ProfessionalismRubric Process and Look-Fors

K-W-L Please take just a moment to use

what you KNOW about the Professionalism rubric to write down what you WANT to know before the end of our session.

Learning TargetsProfessionalism Timing, Scoring, and Look Fors

Professionalism Process in OASYS

Locating resources for Professionalism in OASYS

Mar

ch 1

7th

Mar

ch 2

4th

April

17t

h

May

23r

dM

ay 3

0th

May

16t

h

TEM Observations

Professionalism Conferences

Summative Conferences

TEAM S2 Scoring and Feedback

Professionalism Process Schedule the Professionalism conference. Complete entry of evidence for each indicator in the

Professionalism Observation Form. Open the educator’s Professionalism self score. Use evidence from the self score (as appropriate) to

support each indicator on the rubric. Make any needed adjustments to evidence and enter

a score for each indicator prior to meeting with the educator.

Conduct the conference as you would an observation post-conference (R,R,R)

Turn and TalkTable Groups

Professionalism Resources

Professionalism Look-Fors Guidance on Scoring the Professionalism Rubric

Professionalism in OASYS Steps Professionalism FAQ’s

User History Steps

K-W-L Based on what we have discussed, what can you

take away with you as new LEARNing?

What else do you need to know in order to proceed with this process?

What feedback do you have for me?

QTE S2Semester 2 - Quality of Teacher Evaluation

Survey ResultsThe QTE review provided in

December was useful for the intended audience and

purpose.

12%

63%

19%

6% Strongly AgreeAgreeDisagreeStrongly Disagree

I would like to receive the QTE review again for the

TEAM semester 2 feedback and scoring.

22%

43%28%

7% Strongly AgreeAgreeDisagreeStrongly Disagree

Survey ResultsQTE improved my ability to

provide appropriate feedback on TEAM indicators 1, 3, and 5.

10%

64%

22%

4% Strongly AgreeAgreeDisagreeStrongly Disagree

Exemplars of feedback and recommendations were

useful.

14%

67%

16%

3%Strongly AgreeAgreeDisagreeStrongly Disagree

Survey Feedback Training/Examples Survey results Share best practices More samples per observer

Evidence Sample 102/12/2014 12:23 pm: Teacher gives additional instructions to another student.02/12/2014 12:34 pm: Students are confused about the assignment and ask numerous questions.02/12/2014 12:35 pm: Teacher tells all students again what they are to do. A student asks, "So we don't add anything." The teacher says no.02/12/2014 12:35 pm: A student asks, "So are we bringing it to a higher level?"02/12/2014 12:39 pm: A student asks another clarifying question; another student asks another question, and the teacher answers the questions.02/12/2014 12:48 pm: Teacher asks student about another way they talked about completing the plate.02/12/2014 12:54 pm: Teacher asks if they have to always use pairs and students respond, "No." Students say, "It depends on the activity."02/12/2014 12:55 pm: The students explained the activities they would use.02/12/2014 12:57 pm: The teacher asks, " What would you do to associate their imagination? What could they imagine? You all had to be creative.02/12/2014 12:57 pm: Teacher asks, "Any other thoughts or suggestions?"02/12/2014 01:06 pm: A student states, "There was not a lot you could add to the powerpoint to analyze other than putting samples in it. Teacher makes suggestions.02/12/2014 01:04 pm: Each pair of students remaining stated what they liked about the powerpoint in addition to adding their suggestions.02/12/2014 01:07 pm: Student from last pair says, "There is not a lot you can do to it.02/12/2014 01:03 pm: Teacher calls on a student to explain powerpoint with changes.02/12/2014 01:03 pm: Teacher calls on other students to do the same and adds more suggestions.

Evidence Sample 2- run smoothly without prompting.- include transitions that are orderly, efficient, systematic, and require little teacher direction.

Evidence Sample 3TEACH 1: "level 2 11/15/2013 07:18 am: Today's objective: Identify the reactants and products of a chemical reaction. Recognize if a chemical reaction occurred. The standard is interpret data from an investigation to differentiate between physical and chemical changes. Both the objective and standard are written on the whiteboard.11/15/2013 07:18 am: Do Now= What are two ways to identify if a chemical reaction has occurred?11/15/2013 07:23 am: Teacher ""Do chemical reaction only include compounds? What is a compound? Student ""Two or more elements chemically combined.""11/15/2013 07:29 am: Teacher ""In your group come up with three signs that a chemical reaction occurs."" There are seven groups. In every group, there is at least one student who is not engaged in conversation about the question. One student (the young man with dreads) has no materials on his desk (no paper, no writing utensil, no notes).11/15/2013 07:30 am: The groups have 2 minutes to generate their list. Student :""Formation of gas.""11/15/2013 07:33 am: To the group next to me. Teacher ""Did yall come up with three? Student :When the leaves change colors. Teacher ""So why is that a chemical change? Student :""Because the color change."" Teacher :""And? Why is that a chemical reaction?"" Student : ""Umm, cuz it changed.””Summary of evidence: The aforementioned evidence suggest that most students did not demonstrate mastery of the objective. They could not explain or demonstrate what they were learning beyond simply repeating the stated or posted objectives. "

Recommendation Sample 1

Teach will continue to develop routines and procedures that: - run smoothly without prompting.- include transitions that are orderly, efficient, systematic, and require little teacher direction.Students know their responsibilities and ask few questions about what to do.Students share responsibility for the operations and routines in the classroomTeacher is encouraged to work on empowering students to make their own partnering choices.Teacher will select at PD360 or Teaching Channel video, specific to Science content.  She will submit a reflection to the admin by March 14.

Recommendation Sample 2

The refinement recommendation for this observation actually relates to addressing issues in T5. Review the rubric for this indicator and incorporate the specific descriptors to fulfill the requirements for level 5. 

Recommendation Sample 3 In this lesson students were disengaged and engaged in off task behavior for

the majority of the lesson. There were times when the teacher was modeling for students and 0/18 students were tracking the teacher and engaged in the lesson. Therefore, the evidence indicates that instructional time could be maximized by providing consistent and clear expectations to all students.

Provide clear concise directions to students that includes - Movement - Voice and Participation. For example: Quietly sit at your seat with your hands on your lap. Narrate 2-3 students that are modeling the correct direction. Memphis is sitting quietly, Jane has her hands in her lap. Provide consequences for students that do not follow expectations.

One strategy that can be implemented immediately is SLANT. This acronym stands for Sit up... Listen.... Ask and Answer Questions... Nod your head. Track the Speaker. It is important to understand that in order for these strategies to be successful consequences must be provided to students that do not follow directions. More information on slant can be found on the following website: http://specialed.about.com/b/2011/01/01/teach-like-a-champion-technique-32.htm

Process for S2 Principals receive QTE forms for VP/AP’s on April 8th.

QTE forms will contain evidence samples, recommendation samples, and fidelity information (finalized without acknowledgement & outside 7 days)

Principals should discuss QTE evidence and recommendations with their VP/AP and gather any context around fidelity.

Performance Management does not have final say over administrator scoring so all context should be provided directly to the observer.