Rhode Island ModelAcademy for Personnel Evaluating Teachers

Day 2: Professional Practice, Professional Foundations, and EPSS

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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Professional Foundations and Support & Development

Session 1: Updates and Refining Professional PracticeObjectives

Evaluators will: Understand the updates to Professional Practice Understand layout and functionality of online tools Review different ways to take notes Practice observation calibration protocol

Day 1 Day 2 Day 3 Day 4

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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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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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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 FEEDBACK

DELIVER 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 Observation

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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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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Professional Foundations and Support & Development

Session 2: Professional Foundations and Teacher Support and Development

Objectives

Evaluators will: Understand the architecture and scoring method of the Professional

Foundations Rubric Differentiate between various levels of performance on the Professional

Foundations Rubric Create a take-away list of site-specific evidence to share with your school team Understand how the RI Model supports the development of educators

Day 1 Day 2 Day 3 Day 4

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Edition II: Professional Foundations

Final Effectiveness Rating

Professional Practice

Professional Foundations (8 components)

Student Learning

Evaluation Criteria

p. 11

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Thinking Behind the Rating

Differences between Professional Practice and Professional Foundations

Professional Practice Evidence collected during classroom

observations Scored during classroom

observations

Professional Foundations In action and artifact evidence (p.

25) Scored based on evidence

collected throughout the year.

GATHER & SORT INTERPRET DEVELOP

FEEDBACKDELIVER

FEEDBACK

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Professional Foundations Architecture: At a Glance

p. 18

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Professional Foundations Architecture: Rubric Structure

Domain and Component

Component Description

Elements and Indicators

Performance Level Descriptions

Critical Attributes

Possible Examples

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Review component

independently

Discuss and chart your analysis

Share with the larger

group

Analysis of One Component

With a partner(s), you will analyze one component of the full rubric, and be prepared to report out on the following to the whole group:

1. The title of the component

2. The elements of this component

3. Critical attributes – the type of evidence that will be noted for this component

4. Possible examples or artifacts– generate a list of potential evidence that aligns with this component

15 min. 20 min.

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Scoring Part 1: Case Study Teacher Profile A

Review the Case Study Profile

Note where evidence supports

particular PF components

Review the annotated profile

to compare component alignment.

Purpose

Align evidence with components

Based on evidence collected, assign component ratings

p. 1810 min. 10 min.

Rubric

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Scoring Part 2: Case Study Teacher Profile A

Review additional evidence such as a lesson plan or a professional growth plan

In groups, select a rating for each assigned PF component based on the evidence provided

In your group, chart the PF components , your ratings, rationale, and feedback you would provide

Group share

pp. 18-26

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Teacher Support

and Development Process

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Support and Development

The Rhode Island Model is designed to support teacher development by: Outlining high expectations that are clear and aligned to school, district, and

state priorities;

Establishing a common vocabulary for meeting expectations;

Encouraging student-focused conversations to share best practices, and address common challenges;

Grounding teacher professional development in data-driven collaboration, conferencing, observation, and feedback to meet shared goals for student achievement; and

Providing a reliable process for educators to focus practice and drive student learning.

p. 17

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Support and Development

Three Evaluation Conferences Beginning, Middle, and End-of Year based on Differentiation

Self assessment (optional) optional reflective process use prior evaluation data to analyze and identify priorities for professional

growth plan

See p. 65 for Conference Planning Tools

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Support and Development

Professional Growth Plan or Performance Improvement Plan• One professional growth goal required (minimum)• Goal(s) within a plan can span more than one school year, however, the

activities and benchmarks for the goal should be identified for each year• Clear action steps and benchmarks for meeting goal• Aligned to the components within the teacher professional practice or

professional foundations rubric• Mid-Year Conference provides a formal opportunity for the teacher and

evaluator to review the Professional Growth Plan and make adjustments, if necessary

Performance Improvement Plan for teachers rated as Developing or Ineffective, or who are in need of targeted support anytime during the school year

EPSS facilitates the conferencing and goal setting processes, and enables users to upload evidence related to professional growth plan

p. 19Flexibility Factor: Schools and districts may determine that a school-wide approach for one professional growth goal is preferable

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Support and Development

Professional Growth Plans are one way professional development initiatives can be integrated with educator evaluation

