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  • Add Facilitator names
  • By tables—give a domain; discuss whether there are any components within the domain you feel you do not currently practice—and/or that you would have to CREATE something special to have evidenceShare out
  • After you look at data and determine SLO, now a connection could be made to PPG.
  • After you look at data and determine SLO, now a connection could be made to PPG.
  • We hope your reflections on the day will help to guide and inform district work around the WI Educator Effectiveness System. Thank you.

Transcript

  • 1. WI Educator Effectiveness System: D a n i e l s o n Fr a m e w o r k a n d P P G s Katie Rainey DPI Director of Educator Effectiveness 1
  • 2. Orientation Video 2
  • 3. National Context DPI and Wisconsin educators are creating and implementing teacher and principal evaluation systems intended to identify specific strengths and areas of growth, to empower educators to improve their practice and, ultimately, improve student outcomes. -USDE 3
  • 4. Educator Practice: 3.2 Score Summary Student Outcomes: 2.6 4
  • 5. System Balance Student Outcomes Educator Practice 4.0 4.0 3.5 3.5 3.0 3.0 2.5 2.5 2.0 4.0 2.0 1.5 OR 3.6 0.5 0.0 1.8 1.0 0.5 0.2 0.2 1.5 1.0 0.2 0.2 0.0 1.8 Teachers Aggregate Score on Rubric SLOs Value Added District Choice Principals Graduation Rates or SW Reading 5
  • 6. 2013 Edition of the FFT Evaluation Instrument • Research base • Use in Wisconsin • Alignment to Common Core 6
  • 7. “Teachers previously identified as more effective caused students to learn more. Groups of teachers who had been identified as less effective caused students to learn less.” 7
  • 8. Danielson Framework for Teaching Domain 1: Planning and Preparation Domain 2: Classroom Environment 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments 2a 2b 2c 2d 2e Domain 4: Professional Responsibilities Domain 3: Instruction 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism 3a 3b 3c 3d 3e Creating an Environment of Respect & Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Communicating with Students Using Questioning & Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility & Responsiveness 8
  • 9. Domain 1: Planning and Preparation Domain 2: Classroom Environment 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments 2a 2b 2c 2d 2e Domain 4: Professional Responsibilities Domain 3: Instruction 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism 3a 3b 3c 3d 3e Creating an Environment of Respect & Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Communicating with Students Using Questioning & Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility & Responsiveness 9
  • 10. What does it look like in my practice? 10
  • 11. Letter to WI Educators “A teacher evaluation system must do more than satisfy HR accountability demands. A teacher evaluation system must serve teachers as they strive to strengthen their practice in the extraordinarily complex work of teaching. What this means is that process matters: for teachers to derive the greatest benefit from an evaluation process, they need to be engaged in self-‐assessment, reflection, and professional conversation. 11
  • 12. Determine Professional Growth Needs • • • Self-assess practice using Teacher Self-Rating Form Reflection helps to focus educators on necessary strategies and supports Guides and informs Professional Practice Goals (PPG) 12
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  • 16. Self-Assessment 1. Review the descriptions of practice within each Level of Performance for each Component within Domain 3 using the Framework for Teaching Rubric. 2. Complete the Self-Assessment for Domain 3. 3. What is your area of strength? 4. Where can you grow? 16
  • 17. Pilot Findings • Teachers in the pilot consistently rated themselves • lowest and were rated lowest on components associated with data and assessment literacy, such as 3D. Beyond the purposes of today, think about how you can strengthen these practices. 17
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  • 19. Beginning of the Year: EEP • • • Integrates Student Outcomes and Practice Two SMART Goals • Student Learning Objectives (SLO) • Professional Practice Goals (PPG) Find natural connections between outcomes and practice in terms of strategies and supports 19
  • 20. Determine Student Needs Review and Analyze Student Data • Uncover student strengths and identify areas where academic growth is needed • Identify populations of students where need is greatest 20
  • 21. Set Student/School Learning Objectives …students will... 21
  • 22. Set Professional Practice Goals I will…so that students will... 22
  • 23. Professional Practice Goals (PPG) Professional Practice Goals (PPG) are informed by previous evaluator feedback, on-going selfreflection, and the Self-Rating Form to annually focus on a specific area of professional growth. Ultimately, these goals will help teachers continually improve their instructional practice and positively impact student learning. 23
  • 24. Professional Practice Goals (PPG) •Minimum of ONE PPG annually •Can create TWO Options: •Two PPGs which each align to an SLO •One PPG that aligns to both SLOs •One PPG that aligns to one/both SLOs and one PPG that does not •One PPG that does not align to either SLOs 24
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  • 26. Practice: Setting PPGs 1. Review Sample SLO 2. Review self-assessment of Domain 3 3. Consider prior feedback from evaluators or peers 4. Develop SMART goal (PPG) which will support professional growth, as well as ability to meet SLO. Specific, Measurable, Attainable, Resultsbased, Time-bound 26
  • 27. • • • • • Formative Feedback: Today and Beyond (Non-Rating Years) Specific Goal is focused on specific and key areas of need Measurable An appropriate evidence source is identified Attainable The goal is within the teacher’s control Results-based Progress toward the goal can be monitored Time-bound There is a clear deadline for the goal 27
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  • 29. Beginning of the Year Review and Approval Conference • Evaluators must review and approve EEP • • goals prior to conference Evaluators and educators agree on EEP goals Evaluators and educators schedule observations and other next steps 29
  • 30. Pilot Findings • What would you anticipate were the key findings regarding the SLO/PPG process within the pilot? • What did pilot participants indicate was required within the process? 30
  • 31. “We do not learn from experience …we learn from reflecting on experience.” John Dewey 31
  • 32. Comprehensive Overview Required Training Module Live 1. 2. 3. 4. ee.dpi.wi.gov Click “Resources” on left navigation bar Click “Training Resources” Click “Step 2: Overview Module” 32
  • 33. Questions Katie Rainey katharine.rainey@dpi.wi.gov 608.267.9551 @KatharineRainey Twitter Chats Monday Nights at 9PM 33