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Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
Overview2
Objectives for Today
Understand the EES and which measures apply to classroom teachers
Understand the Hawaii Growth Model and how to interpret Student Growth Percentile (SGP) reports
Understand what Student Learning Objectives (SLOs) are and how to complete the SLO process
Understand the rationale for adopting Tripod student surveys and how to read Tripod reports
Understand the Framework for Teaching and how it will be used to evaluate classroom observations and core professionalism
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Overview3
Why a new system? Historically, evaluation systems have not
supported professional growth or improved effectiveness of all teachers
The EES will provide data that supports school improvement and gives teachers tools to make their classroom practice more effective
When done right, a teacher evaluation can help identify and encourage classroom practices that promote real student learning
When teachers succeed, students succeed
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Overview4
Goals for EES Year 31. Utilize EES measures to provide meaningful and
connected data to guide instructional improvement efforts of teachers and administrators
2. Continue to test and validate each EES measure and the process for determining final performance ratings
3. Continue to refine and review operational processes associated with each EES measure
4. Build capacity so that complex area staff, school administrators, and leadership teams can help teachers leverage EES data to improve student outcomes
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Overview5
The EES Uses Multiple Measures
Improved Student Outcomes
Teacher Practice
Student Growth
and Learning
• Classroom Observations
• Core Professionalism
• Tripod Student Survey
• Working Portfolio (non-classroom)
Educator Effectiveness Data
• Hawaii Growth Model
• Student Learning Objectives
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Overview6
Policy Input
Teacher Subcommittees
Teacher Leader Workgroup
Other States
Data Scenarios
Recommendations
Key Design Questions
Discussion
Policy DecisionsEvaluation Structure Policy Manual
Calculating Weighting
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Overview7
Common Core Shifts
Improved Student Outcomes
What We Teach
(Common Core)
How We Teach
(Framework for Teaching)
New Kinds of Data
(SGP, Tripod, SLOs)
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Overview8
EES Timeline
Year 1 (SY 11/12)
Planning, Design, Early Testing, Pilot Group 1 (18 Schools)
Year 2 (SY 12/13)
Further Design, Expanded Testing, Pilot Groups 1 and 2 (81 Schools)
Year 3 (SY 13/14)
Final Design, Statewide Scale-up (All Schools)
Year 4 (SY 14/15)
Full Implementation
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Overview9
Expectations for 2013 - 2014Core Professionalism
All teachers will document and submit evidence of their professionalism.
Classroom Observations
Each classroom teacher will receive 2 observations per year, 1x in fall and 1x in spring.
Tripod Student Surveys
Each classroom teacher will have students surveyed,1x in fall and 1x in spring.
Hawaii Growth Model
Classroom teachers of tested grades/subjects will receive growth data for all of their students.
Student Learning Objectives
All teachers will complete 2 SLOs. Classroom teachers will select one to count for their evaluation.
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Overview10
EES on PDE3
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Objectives for Today
Understand what Student Growth Percentiles (SGP) are
Learn how to interpret and use student and classroom level SGP reports
Build enthusiasm for using SGP data to help reach our students effectively
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The EES Uses Multiple Measures
Improved Student Outcomes
Teacher Practice
Student Growth
and Learning
• Classroom Observations
• Core Professionalism
• Tripod Student Survey
• Working Portfolio (non-classroom)
Educator Effectiveness Data
• Hawaii Growth Model
• Student Learning Objectives
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SGP Is New for Everyone
Full
EES
Impl
emen
tatio
n
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Questions Answered by SGP
What is?
How much growth did a student make
since last tested?
What should be?
How much growth would be enough for a student to
meet proficiency standards?
What could be?How much growth has
been made by students with similar score
histories?
