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Mid-Year Conversations
Teacher Effectiveness Evaluation
BALTIMORE CITY
PUBLIC SCHOOLS
Mid-Year Session Objectives
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Participants will:
 Understand how to conduct meaningful Mid-Year
Conversations that:
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Support teachers’ growth toward higher effectiveness
Build a culture of inquiry and focus on student results
Advance your school’s instructional goals
Deepen school leaders’ partnership and collaboration with
teachers
BALTIMORE CITY
PUBLIC SCHOOLS
Teacher Evaluation Timeline 2013-2014
Where are we
now?
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Action
Who/How
Introduce Eval and
Dev Model by 9/30
Principal to APs and
to Staff
Observe and give
feedback
2-3 Formals (Stars) and
multiple informals (Dots)
Principals and APs
1st Professional
Growth Planning
Conference by 10/15
Principals and APs
meet 1-1 with teachers
Mid-Year
Conversation by 1/15
Principals and APs
meet 1-1 with teachers
Introduce and kick off
SLO Process
Staff meetings and
department/grade
meetings
Introduce and kickoff
Student Survey
Administration
Provide Ongoing PD
and Support Aligned
to Evaluation Data
Survey Coordinators,
Staff meetings
Complete Professional
Checklist by 4/1
End of Year Rating
and Conversations by
1wk before last day of
work
Principals, APs
Aug
Sept
Oct
Nov
Dec
Jan
1st Formal by
12/1
ESOL/WCL (Spanish and French)
Mar
Apr
May
2nd Formal by
4/1
All other teachers
Principals, APs
Principals and APs
meet 1-1 with teachers
BALTIMORE CITY
Feb
PUBLIC SCHOOLS
Jun
A Mid-Year Conversation is the mid-year culmination
of a multi-step teacher growth process
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Mid-Year
Conversation
Formal and
informal
observations
and feedback
•
A Mid-Year Conversation is a
structured, scheduled
conversation between school leaders
and individual teachers
•
It is a two-way, developmental
conversation about data on teacher
practice and student outcomes to
support teacher growth
•
The meeting provides an opportunity to
review goals, identify strengths
and areas for growth, and plan for
the second half of the year
IDP/Goal
Setting
BALTIMORE CITY
PUBLIC SCHOOLS
Mid-Year Conversations: Nuts and Bolts
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Meetings should take place between Dec.1 and Jan. 15 and include:
 Usage of all observation ratings, observation feedback, SLO phase I progress
(if relevant), and student growth measures
 Verbal communication of a mid-year assessment of evaluation data
trends, using the Teacher Effectiveness Report
 Identify where the employee stands or is trending on the effectiveness
continuum (e.g., Developing, Effective) for each evaluation component
 If applicable, explain the Performance Improvement Plan (PIP) process.
 Discuss the PIP with the employee or identify the date in which the PIP
will be shared
 Reflection on instructional strategies and development actions to date, and
 Setting development goals and support next steps going forward
BALTIMORE CITY
PUBLIC SCHOOLS
What’s Included in the Mid-Year Teacher
Effectiveness Report?
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50%: Student Growth
Student Growth
Measure (35%)
Individual
Student
Growth
Measure
(teachers in
tested grades
and subjects)
•
•
Final Rating
50%: Professional Practice
Professional
Expectations
Measure (15%)
School Performance
Measure (15%)
All-Student
Growth
Measure
(teachers in
non-tested
grades and
subjects)
Final Rating
Measures of
Teacher
Effectiveness
•
Data entered
To Date
Classroom
Observations (35%)
•
Formal Observation
Average and Key
Action Ratings To
Date
Student
Surveys
Student surveys will be field tested in 2013-14, not used as
a weighted component. Data will be given to principals.
Student Learning
Objectives
SLOs will be field-tested for all teachers with no stakes in
13-14.
BALTIMORE CITY
PUBLIC SCHOOLS
Preparing Yourself (School Leader)
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 Complete at least one formal observation and multiple short, informals for each
teacher on staff.
 Enter data for Professional Expectations measure in OPMS you may have
gathered to date. DO NOT FINISH the document. Keep it open (do not click “finish”) so
that the document can be transferred back and forth with the employee prior to the final
deadline (April 1st)
 Review and bring the teacher’s Individual Development Plan (IDP).
 Review and bring the Teacher Effectiveness Report for your school.
 Review and reflect on each teacher’s strengths and areas of growth, based on
observation ratings, feedback and available data in the Teacher Effectiveness Report and
other sources.
 Bring supporting documents to talk through the components, such as the
Instructional Framework Rubric and the Professional Expectations “Look For” handout
BALTIMORE CITY
PUBLIC SCHOOLS
Preparing Yourself: Instructional Framework
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 This is an opportunity to review progress on the Instructional
Framework since the beginning of the year.
 Guiding Questions:
 In which Key Actions has the teacher shown improvement?
What caused the improvement?
 In which 1-2 Key Actions should the teacher focus on
improving for the remainder of the year?
 What strategies should the teacher try?
 What supports will best help the teacher improve?
 How has my feedback after observations been helpful? How
could it be more helpful?
BALTIMORE CITY
PUBLIC SCHOOLS
Preparing Yourself: Student Growth Measures
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 Each teacher will receive his or her 13-14 student
growth measures based on 12-13 state test scores:
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School Performance Measure (15%) – the same for all teachers
Student Growth Measure (35%) – two options
1.
2.
