Module 7: Preparing for My Mid-Year Conversation APS Teacher Evaluation
Check for Understanding- Fist to Five? Rate your understanding of the revised teacher evaluation system: • Fist – I didn’t know it was changed. • 1 finger – I just understand SMART goals, not sure what else I am supposed to do. • 2 fingers – I understand SMART goals and my documentation log. • 3 fingers – I understand all the components, but still have a few questions on how I will be rated. • 4 fingers – I understand all the components and don’t’ have any questions. • 5 Fingers – I could help my colleagues in understanding in the entire process.
APS Teacher Evaluation Process Overview Writes Teacher Lesson Plans Participates Writes Compiles Participates Participates Approves Reviews Conducts Facilitates Facilitates Lesson Plans Evaluator Monitors
Agenda Mid-Year Conversation • What does a mid-year conversation look like? • How should my data be presented? • How will my SMART goal be measured at the end of the year? • Checking for student understanding • Progress on Documentation Log
Step 3: Create and implement strategies Step 4: Monitor progress through on-going formative assessment What is student progress goal setting? Step 5: Determine whether the goal was achieved Step 2: Create specific learning goals based on pre-assessment Step 1: Determine needs
Determining Goal Attainment- Key points • Monitor progress • Adjust strategies as needed
Check for Understanding: Charting On the chart paper at your table list the ways you are monitoring progress towards achieving your SMART goal. • If more than one person is using that method/data put check marks next to it to represent the number of those using it
1. What does the mid-year conversation look like? Be prepared to address: • How are you doing with your SMART goal? • What is working? • What is not working? • What changes have you made (or are you planning to make)? • How are you monitoring progress? • Share mid-year data. • Feedback on the other 6 performance standards.
2. How do I summarize and present my data? • Provide a summary of class/focus group data, not individual sets of data • Present data in a table or graph that shows baseline and mid-year data to highlight growth or lack of growth
Specialist Data Example Specialist Data Example
Activity 2: Data • How will you summarize your data for the mid-year conversation? • Sketch out your data table • Check for understanding: Share with a partner and listen to their ideas.
What if my target group is not on track to meet the goal? Look for adjustments in this order: • Strategy Implementation • Did I implement the strategies appropriately? • Are they appropriate strategies for the target group and the content? • Are other strategies needed in place of? In addition to? • LAST- is the target appropriate and realistic? • What additional checks for understanding do I need?
Step 3: Create and implement strategies Step 4: Monitor progress through on-going formative assessment Determining Goal Attainment Step 5: Determine whether the goal was achieved Step 2: Create specific learning goals based on pre-assessment Step 1: Determine needs
Specialist Example: By the end of the 2012-2013 National Board support course 100% of teachers attending at least 15 of the class meetings will rate their knowledge as moderate or high in each of the area of the survey (see above). 20 teachers are in the anticipated target group
Progress monitoring goal progress throughout the year? TOOL- APS Comprehensive Assessment Inventory 4. What data sources would be appropriate for …
One tool to support checking for understanding Think about “In what ways will this help me check for understanding more frequently?” Turn and talk
Activity 5: Plan to Check for Understanding Identify (star/highlight) which strategies you currently use in your program (page 47-50). Talk to your neighbor about how these checks for understanding lead to changes in your program delivery.
Next Steps Identify 1 or 2 checking for understanding strategies you do not currently use that you will incorporate in your work to achieve your SMART goal. Plan for utilizing 1-2 of these in your SMART goal work.
How does checking for understanding fit into the teacher performance standards? (1)
How does checking for understanding fit into the teacher performance standards? (2)
Bring to the mid-year conversation items you have identified for your documentation log thus far. Be ready to share the description of the evidence and why you might include it. 5. Mid-year Conversation and Progress on Documentation Log
Check for Understanding: Exit Ticket What is needed for my mid-year conversation?
To Do List • Prepare for mid-year conversation • Plan to use checks for understanding and be ready to share at ______ meeting
APS Teacher Evaluation Vision Since 1999 “Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.”
A Process for Student and Teacher Growth APS Teacher Evaluation