Slide 2 1 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS
Ponaganset Middle School Evaluation Protocol 2013-14 RIDE Edition 2
with Addendum Slide 3 2 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Edition II: Five Key Priorities for Model Refinement
Streamline the Model Strive for Accuracy & Consistency Clarify
Expectations, Requirements & Timelines Align to Other
Initiatives Focus on Measures of Student Learning Slide 4 3 RHODE
ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Details of Changes
Differentiated Evaluation ProcessDifferentiated Evaluation Process:
Depending on the previous years final evaluation rating there will
be varying requirements: Conferences: one conference- EOY only, or
two conferences- Beginning and End of Year, or three conferences-
Beginning, Middle and End-of-Year Classroom Observations: one
observation- unannounced, or two- 1 announced and 1 unannounced, or
three- 1 announced and 2 unannounced, or four- 1 announced and 3
unannounced oAnnounced (week notification can not be the same as
the week of observation) oall observations are rated and require
written feedback RI Growth Model Rating: included for teachers who
contribute to student learning in math and reading in grades 3-7
Professional Growth Goals: at least 1 per teacher (aligned with
school and district ) SLO: at least 2 per teacher (aligned with
department, school, district) Slide 5 Professional Practice For the
2013 edition, no changes have been made to the architecture of the
Rubric (e.g., the same 8 components). The language changes are
primarily located in the critical attributes and possible examples
of Domain 3 to better align with the Common Core State Standards.
All components remain 100% observable (no evidence to be provided)
Professional Foundations Some of the components will be seen in
action; others will require artifact review. (pg. 26) Details of
Changes Slide 6 5 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS PMS Student Learning Objective Statement Professional
Growth Goal Reading: Students will demonstrate improved performance
in reading and comprehending informational text. This defined area
of need is based on a data crosswalk between NECAP, MAP and local
common assessments. Math: Students will demonstrate improved
performance in the area of numbers and operations. This defined
area of need is based on a data crosswalk between NECAP, MAP and
local common assessments. Slide 7 6 RHODE ISLAND MODEL FOR
PERSONNEL EVALUATING TEACHERS Professional Growth Goals Engage in
accurate and consistent analysis of data and student learning
across teachers, departments, and schoolsto design and implement
core, supplemental and intensive instructional supports and
intervention Engage in a continuous focus on improving teaching and
learning with an explicit emphasis on literacy, numeracy and 21 st
Century Skills Continue to implement a system to ensure the
evaluations process is conducted timely, thoroughly and with full
alignment. Slide 8 7 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Ponaganset Middle School PGG #1 Goal #1: Create and
establish a system to ensure the evaluations process is conducted
timely, thoroughly and with full alignment. Action Step #1
(required): Introduce and explain the new RI Model Educator
Evaluation System (Edition 2) to the faculty. Benchmark(s) for
Action Step # 1: By (date): 9/16/13 Identify what you plan to
accomplish: Offer PD for Teacher Professional Practice Rubrics and
Educator Professional Foundations Rubrics Dedicate CPT to agreement
on assessment to be used as data for the SLO (MAP, Common task,
grade level assessments) Slide 9 8 RHODE ISLAND MODEL FOR PERSONNEL
EVALUATING TEACHERS Timeline and Focus DateHours Event September 91
Evaluation PF September 161 Come to agreement on assessment to be
used as data for the SLO (MAP, Common task, grade level
assessments) September 23 1 September 301 Beginning of Year
conferences scheduled October 7 1 October 14 Slide 10 9 RHODE
ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Student Learning
Objectives The Measures of Student Learning section in the Addendum
replaces the original section in the Edition II Guidebook. In
addition to the changes to the SLO process, this section is
intended to help educators better understand how SLOs are fully
integrated with curriculum, instruction, and assessment. Addendum
pg. 10-11 Slide 11 10 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Student Learning Objective The SLO form has been revised
based on feedback from educators across the state. These changes
include: Removing the Level of Standardization section (which was
often confused with assessment quality) Re-sequencing the order of
the elements Collapsing Evidence Source, Administration, and
Scoring into one category Slide 12 11 RHODE ISLAND MODEL FOR
PERSONNEL EVALUATING TEACHERS The Anatomy of a Student Learning
Objective The SLO Form is designed to elicit answers to the
following three essential questions: 1. What are the most important
knowledge/skill(s) I want my students to attain by the end of the
interval of instruction (Priority of Content) 2. Where are my
students now (at the beginning of instruction) with respect to the
objective (Priority of Content, Rigor of Target) 3. Based on what I
know about my students, where do I expect them to be by the end of
the interval of instruction and how will they demonstrate their
knowledge/skill(s) (Rigor of Target, Quality of Evidence) Slide 13
