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The Future of Teacher Evaluation
Waiver DayMay 15, 2013
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Teacher Evaluation Committee Work
Today’s presentation would not be possible without the hard work of the Evaluation Committee and Mad River staff.
◦Cristi Fields ◦Bernie Gearon◦Pam Hillard◦Amy Holbrook◦Mary Isaacs◦Nora Monnin
◦Necia Nicholas◦Beth Schmidt◦Brad Sims◦Krista Wagner◦Liz Wolfe-Eberly◦Chad Wyen
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Understand the “Big Picture” of the OTES Evaluation System for next year
Practice with different pieces of OTES Evaluation System
Leave with a peace of mind to enjoy your summer
Today‘s Goals
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OTES Teacher Performance Framework
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Teacher Performance50%
-It is 7 step process
beginning with a self
assessment and ending with a final summative
rating.
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Student Growth Measures
50% •Value-Added•Vendor (STAR)•Student Learning Objectives (SLOs)
•We will discuss this half of OTES later in the day.
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Step 1: Self Assessment Step 2: Creating a Growth Plan Step 3: Pre-Conference Step 4: Observation Step 5: Post-Conference Step 6: Walkthroughs/Informal Evaluations
Step 7: The Final Summative Rating
The 7 Steps of Teacher
Performance
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Record evidence of strengths and areas for growth in each of the 7 Standards for the Teaching Profession.
Identify two priorities for the upcoming year by placing check marks in the far-right column.
Use these two priority areas for writing your Professional Growth Plan.
May want to use this form during first pre-conference with evaluator to finalize selection of growth goals.
Step 1: Self Assessment
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10 minutes
Practice filling out the Self-
Assessment.
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Using the two priorities from the Self-Assessment or input from your evaluator, write two goals.
Use Teacher Performance Evaluation Rubric to select focus and wording.
Determine Evidence Indicators for each goal, as well as areas for professional growth.
Will be used to inform your holistic Teacher Performance rating.
Step 2: Professional Growth Plan
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SpecificMeasurableAttainableRelevantTimely
SMART Goals
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Collaborative Learning: ◦ By March 2014, I will develop, teach, and evaluate 6
collaborative learning lessons, and share them with my grade-level team for feedback.
Parent Communication: ◦ By April 2014, I will make at least 5 positive
contacts with my 10 lowest-performing students’ families, and will update my evaluator on their progress.
SMART Goal Examples
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Using Rubric Language to Clarify SMART Goals
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Goal Statement: Differentiation ◦ By April 2014, I will provide evidence of matching
strategies, materials, and pacing to individual student needs in each of my science units of instruction.
Evidence Indicators: ◦ Pre-assessment data of students in each unit; Inventory
of individual student learning styles; Plans of differentiated lessons with samples of strategies, materials and pacing
Date: ◦ September 27, 2013; January 21, 2014
Areas for Professional Growth: ◦ Differentiated instruction books and websites; Collegial
visit to Mrs. X’s room to observe differentiation; Team meetings to discuss student needs
SMART Goal Example
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10 minutes
Practice writing two goals for a growth plan.
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Step 1: Self AssessmentStep 2: Creating a Growth PlanStep 3: Pre-ConferenceStep 4: ObservationStep 5: Post-ConferenceStep 6: Walkthroughs/Informal Evaluations
Step 7: The Final Summative Rating
The 7 Steps of Teacher
Performance
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Review questions and consider how they could be answered based on your upcoming observation.
Not every question will be asked, these are just suggested questions.
Your pre-conference will be used to inform your Teacher Performance rating.
At pre-conference you will also discuss Professional Growth Goals and Student Growth Measures.
Step 3: The Pre-Conference
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Every teacher will have 2 formal observations.
The observations will be for an instructional period of no less than 30 minutes.◦ Observation 1- Between September and November 15th ◦ Observation 2- Between December and February 15th
The OTES rubric is the focus of the observation.
Step 4: The Observation
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Review the criteria and consider how they will be addressed in your upcoming observation.
Evaluator will use these criteria and collect evidence during your observation to inform a holistic ranking.
These criteria are the basis for both formal and informal observations.
Your ratings on these criteria will be used to inform you Teacher Performance rating.
Step 4: The Observation
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1. Focus of Learning2. Assessment Data3. Prior Content
Knowledge/Sequence/Connections4. Knowledge of Students5. Lesson Delivery6. Differentiation7. Resources8. Classroom Environment9. Assessment of Student Learning10. Professional Responsibilities
Evaluation Rubric Focus Areas
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Goal is to reflect on the outcomes of the lesson.
Teachers should be prepared to discuss with evaluator:◦Strengths of the lesson◦Areas for refinement or improvement
Step 5: The Post-Conference
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Step 1: Self AssessmentStep 2: Creating a Growth PlanStep 3: Pre-ConferenceStep 4: ObservationStep 5: Post-ConferenceStep 6: Walkthroughs/Informal Evaluations
Step 7: The Final Summative Rating
The 7 Steps of Teacher
Performance
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Fits into the Holistic Approach to Evaluation Everyone will have a minimum of 2 walkthroughs
no more than 4 Walkthroughs should be about10-15 minutes. Walkthroughs can be conducted anytime except
for the three days before winter break and any day after the final summative rating.
The teacher will receive feedback within 5 school days
Step 6: Walkthrough/ Informal Evaluation
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Step 1: Self AssessmentStep 2: Creating a Growth PlanStep 3: Pre-ConferenceStep 4: ObservationStep 5: Post-ConferenceStep 6: Walkthroughs/Informal Evaluations
Step 7: The Final Summative Rating
The 7 Steps of Teacher
Performance
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OTES Teacher Performance Framework
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Step 7: Final Holistic Summative Evaluation
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Professional Growth Plan
1st round of the Observation Process
1st WalkthroughsInstruction
The Fall (August - November)
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2nd round of the Observation Process
WalkthroughsInstruction
The Winter (December-February)
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WalkthroughsFinalize Professional Growth Plan
Final Summative Rating
The Spring (March-May)
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Questions?
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One half of OTES down... One half to go!
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Student Growth Measures
50% •Value Added•Vendor (STAR)•Student Learning Objectives (SLOs)
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Find out your Student Growth Category
Take a 10 minute breakReport to the correct place based on Student Growth Category◦Category A: Room ?◦Category B: Library◦Category C: Cafeteria
Agenda Check
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Teachers with only Value Added Report to Room 212-214 Teachers
◦ 4th- 6th Grade teachers that ONLY teach Math and Language Arts
Category “A1”(k-6)
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Teachers with Value Added and another growth measure
Report to Room 212-214 Teachers
◦ 4th- 6th Grade teachers that teach Math or Language Arts and another subject with an SLO.
Category “A2”(k-6)
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Teachers with STAR and another growth measure
Remain in cafeteria Teachers
◦ Preschool-3rd Grade teachers that have STAR or team with teachers that do.
Category “B”(k-6)
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Teachers without Value Added or STAR Teachers that use SLOs as their growth
measure. Report to Room 104 Teachers
◦ K-6 PE◦ K-6 Music◦ Resource room only SpEd
Category “C”(k-6)
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Kindergarten-104 1st Grade-106 2nd Grade-111 3rd Grade-112 4th Grade-117 5th Grade-208 6th Grade-212 PE-Conference Room Music-Music Room Title I and Special Ed – Staff Development @ CO
Team Time Room Assignments
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Thank you!