groupings. However, after administering his first assignment of the year, he noticed that several students are performing differently than he expected (some much lower, some much higher). Now he is confused about how to group students and set appropriately tiered targets. What guidance would you give him? How should he handle these sometimes-conflicting data sources?

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Planning for Your School

ONLINE TOOLS1. Understanding SLOs2. Writing Objective Statements3. Using Baseline Data/Info4. Deepening Assessment Literacy 5. Assessment Toolkit

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Reflect on Your Learning

Plan for Your School

Planning for Your School: Collegial Planning

• What “A-ha’s” did you have during our work today?

• What were some of your personal takeaways?

• What key messages did you prioritize for your teachers?

• What resources do you plan to share with your teachers?

• How do you plan to collaborate with your in-district peers?

• What advice do you have for your colleague? • Do you have any solutions or suggestions for

adjusting their approach?

10 min

15 min

25 min

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Prioritization is key

Workshop Takeaways

Lightning Round: What is your #1 priority leaving this training?


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Please complete our feedback survey at:

https://www.surveymonkey.com/s/2013_Day1_TE

Closure and Questions

Additional Resources• RIDE website: http://www.ride.ri.gov/ • Evaluation email: [email protected]

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




mailto:[email protected]

Documents

Evaluator Workshop for Personnel Evaluating Teachers