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SGP Data complements SLOs
Student Growth Percentiles
Measure growth using HSA data
Cover ELA and Math in grades 4-8, and 10
Inform teacher, administration, and school evaluations
Guide instruction by highlighting trends and needs
Build off of existing standardized assessment processes and data
Student Learning Objectives
Measure growth using teacher selected assessments
Cover all subject areas and grade levels
Inform teacher evaluations
Guide instruction through goal setting and monitoring
Build off of existing teaching practices and data team structures
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SGP Impacts All Levels
State
Complex Areas
Complex
School/Principal
Classroom/Teacher
Student
Impact
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Growth Model
Proficiency Measures Status
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Proficiency metrics measure achievement relative to standards
criteria for a given point in time
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Growth Measures Progress
Student growth metrics factor in historical data to measure the pace of
progress over time.
How do we know if students and schools are making enough progress?
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Video: What is Growth?Answer the following questions:• What are the fundamental
differences between looking at proficiency vs. looking at growth?• How does context influence our
interpretation of how well a student has progressed?• What does a growth percentile tell us?
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Video: What is Growth?• http://vimeo.com/47277588
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Video: What is Growth?Answer the following questions:• What are the fundamental
differences between looking at proficiency vs. looking at growth?• How does context influence our
interpretation of how well a student has progressed?• What does a growth percentile tell us?
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SGP Is a Normative Measure
A Student Growth Percentile (SGP) defines how much relative growth a student made, compared to the growth of his or her Academic Peer Group
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Fair Comparisons Are NecessaryMaria
Grade HSA Math Score
Grade 3 284
Grade 4 274
Grade 5 286
Martha
Grade HSA Math Score
Grade 3 330
Grade 4 368
Grade 5 402
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Fair Comparisons Are NecessaryMaria
Grade HSA Math Score
Grade 3 284
Grade 4 274
Grade 5 286
Monica
Grade HSA Math Score
Grade 3 180
Grade 4 200
Grade 5 260
Maria’s sixth grade Student Growth Percentile is determined by comparing her new results against peers with similar score histories.
Grade HSA Math Score
Grade 3 284
Grade 4 274
Grade 5 286
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Growth Model
Academic Peer Groups
Contain students with a similar score historyfor consecutive years of available HSA data
Include all students and comparableHSA scores available statewide
NOT based on student characteristics(ELL, F/RL, IEP, Race/Ethnicity, Gender)
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Activity: Experiencing SGP• Use the Student Growth Index Cards• Form a group with all of the “students”
with the same 3rd grade scale score – academic peers.• Within your academic peer group get in
order by 4th grade scale score.• Turn your cards over and compare your
growth percentiles.
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1 99LowGrowth
TypicalGrowth
HighGrowth
77th
Interpreting SGP Is Easy
35 65
In 6th Grade, Maria scored higher than 77% of her academic peers.
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Each Growth Level Is ≈⅓ of Group
Student Growth Levels
High Above the 65th Percentile
Typical At or Between the 35th and 65th Percentile
Low Below the 35th Percentile
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Growth Model
Many Reports Are Available
Student Level
Classroom Level
Grade Level
School Level
Complex Level
Complex Area Level
State Level
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Reading a Student Level Report
Proficiency Level
3rd Grade Math Score
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Reading a Student Level Report
Next Year Trajectory
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Reading a Student Level Report
4th Grade Math Score
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Reading a Student Level Report
Next Year Trajectory
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Reading a Student Level Report
5th Grade Report
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Reading a Student Level Report
6th Grade Report
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Data Limitations Impact Model
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Student-Level Growth Reports• Show student growth and achievement
over time in mathematics and reading.• Include recent grade levels for which
assessment results are available.• Indicate low, typical, high growth each
year.• Provide growth projections for the next
tested grade level.
