Evidence - Ashland School District

Report
Thank you!
At the end of this session, participants will be
able to:
 Understand the big picture of our new
evaluation system
 Create evidence-based statements on
artifacts and observations, and connect these
statements to the Marshall rubric
 Apply this new evidence-based system to our
own practice
Why do we have a new evaluation system?

Senate Bill 290 (2011)
◦ The “Oregon Framework for Teacher and Leader
Effectiveness” created to implement SB290
 Aligned to model core teaching standards
 Multiple-measures, not reliance on test scores

ESEA-No Child Left Behind Waiver (2012)
◦ Piloting the evaluation framework included in Oregon’s
waiver 2012-2013
◦ Student growth as a “significant factor”
◦ Implementation began July 1, 2013
 2013-2014 Student Learning Goals held harmless
Framework Required Elements
Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1)
(2)
(3)
Standards
Rubric w/
Multiple
of
Differentiated Measures
Professional Performance
Practice
Levels
(4 levels)
(4)
(5)
Evaluation
Aligned
and
Professional
Professional
Learning
Growth
Cycle
Framework Required Elements
Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1)
(2)
(3)
Standards
Rubric w/
Multiple
of
Differentiated Measures
Professional Performance
Practice
Levels
(4 levels)
(4)
(5)
Evaluation
Aligned
and
Professional
Professional
Learning
Growth
Cycle
Oregon Model Core Teaching Standards
(InTASC)
Four Domains:
The Learner and Learning
Content Knowledge
Instructional Practice
Professional Responsibility
InTASC: Interstate Teacher Assessment and Support Consortium
8



Break your table group into two groups
Match the examples and definitions with the
InTASC standards (4 minutes)
Check to see if you agree with the other
group at your table (1 minute)
Standards Definition Example
Framework Required Elements
Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1)
(2)
(3)
Standards
Rubric w/
Multiple
of
Differentiated Measures
Professional Performance
Practice
Levels
(4 levels)
(4)
(5)
Evaluation
Aligned
and
Professional
Professional
Learning
Growth
Cycle

Marshall
Danielson
 Marzano
 LEGENDS

These rubrics align with InTASC Standards
and have been approved by the ODE for
use in Oregon.
11

Open your handbook to the Rubric section
(pg. 12). Read bullet #3.
◦ 3 is the new awesome!


6 Domains; 10 Criteria within each domain
Turn to page 15 (Domain 3: Delivery of
Instruction)
◦ With a partner, pick a criteria and brainstorm “lookfors” within the Effective (3) column (5 minutes)
Framework Required Elements
Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1)
(2)
(3)
Standards
Rubric w/
Multiple
of
Differentiated Measures
Professional Performance
Practice
Levels
(4 levels)
(4)
(5)
Evaluation
Aligned
and
Professional
Professional
Learning
Growth
Cycle
MULTIPLE MEASURES* FOR TEACHER &
ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation
and Support Systems (aka SB290)
Professional
Practice
Professional
Responsibilities
(Domains 1-4)
(Domains 5 & 6)
Evidence
Evidence
Student Learning
and Growth
Evidence
*A measure is a way of gathering evidence.
Framework Required Elements
Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1)
(2)
(3)
Standards
Rubric w/
Multiple
of
Differentiated Measures
Professional Performance
Practice
Levels
(4 levels)
(4)
(5)
Evaluation
Aligned
and
Professional
Professional
Learning
Growth
Cycle
Every educator is an active
participant in the evaluation process.
Self
Assessment/
Reflection
Goal Setting
Summative
Evaluation
Aligned
Professional
Learning
Observation/
Collection of
Observation/
Collection of
Evidence
Every
educator and
evaluator
gathers
evidence and
assesses
progress
Evidence
Formative
Assessment/Mid
Year Review
16
Framework Required Elements
Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must
include the following five elements:
(1)
(2)
(3)
Standards
Rubric w/
Multiple
of
Differentiated Measures
Professional Performance
Practice
Levels
(4 levels)
(4)
(5)
Evaluation
Aligned
and
Professional
Professional
Learning
Growth
Cycle
Professional Development is
integrated in the evaluation cycle.
Self
Assessment/
Reflection
Goal Setting
Summative
Evaluation
Professional
Development
Observation/
Collection of
Observation/
Collection of
Evidence
Evidence
Formative
Assessment/Mid
Year Review
18

Annual Self-reflection

Goals
◦ 2 Student Learning Goals EVERY year
◦ 2 Professional Goals on a 2 year cycle

Evidence
Collection
Observations
◦ If you are in Year 2 of the cycle or probationary
 15 mini (5-7 minute) observations with feedback

