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Rhode Island Model Academy for Personnel Evaluating Teachers . Day 2: Professional Practice, Professional Foundations, and EPSS.

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rhode island model academy for personnel evaluating teachers

Rhode Island ModelAcademy for Personnel Evaluating Teachers

  • Day 2: Professional Practice, Professional Foundations, and EPSS

The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

professional foundations and support development
Professional Foundations and Support & Development

Session 1: Updates and Refining Professional Practice

Objectives

Evaluators will:

  • Understand the updates to Professional Practice
  • Understand layout and functionality of online tools
  • Review different ways to take notes
  • Practice observation calibration protocol
checking in do now
Checking In/ Do Now:

Review the quote on p. 2 of your packet. Discuss with a colleague one way you plan to improve your feedback.

rhode island model
Rhode Island Model

Learner

Instructional Leader

updates to rhode island model for teachers
Updates to Rhode Island Model for Teachers
  • Differentiated the number of observations and conferences by effectiveness levels
  • Stronger focus on accuracy and quality feedback

p. 5

updates to professional practice
Updates to Professional Practice
  • Reduction of required fields within EPSS
  • Rationale is required for each Domain (2 total text fields)
  • There is one text field for Priority Feedback
updates to professional practice1
Updates to Professional Practice
  • Updated Professional Practice Rubric
    • Language of instruction more closely aligned to Common Core
    • Improvements consistent in all resources
    • FFTPS Module “Understanding the 2013 Edition” further clarifies alignment
updates to professional practice2
Updates to Professional Practice
  • Differentiation the number of observations
  • Updated Professional Practice Rubric to align to Common Core
  • Reduction of required fields within EPSS

How do you plan to message Professional Practice

improvements to the educators that you work with?

Participant Packet: Page 3

online tools for professional practice
Online Tools for Professional Practice

Was there a component that you feel your teachers could

collectively work on? If so, which one?

Participant Packet: Page 3

refining observation note taking
Refining Observation: Note-Taking
  • Note what you seeand hearrelated to Professional Practice components:
      • Bullet statements
      • Lesson does not have to be scripted
      • Only evidence should be recorded (Remain self-aware to avoid opinion, interpretation, or bias)
refining observation note taking1
Refining Observation: Note-Taking

3 Types of Observed Evidence of Practice

  • Words spoken by the teacher and students
      • Ex. “Can anyone think of another idea?”
  • Actions by teacher and students
      • Ex. “The students took 45 seconds to line up by the door.”
  • The appearance of the classroom
      • Ex. “The objective for the class was written on the board.”
calibration protocol
CalibrationProtocol

Step 1: Watch video and take notes

Step 2: Independently interpret and score evidence

Step 3: Score observation as a small group

Step 4: Whole group discussion about scores and rationale

16 min.

10 min.

15 min.

15 min.

refining observation takeaways
Refining Observation Takeaways
  • Observation notes need to focus on the components and do not need to be scripted
  • Calibration does not happen once; Observers need to continue to calibrate and refine their observational skills;
  • Accurate observations and actionable feedback will move practice

How might you work with your colleagues and teachers to remain calibrated this year? What benefits do you see in including teacher leaders in this work?

Participant Packet: Page 4

pushing practice through feedback
Pushing Practice Through Feedback
  • Understand the difference between rationale and feedback
  • Analyze options for delivering feedback
rhode island educator data point
Rhode Island Educator Data Point

66% of teachers made some level of change to their teaching practice as a result of the feedback received.

rhode island educator data point1
Rhode Island Educator Data Point

EDUCATOR SELF-REPORTED NEXT STEPS:

Is this what you would expect?

Would you want your teachers to do anything different?

r ationale and feedback
Rationale and Feedback

Rationale is...

  • Evidence from observation
  • Free from bias
  • Grounded in the language of the rubric
  • Format is flexible (bullet or narrative)

Feedback is…

  • Clear and direct
  • Supportive and constructive
  • Grounded in the language of the rubric when possible
  • Addresses a specific component
  • Prioritized
slide18

Rationale and Feedback

Critiquing rationale and feedback:

  • Review sample.
  • Would you adjust anything within the rationale?
  • What do you like about how this is written?

Taking perspective:

  • How do you think the educator might respond?
  • What do you think the educator will do after reading?
  • Would you adjust anything?
delivering feedback
Delivering Feedback

Reflection Scenario:

  • Consider a hard conversation that you have not had with someone.
  • What is your concern? Why is it a concern?
  • Why do you think you have not said anything?
professional foundations and support development1
Professional Foundations and Support & Development

Session 2: Professional Foundations and Teacher Support and Development

Objectives

Evaluators will:

  • Understand the architecture and scoring method of the Professional Foundations Rubric
  • Differentiate between various levels of performance on the Professional Foundations Rubric
  • Create a take-away list of site-specific evidence to share with your school team
  • Understand how the RI Model supports the development of educators
edition ii professional foundations
Edition II: Professional Foundations

Evaluation Criteria

p. 11

thinking behind the rating
Thinking Behind the Rating

Differences between Professional Practice and Professional Foundations

  • Professional Practice
  • Evidence collected during classroom observations
  • Scored during classroom observations
  • Professional Foundations
  • In action and artifact evidence (p. 25)
  • Scored based on evidence collected throughout the year.
professional foundations architecture rubric structure
Professional Foundations Architecture: Rubric Structure

Domain and Component

Component Description

Elements and Indicators

Performance Level Descriptions

Critical Attributes

Possible Examples

analysis of one c omponent
Analysis of One Component

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
  • The elements of this component
  • Critical attributes – the type of evidence that will be noted for this component
  • Possible examplesor artifacts– generate a list of potential evidence that aligns with this component

15 min.

