Elements 4 & 5Elements 4 & 5Evaluation & Professional Growth Cycle

andAligned Professional Learning

FRAMEWORK REQUIRED FRAMEWORK REQUIRED ELEMENTSELEMENTS

Teacher EvaluationOregon Framework for Teacher Evaluation and Support

All district teacher and administrator evaluation and support systems in Oregon must include the following six elements:

(1) (2) (3) (4) (5) (6)Standards of Professional

Practice

Differentiated

Performance Levels

(4 levels)

Multiple Measures

Evaluation and

Professional Growth

Cycle

Aligned Professional

Learning

Plan for Training

Oregon FrameworkOregon Framework

Knoster Change ModelKnoster Change ModelVision

Skills

Incentives

Resources

ActionPlan

=

Change

? Skills

IncentivesBuy-In/Voice

Resources

ActionPlan

=

Confusion

Vision ? IncentivesBuy-In/Voice

Resources

ActionPlan

=

Anxiety

Vision Skills ? Resource

sActionPlan

=

Resistance

Vision Skills

IncentivesBuy-In/Voice

? Action Plan

=

Frustration

Vision Skills

IncentivesBuy-In/Voice

Resources ?

=

Treadmill

Transformative goals Transformative goals for evaluation & for evaluation & supportsupport systems:systems:To elevate

great teaching and learning.

To nurture a culture of continuous improvement and growth by including formative assessment & support.

To create alignment between evaluation and professional learning that adds value to the system.

Questions:

How is your system that you are designing different in

implementation from the hire/fire systems of the past?

What are you currently doing in professional learning that is worth building on? How can you grow it?

How is your system meeting these broader goals?:

To elevate great teaching and learning.

To nurture a culture of continuous improvement and growth by

including formative assessment & support.

To create alignment between evaluation and professional

learning that adds value to the system.

Questions:

How is your system that you are designing different in implementation

from the hire/fire systems of the past?

What are you currently doing in professional learning that is worth building on? How can you grow it?

How is your system meeting these broader goals?:

To elevate great teaching and learning.

To nurture a culture of continuous improvement and growth by

including formative assessment & support.

To create alignment between evaluation and professional learning

that adds value to the system.

Best Practice of CycleBest Practice of CycleSelf-reflection: Reflects on practice under standards

framework and analyzes student learning.Goal setting: Identifies goals aligned with standards of

professional practice and impact on learning.Observation & artifact collection: Educator &

evaluator collect and analyze multiple measures of practice, responsibilities and student learning.

Formative assessment: Review of progress towards goals using: (1) analysis of measures, (2)professional conversations & (3) professional growth. Make adjustments & engage in targeted professional learning.

Summative assessment: Culmination of multiple formative observations, conversations, & analysis of artifacts. Educator is assessed against the standards of professional practice, attainment of student learning goals, and attainment of professional practice goals.

(4) Evaluation & Professional Growth Cycle(4) Evaluation & Professional Growth Cyclep. 49 OEA Guidebook & p. 31 & 32 ODE Framework Documentp. 49 OEA Guidebook & p. 31 & 32 ODE Framework Document

Oregon FrameworkOregon Framework

Collaborative process

Ongoing feedback

Focus on improving effectiveness

Build your cycle with any configuration that

includes these critical steps

Probationary Educators Contract Educators

Full cycle every year Full cycle at least once every two years

The cycle begins with a self-reflection and culminates in a summative evaluation.

The summative evaluation is the springboard that leads into a new cycle.

Taxonomy of Self-Reflection Taxonomy of Self-Reflection Peter Peter PappasPappas

Creating: What should I do next?

Evaluating: How well did I do?

Analyzing: Do I see any patterns in what I did?

Applying: Where could I use that again?

Understanding: What was important about that?

Remembering: What did I do?

Ground in standards & evidenceNurture community of learnersAim for level of reflection that leads to more transformative growth

