OREGON CITY SCHOOL DISTRICTProfessional Growth and Evaluation

August 29, 2011

Sit with your colleagues from your building

Checking your MemoryGive One Get One!

Name one domain/standard in your district’s rubric.

What is one benefit of using a rubric for evaluation?

Share two significant improvements in your new evaluation and supervision system.

List 2-3 burning questions you would like to have answered today!

Goals for Building Team Training

To understand how using rubrics can be a systemic approach to support professional development and a culture for learning.

To know the components of the newsupervision and evaluation handbook

To understand teacher’s role in the process

To apply learnings by designing an introduction of PGE to staff

AGENDADay One/AM

• Rubrics and effective teaching• Components of the “New” Purple Book• What responsibilities do teachers have?• What responsibilities do administrators have?• Building Planning Time• Next steps…

SB 290By summer 2013:Performance standards with multiple levels of

proficiency for principals and teacher evaluations.

Performance standards must be research-based.Evaluations will be informed by multiple

measures of student achievement.

SB 290By summer 2013:Performance standards with multiple levels of

proficiency for principals and teacher evaluations.

Performance standards must be research-based.

Evaluations will be informed by multiple measures of student achievement.

Effective Rubrics are…..

• Definitions of effective teaching• Based on research

– Human Development Theories– Principles of Learning– Learning Theories and Brain Research

• Research based– Using rubrics improves teacher practice and

student achievement

EVALUATION

Self-assessmentGoalsPGP

Evaluation Activities: Formative and Summative

• Observations• Self-assessment• Self-directed inquiry• Reflection on practice• Collaboration • Teaching artifacts: assignments, worksheets…• Planning documents : lesson plans, curriculum units,

classroom management plans…• Parent and Community Communications: newsletters,

student progress reports…• Student work• Student, parent feedback• Communication logs, records

Understanding Each Domain: Paired Reading

“A” and “B” each read narrative of one domain

“A” summarizes the description“B” gives an example of what this looks

like in classroomSelect next domain and reverse rolesRepeat, switching roles until all domains

read

Discuss learnings and insights!

Getting to Know your Rubric!!

• At your table are statements. Match the statement to the appropriate domain and component.

• Find your elbow partner and discuss the answers to both questions.

• When partners are finished, pair up with another pair.

• Compare answers and reach consensus.

Danielson-based:Redmond, Crook Co., Oregon City, Sisters

Domains/Standards Planning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Components 22 Components in 4 Domains

Elements Additional descriptors that define component

Levels of Performance 4

Levels of Performance

Exemplary Proficient Basic Does Not Meet Standard

Levels of Performance

ExemplaryStudents assume resp. for learning,

ProficientExperiencedCompetence

BasicBegin.Makingprogress

Developing

Does Not Meet StandardBelow acceptable,interventionneeded

The Old and the New Purple Book

OLD

• Goals• PGPS• Formal Observation Cycles• Written Evaluation

NEW• Self-assessment• SMART Goals• PGPS• Mini Observations with

feedback• Differentiated to meet

teacher needs• Self-reflection• Written Evaluation

Formative

Educator• Complete self-assessment• Write SMART goals for PGP• Collect artifacts to

document growth, if appropriate

• Reflect on mini-observations

• Implement PGP

AdministratorMeet with educator to:• Review self-assessment and

PGPConduct mini-observations (6

in pilot year)• Provided feedback following

mini-observations

Differentiated Supervision CyclesInitial Supported Independent

Definition Probationary/Temp. Contract not yet proficient in all domains

Contract meeting proficiency on all components

Cycle 1 year 1 year 3 years

Self-assessment Annually Annually Every 3 years

Goals 2 in growth areas 1 growth, 1 interest 2 interest

PGP Annually Annually Every 3 years

Self-Reflection Annually Annually Annually

Observations 10 mini annually 10 mini annually 3 mini annually with option for peer coaching

Self-reflection Annually Annually Annually

Summative Eval. Annually Annually Every 3 years

Practice Self Assessment

Look at Domain 3.Read each component statement and level of

performance.Assess your proficiency using the levels for each

component.

Identify components that you would like more information about!

SMART GOALSWhat are they?Why use them?How do you write them?

What Are SMART GOALS?

S pecific, strategicM easurableA ttainableR esults-orientedT ime-bound

School Improvement Smart Goal

By June of 2012, 80% of our students will demonstrate achievement of 80% of the expected learning outcomes in number and operation sense.

SMART Goal

Individual Professional SMART Goal

By June of 2012, the sixth grade team will develop 6 common formative assessments for the math curriculum aligned with lesson plans for the district’s standards.

SMART Goal

• Goal Statement

• Related to Domains

• How will this goal improve student learning?

