Tying it all together Teacher Evaluation Samantha Yuhanick & Casey Bane Office of Staff Relations STAT Teachers April 2015 Todays Outcomes Identify the role of the STAT teacher in providing support to teachers on the components of the Teacher Evaluation System. Analyze the components of the teacher evaluation system in order to understand how they are all connected. Develop a shared understanding of the purpose for using SLOs, Domain 4 and Teacher Development Plans in order to increase teacher practice and student achievement. Teaching and Learning Framework Teacher Evaluation Supports Student Achievement Student Learning Outcomes Formal and Informal Observations Teacher Development PlanDomain 4 Artifacts/Portfolio Teacher Evaluation System Expanding our Understanding Definition: Understand the purpose of SLOs Validation: Understand the importance of SLOs Assimilation: Understand the elements and mechanics of the SLO process Integration: Understand how SLOs are incorporated into everyday instructional practice Transition: Understand the relationship of SLOs to student achievement Click here for more Teacher Evaluation resources from MSDE History of SLOs Denver Public Schools pilot SLOs in performance pay system Austin Independent School District follows shortly after Arrival of Race to The Top Grant Maryland selected 2010 RTTT States required to account for a student growth measure Need a measure for non-tested grades and subjects Some states chose school wide growth results Some states developed end of course assessments for all Colorado, Georgia, Hawaii, Louisiana, Maryland, New York, Ohio, Pennsylvania, Rhode Island and Washington DC chose SLOs **SLOs are currently being implemented in more than 30 states across thousands of school districts in the United States. Adapted from Reform Support Network Why Implement SLOs? SLOs fuel reflective classroom practices and good instruction for all teachers. SLOs bring consistency and rigor to classroom practice. SLOs provide schools and districts with a way to make this best practice a common expectation for the whole workforce of teachers. SLOs assist in not only analyzing data but in making a meaningful connection between the data and student growth. SLOs are grounded in the work done by teachers with their students in the classroom. Why not get your students invested in your SLO? SLOs are required to demonstrate a quantitative measure of the evaluation system by MSDE. SLO Fun Facts SLOs are adaptable, specific and measureable. SLOs are flexible and can be adjusted or revisited based on changes in standards, curriculum or assessments or shifts in student population and student needs. *Any changes must be approved by an administrator. SLOs are most successful when developed through principal-teacher collaboration! Teachers can tier their growth targets to differentiate the SLO. Teachers can choose a mastery or progress outcome to demonstrate student growth. *This must be noted in the outcome. Musical Pairs 1. Why does the SLO interval of instruction end in February? 2. Do our SLOs have to be exactly the same as our principals SLO? 3. If I am a Special Education educator, can I have a lower identified target? 4. Does everyone in my school need to have the same target of 80%, for example? 5. What role does student attendance play in my SLO? 6. Can I use the same SLO next year? Tiering Targets Basic Growth Target All students have the same growth target. Example(s): 100% of my grade 5 mathematics students will grow by 20 points by the end of the interval of instruction. 95% of my third students will increase by 2 points using the PARCC Rubric. 85% of my third period seventh grade science students will earn a 90% or higher on the post assessment. *All students are increasing the same way! Simple Average Growth Calculation Growth targets are determined by a common formula, but each student has a different growth target based on his or her pre-assessment score. Example(s): Based on the pre-assessment score, my fourth grade reading students will score halfway between their baseline score and 100. If student scored 50 on the pre-assessment, student growth target is 75. If a student scored 40 on the pre-assessment Student growth target is 70. Tiered Growth Target Teachers can group students together based on their pre-assessment scores. Divide students into three or more sub-groups. Students are assigned a growth score based on their pre-assessment data. (Example: low, mid, advanced). Example: Pre-Assessment ScoreGrowth Score 045 points65 4669 points points85 Advanced Tiered Growth Target Students have a tiered target based on their pre-assessment. The teacher can divide students into three or more categories (Example: low, mid, advanced). *Students have to reach the greater of the two targets. Example: Pre-Assessment ScoreGrowth Score 045 points65 or +25 points, whichever is greater 4670 points75 or +15 points, whichever is greater 70+ points85 or +14 points, whichever is greater Putting it into Practice Lets practice how to tier data 1. Look at the data you have been provided 2. With a colleague, discuss trends that you observe 3. Choose a reasonable way to tier these students 4. Be prepared to discuss why and how you chose the growth score(s) for your students Collecting Data How can we make this process easier for our teachers? Connecting the Common Core to SLOs Connecting College and Career-Ready Standards to SLOs Forty-five states, as well as several other jurisdictions, currently implement some or all of the Common Core Standards (Marylands College and Career-Ready Standards). There are five common aims that link College and Career- Ready Standards to SLOs. (Please refer to the resource provided) AimCollege and Career-Ready Standards Connection SLO Connection Improving Student Outcomes College and Career-Ready Standards seek to help prepare all students for college and careers. SLOs are implemented given their research-based record of improving student outcomes. Deep Content Knowledge Standards are fewer and deeper, promoting focus on key areas of content for students and teachers. SLOs also require teachers to explore their content deeply and expect students to demonstrate a corresponding depth of learning. 