For teachers of tested grades and subjects: Individual Growth
Measure
For teachers of non-tested grades and subjects: All Student
Growth Measure
 Please review the components and rationale for
each measure (see City Schools Inside-> Teachers ->Teacher
Effectiveness Evaluation for more details)
BALTIMORE CITY
PUBLIC SCHOOLS
Preparing Yourself: Student Growth Measures
Talking Points
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Why are student outcomes part of my evaluation?
 Including student learning improves the accuracy of teacher evaluations by
factoring in students’ end results in addition to teaching inputs.
 Considering student outcomes side by side with observation data helps me provide
you with more relevant feedback and development opportunities.
Why does last year’s data count in this year’s evaluation?
 MSA and HSA data are not available in time to complete growth model
calculations for the same year.
 Last year’s data are still a relevant and accurate picture of your/the school’s
performance. We can use it to enrich our understanding of your practice and how
your practice is leading to your ultimate goal of student achievement.
BALTIMORE CITY
PUBLIC SCHOOLS
Preparing Yourself: Student Growth Measures
Talking Points
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What is the status of the waiver?
 Maryland has applied to the U.S. Department of Education for a waiver that
would delay (for up to one year) inclusion of student growth measures that rely on
statewide standardized test scores.
 If the state receives the waiver, City Schools' Teacher Effectiveness Evaluation in
2013-14 will not include measures based on MSA results from 2012-2013.
 For more information, visit City Schools Inside
http://www.baltimorecityschools.org/Page/24126
Why am I held accountable to an all-student growth measure?
 2013-2014 is a transition year for measuring growth in non-tested grades and
subjects as quality assessments in these areas are finalized. Teachers in non-tested
grades and subjects will receive a school-wide student growth estimate based on
the academic growth of all students in his/her school during the previous year.
 In 2014-2015, all teachers will be writing SLOs and there will be no all-student
growth measure.
BALTIMORE CITY
PUBLIC SCHOOLS
Preparing Yourself: SLOs
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Phase 1 Teachers
(WCL, ESOL)
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Evaluators should plan to discuss the
teacher’s progress on the SLO as a part of
the regularly scheduled mid-year reviews
with teachers
Review the SLO and determine if an SLO
needs or does not need revision mid-year
Examples of acceptable reasons (see
Guidebook for more detail)
 Teaching schedule or assignment
have changed significantly
 The composition of the class has
changed significantly
Discuss SLO progress to date
Discuss any areas of concern and reflect
on ways to support teachers in meeting
SLO goal
BALTIMORE CITY
Phase 2 Teachers
(All other teachers)
 Ask teachers which course they’re
planning to use for their SLO
 Check to make sure teachers have
collected/are collecting relevant
data in advance of the January 31
systemic PD
 Preview the submission process
and timeline, noting any schoolspecific variations (e.g., staggered
timelines)
PUBLIC SCHOOLS
Preparing Your Teachers
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 Use a staff meeting to share your expectations for mid-year conversations. Role
play an ideal conversation with someone on your staff.
 Review the data you will use from all teachers (observations, assessment data
where available, etc.)
 Emphasize the formative and collaborative nature of Mid-Year
Conversations.
 Allow teachers time to reflect and prepare so that they are empowered to take
an active role in the conversation. We recommend that teachers prepare and
bring the following materials:
 Individual Development Plan (IDP)
 1st Formal Observation report
 Teacher Effectiveness Mid-Year Report
 a Professional Expectations self-assessment
 Calendar out meetings for every teacher on staff so that conversations are
completed by 1/15.
BALTIMORE CITY
PUBLIC SCHOOLS
Mid-Year Conversations
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 Builds off of and is a summary of the previous feedback
This conversation should include issues that have been previously flagged or
discussed
 Focuses on strengths and areas for growth
 The Mid-Year Conversation is not a "mini annual evaluation":
 Does not result in an overall rating
 It is a two way conversation that is balanced between the employee and the
supervisor
 Requires shared accountability
 Both parties must access their respective reports and prepare for the meeting
 During the meeting, both the supervisor and employee should take notes
 Both parties should share the notes and concrete next steps after the meeting
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BALTIMORE CITY
PUBLIC SCHOOLS
Preparing for Mid-Year Conversations
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Discuss at your table
 What challenges do you anticipate with Mid-Year Conversations?
What are some solutions to these challenges?
 How are these conversations connected to your overall school
improvement/ education plans?
 How will your teachers perceive these Conversations? How can
your Mid-Year Conversations strengthen partnerships between
school leaders and teachers?
BALTIMORE CITY
PUBLIC SCHOOLS
Practice
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Table Activity
 Review the mock data sample Mid-Year Effectiveness Report in your
folder (5 minutes)
 Write down a brief outline/agenda for a conversation with the
teacher, using the planning graphic organizer (5 minutes)
 Areas of strengths
 Areas of growth
 Decide - Is a PIP recommended? Rationale?
 Get in groups of 2 and role play the conversation. One person acts as
the school leader, one person acts as the teacher. Debrief what worked
and what could be improved. Then switch. (5 minutes each role play)
BALTIMORE CITY
PUBLIC SCHOOLS
Q&A
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 What have we not
answered that you need
to know?
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If it is a question that applies
to all schools, be ready to
share with group.
If it is a question that is
specific to your school, write
it on your card with your
contact info and we will get
you an answer.
BALTIMORE CITY
PUBLIC SCHOOLS
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THANK YOU
BALTIMORE CITY
PUBLIC SCHOOLS