OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
2014-15
1
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Table Of Contents
Introduction – About TGDS ..................................................................................................................... 3




Genesis – from OUSD Strategic Plan to Effective Teaching Task Force .................................. 3
Benefits to teachers...................................................................................................................................... 3
Differences from present evaluation cycle ......................................................................................... 4
Overview of the Observation cycle – 7 steps ................................................................................ 6-7

Suggested Implementation calendar for 14-15 ................................................................................ 8
Step 1: The Preliminary Observation Cycle: ..................................................................................... 9
Step 2: SMARTe Goals .............................................................................................................................. 12
Step 3: The Short Observation Cycle .................................................................................................. 14
Step 4: The TGDS student Survey ........................................................................................................ 16
Step 5: The Peer Observation ............................................................................................................... 18
Step 6: The Mid-Year Reflection/Evaluation Check in ................................................................ 20
Step 7: The Summative Observation Cycle ...................................................................................... 22
Appendix ...................................................................................................................................................... 25
2
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Introduction – About TGDS
What is the Teacher Growth and Development System (TGDS)?
Launched in 2011, as an outgrowth of the Strategic Plan, the OUSD Effective Teaching Task Force
developed a homegrown framework for effective teaching and a correlating evaluation system that pulls
from local and national research. Both are grounded in the specific priorities, context and needs of
Oakland’s teachers and students. The resulting Oakland Effective Teaching Framework (OETF) and
‘Teacher Growth and Development System (TGDS) were implemented as one of three teacher evaluation
pilots in OUSD during the 2013-2014 academic year.
Features and benefits of TGDS
TGDS aims to provide teachers with a meaningful evaluation experience through the
following design principles:






Clear, rigorous and equity focused expectations: All TGDS observations and feedback are
grounded in the Oakland Effective Teaching Framework (OETF), a practitioner designed
tool that represents research-based best practices in teaching as well as the priorities and
needs of Oakland’s teachers and students.
Evidence & data based: Observers script observations and tag evidence to OETF using an
online tool. At the individual level, the online tool helps teachers & observers surface
patterns of strengths and areas for growth. At the school and district level, the online tool
helps to capture data that can point to areas for professional learning and support.
Developmentally focused: The OETF offers teachers and observers a developmental
continuum to measure teaching actions (Beginning, Developing, Proficient, Exemplary)
Standards and indicators demonstrate measureable behaviors and offer teachers an
illustrative “next step” to advance their practice.
Provide frequent and targeted feedback: Teachers evaluated through the TGDS system
receive 2 long observations and up to 6 short (15-20 minute) observations and feedback
loops. Observation and feedback are focused on teachers areas for growth and or SMARTe
goals (as determined through the preliminary observation at the beginning of the academic
year)
Include multiple measures & perspectives: Teachers evaluations ratings are based on
multiple measures (observations, student work samples, student performance, student
survey) and from varied observers to allow for a comprehensive and objective picture of
teacher practice and to provide teacher with a rich bank of evidence to move practice
forward. The TGDS system will include observer training and require full certification for all
observers.
Build Collaboration and Leadership: TGDS focuses on collaboration through a peer
observation cycle, professional learning focused on SMARTe goals. It aims to provide
formal leadership opportunities for teachers through the creation of new opportunities for
teachers (site observers, implementation leads).
3
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
TGDS Foundation: Oakland Effective Teaching Framework (OETF)
The Oakland Effective Teaching Framework serves as the foundation for the TGDS evaluation process. It
provides a shared understanding of the effective teaching practices have the greatest potential to transform
student learning across Oakland. The OETF is a reflection of the Oakland context and the needs of our
students. It is aligned to our district priorities (Academic Discussion, African American America Male
Achievement, Social Emotional Learning) and the shifts of the Common Core.
The OETF is divided into four domains of effective teaching: Planning and Preparation, Classroom
Environment, Teaching and Learning and Professional Responsibilities. The framework is used as an
observation tool for the Classroom Environment and Teaching and Learning domains, which reflect the
effective teaching practices that can be observed in the classroom. The Planning and Preparation and
Professional Responsibilities domains are used to evaluate the important teaching practices that
typically happen outside of the classroom.
The OETF offers teachers and observers a developmental continuum by which to evaluate teaching
practice. The framework provides four distinct levels of teaching performance (Beginning, Developing,
Proficient, Exemplary) that describe measurable teaching actions and provide a roadmap for improvement
in teaching practice.
View the Oakland Framework for Effective Teaching
Domain 4:
Professional
Responsibilities
Domain 1:
Planning and
Preparation
Domain 3:
Teaching and
Learning
Domain 2:
Classroom
Environment
4
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
TGDS: A Focus on Continuous Growth
The Teacher Growth and Development System was designed to provide teachers with frequent
opportunities to receive objective, aligned feedback from multiple sources. The multiple measures of the
evaluation process (observations, student work samples, student performance, student survey) help give
teachers a comprehensive picture of their teaching practice, enabling them to identify areas of strength and
growth opportunities. Teachers use observation data to set targeted SMARTe goals and continue to use the
consistent and frequent feedback loops throughout the school year to drive their professional learning and
make specific adjustments to their teaching to better support student learning.
At the close of the evaluation cycle, teachers will have a portfolio of data reflecting their teaching practice
and progress towards their two SMARTe goals (student learning and professional practice). Final
evaluation scores are divided equally between progress towards goals and classroom observations.
Classroom Observations: Throughout the year, teachers will have the opportunity to demonstrate mastery
in the observable domains of the Oakland Effective Teaching Framework. At the end of the year, the
highest score of every indicator (regardless of whether obtained in a short or long observation) will be
averaged together to form the best and broadest view of classroom practice.
Progress towards goals: Teachers supply evidence throughout the year that demonstrates student
learning and professional practice growth. Administrators draw upon all of the evidence collected
throughout the evaluation cycle to determine a numeric ranking (Insufficient Progress-1, Developing-2,
Met Goals-3, Exceeded Goals-4) of progress towards completion of both goals.
5
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Teacher Growth and Development Evaluation Cycle
2
7
5
3
1
4
6
6
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
TGDS Evaluation Cycle – Step by Step
Evaluation Step
1.
2.
Preliminary
Observation Cycle
SMARTe Goals/Action
Plan



