Open the session – all administrators and teachers should participate in this training.
Review the outcomes and objectives with the participants. The outcome is a system goal and is the reason for the professional development regarding Teacher Evaluation. This is the first training session in a series of six. The objectives are the goals for this training session.
Ask participants to work in table groups. Direct participants to use the provided web for this activity. Each person adds to the web to describe what professional growth means to them. This can be a silent activity where the participants fill in a spoke of the web and then pass the web to the next person or it can be a small group discussion. Participants should continue to add to the web until the timer rings. Timer: Click the slide to activate the timer. After 2 – 3 minutes, click the slide a second time to ring the timer. Ask participants to share out. Comment as appropriate.
Share the ultimate purpose for professional development. Share that this is the reason FCPS has the professional development plan in place. This plan is to be created each year and kept on file in the school in case of an audit by the state. The plan does not have to link directly to your evaluation, but it is strongly encouraged.
Review Tier 1: Teachers currently on Tier 1 will participate in all face-to-face training as this will develop their understanding of the teacher evaluation system which contributes to the system goal of understanding and consistency.
Review Tier 2 and Tier 3. Teachers currently on Tier 3 will participate in all face-to-face training as this will develop their understanding of the teacher evaluation system which contributes to the system goal of understanding and consistency.
Discuss that the Teacher Evaluation System is about growth and the PDP is the place to set goals for growth to occur. Share that the participants might want to consider that their professional growth may be best served by going beyond the visitation model.
The Professional Development Plan asks participants to choose a model for evaluation to address their goal(s). Tier 1, Tier 3, Tier 2 non-APC certificate holders, and Tier 2 APC holders in their evaluation year must choose classroom visitation. Research shows that two of the least used models have the biggest impact on student achievement. These two are the Collaborative model and the Evidence of Effectiveness model. This training allows participants to spend some time reviewing the three models in order to develop a stronger systemic understanding of each model. This review may help participants decide which model to use to reach their goal(s). Use the link to view the video identified for each model – the Visitation Model and Evidence of Effectiveness use videos from educationalimpact.com. It is recommended that this site be logged into before the training begins (shrink to bottom of screen). The Collaboration video should open when the blue link is clicked. It is recommended that this link be tested before the presentation. The link is only active when the PowerPoint slide is active. Visitation Model: The model with which teachers and evaluators are probably most familiar is the Classroom Visitation model. There are three critical pieces to this model that focuses classroom visitation on teacher growth: The Pre-planning conference, the classroom visit, and the post-visitation conference. Without the conferences, this model is simply a snapshot of the teacher’s classroom. The video segment is a principal and a teacher engaged in a pre-planning conference. Classroom Visitation: educationalimpact.com: Teacher Evaluation Using the Danielson Framework: V. A complete observation starts with a planning conference: A planning conference in action (6:20) Watch at least 2 minutes of the conference. Allow teachers to table talk about what they saw in the video; then encourage participants to share out. Evidence of Effectiveness: The second model to be reviewed is the Evidence of Effectiveness Model. The Evidence of Effectiveness model asks those who choose this model to collect evidence that demonstrates growth toward the goal identified in the Professional Development Plan. This evidence should be a natural harvest from the work done to accomplish this goal. In this video segment a group of teachers participates in an Artifact Party – one way to share the evidence of effectiveness that has been gathered. Evidence of Effectiveness: educationalimpact.com: Teacher Evaluation Using the Danielson Framework: VI: A Professional Portfolio: The ‘Artifact Party’: Using artifacts to help determine performance levels: An Artifact Party in Action (6:40) Allow teachers to table talk about what they saw in the video; then encourage participants to share out. Collaboration Model The third model to review is the Collaboration Model. The collaboration model encourages teachers to work with their peers on a focused goal. This model is very similar to an action research project. The video for this review captures teachers working together to plan lessons to meet the needs of struggling students. Collaboration Model: click link in the PowerPoint to open (1:27). Allow teachers to table talk about what they saw in the video; then encourage participants to share out.
Explain to participants that setting goals is the guiding force behind professional growth, so it is imperative that participants take the time necessary to establish goals. Share that participants are going to have the opportunity to rough draft their goal(s). Share with participants that the next activity will help the participants to understand what constitutes a worthwhile goal. Ask participants to work as a table group to complete the Goal Analysis worksheet. After participants have had an opportunity to discuss goals on the Goal Analysis worksheet, watch the clip of Charlotte Danielson sharing tips for setting professional goals. educationalimpact.com: Teacher Evaluation Using the Danielson Framework: VII: Using evaluation data to set professional goals: Tips for setting professional goals (4:15) After viewing ask participants to revisit the Goal Analysis worksheet and make any changes they feel is necessary. Ask participants to share which goals they identified as “yes”. Discuss why the goal is an appropriate goal; the Goal Analysis answer sheet shares Charlotte Danielson’s insights.
Share with participants that they will now have an opportunity to rough draft their professional development goal. Direct participants to use the Getting to the Goal handout for this. Read each question aloud, pausing after each question to allow participants time to reflect upon the question. After all questions have been shared and the participants have had an opportunity to reflect, encourage participants to use what they have learned about writing goals and their reflection to the questions to write a rough draft of their PDP goal.
