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The Teacher Evaluation and Professional Growth Program Module 6: Reflecting and Planning for Next Year December 2013
The Teacher Evaluation and Professional Growth Program
Module 6: Reflecting and Planning for Next Year
December 2013
Module 6: Reflecting and Planning for Next Year Module 1: MSFE TEPG Rubric
Module 2: Student Learning Objectives
Module 3: Observation and Feedback
Module 4: Reflecting and Adjusting
Module 5: Engaging Students in Rigorous Learning
Module 6: Reflecting and Planning for Next Year
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This module supports participants in wrapping up the four-step TEPG cycle and preparing for the next cycle to begin. Participants will think strategically about gathering and submitting a high-quality sample of evidence that reflects their performance over the year. In addition, they will reflect on evidence gathered throughout the year and identify areas of focus for next year. Finally, participants will begin to think about integrating what they’ve learned during the evaluation cycle into their planning and practices.
Agenda
Welcome and Connecting (35 minutes)• Intended Outcomes• Small-Group Debrief
Learning (60 minutes)• Teacher-Submitted Evidence• Understanding the Summative Rating Process• Learner Growth
Implementing (35 minutes)• Final Self-Evaluation• Final Summative Rating• Plans and Pathways
Reflecting (30 minutes)• Whole-Group Reflection• Looking Ahead• Planning for Next Year• Final Reflection
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Welcome and Connecting35 minutes
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Intended Outcomes
At the end of this session, participants will know and be able to Review and analyze types of teacher-led evidence Distinguish between high- and low-quality evidence Understand the summative rating process and implications
for the upcoming school year 2014–15.
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The Four-Step Evaluation Cycle in Action
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Core Proposition(s)
Core Proposition 4: Teachers think systematically about their practice and learn from their experience.
Core Proposition 5: Teachers are members of learning communities.
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Connecting: Small-Group Debrief
Form groups of four or five. Take turns debriefing a strategy for engaging students that
you tried as a result of the last module. Share what you did and how it worked. How did students perceive it? How do you know?
Once you have heard from everyone, group members nominate one person to share his or her activity with the whole group.
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Learning60 minutes
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Core Proposition 5: Teachers are members of learning communities.
• 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district.
• 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness.
• 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.
Core Proposition 5
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Core Proposition 5: Teachers are members of learning communities
• 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district.
• 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness.
• 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.
Core Proposition 5
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Core Proposition 5: Teachers are members of learning communities
• 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district.
• 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness.
• 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.
Core Proposition 5
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Core Proposition 5: Teachers are members of learning communities
• 5-a. Professional Collaboration and Leadership: Teacher contributes to school effectiveness by collaborating with other professionals on activities related to the strategic priorities of the school and district.
• 5-b. Engagement with Caregivers and Community: Teacher engages in ongoing communication and collaboration between home/caregivers and the greater community to enhance student learning and school effectiveness.
• 5-c. Professionalism: The teacher presents himself or herself (e.g., in interactions with students, colleagues, primary caregivers and the public) in a professional manner that reflects the district’s high standards of ethics and excellence.
Core Proposition 5
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Pair up with another teacher (could be in a similar grade or subject or not).
Review your Form 3 submissions. If you have already shared Form 3 with your evaluator, discuss the outcome: Did your
submissions work in your favor? Was your evaluator clear about their purpose and connection to your goals? Did you submit enough? Too much? What would you do differently next year?
If you have yet to submit Form 3, spend a few minutes having your peer review your submissions to check for clarity of your rationale and to see if he or she thinks you have a sufficient amount/quality of evidence.
Think ahead to next year. What did you learn from the process of collecting evidence this year?
What (if anything) will you do differently?
Do you have suggestions to improve on this process?
Teacher-Submitted Evidence
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Understanding the Summative Rating Process
Professional Practice
ProfessionalGrowth
Learner Perception
Learner Growth
Source of evidence
Ratings on rubric based on observations and teacher-led evidence
Progress toward/attainment of professional growth goals
Student surveys SLOs
Scale 1–4 1–4 1–4 1–4
Calculation Average rating Overall rating based on progress toward all goals
Survey results translated into 1–4 scale
Rate performance on each measure and average
Weighting (Fill in) (Fill in) (Fill in) (Fill in)
Responsible Principal Principal Principal Teacher
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Learner Growth: Scoring SLOs
Once teachers calculate the percentages of students who met their goals, an overall SLO score will be assigned.
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Learner Growth: Scoring SLOs
Prior to the end of the interval of instruction, the teacher should identify and discuss with the administrator or administrator team any students who are eligible for exemption from scoring.
At the end of the interval of instruction, the teacher administers and scores the postassessment.
After scoring the student postassessment, the teacher calculates the percentage of students who met their growth targets.
The teacher then discusses the outcomes with his or her evaluator.
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Learner Growth: SLO Reflection
In groups of two to four, do a shared reflection on the SLO process. Discuss the following questions and record your group’s thoughts on the handout. • Briefly describe the process you used to develop your Student
Learning Objectives. Did the process work? Explain.
• Record anything that did not work or could use improvement for developing SLOs.
• Are there any tips that you can share that worked especially well for you? What would have been helpful to know at the beginning of the process?
• The post-scoring process: If you have already had this meeting, was it useful? Do you have suggestions for how to improve this meeting?
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Implementing35 minutes
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Final Self-Evaluation
Form 1: Self-Evaluation• Self-evaluation is where we begin and end each school year.
• Take this chance to look back and see where you were at the beginning of the year and how you think you have grown and changed.
• Your self-evaluation will be shared with your principal prior to your summative rating conference.
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Review what you wrote on Form 1 Part 1. Using the MSFE TEPG Rubric, look back on the feedback and
evidence you have received this year and complete Part 2.
Final Summative Rating
Form 8: Summative Rating• This form is completed by your principal.
• There are four possible summative ratings: Ineffective, Developing, Effective, and Distinguished.
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Plans and Pathways
Designation What Does This Mean for Me?
Ineffective
Developing
Effective
Distinguished
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Reflecting30 minutes
Think about the goal-setting and/or data collection and analysis you did for the following components:• Professional practice
• Professional growth
• Learner perception
What would you want to change about any of these processes for next year? Why?
Whole-Group Reflection
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Important Information• [To be filled in by TEPG facilitator depending on school/district needs]
Looking Ahead
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Important dates• Summer
• 2014–15 school year
Looking Ahead
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Planning for Next Year—Placeholder
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MSFE should fill this in as more details are sorted out with the National Board process. Teachers should identify the Core Proposition of focus for their PD the following year and if they are not participating in National Board, they should plan what they will be doing (action research, quarterly peer observation and feedback, university courses, etc.)
Planning for Next Year—Placeholder
To be filled in with and activity that aligns with PD plans for the 2014–15 school year.
The focus will be on applying what they have learned about their practice to planning for the following year.
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Please take 10 minutes to complete the end-of-year reflection. Your feedback will be taken (anonymously) together with the feedback from teachers in all TIF4 districts to help inform MSFE leadership’s thinking going forward.
We really value your honest and thoughtful feedback!
Final Reflection
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