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Rhode Island ModelAcademy for Personnel Evaluating Teachers
Day OneProfessional Practice
Academy Agenda
Day One1. Framing Work & Introduction to Professional Practice Rubric2. Introduction to Online Observer Training (FFTPS)3. Component 2A Training4. Professional Practice Evidence Collection
Day Two1. Understanding SLOs2. Writing Objective Statements 3. Using Baseline Data/Info 4. Deepening Assessment Literacy5. Setting Targets
Day Three1. Practice observation calibration protocol2. Calculating a Final Effectiveness Rating
Day Four1. Understanding the Support Professional Model2. RIDE Data Systems
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Norms
Equity of voice
Active listening
Confidentiality
Usage of parking lot
Respectful/ appropriate
use of technology
Safety to share
different perspective
s
RIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected]
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Icebreakers
WHY?
What did you draw?
Introductions
Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.
Day One Agenda
Session OneFraming the Work and Introduction to the Professional Practice Rubric
Session TwoIntroduction to the Online Observer Training (FFTPS)
Session ThreeComponent 2A Training
Rhode Island Evaluation Implementation
EVALUATION & SUPPORT SYSTEMS
School Year
2010-2011
SchoolYear
2011-2012
School Year
2012-2013
School Year
2013-2014
School Year
2014-2015
Teacher MODEL DEVELOPMENT
FIELD TEST
Gradual Implementation
FullImplementation
FullImplementation
FullImplementation
Building Administrator
Support Professional
Gradual Implementation
FullImplementation
Session Objectives
Understand the overall architecture of the Professional Practice rubric.
Recognize key terms of the Professional Practice rubric.
Identify the difference among statements of evidence, interpretation and bias.
After completing this session,you should be able to:
Element Minimum RequirementsEvaluation Conferences Three evaluation conferences between the teacher and
the evaluator (Beginning, Middle, and End-of-Year)
Classroom Observations
At least three, including one announced and two unannounced
All observations must be at least 20 minutes each Each of the eight Professional Practice components will
be scored after each observation Written feedback is required after each observation
Professional Growth Goals
At least one set at the beginning of the year
Student Learning Objectives
At least two per teacher (no more than four)
RI Growth Model Rating Included this school year for educators of Grade 3-7 in ELA and math and contributing educators as defined by districts
Rhode Island Model at a Glance
Professional Growth Plan
Evaluation Conferences
Ongoing reflection and planning
Rhode Island Model Evaluation & Support System
Final Effectiveness Rating
Professional Practice
(8 Observable Classroom
Components)
Professional Responsibilitie
s
Student Learning
Evaluation Criteria
Research-based Observation rubric Scored after each
observation
Rhode Island Model Professional Practice
Architecture of the Rhode Island Model Rubric
Component
Domain
Elements
Component
Title
Component
Description
Elements
Indicators
Domain
Architecture of the Rhode Island Model Rubric
Levelsof
Performance
Critical Attribute
s
Possible Examples
Architecture of the Rubric
Review component
independently
Discuss and chart your
analysis
Share with the larger
group
With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group:
1. The title of the component2. What is valued in this component as explained in the description3. The elements of this component that differentiate it from other
components4. Critical attributes – type of evidence that will be noted for this
component5. Possible examples – what are some specific things that may be noted
15 min. 20 min.
Analysis of One Component
GATHER evidence
during observation
SORT evidence to appropriate
component
INTERPRET evidence and assign score
based on rubric description of
levels of performance
Prioritize and DEVELOP
FEEDBACK (using language
from rubric, critical attributes
and noted evidence)
Thinking Behind the Rating
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What does the Professional Practice Rubric tell you about the most important aspects
of effective teaching?
Ensure you are gathering objective evidence.
Make yourself aware of the differences between evidence, interpretation, and bias.
When you make judgments based on a teacher’s or student’s age, race, gender, appearance, perceived economic status, or accent.
Personal or professional preferences about teaching styles, materials, or classroom setup may also influence judgments.
Bias occurs whenever there is variability in an observer’s application of the rubric based on deep-seated beliefs, stereotypes, or professional preferences.
FFTPS Minimizing
Bias Module
GATHER evidence
during observation
The Importance of Minimizing Bias
After completing this session,are you able to:
Understand the overall architecture of the Professional Practice rubric?
Recognize key terms of the Professional Practice rubric?
Identify the difference among statements of evidence, interpretation and bias?
Session Check-In
Session OneFraming the Work and Introduction to the Professional Practice Rubric
Session TwoIntroduction to the Online Observer Training (FFTPS)
Session ThreeComponent 2A Training
Day One Agenda
Understand how the online observer training is organized.
Understand where to find online resources for help/support.
Understand how to navigate FFTPS.
Log in and find various parts of the system.
After completing this session,you should be able to:
Session Objectives
Teachscape Home Page
Training
Scoring practice
Proficiency assessment
A Closer Look at Observer Training
A Closer Look at a Single Component
Benchmark Videos and Rationales for Scores
Rangefinders
Video Examples
Observer Training: Exercise Example
Log In:
Step 1: Get online
Step 2: Open your link from FFTPS
Step 3: Working with your partner, complete the FFTPS Scavenger Hunt (10 min.)
Session 2 Log In & Closure
Session Objectives
Understand the organization of the online observer training?
Understand where to find online resources for help/support?
Understand how to navigate FFTPS?
Log in and find various parts of the system?
After completing this session,are you able to:
Session One
Framing the Work and Introduction to
the
Professional Practice Rubric
Session Two
Introduction to the Online Observer Training (FFTPS)
Session Three- Component
2A Training
Day One Agenda
STEP 1: Review the overview, elements, and indicators for this component. Note your responses to the “Identifying Relevant Evidence” exercise, then review answers and discuss with your partner.
STEP 2: Together, work through the rubric exercises for recognizing level descriptions and distinguishing between levels. Note important learning to share with your group.
STEP 3: Note your response to each of the following questions and post them on the chart. Over lunch, view other’s posted comments.
What is one thing you learned about relevant evidence for this component?
What is one caution you learned about potential biases?
Partnered 2A Component Training Structure – Part One
STEP 1: Work through all critical attributes and video examples (benchmarks and rangefinders) for Levels 3 and 2. Stop at this point and discuss with your partner. Note any important learning to share about distinctions between 3s and 2s.
STEP 2: Work through critical attributes and video examples for Level 1 and Level 4. Note any important learning to share about evidence, interpretation, and bias statements.
STEP 3: Complete “Practice Gathering Evidence” exercise by each taking notes independently (on computers or paper). Share with your partner and compare to expert evidence. Complete “Assign a Level” exercise independently, then check answers together.
STEP 4: Post notes on charts and circulate to view other’s comments.
What is one thing you learned about what distinguishes a 3 from a 2 for this component?
What is one thing you learned about evidence, interpretation, and bias?
Partnered 2A Component Training Structure – Part Two
Observing Training – opportunity to apply new skills
Scoring Practice – grade band-specific videos for scoring
Proficiency Assessment – grade band-specific skill check
Teacher Orientation Module (TOM) – informational resource for teacher communication, downloadable and adaptable for local circumstances
Additional Components of the System
Video-Based Scoring Practice
Scoring Practice Feedback Report
Teacher Orientation Module
Session Check-In
Understand the organization of the online observer training?
Understand where to find online resources for help/support?
Understand how to navigate FFTPS?
Log in and find various parts of the system?
After completing this session,are you able to:
Lightning Round
What are your key takeaways from the video training? List as many as you can and then you will share one with the group.
Session 3 Closure
Session Closure
Jot down 3 ideas
Find someone at another table
and give them one idea and get one idea
Find a new partner – give one, get one
Guiding question:
How will you work with your teachers to better understand the RI Model and the Edition II Professional Practice Rubric?
NOTE: Exchange no more than one idea with any given partner.
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Follow Our Summer Training
#RISummerTraining
Day One Closure
Day One Reflection & Feedback:
On Post-Its, please list:
One thing that worked today One suggestion for improving the training
ResourcesRIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected]
RIDE staff members will respond to your context-specific questions.