Direct participants to use the Framework for Teaching Rubric” to identify where the rubric connects with the rough draft goal. This is an opportunity for participants to consider the connection between rubric and their own growth and to consider their level of competency on the continuum regarding the domain components. Allow time for participants to explore the rubric. Then ask the participants to write the rubric match on the Getting to the Goal handout.
Direct participants to brainstorm how each model can be used to achieve the goal they have identified. Encourage those teachers who must use the classroom visitation model to brainstorm Evidence of Effectiveness and Collaboration in order to gain a more in-depth familiarity with these models.
Share with participants that the choice of goal and model is decided by the participant: “It is YOUR personality, YOUR motivation, YOUR interest, YOUR Time, YOUR goal, YOUR Growth.” Though the PDP is not directly linked to the teacher evaluation, professional growth does contribute to a teacher’s evaluation.
Share this quote and any final further thoughts regarding the PDP plan.
Share the due date with the teachers as well as the educational impact log in and password information. Encourage teachers to use the remainder of this designated time to write their PDP and explore the educational impact site.
Close the session.
Outcome and Objectives <ul><li>Outcome: </li></ul><ul><li>The FCPS system will develop a common understanding regarding the Professional Development Plan and the Teacher Evaluation System </li></ul><ul><li>Objectives: </li></ul><ul><li>Teachers will identify a goal for professional growth. </li></ul><ul><li>Teachers will choose a model of evaluation that best matches their personal goal. </li></ul>
What is Professional Growth? <ul><li>At your table, pass the web that says “Professional Growth.” </li></ul><ul><li>Each person should add words/phrases he or she associates with the term “Professional Growth.” </li></ul><ul><li>Continue passing the web until time expires. Add more spokes as needed. </li></ul>
Purpose of Professional Growth <ul><li>To help teachers develop and apply knowledge and skills necessary to help students learn. </li></ul><ul><li>The Professional Development Plan (PDP) allows teachers to choose areas of focus for their own professional growth. </li></ul>
<ul><li>TIER 1: Untenured Teachers </li></ul><ul><li>Year 1 : Focus areas are pre-determined by FCPS </li></ul><ul><li>Year 2, Semester 1 : Focus areas are pre-determined by FCPS </li></ul><ul><li>Year 2, Semester 2 : Focus areas are determined by the teacher </li></ul><ul><li>Year 3 : Focus areas are determined by the teacher and the primary evaluator </li></ul>
<ul><li>Tier 2: </li></ul><ul><li>Focus areas are determined by the satisfactory tenured teacher. </li></ul><ul><li>Tier 3: </li></ul><ul><li>Focus areas are determined by the unsatisfactory tenured teacher and the primary evaluator. </li></ul>
Professional Development Plan <ul><li>GROWTH </li></ul><ul><li>Develop new skills </li></ul><ul><li>Refine existing skills </li></ul><ul><li>Experiment </li></ul><ul><li>Collaborate </li></ul>
Professional Development Plan <ul><li>Models of Evaluation </li></ul><ul><li>Classroom Visitation : A planning conference in action </li></ul><ul><li>Evidence of Effectiveness : The Artifact Party </li></ul><ul><li>Collaborative Professional Development : Teacher collaboration in action </li></ul><ul><li>From what you view in the videos, how can each model promote teacher growth? </li></ul>
Setting Professional Goals Directions: Read each statement and decide if it is an appropriate goal for professional growth (Yes/No/Maybe). In the ‘comment’ space, write why and offer suggestions for how to improve those not identified as “yes.” Charlotte Danielson
Getting to the Goal Question #1 : In what areas am I already successful? What could I explore to build on my current successes? Question #2 : What could I learn as a teacher to help students succeed where they are not succeeding? Question #3 : What clues for professional growth do former observations and evaluations provide? Write a rough draft of your goal on the graphic organizer provided.
“ A Framework for Teaching Rubric” What parts of the rubric connect with your goal? GROWTH
Getting to the Goal <ul><li>Classroom Visitation? </li></ul><ul><li>Evidence of Effectiveness? </li></ul><ul><ul><li>Collaboration? </li></ul></ul>A Teacher’s Choice In the spaces provided, map how each model could be used to reach your goal.
Writing your plan <ul><li>“ If you go to work on your goals, </li></ul><ul><li>your goals will go to work on you. </li></ul><ul><li>If you go to work on your plan, your plan will go to work on you. </li></ul><ul><li>Whatever good things we build end up building us.” </li></ul><ul><li>Jim Rohn </li></ul>
Final Product <ul><li>Submit your PDP plan by _____. </li></ul><ul><li>For further information and clarification regarding teacher evaluation, visit the Teacher Evaluation Using the Danielson Framework. </li></ul><ul><li>Please complete the evaluation survey of the video presentation, this presentation and your understanding of the PDP. The link can be found on the bottom of your “Getting to the Goal” graphic organizer: http://tinyurl.com/FCPSeval1 </li></ul>
Closure <ul><li>“Dedicate yourself to continuous personal improvement; you are your most precious resource.” </li></ul><ul><li>Brian Tracy </li></ul>