Evidence Report 2013-2014

2. Evidence Report 2013-2014 What’s new? What’s accepted? What’s the easiest way to do this? Tutorial created by Devin Arms, 2013

3. Why Bother? • Teacher effectiveness has proven time after time to be one of the greatest school-related influences on student achievement (Stronge, 2010). • Teacher evaluation is an important school function to ensure teacher effectiveness, since the purpose of evaluation is to “recognize, cultivate, and develop good teaching” (Danielson, 2001). • The documentation and evaluation of teacher performance are vital for the improvement of the instructional program, professional development activities and opportunities for teachers and, ultimately, student achievement (Shinkfield, 1994). • Evaluation is the process, not the outcome—it serves as a systematic tool that enables data-driven improvement decisions. The individual data sources mentioned today are not stand-alone; instead, they are complementary to each other and should all be integrated in the process of evaluation. The flaws of one data source are often the strengths of another, and by combining multiple methods, evaluators can make more accurate judgments regarding teacher performance and make decisions that are supported by multiple types of data.

4. Evidence Collection Why is this so Important? It’s just extra work for me! In traditional educational practice, classroom observation has been the primary tool to document teacher performance (Weade & Evertson, 1991). However, while classroom visits remain important and viable ways to observe and inform teaching practices, multiple sources of evidence provide a far more accurate, multi-dimensional portrait of teacher performance (Darling-Hammond, 2006). Sources of evidence used in combination to provide holistic evidence for teacher evaluation include, but are not limited to:

5. Artifacts Attinello and Waters (2006) define artifacts as “evidence that teachers use to document or support how they meet the teaching standards.” Portfolios and documentation logs are the most common forms of teacher artifacts. Teacher artifacts can be used to compliment evidence from classroom observations or provide documentation of teacher performance standards not observed in classroom visits (e.g., planning, assessment, professionalism). When coupled with teacher reflection, they serve as an excellent tool to increase professional growth. Here are examples of artifacts that may be used as evidence of meeting teacher performance standards.

6. What are CG’s Guidelines for Evidence Collection Process? • Teachers should complete the CGCSC Evidence Report(via the Microsoft Word document or through the PIVOT portal) to record effective and highly effective practices. This report will help inform the evaluating administrator on many factors that may not be observed during the multiple observation visits. Teachers may provide a completed evidence report to their administrator seven or more days prior to the teacher evaluation conference. (Admin MAY ask for volunteers to turn this in early so the drafting process can begin.) • Even though the Evidence Reportformats will be the only two ways to submit your evidence to your administrator, teachers are welcome to collectevidence in many formats such as: • hanging folders marked by domain and competency • binders with dividers by domain and competency • placing all documents in folders on a flash drive • or simply by placing documents for evidence into a file folder until they can be uploaded into the two official formats.

7. Tips for Process: • Administrators are being encouraged to help staff become more reflective, so don’t overthink suggestions from them. Questions presented on Observation feedback are to help strengthen you as a teacher. • Any teacher on an Improvement Plan will not find their information documented on PIVOT. That is an entirely separate process. • Each teacher should be marking indicators on a copy of the rubric based on Observations already held. • Should only provide ONE piece of evidence for areas not observed or those not ranked according to your liking. • Evidence Report is due to your evaluating administrator a minimum of 7 days before your scheduled final conference. • At the final conference, results from observations will be shared, as well as your final rating as Highly Effective, Effective, Needs Improvement, and Ineffective.

8. You will be asked to sign your evaluation and rating scale sheet. These will be forwarded to Sally Hacker, Director of Human Resources for salary considerations – based on results of negotiations due to begin this semester. • Make sure you understand all the indicators and what they entail. Any questions, ask your evaluator. • Same formats as last year (paper or electronic in PIVOT)– other than that… ask your administrator if flash drives, Dropbox are acceptable.

9. Two Ways to Access the Evidence Report and other helpful information:

10. 1. Staff Resources Page…Staff Information Page… Staff Evaluation Webpage 2. Staff Resources Page…Center Grove PD…Evidence Collection link

11. Resources             -2013-14 Evaluation Process Update             -  2013-14 Evaluation Process Timeline/Update -Data Sources for Evaluation Review             -  Data Inventory Worksheet -Definitions -Literacy Glossary -Attaching Artifacts to Rubric in Pivot (Five Star)

12. Know the Terminology… Domain Competency Indicator Artifact Evidence Report

15. Help is still available… • Questions – Always start with your administrator! Then… • Katie Hoffman hoffmannk@centergrove.k12.in.us • Sally Hacker hackersa@centergrove.k12.in.us • Kathy Sagorsky sagorskyk@centergrove.k12.in.us • This power point will be posted on the Evidence Collection page of the Center Grove PD website • Speak up if you need help!

16. http://www.online-stopwatch.com/countdown-clock/full-screen/ Snowman picture for divider to next section