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Professional Performance Process

Professional Performance Process. OPD 863 – Using the Rubric Our Journey Continues! 21 st Century Supervision and Evaluation. Today’s Outcomes. Participants will: Be able to describe a professional educator who does not meet a standard, meets, and exceeds a standard using the rubric.

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Professional Performance Process

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  1. Professional Performance Process OPD 863 – Using the Rubric Our Journey Continues! 21st Century Supervision and Evaluation

  2. Today’s Outcomes Participants will: • Be able to describe a professional educator who does not meet a standard, meets, and exceeds a standard using the rubric.

  3. Meets vs. Exceeds • Count off at your table 1 – 6 • Move to the corresponding chart • Ones go to I. Knowledge of Students charts • Half of the group brainstorms and records on the “Meets Standard” chart what a professional educator looks/sounds like when he/she meets the standard. • The other half brainstorms and records on the “Exceeds Standard” chart what a professional educator looks/sounds like when he/she exceeds the standard.

  4. Evaluation Component of the PPP Mid-Year Report and Conference (Role Play)

  5. Professional Educator Performance Process – Overall Evaluation Rubric Using the Rubric Dialogue About Ratings Does Not Meet Standard Meets Standard Exceeds Standard

  6. Discussion questions: How have you used rubrics? Why should there be a rubric as part of the PPP? Rubric is used to describe levels of performance and to provide a consistent form of reference for evaluating performance, both formally and informally. Context: Why have a rubric?

  7. Discussion tool Describes what it looks like to meet or exceed standards for particular group of employees Summarizes performance for each standard based on the evidence collected for each standard and key element using the collection of evidence record Evaluation tool Ratings for each standard to be recorded on evaluation reports Can also serve as a self-evaluation tool for employees Context: What is the purpose of the rubric?

  8. The Rubric Development Process Development of the standards Determination of number of levels Use key elements from standards to craft language for “Meets Standards” Develop counter-examples for “Does Not Meet Standards” Develop extensions for “Exceeds Standards”

  9. Structure for the Rubric Levels of Performance Start with “Meets Standards” and use the key elements of the standard as basis for description Includes two other levels: “Does Not Meet Standards” and “Exceeds Standards” Threads of content across the levels to show development and growth opportunities

  10. Defining “Does Not Meet Standards” Covers a wide range of performance Possible to be in “Does Not Meet Standards” in a given area at the beginning of the year but progress to “Meets Standards” Thought Question: How is “Does Not Meet Standards” different from “Unsatisfactory”?

  11. Defining “Exceeds Standards” What does it mean to exceed standards? In order to exceed a standard, someone must first meet the standard – so “meets standards” is a prerequisite Thought Question: Is it possible in all cases to exceed standards?

  12. Why is consensus so important? Discussion of reliability and validity Diving analogies How do we get to consensus? What the pilot has taught us Variability across schools Using the Rubric: Working Toward Consensus

  13. Focus on the standard indicated on the handout. Task: At your table, discuss how you would rate the teacher on the identified standard from the description. Discussion Questions: What additional evidence would you need to see to make your rating? What evidence would demonstrate “does not meet”, “meets,” or “exceeds” for this standard? What suggestions would you give this teacher in terms of this standard? Activity: Testing Out the Evaluation Rubric

  14. Review your ratings the day after you make them Would you still make the same judgments? Are you consistent in your expectations across staff members? Discuss/share ratings as a team to get different perspectives Periodically review your expectations as a group Review your patterns to see how consistent you are Phone a friend! Discuss any sticking points with someone else outside the situation (without identifying information) to see how they would handle it Using the Rubric: Tips for Ensuring Consistency

  15. Your Next Steps • What essential knowledge and skills do staff members need to participate in PPP? • What will you do next with your faculty to help them be ready for the PPP next year?

  16. Belief Questions on the PPP Responder System Questions

  17. Thank You! Please complete feedback forms and leave them on your tables.

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