Rhode Island Model Academy for Personnel Evaluating Teachers

Rhode Island ModelAcademy for Personnel Evaluating Teachers

Day 1: Professional Practice

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.

2RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS

Introductions

• Interview a partner and find out:

Your name & district role (as it pertains to evaluation)

An interesting little-known fact about the person

• Be prepared to introduce each other to the group


Housekeeping and Overview

Equity of voice Active listening Safety to share different perspectives Confidentiality Respectful use of technology Parking Lot Others?

Daily sign in Lunch from 12:00 -12:30 Daily feedback at the closure Four day attendance = successful

completion

Norms Expectations

ResourcesRIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected]

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

mailto:[email protected]


Framing the Work

Session 1: Framing the Work and Introduction to theProfessional Practice Rubric

ObjectivesEvaluators will: Understand model refinement and rationale/crosswalk Understand the architecture of the Professional Practice rubric Become familiar with key terms of the Professional Practice rubric Become familiar with the Bias Training Module and how bias manifests within

observation Recognize the difference among statements of evidence, interpretation and bias

Day 1

Day 2

Day 3

Day 4


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


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


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


Supports for This Year

Types of Supports Available:

Guidebooks – 2 distinct guidebooks and addendums for the teacher model and the building administrator model New Support Professionals Guidebook

In-person professional development – including 4 day summer academy and 2 follow up modules during the school year

Framework for Teaching Proficiency System (FFTPS) – access to virtual training modules

Optional webinars on RIDE website Ongoing guidance – documents and tools as new questions/challenges arise Dedicated email address - managed by RIDE for ongoing questions and feedback Evaluation ISPs (where applicable) Meetings in a box – to help principals share information with their staff


Edition II: Model at a Glance

Element Minimum Requirements

Evaluation Conferences 3 evaluation conferences between the teacher and the evaluator (Beginning, Middle, and End-of-Year)

Classroom Observations At least 3, including: 1 announced and 2 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 1 set at the beginning of the year

Student Learning Objectives

At least 2 per teacher (no more than 4)

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

p. 13


School Year 2013-2014 Updates

Differentiated Process for Teachers*

Inclusion of the RIGM

Online module available

Support Professional Gradual Implementation

Online module for personnel evaluating support professionals


Differentiated the number of observations and conferences by effectiveness levels

Stronger focus on accuracy and quality feedback

Updates to Rhode Island Model for Teachers

p. 5


Edition II: Evaluation and Support System

• Professional Growth Plan

• Evaluation Conferences

• Ongoing reflection and planning

Evaluation Criteria

Support System


Edition II: Professional Practice

Final Effectiveness

Rating

Professional Practice

(8 Observable Classroom

Components)

Professional Foundations

Student Learning

Evaluation Criteria

p. 11

Research based Improves transparency Observation rubric


Architecture of Edition II Rubrics

Component

Domain

Elements

p. 1

Rubrics


Architecture of Edition II Rubrics

Component Title

Component

Description

Elements

Indicators

Domain

p. 2


Architecture of the Rubric (cont.)

LevelsOf

Performance

Critical Attributes

Possible Examples


Review component

independently

Discuss and chart your analysis

Share with the larger

group

Analysis of One Component

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 components 4. Critical attributes – the 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.


Thinking Behind the Rating

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)


The Importance of Minimizing Bias

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


Session 1 Closure

Quick reflect:

1. What does the Professional Practice Rubric tell you about the most important aspects of effective teaching?

2. What biases do you think you may uncover during the online exercise?

3. Name one thing you can do to minimize bias.


Introduction to FFTPS

Session 2: Introduction to the Online Observer Training (FFTPS)

ObjectivesEvaluators will: Understand the organization of the online observer training Understand where to find online resources for help/support Understand how to navigate the system Be able to login and find various parts of the system

Day 1 Day 2 Day 3 Day 4


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


Session 2 Log-In and Closure

Log-in:

Step1: Get online

Step2: Open your link from FFTPS

Step3: Working with your partner, complete the FFTPS Scavenger Hunt (10 min.)


Component 2A Training

Session 3: Component 2A Training

ObjectivesEvaluators will: Complete component 2A training with a partner (Creating and

Environment of Respect and Rapport)



Partnered 2A Component Training Structure – Part One

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 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.

1. What is one thing you learned about relevant evidence for this component?

2. What is one caution you learned about potential biases?

Rhode Island ModelAcademy for Personnel Evaluating Teachers

Day 1: Professional Practice (Afternoon)


Partnered 2A Component Training Structure – Part Two

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 post re: Distinctions between 3s and 2s.

STEP 2: Work through critical attributes and video examples for Level 1 and Level 4, noting important learning to share re: evidence, interpretation and bias statements.

STEP 3: Complete “Practice Gathering Evidence” exercise by each taking notes independently – on computers or on 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.

1. What is one thing you learned about what distinguishes a 3 from a 2 for this component?

2. What is one thing you learned about evidence, interpretation and bias?


Session 3 Closure

Quick partner reflect:

Conduct a stand up meeting with an eyeball partner and share one major learning from your video practice.


Professional Foundations and Support & Development

Session 4: Close Analysis of the RubricsObjectives

Evaluators will:• Understand key consideration for application of the rubric• Discuss challenging settings and components



Professional Practice can be applied to all environments

Evaluators should apply their professional judgment and instructional

leadership expertise to consider:

1. What is the appropriate adaptation for the learners in that

classroom?

2. What is the essence of the component?

3. How is that educator working within that component to ensure

access to the curriculum?

4. What type of actionable feedback could be provided to that/those

educators?

Close Analysis of the Rubric

1

2

3

4


Discuss & Envision Sample Setting

Review Component Language

Chart Suggestions for Possible

Evidence

Group Share-Out

What is the essence of the component?

What might that look like within that

setting?

Which setting are you thinking about?

What might you see and hear in this type

of classroom?

How might the educator tailor their instruction to meet

appropriate standards?

10 min 10 min10 min

Close Analysis of the Rubric

Participant Packet: Page 8


Utilize professional judgment

Consider the essence of the component

Engage with educators to better understand what instruction for that component might look like

Close Analysis Takeaways

BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS AN INSTRUCTIONAL LEADER

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


Additional System Parts

Session 5: Additional System Parts and Day 1 Closure

ObjectivesEvaluators will: Understand other parts of the FFTPS: Applying the Framework,

Scoring Practice, TOM, Proficiency Test Reflect on the day’s learning



Additional Components of the System

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.


Video-Based Scoring Practice


Scoring Practice Feedback Report


Teacher Orientation Module


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.


Day One Closure

Day One Reflection and 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.

mailto:[email protected]

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Rhode Island Model Academy for Personnel Evaluating Teachers

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