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.

1. PROGRESS ON THE NEW AGSD
EVALUATION TOOL
COLLABORATIVE WORK SESSION
Combined Site Inservice, April 24, 2015

2. PLEASE…
• Put away your 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 video below titled “21st Century
Teaching”

4. Challenges?
Societal Change
Shifting Future
The video 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 our lives 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 these are also important skills we should be
teaching our students?

7. The Profession and CHANGE
• 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 CHANGE affect 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
• All of 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
Next steps in the development of the
evaluation instrument

11. Our History

12. The Process
• www.agsdteachereval.weebly.com

13. Step 1

14. Step 2

15. Step 3

16. Step 4

17. Step 5
• Current documents 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.

18. THE THREE DOMAINS

19. #1 Classroom Environment
• Physical space
• Climate
• Management

20. #2 Instruction
• Planning for Instruction
• Knowledge of Content, Curriculum, and
Resources
• Assessment Guides Instruction
• Varied, Engaging Instruction that Meets Student
Needs and Promotes Learning Behaviors

21. #3 Professionalism
• Professionalism and Ethics
• Professional Development
• Professional Responsibilities and Dispositions

22. Concept Sort
Observable teacher behaviors – 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’s current 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 needed today
• 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 the observations 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
• Have each 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 video below titled “3rd Grade Language
Arts”

29. What did you see?
• 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
• What were important observations?
• Are there differences in opinion?
• What accounts for the differences?

31. Observation #2
• Have each 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 video below titled “1st grade math”

33. What did you see?
• 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
• What were important observations?
• Are there differences in opinion?
• What accounts for the differences?

35. Observation #3
• Have each 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 video below titled “8th grade Language
Arts”

37. What did you see?
• 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
• What were important observations?
• Are there differences in opinion?
• What accounts for the differences?

39. Time for your input!
• 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 will be 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
• Bringing together 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 it look like?
• A vision of where we want to be

44. Classbright
• A key database tool that will keep evaluation-
related information safe and accessible.

45. Classroom Observations
• Information is 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
• The teacher’s SLO (Student Learning
Objectives) can be added to their secure
domain in Classbright.

49. Evaluation
• When the evaluating 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 any given 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 storing and 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
• By having 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.