12 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS The Anatomy
of a Student Learning Objective Objective Statement Identifies the
priority content and learning that is expected during the interval
of instruction The objective statement should be broad enough that
it captures the major content of an extended instructional period,
but focused enough that it can be measured Rationale Provides a
data-driven and/or curriculum-based explanation for the focus of
the Student Learning Objective Aligned Standards Specifies the
standards (e.g., CCSS, Rhode Island GSEs, GLEs, or other state or
national standards) to which this objective is aligned Priority of
Content Slide 14 13 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Anatomy of a Student Learning Objective Baseline Data
Describes students baseline knowledge, including the source(s) of
data and its relation to the overall course objectives. If baseline
data are not available for the student population to whom the
Student Learning Objective applies, data about a similar student
group (such as students taught in a previous year) or national
expectations about student achievement in this area may be
referenced. Baseline data may include: oprior year assessment
scores or grades obeginning-of-year benchmark assessment data
oother evidence of students learning, such as portfolio work
samples During the first week of school, students completed a mile
run. Only 50% of students ran the mile in under 10 minutes. Of
those, 25% ran the mile in under 8 minutes. The other 50% ran the
mile in over 10 minutes. Rigor of Target Example: Slide 15 14 RHODE
ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Anatomy of a Student
Learning Objective Target(s) Describes where the teacher expects
students to be at the end of the interval of instruction. The
target should be measureable and rigorous, yet attainable for the
interval of instruction. The target should be tiered
(differentiated) so as to be both rigorous and attainable for all
students included in the Student Learning Objective. Rigor of
Target Slide 16 15 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Anatomy of a Student Learning Objective Rationale for
Target(s) Explains the way in which the target was determined,
including the data source (e.g., benchmark assessment, historical
data for the students in the course, historical data from past
students) and evidence that the data indicate the target is both
rigorous and attainable for all students. Rationale should be
provided for each target. These targets were informed by my data
from last years French 2 student data. I created tiers based upon
the Q1 assessment, which indicated that 85% of students are
on-track. The remaining 15% are entering the course lacking some
foundational skills from French 1. Therefore, I have set a slightly
lower, though still rigorous, target for these students. Rigor of
Target Slide 17 16 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Anatomy of a Student Learning Objective High-quality
assessments are essential for accurately measuring students
learning. In Rhode Island, a variety of summative assessments may
be used as evidence for SLOs, including performance tasks, extended
writing, research papers, projects, portfolios, unit assessments,
final assessments, or a combination. Assessments may be created by
individual teachers, teams of teachers, district leaders, or
purchased from a commercial vendor; all assessments must be
reviewed by evaluators. Addendum pg. 19 Quality of Evidence Slide
18 17 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS Anatomy
of a Student Learning Objective Evidence Source Describes how
student learning will be assessed and why the assessment(s) is
appropriate for measuring the objective Describes how the measure
of student learning will be Describes how the evidence will be
collected and scored Various assessments may be used as evidence of
target attainment, ranging from teacher-created performance tasks
to commercial standardized assessments. Common assessments for the
same courses will save time for teachers and evaluators. Quality of
Evidence Slide 19 18 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Mid-Year SLOs can/should be revised IF Based on new
information, it is clear the objectives fail to address the most
important learning in the classroom/course New, more reliable
sources of evidence become available Class compositions have
changed significantly Teaching schedule or assignment has changed
significantly Slide 20 19 RHODE ISLAND MODEL FOR PERSONNEL
EVALUATING TEACHERS Scoring SLOs Slide 21 20 RHODE ISLAND MODEL FOR
PERSONNEL EVALUATING TEACHERS Scoring SLOs PRIOR to the End-of-Year
Conference which all teachers are required to attend, teachers
should: Gather and analyze student learning data relevant to their
SLOs (e.g., assessment results) Complete the results section of
each SLO Form Submit data and completed SLO Form to evaluators at
least 48 hours in advance of conference Slide 22 21 RHODE ISLAND
MODEL FOR PERSONNEL EVALUATING TEACHERS Step 2: Scoring a Set of
SLOs Slide 23 22 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Step 2: Scoring a Set of SLOs Scoring Tables SLO 1SLO
2Final Exceeded Exceptional ExceededMet Full ExceededNearly Met
Full ExceededNot Met Partial Met Full MetNearly Met Full MetNot Met
Partial Nearly Met Partial Nearly MetNot Met Minimal Not Met
Minimal Slide 24 23 RHODE ISLAND MODEL FOR PERSONNEL EVALUATING
TEACHERS Thank you for your professionalism and hard work.
