Welcome Back
Module
Outcomes
 Understand the new evaluation process and how it supports the
continuous school improvement process
 Understand the beginning of the year Evaluation Planning
Process
 Understand how to access your Teachscape account (the
evaluation management system)
 Use the Danielson Framework to reflect on your practice and
deepen your understanding around the Framework
 Understand the process for setting a Student Learning Objective
(SLO).
Agenda
 Welcome, Agenda and Outcomes
 AASD focus on continuous improvement
 The Danielson Framework and Self- Rating
 CSIP roll out
 Elements of the Student Learning Objective and
example review
CSIP BRAIDS OUR EFFORTS TOGETHER
Balanced
Assessment
Common
Core
PBIS RtI PLCs
Educator
Effectiveness
Family and Community
Partnerships
“Preparing our Students for Their Future”
Turn and Talk
“It’s not that teaching needs to be
fixed. Teaching is so hard and so
complex that it can always be
improved.”
--Charlotte Danielson
The Seven Norms of Collaboration
•
•
•
•
•
•
•
Pausing
Paraphrasing
Probing
Putting ideas on the table
Paying attention to self and others
Presuming positive intentions
Pursuing a balance between advocacy
and inquiry
In The Adaptive School: Developing and Facilitating Collaborative Groups by Robert
Garmston and Bruce Wellman, p. 45.
WI Educator Effectiveness System
Summary
Year
Educator gathers evidence and artifacts of progress towards the Educator Effectiveness
Plan (EEP)
Classroom
Observations
Classroom
Observations
Observing teachers in the
Summary Year
Evaluators of teachers conduct one announced
observation (with a pre-observation conference
and a post-observation conference), plus three
to five unannounced mini-observations (about
15-20 minutes long each), with at least two
unannounced mini-observations during the
Summary (final) year of the Effectiveness Cycle.
Non-Summary
Year
Educator gathers evidence and artifacts of progress towards Educator Effectiveness
Plan (EEP)
Mini Observation
Mini
Observation
Preparing for the Evaluation ProcessBeginning of the year
The Educator Effectiveness Plan:
• Complete a self-rating of practice*
• Prepare 1 Student Learning Objective (SLO)
• Prepare 1 professional practice goal (PPG)
Educator Effectiveness Plan (EEP)
The Self-Rating of Practice
• The self-rating of practice, based on the
Danielson Framework supports teacher
reflection, goal setting and the observation
process
• Data from the self-rating is not included in the
evaluation rating but is used by the teacher to
inform the goal setting process
The Danielson Framework
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 Assessment
2a Creating an Environment of Respect &
Rapport
2b Creating a Culture of Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Managing Physical Space
Domain 4 - Professional Responsibilities
Domain 3 - Instruction
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
3a Communicating with Students
3b Using Questioning and Discussion
Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
-3e Demonstrating Flexibility & Responsiveness
Evidence for Domains 2 and 3
• Domains 2 and 3 of the Danielson Framework
are the “observable” domains-things you see
during instruction
• Evidence of proficiency in the components
under these domains are demonstrated
during classroom observations
Evidence for Domains 1 and 4
• Domains 1 and 4 of the Danielson Framework
are the “unobservable” domains-things that
are done in preparation for instruction
• Evidence of proficiency in the components
under these domains are demonstrated
through artifacts such as unit or lesson plans
and professional dialogue
Describing Levels of Practice
• The rubric for rating practice is constructed
using a four point scale, unsatisfactory, basic,
proficient and distinguished
• Examples of each component and critical
attributes are described in the Framework to
support understanding
Rating Rubric
“Teaching is so hard and so complex that we
visit four (rating of 4) from time to time but we
don’t live there”
- Charlotte Danielson
Review, Turn and Talk
• Using a copy of the Danielson Framework
review the Distinguished, and Proficient
ratings under component 3C
• Highlight the language that differentiates each
level of practice
• Be prepared to share what you noticed about
the differences
Reflection and Self-Rating
• Using the Danielson framework and the selfrating template, review the critical attributes
of each component and complete your selfassessment for the 2014-2015 school year.
Accessing your Teachscape Account
• www.login.teachscape.com
• Enter email and password
• Click on the Reflect tab then go to the
Evaluation Planning
Evaluation Planning
• When you click on evaluation planning, you
will see the Self-Assessment
• Once you have completed the self-assessment
you will click on submit
• This will inform the evaluator that the first
part of the process is complete, and the
Evaluation Planning Conference can be
scheduled*
Debrief
• What did you learn about the Danielson
Framework as you prepared the selfassessment?
• What questions did this generate for you?
Continuous School Improvement Plan
2014-15
• Add slides to strategically roll out your goal
and plan for the school year …building
ownership and planning for implementation
and support
Educator Effectiveness Plan (EEP)Student Learning Objective (SLO)
The Student Learning
Objective identifies the
standards and skills that
students need to master and
the ways teachers will
measure students’ progress
relative to those skills
throughout a course.
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Why Student Learning Objectives?
“An effective educator can change the course of a
student’s future. Evidence has shown that setting
rigorous and ambitious goals for student
achievement, combined with purposeful use of
data, can lead to greater academic growth and
performance by students.”
-The Department of Public Instruction
25
Results and Process
• Results focus on what you
want as an outcome; processes
focus on how you will get
there
• Results can be measured in
multiple ways; processes either
occur or do not occur
• Results reflect impact;
processes reflect
implementation
• Both are important and
necessary for teacher
effectiveness and student
learning to be maximized 26
Team Student Learning Objectives
• Grade-level teams or
departments can set
common Student Learning
Objectives
• Common goals support
sharing of resources,
strategies and collaborative
learning
SLO Development Guiding Questions
1. What do you want students to know and be able to
do?
