Prep for the CCSSO/SCEE National Summit on Educator Effectiveness March 26, 2013 Continuous Improvement of Support and Evaluation Systems: Preparing a.

Prep for the CCSSO/SCEE National Summit on Educator Effectiveness

March 26, 2013

Continuous Improvement of Support and Evaluation

Systems:

Preparing a Problem of Practice

“A problem is nothing more than an opportunity in work clothes.”

Michael Michalko

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Welcome!

We’ll have everyone unmuted (if it doesn’t work, raise your hand or use the chat)

Use the chat function to make a comment or ask a question

You may chat privately with individuals

If you have problems, send Naz Rajput a message via the chat function or an email at [email protected]

We’re excited about the Summit!3

Overview of the Summit

Wed., April 10 General Session: Welcome & Vision 2020 State Team Time: Your Vision Lunch Breakouts (THIS strand meets)

Thurs., April 11 General Session Activities Lunch Breakouts (THIS strand meets)

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Overview of the Summit

Friday, April 12 State Team Time General Session Box Lunch

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Breakout Strands

Non-Tested Grades and Subjects

Continuous Improvement of Educator Support and Evaluation Systems

Integrating Common Core Expectations into Educator Support and Evaluation Systems

Moving the Educator Preparation Task Force Work Forward

Leadership for Leveraging Learning and Teaching

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Continuous Improvement

Focus on inquiry and growth (formative)

Address the system

Culture

Politics

Infrastructure and processes

Foster cross-state networking and support

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Why work on problems of practice at the Summit?

Address content through authentic work

States gain new perspectives on problems where you are stuck; connect your work to your theory of action

Learn what is happening in other states

Create a learning community

Identify themes and common issues for further SCEE work

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Defining a Problem of Practice

Resource on the Summit 2013 page of the SCEE site: http://scee.groupsite.com/page/summit-2013

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Defining a Problem of Practice

Think of a problem that has not yet been resolved, is high leverage, and is something you care about

Make connections to your theory of action

Be specific

Use evidence

Include your role in the work

End with a question or statement

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Sample Topics for PoPs

Mid-Course Corrections

Validity/Reliability

Engmnt & Communication

Training

Connections btwn Eval & Ongoing Prof’l Learning

Connecting to Common Core Implementation

Transitioning to New Assessments

Human Capital Information Systems

Preparing for USED’s Ongoing Review of Waiver Progress

Workload

How We are Learning from the Field

Supporting LEAs in Developing Local Policies and Practices

Planning for Implementation to Scale

Evaluating the System

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Common Difficulties with PoPs

PoP is too big or vague or tangential

Too much is packed into the PoP

It’s more about compliance than leadership

Too much or too little context

It’s a problem you have already solved; it’s a problem you are not yet ready to address; the problem is too easy

You aren’t anywhere to be found

You don’t have evidence it’s a problem12

Tuning Your PoP

We have a volunteer!

James Havelka, Nebraska

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Tuning Your PoP

Presenter describes a potential problem

Group asks clarifying questions

Group only

Warm feedback—What makes the PoP likely to work well for the presenter and the group

Cool feedback—Concerns or questions

Stretches—Other things presenter may not have thought about to include

Responses, joint tuning, reflectionsBased on City, Elmore, Fiarman, and Teitel (2009) and West Wind Education Policy 2008)

Tuning Your PoP

What factors make this a difficult problem?

What other information does the group need to know?

What is the evidence behind what you say?

What do you think the cause is?

What are your assumptions?

Who will act on the problem?

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Questions? Comments?

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Next Steps

Draft your PoP

Email your draft to [email protected]

Bring to the Summit PoP

Theory of Action

Supporting data or artifacts?

Questions to [email protected] and [email protected]

Thank you

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