5 Common Aims *5 Common Aims: Connecting Standards to SLOs Improving Student Outcomes Deep Content Knowledge Advancing Pedagogy High Quality Assessments Rigorous and Clear Expectations When SLOs fully support the goal of increasing student achievement for all students They have the most impact. Informs and drives success of school priorities and needs Becomes an integral part of the successful educators practice Provides accountability for student learning and student growth Increases strategic and systemic decision making Allows for comparable and fair measures of student learning Uses data to target students learning needs increasing rigor and performance Positive Outcomes Adapted from New York State District-wide Growth Goal Setting Process-Road Map for Districts Positive Progress in Baltimore County S 1. SLOs gave me a better chance to learn about my students. It was meaningful for my class, not just for the sake of collecting data. 2. Meeting with my principal at my mid-interval really helped me to understand the data better. Its good to see growth on paper. 3. SLOs helped to guide my instruction throughout the year. 4. Discussing my SLO with my grade level and team was extremely beneficial. I feel like I was also checking in with them and refining my practice when needed. 5. I feel like I became an expert in a standard as a result of my SLO. 6. My STAT was a huge help and gave me the support I needed to be successful this year with my SLOs. YAY!!! Approval Conference *What should teachers bring to their approval conference? Completed SLO Data that will support their SLO target/tiering Rubrics or scoring tools Cross Section of students pre-assessments Previous SLO and data (if applicable) Post Conference *What should teachers bring to their post conference? Current SLO (if changes were made during mid-interval) Rubrics or scoring tools Cross Section of student work (exit tickets, graphs, etc.) Data to support SLO Reflection on SLO (verbal or written) Checklist for SLOs SLO Step-by-Step: A School-based Approach Resources Who is available to assist us throughout the year with our SLOs? Administrators STAT Teachers Department Chairs (Secondary) Consulting Teachers Resource Teachers in schoolhouse Office of Staff Relations Resource Teachers and Website Link to Staff Relations Website Break, Please! Before we Ruin our time together Lets take a Break! See you back here in 10 Minutes! Teacher Evaluation Supports Student Achievement Student Learning Outcomes Formal and Informal Observations Teacher Development Plan Domain 4 Artifacts/Portfolio Teacher Evaluation System Teacher Development Plan How were TDPs developed and approved in your school? How did you, or how can you, generate PD based on TDPs? How will this resource be used for end of year conferences and Domain 4? *Turn and Talk with a Friend TDP Practice Please take a look at this completed TDP in your groups. Discuss commendations and recommendations for this TDP. What resources could you use to help support the creation of a TDP next year? What other activities can you suggest for your teachers to include in their TDP and how can you help them work toward their goal? Reflecting All Year Turn and Talk How can you assist teachers in reflecting upon the TDP throughout the upcoming school year? Teacher Evaluation Supports Student Achievement Student Learning Outcomes Formal and Informal Observations Teacher Development Plan Domain 4 Artifacts/Portfolio Teacher Evaluation System Disclaimers Domain 4 Portfolios are NOT required Check with your administrationWhat do they want your portfolio(s) to look like? Tangible evidence does not need to be included with every element or component (no selfies needed). A summary of each component is sufficient!! There isnt a requirement for the amount of artifacts. The portfolio presentation is not a substitute for the conversation you should be having with your administration. Build on your portfolio within a 3 year cycle. Why Create a Portfolio? Its a place to summarize accomplishments reflect upon teaching identify personal and professional development inform evaluators of your work beyond classroom instruction Creating a Portfolio H:Drive on BCPS Server Travel Drive Microsoft 365 Edmodo Wiki Word Document PowerPoint Prezi Active Inspire Flip Chart Live Binders Note: With BCPSOne we will eventually have a system where we can all upload our portfolios in a universal fashion. Saving Information Presenting Information 4a: Reflecting on Teaching A teachers thinking after any instructional event; planning, implementation, assessment, and follow-up. Evidence: Learning Walks Seeking Out Resources (ex: STAT Teacher) Written Reflection to Prepare for a Verbal Reflection Video Taping Lessons Co-Planning Lessons SLOs Lesson Study 4b: Maintaining Accurate Records Teachers (and when applicable- students) keep accurate records on instructional and non- instructional events. Evidence: Grade book Data Walls Documented Interventions Student Portfolios Edmodo Behavior Charts Spreadsheets: Field Trips, ER Info, Survey Feedback etc Parent Communication Logs 4c: Communicating with Families The teachers responsibility to provide opportunities for parents/guardians to participate in the education of their child. Evidence: Report Cards/Interims Back to School Night/American Education Week Conferences Phone Calls/ s Edmodo/Social Media/Twitter/Remind Planners Newsletters Parent/Guardian Volunteers Parent/Guardian Nights 4d: Participating in a Professional Community Teachers work with their colleagues to share strategies, collaborate, and plan for the success of individual students. Evidence: Guest Speakers Sharing Responsibilities Running Meetings Bullying Program Food Drive (or other school events) After School Clubs, Activities, Advisors Mentoring Peer Observations and Reflections Sharing Information (Wiki, share drive, school web) 4e: Growing and Developing Professionally Teachers need to continuously grow and develop to keep their skills current. Evidence: Teacher Development Plans PD Opportunities (today!) Book Studies BCPS & Non-BCPS Coursework Organizational Memberships Vertical Team Planning Peer Visits Conferences Teachers demonstrate their professionalism in both their service to students and to the profession. Evidence: Homework Club Bullying Interventions Attend/On-Time for Meetings Keep Student Records Confidential Organizing Food/Clothing Drive Member of SPP Team Volunteering to Help Students in Need What to include? Teacher Evaluation Supports Student Achievement Student Learning Outcomes Formal and Informal Observations Teacher Development PlanDomain 4 Artifacts/Portfolio Teacher Evaluation System How its all Connected Observations are not to be thought of in isolation but encompassing all aspects of The Teacher Evaluation System. The SLO process, TDPs and Domain 4 all build on teachers knowledge and instructional practice. Setting goals and aligning them to daily instruction allows for consistency and attainability throughout the school year. Reflecting back on the evidence a teacher has generated through his/her SLO, TDP, Domain 4 Portfolio and Observation(s) provides evidence of professional practice. How its all Connected How its all Connected **School progress plans (SPP) are driven by data that set goals for student achievement. **Teachers are responsible for delivering instruction that enhances students achievement and for seeking out meaningful and high quality professional development. When we focus on The teacher The instruction they deliver The PD in which they participate The goals they set based on student data **We are supporting the SPP and The Teaching and Learning Framework. Timelines School Year August 2015 Teacher Development Plan Begin creating/adapting TDP Work with grade level, team or department if you have common goals Use informal/formal observation feedback Use Summative evaluation feedback Can use prior years Teacher Development Plan Domain 4 Portfolio What have you done over the summer that can be added to your portfolio? TDP can be used as an artifact for Portfolio Student Learning Outcomes Review previous years data and/or SLO to drive focus for current SLOs Collaborate with team, grade level, content area to determine outcomes Use SPP and Principals SLO to determine focus for support of Principal SLO Use resources on Staff Relations page Attend Professional Development (if needed) September 2015 Teacher Development Plan Submit TDP for approval Domain 4 Portfolio Create a folder for your artifacts that can be dropped in over the course of the school year You can add to portfolio Student Learning Outcomes Continue to develop all components of SLOs Prepare data, assessments, scoring tools and student samples for SLO approval conference Begin SLO submission process for approval Revise SLO (if required) Receive SLO approval Administer Pre-Assessments (if possible) Collect and Record Pre- Assessment Data (if possible) Discuss what data will support need for this outcome? Discuss strategies to involve students in the SLO process October 2015 Teacher Development Plan Register for relevant workshops Permission for conferences Permission for peer visits Domain 4 Portfolio Collect evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Student Learning Outcomes Submit SLOs Revise SLO (if required) Submit SLOs for final approval Start implementing instruction that supports SLOs Monitor/Record relevant data Discuss challenges Mid Interval? Discuss data during departmental or grade level meetings Attend Professional Development or seek out resources, if needed Informal and Formal Observations beginningPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. November 2015 Teacher Development Plan Attend/Register for relevant workshops Permission for/ partake in conferences Permission for/ partake in peer visits Reflect upon strategies implemented in classroom to support goal Domain 4 Portfolio Collecting evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Student Learning Outcomes Continue to implement instruction that supports and use assessment to refine instruction Monitor-Record relevant data Discuss any challenges or anomalies with administration Mid Interval? May