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High Growth - Not Proficient
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High Growth - Proficient
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Student-Level Reports Help• Flag potential weaknesses in prior
knowledge• Alert educators to students at risk of
falling far behind• Inform student grouping decisions• Set realistic goals for student
performance• Motivate students
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Exceeds Proficiency
Meets Proficiency
Approaches Proficiency
Well Below Proficiency
SGP Classroom-Level Report
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Exceeds Proficiency
Meets Proficiency
Approaches Proficiency
Well Below Proficiency
SGP Classroom-Level ReportMedian = 42
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Exceeds Proficiency
Meets Proficiency
Approaches Proficiency
Well Below Proficiency
High Growth – Not Proficient
High Growth – Proficient
Low Growth – Not Proficient
Low Growth – Proficient
SGP Classroom-Level Report
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Using Classroom-Level Reports• Consider from two perspectives:
• Different questions guide the data analysis from each perspective
Reflection
Planning
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Key Takeaways• SGP enriches our understanding of HSA data.• SGP highlights areas of interest, but does not
provide a recommended course of action.• Models help us check our assumptions and
biases.• New data only helps students if educators
access and use it.
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SGP Timeline
Spring
•Students complete HSA•All classroom teachers of tested grades and subjects verify rosters
Summer
•SGP calculated•Teacher and school MSGP calculated
Fall
•Prior school year SGP data available for previous and incoming students•MSGP for EES evaluation available
Roster Verification Drives Reporting and Evaluation
Roster Verification Informs Research:What student-teacher attributions matter?
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Questions?
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3-2-1 Reflection• 3 things I learned about Hawaii’s Student
Growth Model today• 2 questions I still have or things I’d like to
learn more about relating to Student Growth• 1 action I am going to take following today’s
session to prepare for using Student Growth as a part of improving my practice
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Presentation Objectives
Understand what is an SLO
Understand the components of the SLO template
Understand expectations for the SLO process from beginning to end
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SLO Core ValueTeachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teachers’ professional practices and the structures that support them.
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Working in AlignmentState
Strategic Plan
Classroom
Common Initiatives:
Academic Review Team (ART)
Common Core State Standards (CCSS)
Response to Intervention (RTI)
Formative Instruction
Induction & Mentoring
Educator Effectiveness System (EES)
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The EES Uses Multiple Measures
Improved Student Outcomes
Teacher Practice
Student Growth
and Learning
• Classroom Observations
• Core Professionalism
• Tripod Student Survey
• Working Portfolio (non-classroom)
Educator Effectiveness Data
• Hawaii Growth Model
• Student Learning Objectives
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What is an SLO?• An academic goal for a teacher’s students that
are set at the start of a course• Reflects the most important learning for the
year (or semester)• Specific and measurable, based on available
baseline data• Aligned to Common Core, state, or national
standards, as well as any other school and complex priorities
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SLO Process Teacher teams set grade level
or department objectives based on student performance
data
Teachers set customized classroom SLOs aligned to grade level or department
objectives
Teachers and administrator agree on SLOs
Teachers review progress through data team structure
and schedule midtermcheck-in as needed
Teachers and administrator collaboratively monitor and review implementation and
results
Through the Academic Review Team process, schools identify and
monitor priorities and implementation efforts
Formative Instruction
Data Team
Process
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Learning GoalA description of what students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea.• Core task that students will be able to do• Big idea supported by the learning goal• Content standards associated with the learning goal• Rationale for the learning goal
The learning goal includes:
Learning goal: What students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea
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Depth of Knowledge
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Learning Goal SampleLearning Goal:Students will carry out a scientific investigation (through life science content standards mentioned below to determine the effect of A on B ) that will be based on observations and questions, leading to the generation of a testable hypothesis. The students will design and conduct a controlled experiment to test their hypothesis; collect, organize and analyze data; draw evidence-based conclusions and propose logical next steps.
Big Idea:Through carefully controlled investigations which deliberately isolate and control key variables, scientific knowledge advances our understanding of the natural world.