20 min.

scoring part 1 case study teacher profile a
Scoring Part 1: Case Study Teacher Profile A
  • Purpose
    • Align evidence with components
    • Based on evidence collected, assign component ratings

10 min.

10 min.

p. 18

Rubric

teacher support and development process
Teacher Support

and Development Process

support and development
Support and Development

The Rhode Island Model is designed to support teacher development by:

  • Outlining high expectations that are clear and aligned to school, district, and state priorities;
  • Establishing a common vocabulary for meeting expectations;
  • Encouraging student-focused conversations to share best practices, and address common challenges;
  • Grounding teacher professional development in data-driven collaboration, conferencing, observation, and feedback to meet shared goals for student achievement; and
  • Providing a reliable process for educators tofocus practice and drive student learning.

p. 17

support and development1
Support and Development

Three Evaluation Conferences

  • Beginning, Middle, and End-of Year based on Differentiation

Self assessment (optional)

  • optional reflective process
  • use prior evaluation data to analyze and identify priorities for professional growth plan

See p. 65 for Conference Planning Tools

support and development2
Support and Development

Professional Growth Plan or Performance Improvement Plan

  • One professional growth goal required (minimum)
  • Goal(s) within a plan can span more than one school year, however, the activities and benchmarks for the goal should be identified for each year
  • Clear action steps and benchmarks for meeting goal
  • Aligned to the components within the teacher professional practice or professional foundations rubric
    • Mid-Year Conference provides a formal opportunity for the teacher and evaluator to review the Professional Growth Plan and make adjustments, if necessary

Performance Improvement Planfor teachers rated as Developing or Ineffective, or who are in need of targeted support anytime during the school year

  • EPSS facilitates the conferencing and goal setting processes, and enables users to upload evidence related to professional growth plan

Flexibility Factor: Schools and districts may determine that a school-wide approach for one professional growth goal is preferable

p. 19

support and development3
Support and Development

Professional Growth Plans are one way professional development initiatives can be integrated with educator evaluation

  • State, district, school initiatives include:
      • Transition to Common Core
      • Secondary Reform Work
      • Comprehensive Assessment System (CAS)
      • Instructional Management System (IMS)
      • Response to Intervention (RtI)
      • Data systems and data analysis
      • STEM curriculum and assessment
      • Effective common planning time protocols
support and development4
Support and Development

Performance Improvement Plans – Targeted Support

  • Educators who:
    • receive a final effectiveness rating of Developing or Ineffective, or
    • are determined to be in need of targeted support during the year,

will work with their evaluator to develop a Performance Improvement Plan

  • Performance Improvement Plans detail the more intensive support an educator will access to improve their practice
  • Based on expectations established within RI Educator Evaluation System Standards
    • Work with an improvement team
    • More frequent benchmarks, greater monitoring
  • Districts have flexibility to include additional requirements and expectations beyond RI Model minimum guidelines
session 3 closure
Session 3 Closure

Stop and Jot

  • Identify any planned (or potential) professional development to be offered in your district or school during 2013-14.
    • Consider all district or school professional development efforts currently underway or planned for 2013-14.
    • What opportunities can teachers in your school integrate into their professional growth plan?
  • Think about how teachers can use these professional development opportunities in their professional growth planning.
educator performance support system epss
Educator Performance Support System (EPSS)

Session 3: EPSS

Objectives

Evaluators will:

  • Understand the general layout and purpose of the educator and evaluator dashboards
  • Practice using EPSS as teacher evaluators
  • Understand how multiple data points come together on a Mid-Year Conference form and Final Effectiveness Rating Report
  • Know how to access the EPSS support options
preparing for our next session
Preparing for our next session:

Getting onto EPSS

  • Go to https://ridemaptest.ride.ri.gov
  • Enter your training Username/ PasswordLog in as a Teacher
  • Select EPSS (Training Site).
  • Select My Caseload Tab.
epss purpose and background
EPSS Purpose and Background

The purpose of the EPSS is to support high quality evaluation implementation, maximize educators’ time and resources, and provide a single data system for educator evaluation.

  • Development background
  • Forms and functionality streamlined
  • Help resources

p. 10

student learning objectives
Student Learning Objectives

**New

Procedure for SLO approval**

preparing for our next session1
Preparing for our next session:

Getting onto EPSS

  • Go to https://ridemaptest.ride.ri.gov
  • Enter your training Username/ PasswordLog in as a Principal
  • Select EPSS (Training Site).
  • Select My Caseload Tab.
introducing zero instance components
Introducing Zero-Instance Components

Zero Instance Components are forms such as

  • Self assessment
  • Additional PGG- Professional Growth Goals
  • Additional SLOS- First two will populate into the evaluation profile
  • SOO-Student Outcome Objectives if deemed appropriate.
  • Additional observations if needed
  • Performance Improvement Plans PIP

Principal will have access to Zero Instance Components through the Config. Admin tab.

How to add zero instance forms:

  • Config. Admin tab
  • User Components link
  • User –type in teacher name shows all of the components assigned to that teacher.
  • Change the number using the arrow keys to add a form. Click and this will automatically add the form to the teacher’s profile.
student outcome objective zero instance form
Student Outcome Objective-Zero Instance Form

Support Professional

Online Training Modules and Guidebooks available on the RIDE website.

supports and resources for epss
Supports and Resources for EPSS
  • Resources available include:
  • RIDE EPSS site
  • EPSS Help
  • Sample videos
  • In-person Trainings this summer
running reports
Running Reports
  • Overview of what reports can be run and why.
slide67

Session Closure

3 Actions to follow this training:

2 Challenges to anticipate:

1 Possible Solution: