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Eval inservice update copy for ss
The document discusses progress on developing a new teacher evaluation tool for the AGSD district. It describes a work session where teachers provided input on revising the evaluation domains and indicators. Teachers observed video lessons and provided feedback. They also directly edited the evaluation tool domains on the inservice website. The goal is to create a tool that promotes teacher growth through specific, measurable evaluations that can be easily tracked over time in an online database called Classbright. This will allow evaluations to better inform professional development across the district.
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Eval inservice update copy for ss
- 1. PROGRESS ON THENEW AGSD EVALUATION TOOL COLLABORATIVE WORK SESSION Combined Site Inservice, April 24, 2015
- 2. PLEASE… • Put awayyour technology! – For this work session we need everyone involved in the activities throughout the day. – HOWEVER – you will be needing it later • Thank you!
- 3. • Play videobelow titled “21st Century Teaching”
- 4. Challenges? Societal Change Shifting Future Thevideo presents a compelling case for how teaching and learning must also keep changing to support our kids What are the challenges for teachers in an environment of such rapidly changing expectations?
- 5. Opportunities Realistically, in ourlives outside of school, most of us are adapting quite well to a period of unprecedented, rapid change in the world. What are key skills we possess that help us adapt and thrive in our world today? Which of those are skills we’ve had to learn recently?
- 6. Which of theseare also important skills we should be teaching our students?
- 7. The Profession andCHANGE • THE WORLD HAS CHANGED (shocker!) • Society has changed (thus – our students) • Expectations for schools and educators have changed • What worked 100, 50, even 10 years ago may not be relevant now
- 8. How does CHANGEaffect our jobs as educators? • Flexibility – with our students, their families, our resources, our pedagogies • Openness – to new ideas • Transparency – more than ever, this is unavoidable. We expect it, and it’s expected of us!
- 9. Core Beliefs • Allof us have room to grow in our profession – learning is a lifelong pursuit, and educators above all should embody this philosophy • Evaluation should always be a basis for feedback and collaborative discussions about next steps • The evaluation tool should be uncomplicated, flexible enough to address diversity and CHANGE, and specific enough to address what really matters in the classroom
- 10. AGSD Educator Evaluation Update Nextsteps in the development of the evaluation instrument
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- 17. Step 5 • Currentdocuments available for download on the website. This is what we are reviewing, revising and updating today. • You do not need this now – but later you’ll get the information again when we are ready to work there.
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- 19. #1 Classroom Environment •Physical space • Climate • Management
- 20. #2 Instruction • Planningfor Instruction • Knowledge of Content, Curriculum, and Resources • Assessment Guides Instruction • Varied, Engaging Instruction that Meets Student Needs and Promotes Learning Behaviors
- 21. #3 Professionalism • Professionalismand Ethics • Professional Development • Professional Responsibilities and Dispositions
- 22. Concept Sort Observable teacherbehaviors – no judgment regarding good or bad!
- 23. The Concept Sort •What do you notice? • What questions or concerns do you have? – Please keep concept sort charts for later!
- 24. Evaluation in it’scurrent form • We feel that with Domains and Categories we are getting very close, but we are very open to any comments and suggestions • The indicators still contain much redundancy, could probably be re-worded a bit, and are very possibly incomplete in some categories
- 25. What is neededtoday • Beginning now, throughout the rest of the time, jot down any notes or ideas as they come up on the Draft Evaluation you have now • The Draft Evaluation includes Indicators for the Domains and Categories • Be specific with your notes – there will be a time and place for you to include this input, and you don’t want to forget your ideas as they occur to you.
- 26. Observations • For theobservations activity, use your own paper for notes if needed, and the sticky notes and Concept Sort posters from earlier for your observation discussions.
- 27. Observation #1 • Haveeach person in your group decide on a Domain and Category they will observe for in the following video. Take notes only on those elements that apply to that category.