Taxonomy of Self-Reflection Taxonomy of Self-Reflection Peter PappasPeter PappasBloom's Remembering: What did I do?Teacher Reflection: What was the lesson? Did it address all the content? Was it completed on time? How did students "score" on the assessment?Bloom's Understanding: What was important about what I did? Did I meet my goals?Teacher Reflection: Can I explain the major components of the lesson?  Do I understand how they connect with the previous / next unit of study? Where does this unit fit into the curriculum? What instructional strategies were used? Did I follow best practices and address the standards?Bloom's Application: When did I do this before? Where could I use this again?Teacher Reflection: Did I build on content, product or process from previous lessons? How does this lesson scaffold the learning for the next lesson? How could I adapt the instructional approach to another lesson? How could this lesson be modified for different learners?Bloom's Analysis: Do I see any patterns or relationships in what I did?Teacher Reflection: What background knowledge and skills did I assume students were bringing to the lesson? Were the instructional strategies I used the right ones for this assignment? Do I see any patterns in how I approached the lesson - such as pacing, grouping? Do I see patterns in my teaching style - for example do I comment after every student reply? What were the results of the approach I used - was it effective, or could I have eliminated or reorganized steps?Bloom's Evaluation: How well did I do? What worked? What do I need to improve?Teacher Reflection: What are we learning and is it important? Were my assumptions about student background knowledge and skills accurate? Were any elements of the lesson more effective than other elements? Did some aspects need improvement? Were the needs of all learners met? What levels of mastery did students reach?  What have I learned about my strengths and my areas in need of improvement?  How am I progressing as a teacher?Bloom's Creation: What should I do next? What's my plan / design?Teacher Reflection: How would I incorporate the best aspects of this lesson in the future? What changes would I make to correct areas in need of improvement? How can I best use my strengths to improve? What steps should I take or resources should I use to meet my challenges? Is there training or networking that would help me to meet my professional goals? What suggestions do I have for our leadership or my peers to improve our learning environment?

Possible ways an evaluation Possible ways an evaluation cyclecycle that is that is alignedaligned to professional learning can look?to professional learning can look?

Individual/collective alignmentIndividual/collective alignment??

• How can the reflective goal process help connect teachers to learning that elevates their formative and summative results?

• How is that scaffolded across the system to drive collective professional learning opportunities?

Questions:

What are we already doing that fits into this cycle?

What is missing or what needs to be readapted?

How can we create a streamlined cycle that adds

value & is doable?

How does formative assessment fit in differently & simultaneously

with probationary & contract teachers?

Does our cycle nurture growth & make it OK to experience a

learning curve?

The best advice I can give you is…listen to your students with your ears and heart.

Questions:

What are we already doing that fits into this cycle?

What is missing or what needs to be readapted?

How can we create a streamlined cycle that adds

value & is doable?

How does formative assessment fit in differently &

simultaneously with probationary & contract

teachers?

Does our cycle nurture growth & make it OK to experience a

learning curve?

High quality professional High quality professional development aligned to development aligned to evaluation systemevaluation system

Aligned to performance standards and connected to impact on learning

Present and supported in the evaluation cycle

Sustained, focused and relevant to the individual educator’s goals & needs

LEARNING FORWARDLEARNING FORWARD Occurs within learning communities

Continuous improvementAligned to goals/standardsStudent focused & evidence

based Job-embeddedComprehensiveSustained, supported,

intensive approachContains elements of

coaching, modeling, observation & feedback

Several times a weekFocused on specific curriculum

contentTeacher buy-in, teacher valued

“The best systems create time for teachers to work and learn together during the school day, as is common in high-achieving nations in Europe and Asia, where teachers typically have15-25 hours a week to plan and work together. Over time, this collective investment reaps greater gains for student learning than the efforts of any one teacher alone.”

LINDA DARLING LINDA DARLING HAMMONDHAMMOND

Action Research Peer Coaching Portfolios Mentoring Videotape/Audiotape

Analysis Reflective Journal Inservice/

Workshops/Staff Development Project

Original/Self-designed Projects

Others?

•Aligned to goals/standards•Occurs within learning communities•Continuous improvement•Student focused & evidence based•Job-embedded•Comprehensive•Sustained, supported, intensive approach•Contains elements of coaching, modeling, observation & feedback•Several times a week•Focused on specific curriculum content•Teacher buy-in, teacher valued

Standards for Aligned & Highly Effective PD

“How does your vehicle of PD support the differentiated needs of educators based on their professional growth goals?”

Examples of PD VehiclesPros/cons?

Questions:

How do we create relevant learning

opportunities targeted to individuals and the

collective staff?

Given no additional resources, what

adjustments need to be made to include

professional learning?

How can we connect professional learning

more intuitively to the standards and evaluation

system?

How can we nurture and grow collegial learning

and classroom visits/forums?

Questions:

How do we create relevant learning

opportunities targeted to individuals and the

collective staff?

Given no additional resources, what

adjustments need to be made to include

professional learning?

How can we connect professional learning

more intuitively to the standards and evaluation

system?

How can we nurture and grow collegial learning

and classroom visits/forums?