Rhode Island
Innovation Evaluation & Support
System (RIIESS)
for
Support Professionals
Fall 2013
History…
• RIFTHP worked with labor-management teams from
6 locals (Central Falls, Cranston, Pawtucket,
Providence, West Warwick, Woonsocket)
• Received AFT Innovation Grants and US DE i3 Grant
and technical assistance from AFT and National
Experts
• Piloted RIIESS during Gradual Implementation in
2011-2012
• Submitted Support Professional Rubrics for approval
end of 2013 School Year.
• Approved for Gradual Implementation for 20132014 School Year for Support Professionals
Effective Educator EvaluationResearch
Six Best Practices
1) Annual Processes
2) Clear, rigorous expectations
3) Multiple Measures
4) Multiple ratings
5) Regular feedback
6) Significance
I3 Innovation Consortium Processes are aligned with the best practices in the
TNTP research.
2013-14 Gradual
Implementation for
Support Professionals
• The Innovation Consortium has submitted Standard 3
rubrics for support professional groups to RIDE for
approval
• District Evaluation Committees (DECs) will
determine whether support professionals will be
evaluated using the educator rubric or the
appropriate support professional Standard 3 option
based on assignment
Support Professionals
Rubrics
• Instructional Coaches
• Library/Media Specialists
• School Counselors
• School Nurse Teachers
• School Psychologists
• Social Workers
• Speech/Language Pathologists
Support Professionals
Rubrics
• Think about how you have
been evaluated in the past
• What tool was used?
• What impact did it have on
your practice?
Components of
Gradual Implementation for
Support Professionals
• One Professional Growth Goal
• At least one Student Learning Objective (SLO) or
Student Outcome Objective (SOO)
• One to two evaluation conferences
• One in-person assessment of practice
• Evidence may also be collected in day-to-day
interactions
• Written feedback at least once over the course of the
school year
Components of
Gradual Implementation for
Support Professionals
• One Professional Growth Goal
• At least one Student Learning Objective (SLO) or Student
Outcome Objective (SOO)
• One to two evaluation conferences (may be 3 if SLO/SOO
needs revision
• One in-person assessment of practice
• Evidence may also be collected in day-to-day interactions
• Written feedback is required at least once over the course of
the school year
Writing a Professional
Growth Goal
• Brainstorm and write down one aspect of
your professional practice that you wish to
improve on within this academic year.
• Provide a context/rationale for choosing the
goal you have chosen.
• Consider action steps that will help you
achieve your goal.
SMART Goal Setting
Specific – What is it that I want to achieve?
Measurable – How will I know I’ve achieved it?
Attainable – Is the goal realistic?
Relevant - Why am I doing this? Does the
goal address an identified need?
• Time Bound - When will I achieve this?
•
•
•
•
Goal Setting
My goal for today’s session is:
“This group will complete this
professional development with a better
understanding of the RIIESS Support
Professional Evaluation Model.”
Goal Setting
My goal for today’s session is:
“More than ⅔ of the group will leave
with an increased understanding of
the RIIC Teacher Evaluation System, based on
survey responses.”
Professional Goals
Using the SMART Goal guidance as
a guide, rewrite the following goal:
“Communicate better
with parents.”
Professional Goals
Using the SMART Goal guidance sheet as
a guide, rewrite the following goal:
“Produce a weekly electronic newsletter, with
student input, that reaches
90% of my students’ parents.”
Components of
Gradual Implementation for
Support Professionals
• One Professional Growth Goal
• At least one Student Learning Objective (SLO) or
Student Outcome Objective (SOO)
• One to two evaluation conferences
• One in-person assessment of practice
• Evidence may also be collected in day-to-day
interactions
• Written feedback is required at least once over the
course of the school year
SLOs & SOOs
• A Student Learning Objective (SLO) is a longterm academic goal set for groups of students.
• A Student Outcome Objective (SOO) is a longterm goal that is focused on an outcome that
increases access to learning or creates
conditions that facilitate learning
• Both SLOs and SOOs can be set for the school
year or an interval of service
delivery/instruction appropriate to the
assignment
SLO or SOO?
Look at RIDE’s Decision Tree to
determine whether to write and SLO or SOO
How to Read the Rubric
Standard
Component
Elements
Components of
Gradual Implementation for
Support Professionals
• One Professional Growth Goal
• At least one Student Learning Objective (SLO) or
Student Outcome Objective (SOO)
• One to two evaluation conferences
• One in-person assessment of practice
• Evidence may also be collected in day-to-day
interactions
• Written feedback is required at least once over the
course of the school year
Conference One
• A pre-conference occurs prior to the
assessment of practice
• Look at Standard 1 – Planning and
Preparation and your SLO/SOO
• What evidence and “considerations” do
you feel that you will share with your
evaluator during your pre-conference to
inform them about your practice?
Components of
Gradual Implementation for
Support Professionals
• One Professional Growth Goal
• At least one Student Learning Objective (SLO) or
Student Outcome Objective (SOO)
• One to two evaluation conferences
• One in-person assessment of practice
• Evidence may also be collected in day-to-day
interactions
• Written feedback is required at least once over the
course of the school year
Support Professionals
Rubrics
• Take some time to individually
review the Standard 3 rubrics for
your discipline
• Mark the rubric with questions
and comments
• Work with your colleagues to
generate evidence into the
Evidence Collection Template
Components of
Gradual Implementation for
Support Professionals
• One Professional Growth Goal
• At least one Student Learning Objective (SLO) or
Student Outcome Objective (SOO)
• One to two evaluation conferences
• One in-person assessment of practice
• Evidence may also be collected in day-to-day
interactions
• Written feedback is required at least once over the
course of the school year
Standards 2 and 4
“Considerations”
• Using the “Considerations” document, look closely at each
element in Standards 2 & 3
• What evidence might your evaluator gather in support
of your effectiveness?
• What evidence might you present in support of your
effectiveness?
• This information will be shared at the “focus group
sessions in the comings weeks!!
The Summative Conference:
Final Rating Calculation
Sources of Evidence to Consider:
• Professional Growth Goal (PGG)
• Student Learning/Outcome Objective (SLO/SOO)
• Professional Practice
o All evidence from formal observation of practice
o Additional evidence brought by the support professional
Timelines for Gradual
Implementation for Support
Professionals
• SLO/SOO Due November 8, 2013 and approved by November
15, 2013.
• BOY (Beginning of year) begin week of November 22, 2013.
• In-person Assessment begins December 2, 2013 and ends
February 28, 2014.
• MOY (Middle of Year) begin week of February 24, 2014 and
ends March 7, 2014.
• EOY (End of Year) begin May 5, 2014 and end June 2, 2014.
• Evidence collected during the In-person Assessment must be
received within 72 hours of the end of the IpA.
• Post-conference within 72 hours of receipt of evidence from
evaluator.
Support…..
• Any questions you have may be directed to
me and I will respond in 24-48 hours!
maribeth.calabro@ppsd.org
• Teachscape issues email the tech support
email on Teachscape and add Attention:
Genaro in the subject line.
Use of Data
• During the 2013-14 RIDE will collect Support
Professionals’ final effectiveness ratings for
informational purposes only
• The Innovation Consortium will collect data to
inform modifications and revisions to the
Support Professional rubrics and
“considerations”