- 28. • Play videobelow titled “3rd Grade Language Arts”
- 29. What did yousee? • As a group, bring your observations together. • Decide – for each category, what did you observe that would be relevant for evaluation in that category? • What did this teacher do well? Where is there room for improvement?
- 30. Share Out • Whatwere important observations? • Are there differences in opinion? • What accounts for the differences?
- 31. Observation #2 • Haveeach person in your group decide on a Domain and Category they will observe for in the following video. Take notes only on those elements that apply to that category.
- 32. • Play videobelow titled “1st grade math”
- 33. What did yousee? • As a group, bring your observations together. • Decide – for each category, what did you observe that would be relevant for evaluation in that category? • What did this teacher do well? Where is there room for improvement?
- 34. Share Out • Whatwere important observations? • Are there differences in opinion? • What accounts for the differences?
- 35. Observation #3 • Haveeach person in your group decide on a Domain and Category they will observe for in the following video. Take notes only on those elements that apply to that category.
- 36. • Play videobelow titled “8th grade Language Arts”
- 37. What did yousee? • As a group, bring your observations together. • Decide – for each category, what did you observe that would be relevant for evaluation in that category? • What did this teacher do well? Where is there room for improvement?
- 38. Share Out • Whatwere important observations? • Are there differences in opinion? • What accounts for the differences?
- 39. Time for yourinput! • Please go to the inservice website – • www.agsdinservice.weebly.com • There are 3 separate links: – Eval Tool Domain #1 – Classroom Environment – Eval Tool Domain #2 – Instruction – Eval Tool Domain #3 - Professionalism
- 40. Directions • You willbe going through the 3 links on the home page to input your recommendations for the evaluation tool in its current state. • Use the notes you have taken on the Draft Evaluation today. • Work in 2’s or 3’s on one computer or in larger groups on individual computers to split the work
- 41. Old vs. New• What are the differences between our current eval instrument (the “old”) and the new? • The primary purpose of the new instrument is teacher growth. The current instrument has a tendency to be a snapshot – “Here’s where you are – that’s it”. • An instrument that has more realistic and specific categories allows administrators and teachers to have discussions about actual practice and how it can grow. • Note any other significant differences you see.
- 42. Next Steps • Bringingtogether all of the input gathered today, sorting, and revising accordingly • Creating rubrics to begin to measure levels of performance • Piloting district-wide in 2015/2016 • By spring 2016, begin making final revisions based on pilot year feedback • Ready for full implementation in Fall 2016
- 43. What will itlook like? • A vision of where we want to be
- 44. Classbright • A keydatabase tool that will keep evaluation- related information safe and accessible.
- 45. Classroom Observations • Informationis dropped into Classbright in teacher’s secure domain – only immediate supervisor (principal), Assistant Superintendent, and Superintendent may access this.
- 46. Pre-and Post Observation •These meetings can be documented by the principal and added to the teacher’s secure domain in Classbright.
- 47. Artifacts of Practice •A teacher may add specific artifacts of practice (newspaper articles, awards or other recognition, certifications, photographs, etc.) to their secure domain in Classbright
- 48. SLO Data • Theteacher’s SLO (Student Learning Objectives) can be added to their secure domain in Classbright.
- 49. Evaluation • When theevaluating administrator is ready to complete the evaluation, they have access to all of the items in the teacher’s secure domain for that school year to assist them with specifics when completing the evaluation.
- 50. Access • At anygiven time, the teacher has access to their secure domain for the current year and may look over any observations, pre-post observation conference notes, or other artifacts added by themselves or their administrator. • The teacher also may access their evaluation history at any time
- 51. Growth • By storingand accessing this data in this way, teachers and their administrators can make informed decisions about professional growth and support, as well as looking back and recognizing patterns of professional growth over time
- 52. Professional Development • Byhaving access to data across the district in this way, the Superintendent and Assistant Superintendent can make better-informed decisions regarding professional development that meets the real needs of the staff individually, by site, or district-wide.