(What standard(s) will be addressed?)
2. How will you know if they learned it?
(which assessment?)
• Which assessments offer pre/post data points?
• What assessments will I use to track progress
between pre and post? (formative)
Elements of
Student Learning Objectives
• Learning Content- Which gradelevel content standards or skills
do we want students to master?
• Baseline Data and RationaleWhy did we choose this
objective and what data did you
analyze?
• Population-Which students are
included in this objective?
• Interval-What time frame is
involved?
• Evidence Sources-How will we
measure the objective?
• Targeted Growth-What is our
goal for student growth?
• Instructional Practices-What
instructional strategies will we
use to reach the goal?
• Support-What professional
development or support is
needed to reach the goal?
Score
4
Criteria
Student growth for SLO(s) has exceeded the goals(s).
Educator engaged in a comprehensive data- driven SLO process that resulted in
exceptional student growth.
3
Student growth for SLO(s) has met goals(s)
Educator engaged in a data-driven SLO process that resulted in
student growth.
2
Student growth for SLO(s) has partially met the goals(s).
Educator Engaged in a SLO process that resulted in inconsistent student growth.
Description
Evidence indicates exceptional growth for
all/nearly all of targeted population.
Educator set rigorous superior goal(s);
skillfully used appropriate assessments;
continuously monitored progress; strategically
revised instruction based on progress
monitoring data.
Evidence indicates substantial growth for
most of the targeted population.
Educator set attainable goal(s); used
appropriate assessments; monitored
progress; adjusted instruction based on
progress monitoring data
Evidence indicates some growth for most of
the target population, but not at the level of
the goals(s).
Educator set a goal; used assessments;
inconsistently monitored progress;
inconsistently or inappropriately adjusted
instruction.
1
Student growth for SLO(s) has not met the goals(s).
Educator engaged in a SLO process that resulted in minimal or no student
growth.
Evidence indicates substantially low or
inconsistent growth for most of the targeted
population.
Educator set inappropriate goal(s);
inconsistently or inappropriately used
assessments; failed to monitor progress;
failed to adjust instruction based on 30
progress
monitoring data.
Example Student
Learning Objective
• With a group of 3-4, review the
example Student Learning
Objectives
• Use the checklist to determine if all
the required elements are included
in the SLO
• What feedback would you share to
strengthen the SLO?
Debrief
• What did you notice about the SLO
process as you reviewed the
example SLO?
• What questions did this process
surface for you?
The Professional Practice Goal (PPG)
• The Professional Practice Goal is based on an
instructional strategy or practice that will support the
Student Learning Objective or another aspect of
practice that the teacher identifies through a self-rating
• The professional practice goal is not rated individually
• The professional practice goal helps support individual
reflection and serves as a focus for feedback in the
observation process
The Educator Effectiveness Plan
• The Educator Effectiveness Plan
is completed by October 31st
• In the Summary Year the
teacher will meet with the
principal to review the EEP
goals (SLO and PPG)
• In the supportive years the
teacher will seek feedback
from peers and enter the final
goal into the Teachscape
system
How do the PDP and the EEP Connect?
• The Professional Development Plan includes a long
term goal (4 years) aimed at strengthening
instructional practices to improve student learning
• The Educator Effectiveness Plan includes goals for
practice and student learning that are shorter
intervals (9 weeks, semester, academic year)that may
inform the longer term PDP goal
Covers multiple years
“portable” to travel with me if I change grade level or jobs in the next few years
“I will (learn to…) so that students will (learn…)”
Example PDP Goal: I will strengthen my literacy instructional practices so that all of my students will gain at least one year of academic
growth in literacy annually
The EEP
Student Learning
Objective
(SLO)
So that students
will learn…(PPG)
Professional
Practice Goal
(PPG)
I will learn to…
(PPG)
EEP Year 1
(1st Grade)
EEP Year 2
(2nd Grade)
EEP Year 3
(2nd Grade)
Reading:
After analyzing the Mondo
Benchmark Assessment I
determined that 25% of my
class is reading at a level A.
Oral Language
Development:
After analyzing the Mondo
Oral Language Assessment, I
determined that six out of
twenty students in my
second grade classroom
received a score of 7-10.
Develop a new
SLO annually
based on
students in my
class and the
standards that I
have identified
This 25% of my students will
read and comprehend leveled
E+ texts by the end of first
semester and leveled J+ texts
by the end of the academic
year as measured by the
Mondo Benchmark
Assessment
Daily whole-group shared
reading and small group
instruction
Whole-group and small-group
phonics daily
These six targeted students
will reach proficiency (15) on
the Mondo Oral Language
Assessment by the end of
this academic year.
Small group oral language
instruction 2-3 times per
week as part of their core
literacy instruction
Develop a new
PPG annually
based on self
rating and my
SLO goal
EEP Year 4
EEP Year 5
Structures and Supports
• Principal/Assistant Principal
• Literacy Coaches, CSS, Program
Leaders, PLCs
• District EE workshops
• DPI Educator Effectiveness website
• Teachscape Help Desk 1-888-479-7600
Next Steps
• Populate this slide with next steps based on
your context
Closing & Exit Slip
• Identify how you
would like to get
feedback from staff
and enter it here
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