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Learning Goal SampleScientific Process Standards (Hawaii Content and Performance Standards III)Scientific Inquiry7.1.1--Design and safely conduct a scientific investigation to answer a question or test a hypothesisScientific Inquiry7.1.2--Explain the importance of replicable trials Scientific Knowledge7.1.3--Explain the need to revise conclusions and explanations based on new scientific evidence
Life Science Standards/BenchmarksIn order to learn the inquiry process through life science content, the students’ inquiries will be based on one or more of the following standards:Cycles of Matter and Energy7.3.1--Explain how energy moves through food webs, including the roles of photosynthesis and cellular respirationInterdependence7.3.2--Explain the interaction and dependence of organisms on one another7.3.3--Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an ecosystem
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Learning Goal SampleRationale:Scientific inquiry process is a school-wide and departmental focus because historical HSA data has shown that this is an area of need for our students. Using the scientific method requires questioning, hypothesizing, organizing data, analyzing, reasoning, and practicing extended thinking. Given the combination of these higher-order thinking skills, this learning goal measures a high depth of knowledge (DOK) with a DOK level 3 or 4. Interval of instruction necessary to address goal: _X_ Yearlong ___ Semester
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Assessments, Scoring and Criteria
Assessments should be standards-based, and designed to best measure the knowledge and skills found in the learning goal of this SLO. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.
• Describes each assessment instrument that will be used to measure the learning goal• Describes how each assessment instrument will be scored
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Quality Assessment Criteria
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Assessments, Scoring and Criteria SamplePlanned assessments and criteria used to determine levels of performance:Students will safely conduct an investigation and write a lab report (template or prompts to be provided) that will be assessed using the attached rubric reflecting the components of the scientific inquiry process as it applies to life science benchmarks. A minimum of once a month, students will be informally assessed on discrete components of the scientific inquiry process using common formative assessments developed by the 7th grade science data team. I will also collect informal data on students’ abilities in understanding different components of the scientific inquiry process through ongoing observations and conversations with students. This will also include information from exit passes, discussions, and mini-quizzes. Student work, both formal and informal, will be analyzed for the ability to demonstrate understanding of the scientific inquiry process components and how its application impacts understanding of targeted content. Students will be grouped appropriately to address their needs.
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Expected Targets
Identifies the expected outcomes by the end of the instructional period for the whole class as well as for different performance groups as appropriate.
• Describes at least three data sources that will be used to establish the starting point for measuring student learning progress towards the SLO learning goal
• Describes actual student results for each starting point data source
• Describes expected target for each performance group by the end of the instructional period
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Expected Targets SampleRationale (using starting point data):In my Period C class of 28 students, no student performed at the “meets” proficiency level for all assessed components of the rubric. Ten (10) students approached “proficiency,” and 18 were “well below.” This data is based on the following:Given a teacher-team generated description of a hypothetical scientific investigation through constructed and selected response items, students will identify the components of the scientific inquiry process as well as any disconnects evident or deduced. The assessment results will be used to establish students’ starting points for placement into performance-level groups. The seventh grade science data team has determined acceptable levels of performance for this assessment.
Target for each level of performance:By the end of the interval of instruction, 90-100% of “approaching proficiency” students in Period C will “meet proficiency”; 90-100% of “well below” students will move to at least the “approaching proficiency” level on the Inquiry Process Rubric (to be attached).
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Instructional Strategies
Describes the key instructional strategies that are planned for each performance group.
• Describes the key instructional strategies used to teach the learning goal to ALL students• Describes how instruction will be modified to meet students’ needs at each level of
proficiency
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Instructional Strategies SampleKey Instructional Strategies (for ALL students):• Learning targets deconstructed and made clear to students• Strong and weak examples given to help students understand different levels of proficiency• Both students and teacher provided with descriptive feedback• Flex grouping• Small and large group discussion• Use of graphic organizers and thinking maps to help students organize and generalize information
For students well below levels, direct instruction will be done in small groups to address specific components. Scaffolding will occur using partially completed examples, sentence stems, and templates.
Any students who meet proficiency along the way will apply their learning to issues (to be determined by students) in the community that can be resolved through the scientific inquiry process.
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Beginning of TermTeacher Administrator
Determine areas of need for goal setting, learning targets, assessments and administration assessment windows.
Ensure SLO process and expectations are implemented. Determine areas of priority that aligns to school needs.
Collect evidence on student starting points by reviewing baseline data.
Review the teacher’s baseline data and Student Learning Objectives.
Complete the SLO template for the chosen course and submit to administrator prior to conference.
Set schedule for Beginning of Term conference.
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SLO Planning Document
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SLO Teacher Template
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Rubric for Rating Quality of SLOs
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Beginning of Term ConferenceDuring the Beginning of Term Conference:
Teacher and administrator discuss the SLO process and plan utilizing: • SLO Planning Document• Rubric for rating the quality of Student Learning Objectives
If SLO is acceptable, administrator indicates approval date on PDE3 and the teacher uploads the plan
If SLO needs improvement, administrator establishes next steps and due date
After the Beginning of Term Conference:
Submit any requested revisions by specified due dates The teacher implements strategies and activities to meet the approved SLO
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Midterm (Optional)Teacher Administrator
Schedule the Midterm Check-In with his/her administrator (optional).*
*Teacher initiated.
Review any Midterm Check-In Forms submitted and examine all available data to evaluate overall progress.
Collect and organize important interim student data related to the SLO.
Determine if approval will be granted for revision request.
Submit the Midterm Check-In Form if revisions to expected targets are requested.
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Midterm Check-In (Optional)
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Midterm Check-In (Optional)During the Midterm Check-In: Teacher and administrator discuss the data collected to gauge the current level of
student progress using the Midterm Check-In Form Teacher collaborates with the administrator to develop and to modify original
expected targets Administrator reviews any proposed changes to the SLO and determines whether to
grant approval for the revision request Administrator enters midterm check-in date on PDE3 to indicate approval of any
revision of expected targets• At this point, changes to the SLO must be considered final and revisions are no
longer permissible
After the Midterm Check-In: If the expected target revision is acceptable, administrator indicates approval date
in PDE3 and the teacher can upload the revised plan Teacher continues to collect data, refine instruction, and reflect on practices in
working towards meeting expected targets
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End-of-Term
Teacher AdministratorSchedule the End-of-Term conference with administrator.
Review the SLO plan template along with accompanying evidence and End-of-Term Reflection.
Collect all final assessment data and any additional information related to expected targets.
Submit the completed End-of-Term Reflection prior to the End-of-Term conference.
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End-of-Term Reflection
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End-of-Term ConferenceDuring the End-of-Term Conference:
Teacher and administrator discuss the data collected and the SLO rating guided by support documents
Teacher and administrator determine a final SLO rating If the SLO was not met, discuss support for future implementation and
relevant professional development opportunities Teacher uploads supporting records and identifies SLO to be submitted for
evaluation in PDE3
Administrator completes a final rating in PDE3
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Objectives for Today
Understand the Tripod Student Survey and why Hawaii has adopted it
Learn about Tripod reports and how to use them
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The EES Uses Multiple Measures
Improved Student Outcomes
Teacher Practice
Student Growth
and Learning
• Classroom Observations
• Core Professionalism
• Tripod Student Survey
• Working Portfolio (non-classroom)
Educator Effectiveness Data
• Hawaii Growth Model
• Student Learning Objectives
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Tripod Introduction Video• https://www.box.com/s/4bpr8eg77lvym
gzjpm0u
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Tripod Survey Overview• Spring 2012: Tripod surveys administered
in over 1800 schools across the country• Spring 2012: 18 schools in Hawaii, 708
classrooms, over 13,000 responses• Treated as a formal assessment• Approximately 30 minutes to complete,
on average• Response rates of over 95% are common
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Survey Versions
Grades K-2• Fewer Questions• Fewer Choices• Administered to
Smaller Groups• Proctor and Small
Groups Needed
Grades 3-5• Shorter than the
Secondary Version• Uses More
Simplistic Language
Grades 6-12• Designed for older
students• Includes More
Items
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Materials Delivered to Schools
• Class packs include administration instructions and survey scripts for teachers
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Envelopes are Included for Each Student
A peel and stick envelope is provided with each survey. Each students inserts her/his completed survey in this envelope before it is turned in.
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Identifiers on the Surveys
Each survey will have information about the teacher, subject, class and student printed at the top of the front page. These are printed on a removable label.
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Tripod Student Survey Timeline
2013 Oct Nov Dec Jan2014 Feb Mar Apr 2014
Spring Results to Teachers & Schools
Spring Survey Administration
Fall Results to Teachers & Schools
Fall Survey Administration
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Measures of Effective Teaching
In the Gates Measures of Effective Teaching study a single administration of
student surveys was found to be a
reliable measure andpredictive
of student achievement gains.
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Dr. Ron Ferguson• Founder of the Tripod
Project• Leads all research and
analysis of Tripod survey data
• Senior Lecturer in Education and Public Policy, Harvard University
• Director of the Achievement Gap Initiative at Harvard University.
Student Engagement Targets
The Tripod 7C’sWhat Teachers Do (What
Students Experience)
Teacher Professional Learning (PLCs) Content Knowledge
Pedagogic Skill Relationship-Building Skills
The Tripod
STUDENT ACHIEVEMENT OUTCOMES
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Care
Control
Clarify
Challenge
Captivate
Confer
Consolidate
Control• Students in this class treat the teacher with
respect.• My classmates behave the way the teacher
wants them to.• Our class stays busy and doesn’t waste time.
Teaching Practices: Tripod Seven Cs Sample Survey Items
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99 Tripod Surveys
Activity: Survey Items• Select a level (K-2, 3-5, 6-12) • Explore the content of the survey items
for the 7Cs• Consider the following questions:– How do these questions relate to teacher
practice?– How might I seek to integrate student
feedback in reflecting on my own practice?
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
Tripod Surveys
Upper Elementary (Grades 3-5) Compared to Ntl Mean
100
Composite Care Challenge Captivate Confer Consolidate Control Clarify
SPRING '12 UE
0.71 0.77 0.85 0.84 0.66 0.77 0.4 0.71
FALL '12 UE
0.712581835573411
0.850492166796031
0.790379059792475
0.685946329233756
0.645292794943311
0.727868802959227
0.455093868887265
0.832999822861366
NTL UE 0.7 0.8 0.79 0.63 0.6 0.72 0.52 0.82
5%
15%
25%
35%
45%
55%
65%
75%
85%
% F
avor
able
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
Tripod Surveys
Secondary (6-12) Compared to Ntl Mean
101
Composite Care Challenges Captivate Confer Consolidate Control Clarify
SPRING '12 SEC
0.54 0.67 0.49 0.61 0.47 0.59 0.43 0.53
FALL '12 SEC
0.57679686437032
0.575464276586488
0.669900356931655
0.577843828643225
0.460015700138821
0.60328946124245
0.505712092547692
0.645352333797991
NTL SEC 0.55 0.49 0.67 0.53 0.47 0.59 0.47 0.61
5%
15%
25%
35%
45%
55%
65%
75%
% F
avor
able
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
102 Tripod Surveys
Tripod Teacher Reports
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
103 Tripod Surveys
Tripod Teacher Reports
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
104 Tripod Surveys
Tripod Teacher Reports
Detailed description of the “C”
Teacher score: favorable and non-favorable responses
School (S) & Complex Area (CA): favorable and non-favorable responses
Reports provide detailed explanation and normative comparisons
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
105 Tripod Surveys
Administrator Reports
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
106 Tripod Surveys
How do I use my Tripod Score
Collect Student Data
Analyze Strengths & Weaknesses
Establish Goals
Select and Implement Strategies
Determine Results
indicators
Monitor Results
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
108 Observations
The EES Uses Multiple Measures
Improved Student Outcomes
Teacher Practice
Student Growth
and Learning
• Classroom Observations
• Core Professionalism
• Tripod Student Survey
• Working Portfolio (non-classroom)
Educator Effectiveness Data
• Hawaii Growth Model
• Student Learning Objectives
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
109 Observations
Danielson Observation Framework
Each
domai
n c
ontai
ns
5-
6 c
omponents t
otali
ng
22 c
ompone
nts
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
110 Observations
Domains
D1: Plan/Prep
•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
D2: Classroom Environment
•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
D3: Instruction