• What measurable criteria will be used to assess your goal’s success?

SMART Goal: Format

• Goal Statement: – Form a study group with five other staff members

to learn about cooperative learning techniques. All five components of cooperative learning will be implemented in year 3.

• Related to Domains: – Classroom Environment and Student Management– Instruction and Assessment– Professional Responsibilities and Relationships

SMART Goal:

• How will this goal improve student learning?– The group will research the effectiveness of

cooperative learning. Student learning should improve as a consequence of using cooperative learning in social studies, language arts, and science.

• What measurable criteria will be used to assess your goal’s success?– Student work completed in cooperative learning

groups will be compared to previous assignments done independently. Two assignments will be assessed and compared annually.

Practice Writing SMART Goals…

• Using the results of your needs assessment, design a SMART goal to address a professional growth goal

• Share your goal with your 3 o’clock appointment partner.

Goal Writing Activity

Professional Growth Plans

Observations

Formal Observation Cycles• Pre-conference to discuss

lesson and class

• Scheduled visitation• Usually a full period or 30-

45 minutes• Post Conference scheduled

after each observation

Mini-Observations• No pre conference unless

requested by admin or educator

• Unannounced visitation• Shorter duration, usually

10-20 minutes• Post conference for two

minis, informal feedback for the rest

Summative Activities

Educator• Self-Reflection on growth• Share artifacts, if approp.

AdministratorMeet with educator to:• Review self-reflection• Summarize mini

observations, observations of other professional practice, review of artifacts

• Assign a rating on each component in domains

Teaching….cannot be considered proficient or distinguished if students are not thinking or doing the learning themselves.

Deepening Understanding of one Component:

How Does a Teacher Engage?

• Developing a common definition of ‘engaging students’.

• Why engage students?• How often should we engage students?

Engagement at Proficient LevelREDMOND, SISTERS, OREGON CITY, LEBANON, CROOK CO.

3 c: Engaging students in learning:

Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Element: Activities and Assignments

Most activities and assignments are appropriate to students and almost all students are cognitively engaged in exploring content.

Beyond Definitions: Critical AttributesA• Who can tell me at least

three reasons for the beginning of the Civil War?

• Can I have a volunteer tell me the steps in the scientific process?

B• Each person should write

down three reasons for the beginning of the Civil War. Compare your answers with your elbow partner. When you are done, I’ll call on teams to share answers.

• Using the strips of paper at your table, organize these to show the steps in the scientific process.

Data SetA

• How are you doing with the two processes of mitosis and meiosis. Everybody get it? Any questions?

B

• Think about the differences between the processes of mitosis and meiosis. Be prepared to share your answer with your elbow partner.

More Testers:• Thumbs up if you agree and thumbs down if you disagree . Be

prepared to defend your answer. The US made a good decision to pull out of Vietnam.

• Who can tell me how hailstones are formed?

• Write down in your journal two new ideas learned today. Share one with our neighbor. As you leave, hand your reflections to me.

• Think of the difference between a ligament and a muscle tissue and how the difference effects the type of treatment. (Teacher waits 10 seconds) Mark, share your answer.

What do you notice?

A B1.

2.

1.

2.

Who can?

Everyone should write..

Engaging Students/Activities and Assignments

A B1. Discretionary

2. One by one

1. Mandatory/all

2. Simultaneous

An Old Chinese Proverb

Tell me and I will forgetShow me and I may rememberInvolve me and I will understand

Brain Matters: Teaching with the Brain in Mind!!

So, engagement increases rate of learning and retention….

What does the brain research say about the frequency need for student cognitive engagement?

What do you know about teaching with the Brain in Mind?

• By some estimates, 99 % of all sensory information is discarded almost immediately.

• The number of neurons and dendrites in our brains remains the same t/o life.

• Information remains in the working memory of the brain for less than 20 seconds.

• Most HS/Adults can learn from a 20 min. lecture without processing information.

Sight Sight Sensory

Memory

Sensory

Memory

Working (Short-term)

MemoryAdults: __________Students: _________

Working (Short-term)

MemoryAdults: __________Students: _________

Long-termMemory

Long-termMemory

Processing(Elaboration & Organization)

Processing(Elaboration & Organization)

RetrievalRetrieval

Focus (Initial

Processing)

Focus (Initial

Processing)

NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

Chunking - New Content Doing

SoundSound

SmellSmell

Taste Taste

Touch Touch

Sight Sight Sensory

Memory

NoveltyIntensity Movement

Sensory

Memory

NoveltyIntensity Movement

Working (Short-term)

MemoryAdults: Every 10 minutes + /- 2Students: _________

High School : Every 7-10 minutes

Middle level/Intermediate : Every 5-7 minutes

Primary: Every 2 to 5 minutes

Working (Short-term)