Description



Includes Pre-Conference/Post Conference
Long Observation 30+ Minutes
Teacher completes self reflection and submits rating prior to
post-conference

Based on the preliminary observation, teacher self-assessment
and post conference
3-4 SMARTe Goals: student achievement, professional goal,
school site & or grade-level team goal

SO’s take place during entire period between completion of goals and summative observation step
4-6 short observations, 15-20 minutes each
Focused on SMARTe goals
Short Observations
4.
5.
Peer Observation
3.

6.
Mid-Year Reflection
Student Survey

7.
Summative
Evaluation Cycle and
Conference
Non evaluative; Measures how students view a teacher’s
expectations, equity in the classroom, and classroom
management
Teacher administered

Non evaluative; provides additional data/feedback on teacher
SMARTe goals

Evaluator/Educator meet to discuss progress toward SMARTe
goals and discuss any necessary next steps/revisions


Includes Pre-Conference/Post Conference
Long observation 30+ Minutes
o Teacher completes self reflection and submits rating
prior to post-conference
Summative Conference:
o Reflects growth and development across entire
evaluation cycle
o Teacher provided with multiple performance rating: one
for each of the 4 domains, one for professional growth
(based on SMARTe goals) and one overall rating

7
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Suggested Implementation and Activities Calendar for 14-15
8
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 1 - Preliminary Observation Cycle
The Preliminary Observation Cycle is a key aspect of the TGDS evaluation cycle that helps teachers and
administrators collaboratively set SMARTe goals. It has four components:
1. Pre-Conference





Allow teachers to share their learning objectives with observers and articulate the vision for
instruction
Prepare administrators to better understand the classroom context of the lesson observation
Develop a shared understanding of effective teaching and the importance of planning for instruction
Reflect the teacher’s performance within Domain 1 (Planning and Preparation)
Are approximately 30-45 minutes in length.
2. Lesson Observation




Provide teachers the chance to execute their lesson plan and observers to record their teaching
practice.
Become the basis for post-conference reflection, SMARTe goals, and are recorded online
Reflect the teacher’s performance within Domains 2 (The Classroom Environment) and 3 (Teaching
and Learning)
Should reflect the entirety of a lesson, from opening to closing assessment
3. Teacher Reflection


Allow teachers to reflect on the actual implementation of the lesson and upload additional evidence
to indicate student mastery
Reflect the teacher’s performance within Domain 4 (Professional Responsibilities)
4. Post-Conference


Align teachers and observers’ discussion and reflection of an entire lesson cycle, planning, execution,
and reflection
Reflect the teacher’s performance within ALL domains
Best Practices
Observation works best when both teachers and administrators are familiar with the Oakland
Effective Teaching Framework (OETF)
 Evidence captured through observations should be judgment free. Observers should take
specific notes during the observation; numbers and exact dialogue are well suited for this.
o Good example: 100% of students talking in pairs about task.
o Poor example: Teacher does great job of explaining task.
 Post-observation feedback should be specific, evidence based and help teachers set SMARTe
goals
 Lesson plans should be uploaded to Bloomboard at least 24 hours before the pre-conference
to allow administrators sufficient time to read them.
 Observations should come 2-3 days AFTER pre-conferences
 Teacher reflections should be uploaded 24 hours before the post-conference
 Post-conferences and feedback should come within a business week to ensure meaningful
dialogue
9
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
The Preliminary Observation Cycle Matrix
1. Pre-Conference
Roles and
Activities
Activity Purpose
Activity
Overview
OETF Standards
Assessed
Teacher Role
Observer Role
Estimated Time


Collects evidence
from the lesson plan


Facilitates
discussion about
classroom

Uploads lesson plan to
Bloomboard
15-45 minutes
To build shared understanding and rapport between the teacher and administrator, so
that administrators are able to understand the lesson in the broader classroom context.
1. Teacher develops lesson plan (may or may not use template) and uploads it to
Bloomboard 24 hours before the scheduled pre-conference
2. Teacher and administrator discuss lesson plan and the teacher’s classroom context.
3. Administrator collects evidence by reading plan and aligning evidence to the
framework
4. Observer may complete the ranking for Domain 1 using lesson plan and notes from
pre-conference
Domain 1: Planning and Preparation
2. Lesson Observation
Roles and
Activities
Teacher Role
Observer Role

Executes lesson plan


Collects evidence of student learning
Activity Purpose 
Activity
Overview
OETF Standards
Assessed
Collects
Evidence
Estimated
Time
30-45 minutes
To collect judgment-free evidence about a teacher’s practice for reflection and ranking
1. Teacher teaches lesson that was uploaded for the pre-conference
2. Observer collects judgment-free evidence by scripting the lesson cycle
3. Observer may talk to students to help set context of lesson
4. Teacher collects student work samples and further evidence
Domain 2: The Classroom Environment
Domain 3: Teaching and Learning
3. Teacher Reflection
Roles and
Activities
Activity Purpose
Activity
Overview
OETF Standards
Teacher Role
Observer Role
Estimated Time

Reflects on lesson
cycle

Reads teacher reflection
15-45 minutes


Uploads reflection and
student learning
Collects evidence for Professional
Responsibilities

To reflect on the execution of the lesson plan and collect additional evidence of student
learning and professional responsibility
1. Teacher reflects on lesson cycle, using template and uploads it and accompanying
student evidence online
2. Observer reads teacher reflection and aligns it to the OETF
Domain 4: Professional Responsibilities
10
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
4. Post-Conference
Roles and
Activities
Activity Purpose
Teacher Role
Observer Role
Estimated Time

Reflects on lesson

25-60 minutes

Compares teacher
reflection to collected
evidence
Facilitates
conversation and
reflection of teacher

Provides resources

Sets SMARTe Goals

Helps Teacher set
SMARTe Goal

To reflect on the execution of the lesson plan

To assist in future development for teachers
1. Teacher reads scripted evidence from Bloomboard and notes any significant
differences between collected evidence and teacher reflection
 What does the observation evidence tell/show you?
 Are there any major differences between the observer’s script and your reflection? If
so, what is the cause?
 How did your lesson go? Did it go the way you had expected? What was successful or
what was challenging?
Activity
Overview
2. Teacher and observer discuss next steps for teacher’s professional growth (open
conversation)
 What will you do differently next time? What research or resources might you need to
investigate to better support student performance? What are some concrete action
steps you are planning to take next to grow & develop your practice?
3. Teacher and observer have a shared discussion about SMARTe goals, noting specific
growth needs.
4. At the conclusion of the post-conference, administrator assigns post-conference
ranking and teacher uploads a professional practice and student learning outcome
goal.
OETF Standards
5. Administrator SHARES and CLOSES the observation.
Domain 4: Professional Responsibilities
11
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 2: SMARTe Goals
A Goal Setting Guide
SMARTe goals can help improve achievement and success. A SMARTe goal clarifies exactly what is
expected and the measures used to determine if the goal is achieved.
Use the questions below along with the data from your preliminary observation cycle to help you think
through two SMARTe goals: a STUDENT learning goal and PROFESSIONAL focused SMARTe goals.
SMARTe goals must have sufficient evidence for an administrator to evaluate them between
5/18/15 and 6/2/15.
Specific (and strategic):


What specifics will help you know you’ve reached your goal?
What standards is this goal aligned with?
Measurable:



What data will you use to measure progress?
Can this goal be measured?
Is this goal based upon multiple sources of data?
Attainable (aggressive):



How difficult will this goal be for you to achieve?
Will resources be available to achieve this goal?
Is this goal aligned to district and school improvement goals?
Relevant (results oriented):



How is this goal relevant to you and your students?
How will this goal enhance teaching/professional practice/craft?
How will this goal enhance learning opportunities for students?
Time framed:


When will you collect data?
Will this goal have sufficient evidence for an administrator to evaluate it between 5/18/15 and
6/2/15?
Equity focused:


Does this goal interrupt patterns of inequity?
Does this goal support equal access and achievement for all students?
12
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
SMARTe Goal Samples
Middle/High: Student Learning
Middle/High: Professional Practice
By 5/18, the percentage of students scoring
proficient on the PWT will increase from 50% to
75%, with at least 60% of the increase coming from
historically disenfranchised populations.
By May, I will provide students at least 12 instances of
incorporating mathematics routines to promote number
sense and algebraic thinking in my opener or closing
activities.
During the 2014-2015 school year, all students will
participate effectively in a range of academic
discussions (e.g. one-on-one, in groups, and
teacher-led) with diverse partners about
appropriate, grade-level texts and course topics and
demonstrate proficiency on an academic discussion
rubric(s).
During the 2014-2015 school year, I will learn and
implement three new strategies to support all students in
engaging productively in academic discussion with a
focus on English Language Learners and African
American Males.
By June 1, 85% of my students will have scored
proficient (80% correct) on previous Algebra I
district assessment questions that are used in
classroom activities, with students receiving these
opportunities weekly starting at the end of April.
For each major unit during the 2014-2015 school year, I
will implement close-reading strategies using an excerpt
from a novel, a short story, a poem, or an article, with a
specific focus on craft and structure in order to enhance
understanding of author’s purpose.
Elementary: Student Learning
Elementary: Professional Practice
By June 1, 90% of my students will reach the endof-year reading benchmarks for my grade level as
outlined by SRI reading lexile levels.
During the 2014-2015 school year, I will send home a
monthly newsletter to parents and average 2 positive
calls home per week in my call log.
By June 1, 80% of students will demonstrate
proficiency (scores of 80% or more) on district
performance tasks.
In order to address the language standards of the CCSS, I
will establish word study notebooks based on the
instructional strategies outlined in Words Their Way by
the Spring term of the 2014-2015 school year.
By June 1, all students will be able to engage in
productive academic discourse and build on each
other’s ideas to deepen their understanding of our
learning content. I will measure student success
through use of the Zwiers rubric for Academic
Discourse Skills.
During the 2014-2015 school year, I will incorporate
mini-lessons into each unit of study that teach students
how to build on each other’s talk to improve the rigor of
academic discourse in my classroom
SMARTe Goals must have sufficient evidence to be evaluated by 6/2/15.
13
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 3: Short Observation Cycle
The Short Observation Cycle is a component of the formal observation process
Short observations:






Are conducted throughout the period between goal setting summative evaluation and overlap
with student evaluations and midyear reflection
Are conducted by Administrative and Alternate Observers (at least 2 observations each)
Focus on teachers’ SMARTe goals or growth areas.
Provide feedback targeted to SMARTe goals to support teacher growth
Reflect the teacher’s performance within the following OETF domains:
o 2 (Classroom Environment),
o 3 (Teaching and Learning), and
o 4 (Professional Responsibility)
Are shorter in length (15-30 minutes) and may not reflect an entire lesson.
Short Observation Best Practices
 Short observations DO NOT require a pre-conference.
 Observers should focus evidence and feedback on SMARTe goals and teacher selected
improvement areas
 Evidence captured through observations should be judgment free. Observers should take
specific notes during the observation; numbers and exact dialogue are well suited for this.
o Good example: 100% of students talking in pairs about task.
o Poor example: Teacher does great job of explaining task.
 Post-observation feedback should be specific, evidence based, and aligned to the Oakland
Effective Teaching Framework (OETF) and include specific next steps to improve teacher
practice.
14
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
The Short Observation Matrix
Short Observation Description
Roles and
Activities
Activity Purpose
Teacher Role
Teaches lesson

To provide the observed teacher additional evidence in order to support the achievement
their SMARTe goals


Observes Lesson
Collects Evidence
Estimated Time


15-30 minutes
1. Teacher delivers lesson material to students
2. Observer collects evidence by observing teacher and scripting/documenting classroom
happenings
3. Observer may speak with students to gather additional evidence (if this can be done
without interrupting instruction)
4. Teacher collects student work samples for analysis (optional)
Activity Overview
OETF Standards
Assessed
Observer Role
Domain 2: Classroom Environment
Domain 3: Teaching and Learning
Short Observation Post Conference
Teacher Role
Roles and
Activities
Activity Purpose
Activity Overview
OETF Standards
Observer Role
Estimated Time
Presents student

Listens
10-20 minutes
work (optional)

Collects Evidence

Reflects

Presents Evidence
Opportunity for teacher to reflect on lesson success, receive feedback from observer, and for
teacher and peer to synthesize this information to advance their professional growth.

1. Observer presents specific evidence from observation related to SMARTE goals for
reflection (5 minutes uninterrupted)
2. Teacher Reflects on the success of the lesson and presents related student
work/artifacts (5 minutes uninterrupted)
 What does the observation evidence tell/show you? What does this evidence make
you think?
 How did your lesson go? Did it go the way you had expected? What was successful
or what was challenging?
3. Teacher and observer discuss next steps for teacher’s professional growth (open
conversation)
 What will you do differently next time?
 What research or resources might you need to investigate to better support student
performance?
 What are some concrete action steps you are planning to take next to grow &
develop your practice?
Domain 4: Professional Responsibilities
15
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 4 - Student Survey
The Student Survey is a complement to the formal observation process.
Student Surveys:




Integrate student perspectives into teacher growth and development program
Provide teachers with a tangible list of actions associated with effective teaching
Reflect the teacher’s performance within domains 2 and 3
Are standardized to allow cross-district generalizations.
Student Surveys Best Practices
 Student surveys are administered once to students
 Teachers are able to re-administer the survey, if they feel their scores are not indicative
of their capacity. The more students that teachers survey, the better the results will be.
 Teachers should strive to survey 60 or more students.
 Interventionists, or those with limited classroom numbers, should have all students
surveyed.
 Early elementary students (2nd grade and below), should have the survey read to them
and their answers recorded.
 Students should be surveyed in the language in which they are most comfortable.
 Surveys should be recorded electronically. This allows for a quicker return of results to
teachers.
16
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Student Survey Description
Roles and
Activities
Teacher Role
OETF Standards
Estimated Time

Administers Survey for a peer

To provide the teacher with feedback about effective teaching practices from the student
perspective

To engage students in the evaluation process
Activity Purpose
Activity
Overview
Student Role

Answers survey

10-20 minutes
1. Teacher administers student surveys, ideally for another teacher.
2. Student surveys are sent to the HR department for data aggregation.
3. Teacher feedback is sent directly to the teacher.
Domain 2: Classroom Environment
Domain 3: Teaching and Learning
Student Survey Reflection
Roles and
Activities
Activity Purpose
Activity
Overview
Teacher Role

Estimated Time
Reflects
10-20 minutes
Opportunity for teacher to reflect on student feedback and determine if a second
administration is needed.
1. Teacher reads student feedback and reflects upon results
2. Upon reflection of results, determine If a second administration of the survey is
needed.
3. If a second survey administration is needed or desired, contact the HR department.
Domain 4: Professional Responsibilities

4A Engaging in Reflection to Increase Effectiveness
o
o
o
OETF Standards

Assessing Effectiveness in Achieving Instructional Outcomes
Reflecting on Struggling Students
Making Suggestions for Improvement
4B Growing and Developing Professionally
o
o
o
o
Setting Goals for Professional Growth
Welcoming Feedback
Welcoming Professional Development
Sharing Expertise with Others
Student Survey is in the Appendix
17
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 5: Peer Observation Process
The Peer Observation Process is an informal and optional complement to the formal observation
process.
Peer observations:




Provide a meaningful opportunity for peer collaboration in schools
Develop a shared understanding of effective teaching by ALL teachers (both on/off
development cycle)
Reflect the teacher’s performance within domains 2 (Classroom Environment), 3 (Teaching
and Learning) and 4 (Professional Responsibilities)
Are shorter in length (15-30 minutes) and may not reflect an entire lesson.
2 x 2 Peer Observation
Purpose of the 2 X 2 Peer Observation Protocol:





Provides educators with a structured process for peer observations
is not evaluative
provides a vehicle for professional growth and learning
recognizes the expertise of teachers
provides an opportunity for peer teachers to learn from each other.
Because 2 x 2 peer observations are intended to be 10-15 minutes in length, it is recommended that only
one element of the Oakland Effective Teaching Framework (OETF) or SMARTe goal be chosen for the
focus of the observation.
Overview:
A “2 X 2” Peer Observation is designed to take a relatively short amount of time. The protocol can be done
with a partner, or with teams of teachers.
The participants:



decide upon the focus of the peer observations,
discuss the OETF standard or SMARTe goal that will be used, and
agree upon what would constitute evidence of “best practice”
Once the focus is determined, observations are scheduled by the participants; each participant will be
observed and serve as a peer observer.
18
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Peer Observation Best Practices
 School sites should facilitate a session for both peer observers to share their observations,
provide feedback, and plan lessons together based on the feedback.
o Feedback sessions should occur within 5 working days after the observation.
 Peer observations require planning ahead to ensure that peer teachers understand the
classroom context and know the developmental needs of the observed teacher.
 Sub coverage should be scheduled a week in advance to ensure availability
 Evidence captured through observations should be judgment free. Observers should take
specific notes during the observation; numbers and exact dialogue are well suited for this.
o Good example: 100% of students talking in pairs about task.
o Poor example: Teacher does great job of explaining task.
 Post-observation feedback should be specific, evidence based and aligned to the Oakland
Effective Teaching Framework.
2 x 2 Peer Observation Protocol
Step 1

Focus


Step 2

Schedule




Step 3
Visit

Step 4

Debrief
Step 5
Reflection &
Implementation




Participants / teams decide which element of the OETF or SMARTe goal will be the
focus of the “2 X 2” peer observations.
Once the focus standard is identified, participants use the OETF to determine
potential evidence in the upcoming lesson. Teachers provide any additional context
or information that observers might need to fully understand the classroom.
Participants may also construct a focus question to guide the observation [e.g., What
strategies can be used to ensure that all students have an opportunity to answer the
questions posed during a lesson?].
Participants / teams schedule dates and times to complete the observations and the
follow up meeting(s).
If sub coverage is needed, teachers request it approximately one week in advance.
Each observation lasts between 10 to 20 minutes.
Each participant is observed and serves as a peer observer.
The observer collects two pieces of evidence that constitute effective and/or highly
effective practice in the agreed upon area(s) of focus.
The observer also collects two samples of evidence of practice about which the
observer has a question.
The observer and observed teacher meet briefly after the class visit to share the
observation evidence, discussing both the effective/highly effective practices and the
questions that emerged during the observation.
Observer and observed teacher discuss what was learned.
What new questions surface from the discussion?
What might be some next steps?
Individually, each teacher reflects on what he/she learned from the observations
and apply to practice.
19
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 6: Mid Year Evaluation Check-In
The Mid Year Evaluation Check-In is an optional but strongly recommended component to the TGDS
Evaluations.
Mid Year Check-ins:




Are approximately 30-45 minutes in length.
Reflect the teacher’s performance within ALL OETF domains
Allow teachers and administrators to have a reflective conversation about the teacher’s progress towards
their SMARTe goals
Provide teachers the opportunity to share any artifacts or evidence that demonstrates progress towards
the SMARTe Goals (including student surveys)
Mid Year Check-In Best Practices
 Mid-year check-ins are optional although highly recommended for teachers who require
additional assistance
 Before a mid year check-in, teachers should have:
o set SMARTe goals
o completed a long observation, , and
o had either a peer observation OR short observation.
 Teachers may bring to the midyear checkin any type of evidence that documents their growth
and development
 The most useful evidence will document progress towards SMARte goals.
 Administrators should provide specific resources to help improve practice
 Mid-Year Evaluations should be scheduled at least one week in advance to allow teachers the
opportunity to bring in any relevant evidence and administrators to find adequate supports
Preparing For The Mid-Year Check-In
Teacher Role
Roles and
Activities
Activity
Purpose
Activity
Overview
OETF
Standards
Observer Role
Estimated Time
Ensures that SMARTe Goals
 Reviews evidence, progress, and

