TCRP Teacher Advisory Panel Meeting

1. TCRP Teacher Advisory Panel Meeting October 2011 Derrick Chau, VP Instruction Diane Fiello, TCRP Coach http://TCRPalliance.wordpress.com/

2. Objectives • To learn the process of how evaluators will collect evidence for rating during the teacher evaluation process • To provide feedback on the options for determining overall teacher evaluation ratings

3. Agenda • Introductions • Evidence Collection in the Teacher Evaluation Process • Overall Teacher Evaluation Rating Determination Options

4. Teacher Advisory Panel Purpose • Opportunity to learn more about TCRP • Conduit of information to school staffs • Opportunity to shape TCRP systems • Leadership and growth opportunity • Provide critical feedback from many different perspectives (schools, grades, content areas)

5. Teacher Evaluation Process DRAFT

6. What Is Evidence? Evidence is a factual reporting of events • It may include teacher and student actions and/or behaviors. • It may also include artifacts prepared by the teacher, students, or others. • It is not clouded with personal opinion or biases. • It is selected using professional judgment by the observer and/or the teacher.

7. Types of Observation Evidence • Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” • Non-evaluative statements of observed teacher or student behavior: Teacher presented the content from the front of room. • Numeric information about time, student participation, resource use, etc.: [9:14 – 9:19] Two groups started on the assigned project immediately, one group talked for five minutes before starting. • An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group.

8. Defining Bias • Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking. • A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness. Example: “Mrs. T does so much for the school, she is an excellent teacher.”The actual classroom evidence may not support the rating of the teacher as “excellent.”

9. Other Threats to Observer Accuracy • Assessor bias • Leniency • Central tendency • “Halo” or “Horns” effect

10. Evidence v. Opinion The teacher says today’s activities are an extension of the math unit. Evidence, but could be stronger by using quotes The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior. Opinion. Teacher spent 8 minutes 9:05-9:13 distributing materials for the lesson. David and Jose played around. Brandeelaid her head on her desk. Janette wrote a note and passed it to her neighbor.

11. Evidence v. Opinion The new table arrangement encourages concentration and controlled interaction with neighbor Opinion. All students at all tables contributed to group discussion “I assure you that today’s lesson will be quite interesting.” Evidence. Quote is directly from the teacher.

12. Practice Collecting Evidence • Based on the lesson plan for Ms. Battey, what evidence would you select for 1.1A Selection of Learning Objectives? Topic: Patterns; Linear & quadratic equations This lesson is a continuation of the study of patterns; recognizing, describing, and extending patterns Learning Intentions / Lesson Objectives: What do you expect students to know? Understanding of linear functions as a mathematical representation of proportional relationships (M3e); Solves equations symbolically, graphically, and numerically, especially linear, quadratic, and exponential equations; and the use of the quadratic formula for solving quadratic equations (M3j). Success criteria: What will students do to demonstrate that they have attained the objective? • Students will recognize, describe, and extend patterns with linear and quadratic equations • Students will represent patterns numerically, algebraically, and geometrically • Students will use problem solving strategies, and will explain the strategies and rationale for selecting specific strategies.

13. Practicing Evidence Collection • Now look over the exemplar evidence collection for the lesson plan you received • What questions/concerns do you have about this process?

14. Evidence Collection • Evaluators have been certified in the process of evidence collection and rating • Certification involves alignment across evaluators to ensure calibration for evidence collection and ratings • The teacher evaluation process is designed to be based on evidence collected throughout the evaluation process

15. Overall Teacher Evaluation Ratings • All teachers are expected to receive mid-year and end-of-year evaluations. • Overall evaluations (especially Domains 1-3) consist of multiple ratings events. • Example: End-of-year overall rating for Domain 2 includes ratings from two formal observations and several unannounced observations • How should the overall teacher evaluation ratings be determined?

16. Feedback on Overall Ratings • Read through the descriptions individually. • Answer any questions about the options. • Without discussion, poll representatives. • Pair and share • Brainstorm questions/issues/concerns/other options? • Poll representatives again

17. Exit Ticket • Thank you for your participation in the TCRP Teacher Advisory Panel! • Please complete the four square session feedback form • Sign out and leave your form next to the sign out sheet