need to amend SLO Discuss data and progress at Department, Team or Grade Level Meetings Seek out resources, if needed Informal and Formal Observations underwayPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. December 2015 Teacher Development Plan Attend/Register for relevant workshops Permission for /partake in conferences Permission for/partake in peer visits Reflect upon strategies implemented in classroom to support goal Prepared to share progress at Mid Year Conference if applicable Domain 4 Portfolio Collect evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Student Learning Outcomes Continue to implement instruction that supports and use assessment to refine instruction Monitor-Record relevant data Discuss any challenges or anomalies with administration Mid Interval? May need to amend SLO Discuss data and progress at Department, Team or Grade Level Meetings Prepared to share progress at Mid Year Conference (if applicable) Attend Professional Development, if needed Informal and Formal Observations underwayPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. January 2016 Teacher Development Plan Attend/Register for relevant workshops Attend conferences Take part in peer visits Reflect upon strategies implemented in classroom to support goal Prepared to share progress at Mid Year Conference if applicable Domain 4 Portfolio Collect evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Student Learning Outcomes Continue to implement instruction that supports and use assessment to refine instruction Monitor-Record relevant data Discuss any challenges or anomalies with administration Mid Interval? May need to amend SLO Discuss data and progress at Department, Team or Grade Level Meetings Prepared to share progress at Mid Year Conference (if applicable) Seek out resources, if needed Informal and Formal Observations underwayPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. Mid Year Conferences should discuss these items as well. February 2016 Teacher Development Plan Attend/Register for relevant workshops Attend conferences Take part in classroom visits Reflect upon strategies implemented in classroom to support goal Domain 4 Portfolio Collecting evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Student Learning Outcomes Continue to implement instruction that supports SLO, administer Post Assessment (beginning/middle of February) Record data Discuss data and progress at Department, Team or Grade Level Meetings Compile data, assessments, scoring tools and student samples for evaluator Informal and Formal Observations underwayPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. March 2016 Teacher Development Plan Attend/Register for relevant workshops Attend conferences Take part in classroom visits Reflect upon strategies implemented in classroom to support goal Domain 4 Portfolio Collect evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) SLO considered an artifact Start compiling evidence and artifacts for presentation to evaluators Student Learning Outcomes SLO completed Attend SLO conference Discuss data and progress at Department, Team or Grade Level Meetings Reflect on SLOs Determine next steps for upcoming school year Informal and Formal Observations underwayPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. April 2016 Teacher Development Plan Attend/Register for relevant workshops Attend conferences Take part in classroom visits Reflect upon strategies implemented in classroom to support goal Domain 4 Portfolio Collecting evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Continue to compile evidence and artifacts for presentation to evaluators Student Learning Outcomes SLO completed Attend SLO conference Discuss data and progress at Department, Team or Grade Level Meetings Reflect on SLOs Determine next steps for upcoming school year Informal and Formal Observations underwayPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. May 2016 Teacher Development Plan Attend relevant workshops Attend conferences Take part in classroom visits Reflect upon strategies implemented in classroom to support goal How have I met my goal or made progress towards achievement Domain 4 Portfolio Collect evidence and artifacts to include in portfolio Pre and Post Observation written reflections (see Staff Relations intranet site) Continue to compile evidence and artifacts for presentation to evaluators What did I implement for my TDP that can be included in my portfolio? End of Year Conference Discuss and Present Portfolio Student Learning Outcomes SLO completed Attend SLO conference Discuss data and progress at Department, Team or Grade Level Meetings Reflect on SLOs Determine next steps for upcoming school year Informal and Formal Observations wrapping upPre-Observation and Post Observation conversations should include discussion of TDP/D4 and SLO connections. June 2016 Teacher Development Plan Reflect upon strategies implemented in classroom that supported the goal How have I met my goal or made progress towards achievement? Goal for next year? Domain 4 Portfolio End of Year Conference Discuss and Present Portfolio Student Learning Outcomes Discuss data and progress at Department, Team or Grade Level Meetings Reflect on SLOs Determine next steps for upcoming school year Teaching and Learning Framework Casey Bane *Secondary Resource Teacher Office of Staff Relations (410) Resources Samantha Yuhanick *Elementary Resource Teacher Office of Staff Relations (410) Questions and Contacts