MemoryAdults: Every 10 minutes + /- 2Students: _________

High School : Every 7-10 minutes

Middle level/Intermediate : Every 5-7 minutes

Primary: Every 2 to 5 minutes

Long-termMemory

Declarative: Rote Rehearsal

Elaborative Rehearsal

Procedural: Discussion,

patterns, Problem-solving

Long-termMemory

Declarative: Rote Rehearsal

Elaborative Rehearsal

Procedural: Discussion,

patterns, Problem-solving

Processing(Elaboration & Organization)

Processing(Elaboration & Organization)

RetrievalRetrieval

Focus (Initial

Processing)Meaning

and Emotion

Focus (Initial

Processing)Meaning

and Emotion

NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

Chunking - New Content Doing

SoundSound

SmellSmell

Taste Taste

Touch Touch

Engaging Students/Activities and Assignments

Not engaging Engaging

1. Discretionary

2. One by one

3. Long stretches of telling without processing.More than 7 minutes

1. Mandatory/all

2. Simultaneous

3. Throughout the lesson2-5 min. for primary5-7 min inter./ 7- 10 hs/adult

Engaging Students/Activities and Assignments

Not engaging Engaging

1. Discretionary

2. One by one

3. Long stretches of telling without processing.More than 7 minutes

1. Mandatory/all

2. Simultaneous3. Throughout the lesson

2-3 min. for primary5-7 min inter./ 7- 10 hs/adult

4. Processing the learningDoes the engagement activity focus students on the learning?

Quick Review

• At your table is a list of strategies that engage students.

• Circle those you have used in your classroom.

• Select one to share how it was used with the content.

• Select one you do not know to ask your colleagues about.

Teaching Strategies to Engage StudentsDefinition: Teaching Strategies are the activities teachers use in their lessons to engage students so students will process the learning and teachers can assess for learning.

Names of Strategies shared through trainings including Engaging Students (Ellis), SIOP, GLAD, and Marazano.

Think-Pair-Share S-O-S SummaryJigsaw Response CardsNumbered Heads Together Task CardsRound Robin/Round Table Four Corners3-2-1 Summary PlacematAppointment Clock/ Quadrant Partners GraffitiGallery Walk Say and SwitchTicket out the Door Three Step InterviewBingo Concept Map60 second power write Mind Map10-2 Rule BingoFrayer Model Find Someone WhoRAFT Concept AttainmentGive one Get one Traffic LightKWL Thumbs up/Thumbs downWrite Around WhiteboardsPivot A-BInside/Outside CircleEntry promptsValue Lines (Birthday line-up, Living Likert)The Final Word4 A’s

Draw, Tell, Listen

Identifying similarities and differences

Summarizing, discussion and note taking

Nonlinguistic Representations

Projects, problems, simulations

Peer Teaching

Venn DiagramsCategorizingConcept Attainment

Cornell Notes10/2 RuleK-W-LGraffitiPlace MatText to Reader connectionsPMI60 second power writeORIDInside/Outside Circles

Graphic OrganizerAdvanced OrganizersMind Maps/webs

Chalktalk/Silent DialogueRole PlaysReal life Problems

Pivot A-BPairs CheckReciprocal teaching

MetaphorsAnalogies

Concept MappingAdvanced Organizers

Mental PicturesDrawing PicturesKinesthetic Activity (TPR)

Games: What is the Question?Name that Category

Three step interviewJigsaw

Graphic Organizers Draw-Write DiagramRoundtable/ Roundrobin 4 Corners

Body RepresentationsGive one/Get one

Say and Switch

Summary

Name 3 attributes or look-fors for engaging students.

Name 2 reasons for using differentiated supervision cycles.

Name 1 component of mini observation

Preparing the faculty

Preparing the faculty

Supervision - Formative• E: Self-assessment• E: Goals• E and A: Observations

– Mini, short and unannounced

• E and A: Instructional Conferencing– Reflections are key to discussion– Mini prof’l development session– Formative – opportunity to change

Evaluation - Summative• E: Self-reflection on goals,

observations and other professional activities

• A: A summary of observations, artifacts shared, all domains/components rated in evaluation

1. Identify time to present new PGE process

2. Overview the ‘new’ PURPLE book

3. Explain rubric: domains/components and

levels of performance thru activity

4. Share Differentiated Supervision Cycle

5. Explain pilot year expectations– 6 minis for all, no

differentiation to begin

6. Explain how minis differ from formal obs.

7. Describe educator’s role: self-assess,

goals, PGP, self –reflection

8. Describe administrator’s role

Preparing the faculty

Burning Questions??

Any unanswered?

Any new?

Feedback

Significant Learnings?

Suggestions?

Questions?