September EE Handout ()

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EDUCATOR EFFECTIVENESS
COACHES
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September 2014
WELCOME!

Find a partner across the room and swap beginningof-the-year EE stories!!
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PROCESS MANUAL BURNING QUESTIONS
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ART OF COACHING JIGSAW

Reorganize as TEAMS




Bring your books
Identify a timekeeper
Review KEY ideas
Prepare to present
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≤ 5 minutes total!!!
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
We’re going to pull the wall and separate until lunch.
BREAK

We’re going to pull the wall and separate until
lunch.
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ARTIFACTS AND EVIDENCE

What makes a good artifact?
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When does an artifact become evidence?
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Can you identify high-leverage artifacts?
DPI
CESA 6
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We’ll start
back at 12:15
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SUPPORTING COLLEAGUES THROUGH SLO
WRITING…
Introduction to and nuts and bolts
 Practice reviewing and vetting
 Consider the need to document process across all
3 years

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In the typical, 3 year Effectiveness Cycle, the educator
will have three SLO processes that inform the final
holistic score:
Process
Process
Process
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DEFINITION OF SLO
Student/School Learning Objectives (SLO) are
detailed, measurable goals for student academic
growth to be achieved in a specific period of time
(typically an academic year), based on prior student
learning data, and developed collaboratively by
educators and their evaluators.*
* The process should also include colleagues, coaches, and peers in the
development and review of SLOs, particularly in formative evaluation
years.
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AN SLO IS JUST A SMART GOAL
WITH A FANCY NAME!
•S
•M
•A
•R
•T
pecific
Goal is focused on specific and key areas of need
easurable
An appropriate evidence source (assessment tool) is identified to
monitor student progress toward the goal
ttainable
The goal is a stretch but doable in the allotted amount of time
esults-based
Baseline and target are identified
ime-bound
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There is a clear deadline for the goal
Step
1
SLO Process
Establish the
SLO Goal:
 Identify a specific
area of need, based on
analysis of data.
 Assess students.
 Select targeted
student population.
 Establish growth goal.
 Create a plan to reach
the goal.
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Step
2
Gather
Evidence of
Practice:
 Plan and deliver
instruction
 Assess mastery of
learning using
ongoing formative
assessments.
 Revise instructional
practices based on
student performance
Step
3
Mid-Interval
Review:
 Assess students
 Review and refocus
 Make necessary
changes
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Step
4
Continue to
Gather
Evidence:
 Plan and deliver
instruction
 Assess mastery of
learning using
ongoing formative
assessments.
 Revise instructional
 practices based on
student performance
Step
5
Evaluate Results
and Score SLO:
 Assess students
 Holistically score SLO
considering both
outcome and process
using the Scoring
Rubric
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SPECIFIC
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Worth being
familiar with
Important to know
and do
Essential
Learning
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SPECIFIC: HOW DOES A TEACHER IDENTIFY
THE GREATEST AREA OF NEED WITHIN
HIS/HER OWN CLASSROOM?
Alignment to District Goals
 School Report Card
 Building/Local Assessments
 Quantitative and Qualitative
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
Three-legged stool
IS THE SLO FOCUSED ON…
Essential learning that spans the entire length of the
—
course?
Rooted in Academic Standards?
Essential learning that can be assessed?
—
An area of need suggested by the data?
—
THE TEACHER’S DECISION…
All
students?
All sections?
Specific content?
Subgroup?
MEASURABLE
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SOME USEABLE EVIDENCE SOURCES:
AIMSweb
 MAP or STAR
 Fountas and Pinnell Benchmarking

 District,
department or teacher
created assessments with
corresponding rubrics
List of 20 vocabulary words for each grade
 School-wide writing scored by rubric(s)
 Standardized running Records
 Typical Course Post-assessments
 Grades
 Number of students who pass/fail HS courses
 Ability to model mathematics scored by common
rubric across courses and/or grades
 STAR/MAP

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ATTAINABLE
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A TEACHER CAN USE THE
PAST…
to help inform
his/her target
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RESULTS-FOCUSED
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

Then they set the target – What growth will
occur?
First they identify the baseline – Where are
students starting?
TIME-BOUND
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LET’S LOOK AT A SMART SLO
STATEMENT
By May, the 12 students who were
reading below grade level in September
will increase their instructional reading
level by 1.5 years as demonstrated by
their Fountas and Pinnell Benchmark
Assessment level.
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ONE MORE
By the end of the school year, 80% of the students
in my Physical Science class will demonstrate
increased proficiency from September in their ability
to evaluate a question to determine if it is testable
and relevant (measured by the Snowy River Science
Practices Rubric) as follows:
---2 students at advanced will maintain that score
---8 students at proficient will move to advanced
---11 students at basic will move to proficient
---3 students at minimal will move to basic or above
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SLO WALKTHROUGH
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YOUR TURN:

Pair up – review the
next SLO using the
SLO Process Guide
Coaching Conversations:
Coaching Protocol
Validate
Clarify
Stretch & Apply
Consider how this basic protocol might guide your EE conversations.
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Coaching Protocol
Validate
Language stems to Validate:
• I see that you’ve done some deep analysis of your
student’s work….
• I know that generating learning goals around literacy are
challenging when you’re not a teacher of a traditional
reading course…
• I notice you’ve included students with a similar need
from all of your courses within your target population…
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Coaching Protocol
Clarify
Language stems to Clarify:
• Tell me a little bit more about your target population…
• Could you explain your assessment method for monitoring
growth around this goal?
• Would you provide more details around the baseline skills
of your target students?
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Coaching Protocol
Stretch & Apply
Language stems to Stretch and Apply:
• What might be the challenges associated with using a
post test as the only assessment for growth?
• What are some additional strategies you might consider
if you’re not seeing the intended growth?
• Here are a couple of things you might consider trying…
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TIME FOR SOME
GROUP WORK
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A FINAL NOTE…
A TAKE-AWAY FOR DISCUSSION IN YOUR
SCHOOL OR DISTRICT…
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Best and Worst Case
Scenarios


By the Effectiveness
Coaches of CESA #4
What are some of the best
case scenarios? How do you
respond?
Now what are some of the
worst case scenarios? How
do you respond?
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COMING IN OCTOBER

Ann Hoffman…Instructional Coaching Group

Instructional Coaching

Next online meeting--Tuesday, Sept. 23, 4:005:00 pm
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