Evaluator Workshop for Personnel Evaluating Teachers
Rhode Island Model
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.
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Checking In/ Do Now:
Review the quote on p. 2 of your packet.
Discuss with a colleague one way you plan to
improve your feedback.
GATHER & SORT INTERPRET DEVELOP FEEDBACK
DELIVER FEEDBACK
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► Welcome Back!
► Refining Observation
► Break
► Pushing Practice Through Feedback
►Close Analysis of the Rubric
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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Rhode Island Model
Learner Instructional Leader
BIG IDEAS DETAILS / QUESTIONS
NEXT STEPS AS A LEARNER NEXT STEPS AS AN INSTRUCTIONAL LEADER
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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
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Reduction of required fields within EPSS
Rationale is required for each Domain (2 total text fields)
There is one text field for Priority Feedback
Updates to Professional Practice
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Updated Professional Practice Rubric
Language of instruction more closely aligned to Common Core
Improvements consistent in all resources
FFTPS Module “Understanding the 2013 Edition” further clarifies alignment
Updates to Professional Practice
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Differentiation the number of observations
Updated Professional Practice Rubric to align to Common Core
Reduction of required fields within EPSS
How do you plan to message Professional Practice
improvements to the educators that you work with?
Updates to Professional Practice
Participant Packet: Page 3
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► Welcome Back!
► Refining Observation
► Break
► Pushing Practice Through Feedback
►Close Analysis of the Rubric
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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Understand layout and functionality of online tools
Review different ways to take notes
Practice observation calibration protocol
Refining Observation
ONLINE TOOLS 1. FFTPS Calibration Modules 2. FFTES (For teachers)
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Was there a component that you feel your teachers could
collectively work on? If so, which one?
Online Tools for Professional Practice
NEXT STEPS AS AN INSTRUCTIONAL LEADER
Participant Packet: Page 3
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Note what you see and hear related to
Professional Practice components:
Bullet statements
Lesson does not have to be scripted
Only evidence should be recorded
(Remain self-aware to avoid opinion,
interpretation, or bias)
Refining Observation: Note-Taking
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3 Types of Observed Evidence of Practice
1. Words spoken by the teacher and students
• Ex. “Can anyone think of another idea?”
2. Actions by teacher and students
• Ex. “The students took 45 seconds to line up by the door.”
3. The appearance of the classroom
• Ex. “The objective for the class was written on the board.”
Refining Observation: Note-Taking
GATHER & SORT INTERPRET DEVELOP
FEEDBACKDELIVER
FEEDBACK
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Step 1: Watch video and take notes
Step 2: Independently interpret and score evidence
Step 3: Score observation as a small group
Step 4: Whole group discussion about scores and rationale
Calibration Protocol
Mock Observati
on
Independent
Scoring
Group Scoring
Whole Group
Conversation
10 min. 15 min. 16 min. 15 min.
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Observation notes need to focus on the components and do not need to be scripted
Calibration does not happen once; Observers need to continue to calibrate and refine their observational skills;
Accurate observations and actionable feedback will move practice
Refining Observation Takeaways
How might you work with your colleagues and teachers to remain calibrated this year? What benefits do you see in including teacher leaders in this work?
Participant Packet: Page 4
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► Welcome Back!
► Refining Observation
► Break
► Pushing Practice Through Feedback
► Close Analysis of the Rubric
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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► Welcome Back!
► Refining Observation
► Break
► Pushing Practice Through Feedback
► Close Analysis of the Rubric
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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► Welcome Back!
► Refining Observation
► Break
► Pushing Practice Through Feedback
► Close Analysis of the Rubric
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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Understand the difference between rationale and feedback
Analyze options for delivering feedback
Pushing Practice Through Feedback
GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK
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Rhode Island Educator Data Point
66% of teachers made some level of change to their teaching practice as a
result of the feedback received.
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33%
30%
19%
18%
Reviewed the professional practice rubric
Considered how to adjust their practice around individual components
Reached out to colleagues discuss best practices around individual components
Reached out to evaluators to have a fol-low-up conversation
Rhode Island Educator Data Point
Is this what you would expect?
Would you want your teachers to do anything different?
EDUCATOR SELF-REPORTED NEXT STEPS:
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Rationale and Feedback
Rationale is...
Evidence from observation
Free from bias
Grounded in the language of
the rubric
Format is flexible (bullet or
narrative)
GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK
Feedback is…
Clear and direct
Supportive and constructive
Grounded in the language of
the rubric when possible
Addresses a specific
component
Prioritized
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Critiquing rationale and feedback:
1. Review sample.2. Would you adjust anything within the rationale? 3. What do you like about how this is written?
Rationale and Feedback
Taking perspective:
1. How do you think the educator might respond? 2. What do you think the educator will do after reading? 3. Would you adjust anything?
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Reflection Scenario:
Consider a hard conversation that you have not had with someone.
What is your concern? Why is it a concern?
Why do you think you have not said anything?
Delivering Feedback
GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK
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► Welcome Back!
► Refining Observation
► Break
► Pushing Practice Through Feedback
► Close Analysis of the Rubric
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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Understand key consideration for application of the rubric
Discuss challenging settings and components
Close Analysis of the Rubric
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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
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Discuss &
Envision
Sample Setting
Review Compo
nent Langua
ge
Chart Sugges
tions for
Possible
Evidence
Gallery Walk to Review
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
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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
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► Welcome Back!
► Refining Observation
► Break
► Close Analysis of the Rubric
► Pushing Practice Through Feedback
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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Consider the impact of differentiated process on evaluator caseload
Collaborate to think through next steps at the school level
Build on the timeline and reflection from Day 1
Planning for Your School
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Differentiation sets the minimum number of observations Districts and schools may consider what works best for them
Impact of the Differentiated Process
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Planning for Your School
Goal
• What is one goal that I will set as a result of this training?
Obstacle
• Is there something I need to overcome to accomplish this goal?
Action
• What action step(s) will I take to overcome the obstacle?
Learning
• What is one thing that I learned today that will help me reach my goal?
Be prepared to share out one thing (goal, obstacle, action or learning) with the group.
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► Welcome Back!
► Refining Observation
► Break
► Close Analysis of the Rubric
► Pushing Practice Through Feedback
► Planning for Your School
► Closure
Agenda -- Rhode Island Model
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Your feedback is important.
Please complete the survey located at:
https://www.surveymonkey.com/s/2013_Day2_TE
Closure
• RIDE website: http://www.ride.ri.gov/ • Evaluation email: [email protected]
*RIDE staff members will respond to your context-specific questions.