Evaluator Workshop for Personnel Evaluating Teachers

Rhode Island Model

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.

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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.

GATHER & SORT INTERPRET DEVELOP FEEDBACK

DELIVER FEEDBACK

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► Welcome Back!

► Refining Observation

► Break

► Pushing Practice Through Feedback

►Close Analysis of the Rubric

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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Rhode Island Model

Learner Instructional Leader

BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS AN INSTRUCTIONAL LEADER

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Differentiated the number of observations and conferences by effectiveness levels

Stronger focus on accuracy and quality feedback

Updates to Rhode Island Model for Teachers

p. 5

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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 Practice

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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 Practice

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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?

Updates to Professional Practice

Participant Packet: Page 3

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► Welcome Back!

► Refining Observation

► Break

► Pushing Practice Through Feedback

►Close Analysis of the Rubric

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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Understand layout and functionality of online tools

Review different ways to take notes

Practice observation calibration protocol

Refining Observation

ONLINE TOOLS 1. FFTPS Calibration Modules 2. FFTES (For teachers)

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Was there a component that you feel your teachers could

collectively work on? If so, which one?

Online Tools for Professional Practice

NEXT STEPS AS AN INSTRUCTIONAL LEADER

Participant Packet: Page 3

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Note what you see and hear related 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-Taking

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3 Types of Observed Evidence of Practice

1. Words spoken by the teacher and students

• Ex. “Can anyone think of another idea?”

2. Actions by teacher and students

• Ex. “The students took 45 seconds to line up by the door.”

3. The appearance of the classroom

• Ex. “The objective for the class was written on the board.”

Refining Observation: Note-Taking

GATHER & SORT INTERPRET DEVELOP

FEEDBACKDELIVER

FEEDBACK

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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

Calibration Protocol

Mock Observati

on

Independent

Scoring

Group Scoring

Whole Group

Conversation

10 min. 15 min. 16 min. 15 min.

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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

Refining Observation Takeaways

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

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► Welcome Back!

► Refining Observation

► Break

► Pushing Practice Through Feedback

► Close Analysis of the Rubric

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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► Welcome Back!

► Refining Observation

► Break

► Pushing Practice Through Feedback

► Close Analysis of the Rubric

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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► Welcome Back!

► Refining Observation

► Break

► Pushing Practice Through Feedback

► Close Analysis of the Rubric

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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Understand the difference between rationale and feedback

Analyze options for delivering feedback

Pushing Practice Through Feedback

GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

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Rhode Island Educator Data Point

66% of teachers made some level of change to their teaching practice as a

result of the feedback received.

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33%

30%

19%

18%

Reviewed the professional practice rubric

Considered how to adjust their practice around individual components

Reached out to colleagues discuss best practices around individual components

Reached out to evaluators to have a fol-low-up conversation

Rhode Island Educator Data Point

Is this what you would expect?

Would you want your teachers to do anything different?

EDUCATOR SELF-REPORTED NEXT STEPS:

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Rationale and Feedback

Rationale is...

Evidence from observation

Free from bias

Grounded in the language of

the rubric

Format is flexible (bullet or

narrative)

GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

Feedback is…

Clear and direct

Supportive and constructive

Grounded in the language of

the rubric when possible

Addresses a specific

component

Prioritized

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Critiquing rationale and feedback:

1. Review sample.2. Would you adjust anything within the rationale? 3. What do you like about how this is written?

Rationale and Feedback

Taking perspective:

1. How do you think the educator might respond? 2. What do you think the educator will do after reading? 3. Would you adjust anything?

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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?

Delivering Feedback

GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

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► Welcome Back!

► Refining Observation

► Break

► Pushing Practice Through Feedback

► Close Analysis of the Rubric

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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Understand key consideration for application of the rubric

Discuss challenging settings and components

Close Analysis of the Rubric

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Professional Practice can be applied to all environments

Evaluators should apply their professional judgment and instructional

leadership expertise to consider:

1. What is the appropriate adaptation for the learners in that

classroom?

2. What is the essence of the component?

3. How is that educator working within that component to ensure

access to the curriculum?

4. What type of actionable feedback could be provided to that/those

educators?

Close Analysis of the Rubric

1

2

3

4

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Discuss &

Envision

Sample Setting

Review Compo

nent Langua

ge

Chart Sugges

tions for

Possible

Evidence

Gallery Walk to Review

What is the essence of the component?

What might that look like within that

setting?

Which setting are you thinking about?

What might you see and hear in this type

of classroom?

How might the educator tailor their instruction to meet

appropriate standards?

10 min 10 min10 min

Close Analysis of the Rubric

Participant Packet: Page 8

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Utilize professional judgment

Consider the essence of the component

Engage with educators to better understand what instruction for that component might look like

Close Analysis Takeaways

BIG IDEAS DETAILS / QUESTIONS

NEXT STEPS AS A LEARNER NEXT STEPS AS AN INSTRUCTIONAL LEADER

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► Welcome Back!

► Refining Observation

► Break

► Close Analysis of the Rubric

► Pushing Practice Through Feedback

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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Consider the impact of differentiated process on evaluator caseload

Collaborate to think through next steps at the school level

Build on the timeline and reflection from Day 1

Planning for Your School

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Differentiation sets the minimum number of observations Districts and schools may consider what works best for them

Impact of the Differentiated Process

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Planning for Your School

Goal

• What is one goal that I will set as a result of this training?

Obstacle

• Is there something I need to overcome to accomplish this goal?

Action

• What action step(s) will I take to overcome the obstacle?

Learning

• What is one thing that I learned today that will help me reach my goal?

Be prepared to share out one thing (goal, obstacle, action or learning) with the group.

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► Welcome Back!

► Refining Observation

► Break

► Close Analysis of the Rubric

► Pushing Practice Through Feedback

► Planning for Your School

► Closure

Agenda -- Rhode Island Model

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Your feedback is important.

Please complete the survey located at:

https://www.surveymonkey.com/s/2013_Day2_TE

Closure

• RIDE website: http://www.ride.ri.gov/ • Evaluation email: EdEval@ride.ri.gov

*RIDE staff members will respond to your context-specific questions.