Teacher Evaluation Training Part 2

1. Teacher Evaluation Training Part 2 Lincoln School District

2. Agenda • Overview of packets Observations Other Types of Evidence Mid-Year Conferences Closing and Next Steps

3. Teacher Evaluation and Development Process Jan.-Feb. Sept.-Mid Oct. May-Jun. • Mid-Year Conference • Discuss professional growth plan • Revisit student learning objectives • Deliver feedback on performance to date • End-of-Year Conference • Discuss professional growth plan • Deliver feedback on performance for entire year • Final evaluation rating assigned • Beginning-of-Year Conference • Self-assessment • Set professional growth goals & create professional growth plan • Set student learning objectives Ongoing feedback based on multiple classroom observations, data collection and targeted development activities

4. Using the RI Model Rubrics • Remember that the rubrics are intended to be holistic and used for summative ratings. They are not observation rubrics. • The rubrics should be used to craft feedback and guide you in prioritizing what to look for when conducting observations.

5. The Purposes of Observations • Collect first-hand information about a teacher’s strengths and areas for development • Identify the fidelity or degree of implementation of programs • Observe the interactions between students and teachers • Monitor the culture of the school

6. Gradual vs. Full Implementation for Teachers

7. Feedback - Overview • The purpose of feedback after an observation is to share with the teacher what he or she is doing well and what needs to be improved. • All feedback should be: • Specific -name concrete actions/behaviors • Aligned with rubric language • Timely • Actionable pp. 34

8. Classroom Observation Feedback Form

9. Observations are Only One Way to Collect Evidence The open, half-filled or filled circles illustrate which competencies are primarily observable. Competencies are listed in order by domain pp. 85 & 97

10. Artifact Collection - Process • Review the rubrics and the quick references tables in your guidebook as well as the Lincoln Non-observable Evidence Requirements and note which competencies may require you to submit artifacts to your evaluator. • Collect and submit materials that relate directly to the competencies in the rubrics, your Student Learning Objectives and Professional Growth Plan. • With each submission, include a cover sheet and maintain a copy of evidence you submit for your records.

11. Reviewing Student Achievement Data A key goal of the Mid-Year Conference is to monitor a teacher’s progress toward his or her Student Learning Objectives. What systems are in place that allow you to collect and analyze formative student learning data? Summative?

13. Looking at Evidence Holistically Example sources of evidence that may be used to inform Mid-Year Conference feedback: • Classroom Observations (long and short) • Review of Lesson/Unit/Annual Planning Materials • Review of Student Work Samples • Review of Student Assessment Data • Direct Interactions with Students during an Observation Minimally, before the mid-year conference teachers should submit evidence to support progress with Student Learning Objectives and Professional Growth Plans

14. Sample Mid-Year Conference Agenda for Teachers