Summer 2014 Evaluation Training Day Two The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Summer 2014 Evaluation Training Day Two
Feb 22, 2016
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Summer 2014 Evaluation TrainingDay Two
The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
2
Agenda
Data Systems• Accessing and
Understanding the Data in our Data Systems
Effective Data Driven Professional Learning• Characteristics
of Effective Professional Learning
• Using Evaluation Data to Inform Professional Learning
Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take
Professional Learning Planning
Educator Evaluation Processes
and BA Model
Refinements
3
Norms
Equity of voice
Active listening
Confidentiality
Usage of parking lot
Respectful/ appropriate
use of technology
Safety to share
different perspective
s
RIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected]
4
Warm-Up Activity WHY?
5
Warm-Up
Child-centered Engaged
Instruction Lifelong learning Collaborative
projects Technology Emergent Literacy Critical thinking Higher-order
thinking Brain-based
learning Authentic
assessment Multiple
Intelligences
Photo by Alan Cleaver – Creative Commons Attribution License https://www.flickr.com/photos/alancleaver/4293345631/
6
Session One
Data Systems• Accessing and
Understanding the Data in our Data Systems
• Break
Effective Data Driven Professional Learning• Characteristics
of Effective Professional Learning
• Using Evaluation Data to Inform Professional Learning
Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take
Professional Learning Planning
Educator Evaluation Processes
and BA Model
Refinements
7
What kinds of data do you use
to drive your professional learning opportunities for
your staff?
RIDE’S DATA SYSTEMS
InfoWorks
RIDEmap
EPSS
GMV
Instructional Support System
The portal for accessing RIDE’s Data Systems
9
Session Objectives
Distinguish between RIDEmap, EPSS, GMV, and the Instructional Support System.
Access evaluation and student growth data from EPSS.
Examine and compare growth data using the Growth Model Visualization Tool.
Access attendance, assessment, and enrollment data from the Instructional Support System.
After completing this session,you should be able to:
InfoWorks EPSS GMVInstructional Support
System
EPSSInfoWorks EPSS GMV
Instructional Support
System
•EPSS Roles•Adding forms•EPSS Reports•Growth Rating Information
13
EPSS Roles
14
Adding Forms EPSS
15
System ReportsEPSS
District Configuration Administrator can run district-level reports.
16
EPSS Rubric Explorer1. Set the date span.2. Choose the evaluation type.3. Choose the rubric. *2013-Rubrics are for the current year. 4. Click View.
17
EPSS Reports
Growth Summary InformationEPSS
19
Administration View EPSS
20
Teacher View EPSS
21
Interactive Activity
1• Run a Rubric Explorer Report for Professional Practice
scores for the school year and save it.
2• Run a Rubric Explorer Report for Professional
Responsibilities scores for the school year and save it.
3• Run an evaluation data summary report for the 2013-14
school year, export to a CSV and save it.
4• Open your growth scores (if applicable). Do you see a
correlation between those scores and your rubric explorer reports?
Using the directions given to you:
22
EPSS Resources on RIDE Website
InfoWorks EPSS GMVInstructional Support
System
24
Interactive GMVT Activity
1• Search for your school using Performance View. What is the observed growth in math and reading for your school?
2• In Map View-choose another school in your area, select a school and compare their scores to your school’s scores.
3• Select Share View and save your report as a PDF.
4• Use the Discover button to explore a group of schools that are like your own. Which school in that grouping had scores comparable to your school’s scores?
5• Use the Discover button to explore a group of schools that are unlike your own. Which school in that grouping had scores comparable to your school’s scores?
InfoWorks EPSS GMV Instruction
al Support System
Every time you hover over an item on the screen and you see a hand or the word More you can dig deeper into the report!
26
Instructional Support System
Return to the dashboard.
Go back to previous page.
Find feature for specific text.
Save reports as:
27
Instructional Support System
Search by SASID or search by Year, System, School, Grade and Student.
28
Interactive Instructional Support System Activity
1• If you are a district administrator choose a school. •Click on a math proficiency score (Substantially Below Proficient, Partially Proficient, Proficient, or Proficient with Distinction) from there choose a student and review their attendance and academic data.
•How many days was that student absent in the last five years?
2•How has this student historically performed on State Assessments? (If applicable)
•Click on one the student’s latest NECAP scores and then click on a percent or raw score. How does that student compare with students in the school, district and state? (If applicable.)