• State, district, school initiatives include: Transition to Common Core Secondary Reform Work Comprehensive Assessment System (CAS) Instructional Management System (IMS) Response to Intervention (RtI) Data systems and data analysis STEM curriculum and assessment Effective common planning time protocols

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Support and Development

Performance Improvement Plans – Targeted Support

Educators who: receive a final effectiveness rating of Developing or Ineffective, or are determined to be in need of targeted support during the year,

will work with their evaluator to develop a Performance Improvement Plan

Performance Improvement Plans detail the more intensive support an educator will access to improve their practice

Based on expectations established within RI Educator Evaluation System Standards Work with an improvement team More frequent benchmarks, greater monitoring

Districts have flexibility to include additional requirements and expectations beyond RI Model minimum guidelines

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Session 3 Closure

Stop and Jot

1. Identify any planned (or potential) professional development to be offered in your district or school during 2013-14. Consider all district or school professional development

efforts currently underway or planned for 2013-14. What opportunities can teachers in your school integrate into

their professional growth plan?

2. Think about how teachers can use these professional development opportunities in their professional growth planning.

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Educator Performance Support System (EPSS)

Session 3: EPSS

Objectives

Evaluators will: Understand the general layout and purpose of the educator and

evaluator dashboards Practice using EPSS as teacher evaluators Understand how multiple data points come together on a Mid-Year

Conference form and Final Effectiveness Rating Report Know how to access the EPSS support options

Day 1 Day 2 Day 3 Day 4

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Preparing for our next session:

Getting onto EPSS

1. Go to https://ridemaptest.ride.ri.gov

2. Enter your training Username/ Password

Log in as a Teacher

3. Select EPSS (Training Site).

4. Select My Caseload Tab.

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EPSS Purpose and Background

The purpose of the EPSS is to support high quality evaluation implementation, maximize educators’ time and resources, and provide a single data system for educator evaluation.

Development background

Forms and functionality streamlined

Help resources

p. 10

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Overview of Your Evaluation Dashboard

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Professional Growth Plan

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Student Learning Objectives

**New Procedure for SLO approval**

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Preparing for our next session:

Getting onto EPSS

1. Go to https://ridemaptest.ride.ri.gov

2. Enter your training Username/ Password

Log in as a Principal

3. Select EPSS (Training Site).

4. Select My Caseload Tab.

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Overview of Your Caseload Dashboard

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Same Forms…..New Look…. Better Functionality

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Beginning of the Year Conference Form

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Introducing Zero-Instance Components

Zero Instance Components are forms such as• Self assessment• Additional PGG- Professional Growth Goals • Additional SLOS- First two will populate into the evaluation profile• SOO-Student Outcome Objectives if deemed appropriate.• Additional observations if needed• Performance Improvement Plans PIPPrincipal will have access to Zero Instance Components through the Config. Admin tab. How to add zero instance forms:• Config. Admin tab• User Components link • User –type in teacher name shows all of the components assigned to that

teacher. • Change the number using the arrow keys to add a form. Click and this will

automatically add the form to the teacher’s profile.

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Let’s Add a PGG!

1.

2.

3.

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Classroom Observation Form

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Mid-Year Year Conference Form

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Year-End Scoring Forms

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Professional Foundations Form

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Student Learning Objectives Scoring Form

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Final Effectiveness Rating Report/ End of the Year Conference

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Performance Improvement Plan –Zero Instance Form

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Student Outcome Objective-Zero Instance Form

Support ProfessionalOnline Training Modules and Guidebooks available on the RIDE website.

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Teacher Self-Assessment- Zero Instance Form

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Uploading Artifacts

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Uploading Artifacts to EPSS

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Supports and Resources for EPSS

Resources available include: RIDE EPSS site EPSS Help Sample videos In-person Trainings this summer

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Running Reports

• Overview of what reports can be run and why.

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Running Reports in EPSS

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Caseload Detail View

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Rubric Explorer Reports

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Rubric Explorer Reports

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Trend Explorer Reports

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Trend Explorer Reports

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Final Evaluation Data Summary Report

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Session Closure

3 Actions to follow this training:

2 Challenges to anticipate:

1 Possible Solution: