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Module 7: Preparing for My Mid-Year Conversation. APS Teacher Evaluation. Check for Understanding- Fist to Five?. Rate your understanding of the revised teacher evaluation system: Fist – I didn’t know it was changed. - PowerPoint PPT Presentation
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APS Teacher EvaluationModule 7: Preparing for My Mid-Year Conversation
Rate your understanding of the revised teacher evaluation system:• Fist – I didn’t know it was changed.• 1 finger – I just understand SMART goals, not sure what else I am
supposed to do. • 2 fingers – I understand SMART goals and my documentation log. • 3 fingers – I understand all the components, but still have a few questions
on how I will be rated.• 4 fingers – I understand all the components and don’t’ have any questions. • 5 Fingers – I could help my colleagues in understanding in the entire
process.
Check for Understanding- Fist to Five?
2
APS Teacher Evaluation Process Overview
Teacher Lesson Plans
Writes
SMART Goal
Document Log Observations Mid-Year Evaluation
Evaluator Monitors
Lesson Plans
Writes Compiles Participates Participates Participates
Approves Reviews Conducts Facilitates Facilitates
3
Mid-Year Conversation1. What does a mid-year conversation look like?2. How should my data be presented?3. How will my SMART goal be measured at the
end of the year?4. Plan for checking for student understanding5. Progress on Documentation Log
Agenda
4
What is student progress goal setting?
Step 1:
Determine needs
Step 2:
Create specific
learning goals based on pre-assessment
Step 4: Monitor student progress
through on-going
formative assessment
Step 3: Create and implement
teaching and learning
strategies
Step 5:
Determine whether the
students achieved the
goal
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• Monitor progress • Adjust instruction as needed
Determining Goal Attainment- Key points
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On the chart paper on your table list the ways you are monitoring students’ progress towards achieving your SMART goal.• If more than one person is using that
method/data put check marks next to it to represent the number of those using it
Check for Understanding: Charting
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Activity 1: What key questions does the evaluator ask?
Videos• Mid Year Conversation on Goal Making Acceptable Progress
• Mid Year Conversation on Goal that is not on Target
1. What does the mid-year conversation look like?
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• Provide a summary of class/focus group data, not individual sets of data
• Present data in a table or graph that shows baseline and mid-year data to highlight growth or lack of growth
2. How do I summarize and present my data?
Base-line data
Mid-year data
Growth from base-line to mid year
End of year data
Growth from base-line to end of year
Student A
Student B
Student C
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Insert example from school’s ILT SMART goal and data summary.
ILT Data Example
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• How will you summarize your data for the mid-year conversation?
• Sketch out your data table• Check for understanding: Share with three
other people and listen to their ideas.
Activity 2: Data
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• Monitor progress • Adjust instruction as needed
Determining Goal Attainment
12
Look for adjustments in this order:1. Strategy Implementation
– Did I implement the strategies appropriately?2. Are they appropriate strategies for the target group
and the content?– Are other strategies needed in place of? In addition to?
3. LAST- is the target appropriate and realistic?4. What additional checks for understanding do I need?
What if my target group is not on track to meet the goal?
13
Determining Goal Attainment
Step 1:
Determine needs
Step 2:
Create specific
learning goals based on pre-assessment
Step 4: Monitor student progress
through on-going
formative assessment
Step 3: Create and implement
teaching and learning
strategies
Step 5:
Determine whether the
students achieved the goal
14
High Growth
Medium Growth
Low Growth
Highly Effective Effective Developing/ Needs Improvement
Ineffective
More than 50% of students exceeded goal with no more than 10% not meeting the goal
At least 80% of students met or exceeded the goal
Less than 50% of students did not meet goal and50% or more met or exceeded the goal
Greater than 50% of students did not meet goal
3. How will my SMART goal be measured at the end of the year?
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High Growth
Medium Growth
Low Growth
Highly Effective Effective Developing/ Needs Improvement
Ineffective
More than 50% of students exceeded goal with no more than 10% not meeting the goal16 students earn a score of 3 or higher which represents 89%
At least 80% of students met or exceeded the goal
15 students earn a score of 3 or higher which represents 83%
Less than 50% of students did not meet goal and50% or more met or exceeded the goal
9 students earn a score of 3 or higher which represents 50%
Greater than 50% of students did not meet goal
8 students earn a score of 3 or higher which represents 45%
Music Example: At least 80% of my students will meet or exceed the benchmark for the music assessment which is a score of 3 or proficient on the rubric. (When using Smart Music, a score of 75% or greater will be proficient.) [18 total students]
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High Growth
Medium Growth
Low Growth
Highly Effective Effective Developing/ Needs Improvement
Ineffective
More than 50% of students exceeded goal with no more than 10% not meeting the goal___students earn/score ___ which represents ____%
At least 80% of students met or exceeded the goal
___students earn/score ___ which represents ____%
Less than 50% of students did not meet goal and50% or more met or exceeded the goal
___students earn/score ___ which represents ____%
Greater than 50% of students did not meet goal
___students earn/score ___ which represents ____%
For your SMART goal, what numbers are needed for each rating?