•Scroll down to look at the student’s enrollment history. Has this student had a consistent school/district history?
3•Click on ‘Information About Your Students’ to return to the home page.•Select Attendance from the Historical Dashboard: Click MORE to Analyze attendance (excused and unexcused daily absences) information by Gender, Race/Ethnicity, Students with Disabilities (SWD), Gifted, Remedial, English Language Learners (ELL), Migrant, or Retained. This information can be viewed as a chart or table.
•Export the report.
29
TEN-MINUTE BREAK
30
Checking for Understanding
Distinguish between RIDEmap, EPSS, GMV, and the Instructional Support System?
Access evaluation and student growth data from EPSS?
Examine and compare growth data using the Growth Model Visualization Tool?
Access attendance, assessment, and enrollment data from the Instructional Support System?
After completing this session, can you:
31
Session Two
Data SystemsAccessing and Understanding the Data in our Data Systems
EffectiveData-Driven Professional Learning• Characteristics of
Effective Professional Learning
• Using Evaluation Data to Inform Professional Learning
• Lunch
Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take
Professional Learning Planning
Educator Evaluation Processes
and BA Model
Refinements
32
Session Objectives
Define characteristics of effective Professional Learning.
Evaluate and prioritize current Professional Learning opportunities to help plan future sessions.
Use evaluation data to plan individual and school-wide Professional Learning.
After completing this session,you should be able to:
33
Activity #3
• As a group, brainstorm a list of types of professional learning opportunities your district provides to its educators.
• You may start with the big picture opportunities and add move specific examples as well.
• Write these types on the chart paper provided.
What opportunities does your district provide to help your educators to grow professionally?
34
Why are we talking about data, resources, and professional learning?
An educator’s effectiveness is the most important factor for schools in improving student achievement.
35
Effective Professional
Learning
Increasing the effectiveness of professional learning is the
leverage point with the greatest potential for
strengthening and refining the day-to-day performance of
educators.
Stephanie Hirsh, learningforward.org
36Adapted from High-Quality Professional Development for All Teachers: Effectively Allocating Resources
FocusedActive
Collaborative
What Is Effective Professional Learning?
Ongoing, Embedded, and Differentiated
37
What Is Effective Professional Learning?
• Aligning professional learning activities with data analysis, goal setting, implementation strategies, and monitoring and evaluating improvement can be highly beneficial to administrators, teachers, and students.
• Connecting content to practice: sustained, and content-focused professional development is more effective.
• Align professional learning with the needs of educators.
• To support educators, professional learning must simultaneously cultivate deep content knowledge and build understanding of effective instruction.
38
What Is Effective Professional Learning?
• Research has shown that teachers report greater changes in their instructional practice as a result of professional learning activities that involve their active participation and engagement with the work of their peers.
39
What Is Effective Professional Learning?
• Collaborative professional learning involves teachers working together to improve teaching and learning.
• Collaborative professional learning engages teachers in teams that work together on a shared learning outcome to learn from and share with each other.
40
Activity #3 Revisited
Using the generated list of professional learning activities, identify whether the activities are one of the following:
Focused (on content and on teaching the content)
ActiveCollaborative
Bonus: Draw a circle around activities that are differentiated; underline any activity that is ongoing throughout the year; and star any activity that is job embedded.
41
1. Aligned with school goals, state and district standards and assessments, and other professional learning activities including formative teacher evaluation.
2. Data-driven, focused, and specific to educator strengths and needs.
3. Focused on core content and modeling of teaching strategies for the content.
4. Includes opportunities for active learning of new teaching strategies.
5. Provides opportunities for collaboration among teachers.6. Includes embedded follow-up and continuous feedback.
Effective Professional Learning is:
42
One of the most important goals of every professional learning opportunity should be for all teachers to walk out more excited about teaching and more effective tomorrow than they were today. How do we get there?
43
Practice Scenario
Goals1. Summarize evaluation data for individual
teachers.2. Identify patterns in teacher and student
performance across the school to inform the allocation of resources.
3. Identify professional learning opportunities.
44
Activity #4
Using Summative Evaluation Datafor Individual and School-wide Planning
1. Read the “Ms. Blue, 8th Grade Mathematics Teacher” handout, focusing on the scenario with Ms. Blue and her summative evaluation plan.