Meetings with Evaluator
◦ Beginning, middle and end of year
A big shift…



Observations
Artifacts
Aligned to Marshall Rubric
Carousel Activity:
• Work as a table group
• Brainstorm artifacts you could present as evidence
for a given criteria that an evaluator may not observe
• Rotate through 6 criteria
21
Let’s Take A Brain Break!
Place any sticky note questions you have on targets.
Professional Practice Related to
Standards
Professional Responsibilities
Related to Standards
Artifacts
•Teacher-developed unit assessments
•Lesson Plans
• Others?
Observations
•Student and staff feedback (2013–
14 school year)
•Grade-level meeting notes
•Parent/teacher communication log
•PLC meeting notes
• Others?
•Notes/feedback from short, frequent
observations (inside/outside classrooms)
•Notes and feedback from announced
observations
23
OR
Cocktail Napkin
24
• 6th grade teacher
• Year long science course
• 30 students
• 10 ELLs (5 mid-level & 5 high level)
• 3 on IEPs
Professional
Practice
Goal:
Science Team Goal: In order to build
mastery of science content by ELLs,
we will work to consistently identify
and teach symbols, key terms, and
other domain-specific words and
phrases, using specific pedagogical
techniques and additional resources
to ensure comprehension.
Examine Observation Evidence Collection
Form.
 Highlight factual statements.
 Underline opinion statements or statements
not based on evidence.

26
• 6th grade teacher
• Year long science course
• 30 students
• 10 ELLs (5 mid-level & 5 high level)
• 3 on IEPs
Professional
Practice
Goal:
Science Team Goal: In order to build
mastery of science content by ELLs,
we will work to consistently identify
and teach symbols, key terms, and
other domain-specific words and
phrases, using specific pedagogical
techniques and additional resources
to ensure comprehension.
Artifacts
A two-day lesson plan for sub
Unit assessment data
Team meeting minutes
Parent communication log
E-mail exchange
Your job:
• Pick an artifact
• Highlight evidence of
Tom’s goal
• Highlight evidence of
other criteria from
rubric
• Link evidence to
rubric
• note domain #
and criteria letter
28

Artifacts should be samples that
demonstrate educator performance and
impact
◦ Aligned with Marshall’s rubric


Number of artifacts to collect varies by
educator
Artifacts can provide evidence of more than
one criteria
29
Choose one of the Professional Responsibility
Domains (5 or 6)
 What evidence do you already collect?
 What things do you already do that you could
easily document and use as evidence?
 Brainstorm ideas with your colleagues.
15 mini observations
 What
do you see?
 What do you hear?
 No subjective comments!
Remember this is not a “gotcha”
system; it’s a growth system
33



Kelli teaches 4th grade
A math lesson is in progress
Kelli’s goals focus on:
1. Improving students’ understanding of place value
and properties of operations in order to perform
multi-digit arithmetic (Standard 4.NBT.4-6); and
2. Using instructional practices that engage all
students during independent or small group work
time (Marshall 3f&g).
http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be
34

Now, try to match your evidence with
Marshall’s rubric…
Compare/discuss the notes with your
table
 Identify points of agreement as well as
areas where you did not see evidence

35




FOCUSED: feedback should focus on what
was observed
EVIDENCE-BASED: feedback should be
grounded in evidence of practice
CONSTRUCTIVE: feedback should reinforce
effective practice and identify areas for
continued growth
TIMELY: feedback should be provided
shortly after the observation
36

Annual Self-reflection

Goals
◦ 2 Student Learning Goals EVERY year
◦ 2 Professional Goals on a 2 year cycle

Evidence
Collection
Observations
◦ If you are in Year 2 of the cycle or probationary
 15 mini (5-7 minute) observations with feedback

Meetings with Evaluator
◦ Beginning, middle and end of year
Choose a domain where you see the most need
for growth.
Take a few moments to identify where you fall
in each of those criteria
What evidence could you collect?
If you have time, repeat with more domains.
At the end of this session, participants will be
able to:
 Understand the big picture of our new
evaluation system
 Create evidence-based statements on
artifacts and observations, and connect these
statements to the Marshall rubric
 Apply this new evidence-based system to our
own practice
MULTIPLE MEASURES* FOR TEACHER &
ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation
and Support Systems (aka SB290)
All measures are supported through artifacts and evidence.
Professional
Practice
Professional
Responsibilities
(Domains 1-4)
(Domains 5 & 6)
Evidence
Evidence
Student Learning
and Growth
Evidence
*A measure is a way of gathering evidence.



Leave questions on targets
Leave questions/ comments/ feedback on
reflection sheet
E-mail us at
[email protected]



Chuck teaches 10th grade physics
Chuck is a 3rd year teacher
Chuck’s goals focus on:
◦ Help students through the use of questioning
strategies analyze, interpret and communicate
results of scientific investigations.
◦ Creating a safe and collaborative learning
environment
http://www.youtube.com/watch?v=AxBavxlDC9s
43

Now, try to match your evidence with
Marshall’s rubric…
Compare/discuss the notes with your
table
 Identify points of agreement as well as
areas where you did not see evidence

44

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