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Leading for Change. Teacher Evaluator Student Growth Retraining Academy. Outcomes.
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Leading for Change Teacher Evaluator Student Growth Retraining Academy
Outcomes No. 1 Participants will be able to use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers and understand how different types of assessments are used for measuring growth.
No. 2 Participants will be able to use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher and school-level professional development plans to evaluation results.
No. 3 Participants will be able to create in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth and assist teachers in aligning professional development and goal setting to school improvement goals.
No. 4 Participants will be able to communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers to set goals and improve practice.
Planning for Effective Feedback While there is no requirement for formal conferences outlined in Part 50 Administrative Rules around student growth measures, we want to talk about the best way to look at the data and provide feedback and support to teachers through the collection of data and indicators of student growth.
Outcome 4: Vignette Preconference Discussion Review Handout A, Background Information
Prompt • Given the background and context provided, what do you need to do ahead of time to prepare for a pre-conference with Mrs. Smith? • What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? • How will you prepare to provide constructive and supportive feedback at this initial stage of the student growth process?
Running Record Question • How can I apply the discussion we just had regarding pre-conference preparation to my building (local context)?
Midpoint Part 50 Administrative Rules (50.110) Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher's performance. • The data the teacher collects shall not be used to determine the performance evaluation rating. • The teacher should use the data to assess his or her progress and adjust instruction, if necessary.
Outcome 4: Vignette Authentic and Meaningful Feedback Review Handout B, Midpoint Review
Prompt • Given the scenario assigned to your group and the previous contextual information, how would you respond to Mrs. Smith’s situation at the midpoint? • What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? • How will you prepare to provide constructive and supportive feedback at this stage of the student growth process?
Running Record Question • How can I apply the discussion we just had regarding the midpoint review to my building (local context)?
Outcome 4: Vignette Providing Authentic and Meaningful Feedback Review Handout C, Summative Conference
Prompt • Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith? • What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? • How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process?
Running Record Question How can I apply the discussion we just had regarding the summative conference to my building (local context)?
Let’s Get Moving From Here to There Exploring Outcomes 2 and 3
Connecting the Dots and Scaling Up Outcomes 2 & 3: Jigsaw • Handout D, Learning Forward Standards • Learning Forward Standards Three Learning Forward Standards to Consider: • Leadership • Learning Designs • Implementation
Large Group Discussion Questions • Keep in mind our previous discussions and insights on professional learning that we had when considering Mrs. Smith’s situation in the vignette as you proceed here. • Two Essential Questions • How can you use student growth data in a way that fosters professional growth and development with an emphasis on the whole school or the whole team? • What leader adaptive skills and dispositions are associated with transitioning staff from individual professional learning needs to school-wide professional learning needs?
Connecting the Dots and Scaling Up Outcomes 2 & 3: Think-Pair-Share • Handout E, Using Student Growth Data for Building-wide Professional Development • Individual Reflection • Share with a Partner • Large Group Discussion
Running Record Question In your building, how might you use aggregate student growth data or trends in team or building-wide data to help shape professional learning opportunities for educators?
Creating a Learning Organization of Equitable and Continuous Improvement: The Leader’s Role
Mini-Review of the Leader’s Role in Creating a Learning Organization of Equitable and Continuous Improvement Technical List • Build program coherence and professional learning content alignment • Structure time, space, and collaborative roles • Provide high quality professional learning opportunities Dispositions and Adaptive List • Develop relationships and trust • Model professional learning, collaboration, risk-taking, etc… • Empower teacher/distributed leadership • Emphasize importance of continuous professional growth • Advocate for equitable and anti-discriminatory practices
Structuring Schools for Equitable and Continuous Improvement • Optimize time for common planning, collaboration, professional development, peer observation • Optimize space: • Place teams in close proximity • Other possible elements for structuring schools: • Inclusive service delivery models • Small learning communities within larger schools
Common Red Flags • Review Handout G, Common Red Flags • Group Discussion
Running Record Question • In your building (local context), how might you apply what you’ve learned in this Academy to foster a supportive and constructive learning culture dedicated to equitable and continuous improvement?