•Communicating With Students•Using Questioning and Discussion •Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
D4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
111 Observations
Selected ComponentsD2: Classroom Environment
• 2a Creating an Environment of Respect and Rapport
• 2b Establishing a Culture for Learning
• 2c Managing Classroom Procedures
• 2d Managing Student Behavior
• 2e Organizing Physical Space
D3: Instruction
• 3a Communicating with Students
• 3b Using Questioning and Discussion Techniques
• 3c Engaging Students in Learning
• 3d Using Assessment in Instruction
• 3e Demonstrating Flexibility and Responsiveness
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
112 Observations
Selected ComponentsD2: Classroom Environment
• 2b Establishing a Culture for Learning
• 2d Managing Student Behavior
D3: Instruction
• 3b Using Questioning and Discussion Techniques
• 3c Engaging Students in Learning
• 3d Using Assessment in Instruction
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
113 Observations
Levels of performance
Distinguished
Proficient
Basic
Unsatisfactory
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
114 Observations
Observation Process
PreparationPlanning
Conference (20-30 min)
Observation (30-45 min)
Reflection Conference (20-30 min)
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
115 Observations
Danielson Rubric Activity• Look at the rubrics for components 2d & 3d–Select one of the components–Share with a partner your impressions of the
Critical Attributes, Examples and Elements.• What practices are described that are part of
your regular routine? • How could you use this as a roadmap for
continually improve your craft? What could you implement tomorrow?
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
116 Observations
Using the Danielson Rubric
Classroom Observation Rubric developed from Danielson’s Enhancing Professional Practice
Rubric can be used as a walkthrough, an informal observation, or formal observation.
Observers gather and sort narrative observation data according to the five (5) chosen components. Based upon the data, and a conversation with the teacher, the component is rated using the descriptive levels of performance.
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
117 Observations
Strengths & Challenges
Strengths
• Common Language• Development of
shared understandings• Self assessment &
reflection• Protocol driven
professional conversation
Challenges
• Time consuming• Change in culture• Transition to a new
system is challenging• Feedback cycle does
not perfectly fit within an evaluation structure
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
118 Observations
PDE3 Observation Tool
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
120 Professionalism
The EES Uses Multiple Measures
Improved Student Outcomes
Teacher Practice
Student Growth
and Learning
• Classroom Observations
• Core Professionalism
• Tripod Student Survey
• Working Portfolio (non-classroom)
Educator Effectiveness Data
• Hawaii Growth Model
• Student Learning Objectives
Overview Growth Model SLOs Tripod Surveys Observations Professionalism121 Professionalism
Domains 1 & 4: Core Professionalism
D1: Plan/Prep
• Demonstrating Knowledge of Content and Pedagogy
• Demonstrating Knowledge of Students
• Setting Instructional Outcomes
• Demonstrating Knowledge of Resources
• Designing Coherent Instruction
• Designing Student Assessments
D2: Classroom Environment
• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space
D3: Instruction
• Communicating With Students
• Using Questioning and Discussion
• Techniques• Engaging Students
in Learning• Using Assessment
in Instruction• Demonstrating
Flexibility and Responsiveness
D4: Professional Responsibilities
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
122 Professionalism
Domains 1 & 4: Core Professionalism• Domain 1: Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments
• Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
123 Professionalism
Framework for Teaching Book
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
124 Professionalism
Elements of 4f
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
125 Professionalism
4f Component-Level Rubric
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
126 Professionalism
Professional Growth Plan
Overview Growth Model SLOs Tripod Surveys Observations Professionalism04/19/2023
127 Professionalism
Example Documentation
Overview Growth Model SLOs Tripod Surveys Observations Professionalism128 Professionalism
Levels of performance
Distinguished
Proficient
Basic
Unsatisfactory