Rhode island model academy for personnel evaluating teachers
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Rhode Island Model Academy for Personnel Evaluating Teachers . Day One Professional Practice. Academy Agenda. RIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected] What did you draw?. Introductions.

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Rhode Island Model Academy for Personnel Evaluating Teachers

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Rhode island model academy for personnel evaluating teachers

Rhode Island ModelAcademy for Personnel Evaluating Teachers

Day One

Professional Practice


Academy agenda

Academy Agenda


Rhode island model academy for personnel evaluating teachers

RIDE website: http://www.ride.ri.gov/

Evaluation email: [email protected]


What did you draw

What did you draw?


Introductions

Introductions

Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.


Day one agenda

Day One Agenda


Rhode island evaluation implementation

Rhode Island Evaluation Implementation


Session objectives

Session Objectives

After completing this session,

you should be able to:


Rhode island model at a glance

Rhode Island Model at a Glance


Rhode island model evaluation support system

Professional Growth Plan

Evaluation Conferences

Ongoing reflection and planning

Rhode Island Model Evaluation & Support System


Rhode island model professional practice

Rhode Island Model Professional Practice

Evaluation Criteria

  • Research-based

  • Observation rubric

  • Scored after each observation


Architecture of the rhode island model rubric

Architecture of the Rhode Island Model Rubric

Domain

Component

Elements


Architecture of the rhode island model rubric1

Architecture of the Rhode Island Model Rubric

Domain

Component Title

Component Description

Elements

Indicators


Architecture of the rubric

Architecture of the Rubric

Levels

of

Performance

Critical

Attributes

Possible

Examples


Analysis of one component

Analysis of One Component

15 min.

20 min.

With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group:

  • The title of the component

  • What is valued in this component as explained in the description

  • The elements of this component that differentiate it from other components

  • Critical attributes – type of evidence that will be noted for this component

  • Possible examples – what are some specific things that may be noted


Thinking behind the rating

Thinking Behind the Rating


The importance of minimizing bias

The Importance of Minimizing Bias

  • GATHER evidence

  • during observation

FFTPS Minimizing Bias Module

  • Ensure you are gathering objective evidence.

  • Make yourself aware of the differences between evidence, interpretation, and bias.

    • When you make judgments based on a teacher’s or student’s age, race, gender, appearance, perceived economic status, or accent.

    • Personal or professional preferences about teaching styles, materials, or classroom setup may also influence judgments.

    • Bias occurs whenever there is variability in an observer’s application of the rubric based on deep-seated beliefs, stereotypes, or professional preferences.


Session check in

Session Check-In

After completing this session,

are you able to:


Day one agenda1

Day One Agenda


Session objectives1

Session Objectives

After completing this session,

you should be able to:


Teachscape home page

Teachscape Home Page

Training

Scoring practice

Proficiency assessment


A closer look at observer training

A Closer Look at Observer Training


A closer look at a single component

A Closer Look at a Single Component


Benchmark videos and rationales for scores

Benchmark Videos and Rationales for Scores


Rangefinders

Rangefinders


Video examples

Video Examples


Observer training exercise example

Observer Training: Exercise Example


Session 2 log in closure

Session 2 Log In & Closure

  • Log In:

  • Step 1: Get online

  • Step 2: Open your link from FFTPS

    • Step 3: Working with your partner, complete the FFTPS Scavenger Hunt (10 min.)


Session objectives2

Session Objectives

After completing this session,

are you able to:


Day one agenda2

Day One Agenda


Partnered 2a component training structure part one

Partnered 2A Component Training Structure – Part One

STEP 1: Review the overview, elements, and indicators for this component. Note your responses to the “Identifying Relevant Evidence” exercise, then review answers and discuss with your partner.

STEP 2: Together, work through the rubric exercises for recognizing level descriptions and distinguishing between levels. Note important learning to share with your group.

STEP 3: Note your response to each of the following questions and post them on the chart. Over lunch, view other’s posted comments.

  • What is one thing you learned about relevant evidence for this component?

  • What is one caution you learned about potential biases?


Partnered 2a component training structure part two

Partnered 2A Component Training Structure – Part Two

STEP 1: Work through all critical attributes and video examples (benchmarks and rangefinders) for Levels 3 and 2. Stop at this point and discuss with your partner. Note any important learning to share about distinctions between 3s and 2s.

STEP 2: Work through critical attributes and video examples for Level 1 and Level 4. Note any important learning to share about evidence, interpretation, and bias statements.

STEP 3: Complete “Practice Gathering Evidence” exercise by each taking notes independently (on computers or paper). Share with your partner and compare to expert evidence. Complete “Assign a Level” exercise independently, then check answers together.

STEP 4: Post notes on charts and circulate to view other’s comments.

  • What is one thing you learned about what distinguishes a 3 from a 2 for this component?

  • What is one thing you learned about evidence, interpretation, and bias?


Additional components of the system

Additional Components of the System

Observing Training – opportunity to apply new skills

Scoring Practice – grade band-specific videos for scoring

Proficiency Assessment – grade band-specific skill check

Teacher Orientation Module (TOM) – informational resource for teacher communication, downloadable and adaptable for local circumstances


Video based scoring practice

Video-Based Scoring Practice


Scoring practice feedback report

Scoring Practice Feedback Report


Teacher orientation module

Teacher Orientation Module


Session check in1

Session Check-In

After completing this session,

are you able to:


Session 3 closure

Session 3 Closure

Lightning Round

What are your key takeaways from the video training?List as many as you can and then you will share one with the group.


Session closure

Session Closure

  • Guiding question:

  • How will you work with your teachers to better understand the RI Model and the Edition II Professional Practice Rubric?

  • NOTE: Exchange no more than one idea

  • with any given partner.


Follow our summer training

Follow Our Summer Training

#RISummerTraining


Day one closure

Day One Closure

  • Day One Reflection & Feedback:

  • On Post-Its, please list:

    • One thing that worked today

    • One suggestion for improving the training

Resources

RIDE website: http://www.ride.ri.gov/

Evaluation email: [email protected]

RIDE staff members will respond to your context-specific questions.


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