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15 minute break
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How do you know they learned it?
I TAUGHT STRIPE HOW TO WHISTLE
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I DON’T HEAR HIM WHISTLING
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I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT
From Checking for Understanding, King Features Syndicate.
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“…at the very least, teachers should check for understanding every 15 minutes.”
-Douglas FisherChecking for Understanding
4. What data sources would be appropriate for …
• Progress monitoring goal progress throughout the year?
• TOOL- APS Comprehensive Assessment Inventory
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One tool to support checking for understanding
• Activity 3: Preview the text • Think
about “In what ways will this help me check for understanding more frequently?”
• Turn and talk
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Activity 4 choice a: Final Word Protocol
1. Skim the text- APS Assessment Inventory (5 minutes).2. Select one phrase that strikes you.3. (1-2 minutes) Participant [sharer] closest to the door reads
the phrase s/he selected including why s/he selected it.4. Each listener has 1 uninterrupted minute to “reflect back”
on what the sharer said.5. Final word: sharer has 1 minute uninterrupted time to react
to what has been said in the group.6. Repeat the cycle with the person to the right of the first
sharer.
25
Activity 4- choice b:Four “A”s Text Protocol
1. Read the text silently, highlighting and writing notes in the margin on post-it notes
2. Answer the following four questions • What Assumptions does the author of the text hold?• What do you Agree with in the text?• What do you want to Argue with in the text?• What parts of the text do you want to Aspire to?
3. In a round, each person identifies one assumption in the text, citing the text (with page numbers, if appropriate) as evidence.
4. Continue in rounds- Agree with, Argue with and Aspire to 5. What does this mean for our work with students?6. Debrief the text experience.
26Text- APS Assessment Inventory
Activity 5: Plan to Check for Understanding
1. Identify (star/highlight) which strategies you currently use in your classroom/program (page 47-50).
2. Talk to your neighbor about how these checks for understanding lead to changes in your instruction.
27
Next Steps
Identify 2-3 checking for understanding strategies you do not currently use that you will incorporate in your work to achieve your SMART goal.
Plan for utilizing 1-2 of these in your SMART goal work.
28
How does checking for understanding fit into the teacher performance standards? (1)
Performance Standard 4: Assessment of and for Student Learning/AssessmentThe teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents/guardians throughout the school year.
The educational specialist gathers, analyzes, and uses data to determine learner needs, to measure learner or program progress, to guide instruction, and to provide timely feedback to learners, parents/guardians, and staff.
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How does checking for understanding fit into the teacher performance standards? (2)
Performance Standard 4: Assessment of and for Student Learning/Assessment
30
Highly EffectiveEffective
Effective is the expected level of performance.
Developing/Needs
ImprovementIneffective
In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress.
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents/guardians throughout the school year.
The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction.
The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not provide timely feedback on student academic progress in a timely manner.
31
Additional Reading:
Brief 6: Standard 4-Assessment of and for Student Learning
5. Mid-year Conversation and Progress on Documentation Log
• Bring to the mid-year conversation items you have identified for your documentation log thus far.
• Be ready to share the description of the evidence and why you might include it.
32
Mid-Year Conversation1. What does a mid-year conversation look like?2. How should my data be presented?3. How will my SMART goal be measured at the
end of the year?4. Plan for checking for student understanding5. Progress on Documentation Log
Agenda
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Check for Understanding: Exit Ticket
What is needed for my mid-year conversation?
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To Do List
– Prepare for mid-year conversation– Plan to use checks for understanding and be ready to
share at ______ meeting
Focuses on student results
Connects teaching with learning
Leads to improved instruction in the classroom
Contributes to school improvement
Setting and monitoring student achievement goals…
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“Arlington Public Schools will provide every student with highly effective educators that have the necessary tools to positively impact student learning and growth.”
APS Teacher Evaluation VisionSince 1999
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APS Teacher EvaluationA Process for Student and Teacher Growth