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Entry Task

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Entry Task

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  1. Entry Task Place a ‘dot’ that represents your self-assessment against our year-long learning targets

  2. TPEP- Regional Implementation Grant Year 2 September 18, 2012 ESD 113 Equity Through Service

  3. Implementation

  4. Group Norms • We will work together as a community • We will operate in a collegial and friendly atmosphere • We will be fully “present” at the sessions by being attentive to behaviors that affect physical and mental engagement • We will invite and welcome the contributions of every member and listen to each other • We will use humor as appropriate to help us work better together • We value consensus rather than majority rule • We will be responsible for examining all points of view before a consensus is accepted

  5. Overview of the year

  6. Today’s Agenda Drawing Upon Resources

  7. Checking our understanding

  8. Pieces to the puzzle

  9. Two Big Interconnected Ideas • Arriving at a final summative score • Role of student growth • Teachers and principals will receive two final scores • Summative rating • Student Growth Impact Ratings

  10. Final Summative Scoring- Do Not Freak Out… Total = 22

  11. Final Summative Scoring- Still do not freak out…One more factor *Must include a minimum of 2 student growth measures Total Score 11

  12. Kinda like a…

  13. Getting to a final score

  14. Educators are miracle workers… • Absent clear direction and guidance, they will create solutions • Individually created solutions will result in random and inconsistent interpretations of quality Your team must manage change…we have three suggestions for you • Find the bright spots – Who within your organizations (or external to your organizations) is doing exemplary work? What can we learn from them? • Script the critical moves- What are the clear, near-term steps? • Point to the destination- Why are we doing this in the first place, and what will the end product look like?

  15. This year your team will • Need to provide clear guidance on how to determine criteria scores • Determine how student growth will be implemented • Script the critical steps in self-assessment, goal setting and cycles of evidence gathering

  16. Debrief with Team, & Questions?

  17. ESSB 5895 Student Growth Measures Definitions E2SSB 6696 and ESSB 5895 student growth language Changes Student growth data must be a substantial factor in evaluating the summative performance of certificated classroom teachers for at least 3 of the evaluation criteria Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or their instructional team within a school when the use of data is relevant and appropriate • Student growth data that is relevant to the teacher and the subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based and state-based tools. Student growth means the change in students achievement between two points in time.

  18. Key Terms • Student Achievement: the status of subject-matter knowledge, understandings, and skills at one point in time • Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time

  19. It is student growth, not student achievement that is relevant in demonstrating impacts teachers and principals have on students

  20. Student Growth Rubrics • OSPI has provided student growth rubrics for each of the three criterion: • Teachers: #3, #6, and #8 • Principals: #3, #5, and #8

  21. Connecting it to the practice of Teaching • Review the 5 rubrics under the 3 criteria for student growth as it relates to teachers • How do the rubrics connect with the content of the criteria? • What are the actions that teachers should be considering in the beginning of the school year to prepare to gather evidence related to the student growth cycle? • How can you support teachers in this work?

  22. Connecting it to the practice of Leading • Review the 3 rubrics under the 3 criteria for student growth as it relates to principals • How do the rubrics connect with the content of the criteria? • What are the actions that principals should be considering in the beginning of the school year to prepare to gather evidence related to the student growth cycle? • How can you support principals in this work?

  23. Establishing Student Growth Goals Review the teacher rubrics associated with student growth goals: • Consider the 7 guiding questions and decide which role group (district, school, teacher/principal) is responsible for each question

  24. Growth Plan Consequences Within two months of receiving the lowstudent growth score or at the beginning of the following school year, whichever is later, one or more of the following must be completed by the evaluator: • Conduct two thirty‐minute observations; • Schedule monthly conferences with the teacher to discuss/revise goals, progress toward meeting goals, and best practices; • Triangulate student growth measure with other evidence (including observation, artifacts and student evidence) and additional levels of student growth based on classroom, school, district and state-based tools; • Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment; and/or • Create and implement a professional development plan to address student growth areas.

  25. You can do it….We can help • How can the ESD support your teams in implementing the student growth rubrics for principals and teachers?

  26. Let’s Take a Break…

  27. Perspectives • Early in year: • Self-assessment • Goal Setting • Growth Planning • During the year: • Evidence gathering • Evidence sorting • Formative feedback • End of year: • Summative feedback • Final Evaluations

  28. Elementary Music

  29. Topics addressed this year Student Growth- Final Summative Evaluation Cycles of evidence gathering and feedback Early Year Evidence Cycle Evidence Cycle

  30. Attending to the dialogue Watch/listen for: • How is the culture you observe different from past practice? • What topics were included in the dialogue?

  31. “Pay no attention to that man behind the curtain”

  32. Decon structing The Dialogue • How is the culture you observe different from past practice? • What topics were included in the dialogue? What did observe?

  33. Deconstructing The Dialogue • Review the Conf. Form and Script • Using a highlighter, indicate the evidence in support of your claims of culture shift and topics addressed

  34. Deconstructing The Dialogue Decision Points Example: Craig: Yup I believe this has the potential to improve my practice, (chuckle) as well as yours. I brought my self-assessment and was hoping we could start from there.

  35. Deconstructing The Dialogue Using the script Identify other decision points that emerge from the dialogue Roles– • Facilitator • Recorder

  36. Deconstructing The Dialogue Here is what we intended

  37. Connecting To Your Plan • Is there evidence of these decision points in your district implementation plan? • Do you need to modify your plan? • What questions did this surface for your team?

  38. Reconnecting with the Rubrics • Individually score the conference using Rubric “6” • Share with an elbow partner

  39. Thinking About My Work Job-alike Discussion (T, P-A) How is the goal setting process different from past practice? Exit Slip (on 3x5) “Aha” and “I need…”

  40. On your own Lunchtime!

  41. Afternoon Session Please sit in your Team Groups

  42. Team sharing Lake Quinault Elma Tumwater

  43. Resources • State • Regional • Associations/Other • District?

  44. Make it…take it… • Your task, is to script your next moves… • How will you inform staff of your learning today? • What are the critical next steps for your team? • What will you accomplish between now and our next session?

  45. Exit Task Place a ‘dot’ that represents your self-assessment against or year-long learning targets