15-20 minutes
are uploaded
professional development goals of
 Collects any relevant evidence
teacher
to support growth and
 Find resources for growth areas
development
 To allow teacher and administrator opportunity to prepare and review evidence to date so
each participant comes to review prepared to discuss and contribute meaningfully

1. Teacher reviews SMARTe goals and aligns artifacts to the goals
2. If online evidence is not a reflection of work done in the classroom, artifacts should be
added for the administrator to discuss during the evaluation process.
3. Administrator reviews online evidence and identifies potential resources to present during
checkin that will assist teacher in second half of year
Domain 4: Professional Responsibilities
20
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
The Mid Year Check-In
Teacher Role
Roles and
Activities
Activity Purpose
Administrator Role
Estimated Time
Reflects on progress
 Reflects collected evidence with teacher 30 minutes – 45
Lists any professional
 Facilitates an open dialogue about
minutes
development
teacher progress
needs/supports
 Reviews evidence
 Assesses performance
 Provides next steps
objectively
 To build shared understanding between the administrator and teacher of classroom
progress and the best methods to support growth and development.
 To provide teachers with an accurate reflection of their development and progress
 To better understand the needs for a teacher’s professional development and collaborate for
improvement
1. Teacher presents SMARTe Goals to observer and reviews evidence
2. Teacher and observer discuss SMARTe goals and progress (15-20 minutes) and may or
may not use the provided template.


 Which SMARTe goal has been the most challenging?
 Which has been the easiest?
 Do you think your SMARTe goals are attainable? Why or why not?
3. Observer and teacher transition from specific SMARTe goals to the broader Oakland
Effective Teaching Framework, noting a strength and development opportunity for each of
the four domains
Activity
Overview





In which domains do you most readily excel?
Which domain is the most challenging?
How can your growth be supported?
How can you support peer growth or share your expertise?
What support/leadership opportunites do you need or want?
4. Teachers and observers assign a numerical ranking for each of the four domains with all
evidence presented through the evaluation process.
 Do any differences exist between teacher and observer rankings? What is the cause of
this difference?
 Do these rankings respond to the evidence presented?
 What areas will the teacher focus on for future growth?
21
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Step 7: Summative Observation Cycle
The Summative Observation Cycle is the final key aspect of the TGDS evaluation cycle. It helps
teachers and administrators review progress towards SMARTe goals and conduct a long observation.
It has four components:
Pre-Conference




Allow teachers to share their learning objectives, SMARTe goals, and specific needs with observers
Reinforce administrators understanding of the classroom context
Reflect the teacher’s performance within Domain 1 (Planning and Preparation)
Are approximately 30-45 minutes in length.
Lesson Observation



Provide teachers the chance to execute their lesson plan and observers to record their teaching
practice.
Reflect the teacher’s performance within Domains 2 (The Classroom Environment) and 3 (Teaching
and Learning)
Should reflect the entirety of a lesson, from opening to closing assessment
Teacher Reflection



Allow teachers to reflect on the actual implementation of the lesson and upload additional evidence
to indicate student mastery
Calls for teachers to take a global view of their progress and look at how they have grown and
progressed towards their SMARTe goals this year.
Reflect the teacher’s performance within Domain 4 (Professional Responsibilities)
Post-Conference


Align teachers and observers’ discussion and reflection of an entire lesson cycle, planning, execution,
and reflection
Reflect the teacher’s performance within ALL domains
Best Practices
 Teachers and administrators must be familiar with the Oakland Effective Teaching
Framework (OETF) and SMARTe goals
 Evidence captured through observations should be judgment free. Observers should take
specific notes during the observation; numbers and exact dialogue are well suited for this.
o Good example: 100% of students talking in pairs about task.
o Poor example: Teacher does great job of explaining task.
 Lesson plans should be uploaded to Bloomboard at least 24 hours before the pre-conference
to allow administrators sufficient time to read them.
 Observations should come 2-3 days AFTER pre-conferences
22
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Summative Observation Cycle
Pre-Conference
Teacher Role
Observer Role
Estimated Time

Uploads lesson plan  Collects evidence from the lesson plan

15-45 minutes
to Blomboard

Facilitates discussion about classroom

To
build
shared
understanding
and rapport between the teacher and administrator, so that
Activity Purpose
administrators are able to understand the lesson in the broader classroom context.
1. Teacher develops lesson plan (may or may not use template) and uploads it to
Bloomboard 24 hours before the scheduled pre-conference
2.
Teacher and administrator discuss lesson plan and the teacher’s classroom context.
Activity Overview
3. Administrator collects evidence by reading plan and aligning evidence to the framework
4. Observer may complete the ranking for Domain 1 using lesson plan and notes from preconference
OETF Standards
Domain 1: Planning and Preparation
Roles and
Activities
Lesson Observation
Teacher Role
Observer Role
Estimated Time
Roles and

Executes lesson plan  Collects Evidence
30-45 minutes
Activities

Collects evidence of
student learning

To collect judgment-free evidence about a teacher’s practice for reflection and ranking
Activity Purpose
1.
2.
3.
4.
Teacher teaches lesson that was uploaded for the pre-conference
Observer collects judgment-free evidence by scripting the lesson cycle
Activity Overview
Observer may talk to students to help set context of lesson
Teacher collects student work samples and further evidence of student mastery and SMARTe
goals
Domain
2: The Classroom Environment
OETF Standards
Domain 3: Teaching and Learning
Teacher Reflection
Teacher Role
Observer Role
Estimated Time

Reflects on lesson

Reads teacher reflection
15-45 minutes
Roles and
cycle

Collects evidence for Professional
Activities

Uploads reflection
Responsibilities
and student learning
Activity Purpose
Activity Overview
OETF Standards

To reflect on the execution of the lesson plan and collect additional evidence of student learning
and professional responsibility
1. Teacher reflects on lesson cycle, using template and uploads it and accompanying student
evidence online

Teacher may upload additional evidence collected during the year, specifically around
a professional practice goal, for administrators to observe prior to the meeting.
2. Outside of the specific lesson, teachers reflect around their progress towards their two
SMARTe goals: a professional practice and a student learning outcome goal
3. Observer reads teacher reflection and aligns it to the OETF
Domain 4: Professional Responsibilities
23
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Summative Observation Cycle (cont’d)
Post-Conference
Roles and
Activities
Activity Purpose
Activity Overview
OETF Standards
Teacher Role

Reflects on lesson

Compares teacher
reflection to collected
evidence

Sets SMARTe Goals
Observer Role
Estimated Time

Facilitates
25-60 minutes
conversation and
reflection of teacher

Provides resources

Helps Teacher set
SMARTe Goal
 To reflect on the execution of the lesson plan and progress towards SMARTe goals
 To assist in future development for teachers and suggest optional summer resources
1. Teacher reads scripted evidence from Bloomboard and notes any significant
differences between collected evidence and teacher reflection
 What does the observation evidence tell/show you?
 Are there any major differences between the observer’s script and your reflection? If
so, what is the cause?
 How did your lesson go? Did it go the way you had expected? What was successful or
what was challenging?
 How would this lesson have gone at the start of the year? How did you grow during
the year?
2. Teacher and observer discuss next steps for teacher’s professional growth (open
conversation)
 What professional learning material do you need or want for the summer? Where do
you see yourself in 2-3 years? What skills do you need to get there? Who do you need to
meet to meet your career goals?
3. Teacher and observer have a shared discussion about SMARTe goals, noting specific
growth needs. Observer tells teacher his professional opinion of progress towards
goals.
4. At the conclusion of the post-conference, administrator assigns post-conference
rankings and records the discussed ranking for goals.
5. Administrator SHARES and CLOSES the observation.
Domain 4: Professional Responsibilities
24
OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Appendix
Related Step
Step 1 - The Preliminary Observation Cycle
Appendix materials
 Pre-conference meeting guide
 Lesson Plan template
 Teacher Reflection guide
Step 4 - The TGDS student Survey
TGDS Student Survey
Step 5 - The Mid-Year
Reflection/Evaluation Check-in
Mid Year Evaluation Forms Fillable
Step 6 - The Peer Observation
Peer Observation Template
Step 7 - The Summative Observation Cycle
Summative Observation Reflection Template
25