2. Answer the guiding questions on the handout.
3. With your partners discuss and outline a professional learning plan for Ms. Blue on your handout.
4. Include the following elements in your plan: • Professional learning goals• Professional learning activities• Success metrics
5. Chart your plan and be ready to share your great ideas!
Triad
Activit
y
45
Using Data to Plan for School-wide Professional Learning
Goals1. Identify patterns in educator evaluation data.2. Discuss possible professional learning opportunities for
educators with diverse strengths and needs.
46
Activity #5
1. Read the sample School’s Evaluation Data Report.
2. As a table group discuss and share:
• What patterns do you see in the data?
• Please share how you plan for Professional Learning Opportunities in your schools when the data points are mixed.
Using Data to Plan for School-wide Professional Learning
Group
Activit
y
47
Session Objectives
Define characteristics of effective Professional Learning?
Evaluate and prioritize current Professional Learning opportunities to help plan future sessions?
Use evaluation data to plan individual and school-wide Professional Learning?
After completing this session, are you able to?....
48
Checking for Understanding
49
Lunch - 30 minutes-
Data Systems• RIDEmap,
EPSS,GMV,• Instructional
Support System • Accessing and
Understanding the Data in our Data Systems
Effective Data Driven Professional Learning• Characteristics of
Effective Professional Learning
• Using Evaluation Data to Inform Professional Learning
Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take
Professional Learning Planning
Educator Evaluation Processes
and BA Model Refinements
50
“Great teachers have high expectations for their students, but even higher expectations for themselves.” ― Todd Whitaker
Taylor Mali: What Do Teachers Make?
I'm a Teacher: An Educator's Anthem
51
Session Three
Data Systems• RIDEmap,
EPSS,GMV,• Instructional
Support System
• Accessing and Understanding the Data in our Data Systems
Effective Data Driven Professional Learning• Characteristics
of Effective Professional Learning
• Using Evaluation Data to Inform Professional Learning
Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take
Professional Learning Planning
Educator Evaluation Processes
and BA Model
Refinements
52
Session Objectives
Accessed available data from our data systems to help inform Professional Learning Planning.
Explored available resources to help enhance Professional Learning planning.
Used the Professional Learning Planning Framework to draft data-driven Professional Learning for your educators.
After completing this session,you will have:
53
Resources for Planning Professional Learning
Best Practices
SuiteOnline
Modules
SLO Guidance
EPSS
54
Activity #6
What can we plan today and use with our educators this
school year?Resources to Help with Your
Planning
• Data Systems• Framework for Effective
Professional Learning Planning
• RIDE Resources• Other
ResourcesStrategic Planning
Professional Learning
55
Make and Take Choices:
Create a professional
learning opportunity on SLO/SOO target setting for your
educators.
Design a professional
learning opportunity on the RI Model Support
Professional Evaluation and
Support System.
Connect Evaluation Data and Growth Model Data to
determine an area of need for professional
learning in your school and plan
how you will address it.
Using the evaluation calendar as a guide draft a year-long plan for
professional learning for your
educators.
56
Professional Planning Share
57
Session Four
Data Systems• RIDEmap,
EPSS,GMV,• Instructional
Support System • Accessing and
Understanding the Data in our Data Systems
Effective Data Driven Professional Learning•Characteristics of Effective Professional Learning
•Using Evaluation Data to Inform Professional Learning
Using Available Resources and Data to Plan Effective Professional Learning•RIDE Resources•Make and Take Professional Learning Planning
Educator Evaluation Processes
and BA Model Refinements
58
Professional Foundations Is Now Professional Responsibilities
Professional Foundations
Professional Responsibilities
Why change to Professional Responsibilities?
“Responsibilities” is used by every other approved evaluation system in Rhode Island and the common language makes it easier to communicate across systems.
Feedback from the field indicated that Rhode Island educators preferred the term “Professional Responsibilities”.
59
Differentiated vs. Cyclical
Differentiated Process Cyclical Process• Reduced Observations for Highly
Effective & Effective Educators (2-Effective, 1-Highly Effective)
• Observations at least every other year for Effective educators and every 3 years for Highly Effective Educators
• Full Evaluation the year after Certification Renewal
• Full Evaluation every other year for Effective, every 3rd year for Highly Effective
• 2-4 SLOs/SOOs
• 2-4 SLOs/SOOs
• Professional Responsibilities is scored
• Professional Responsibilities is scored
• 1 Professional Growth Goal
• 1 Professional Growth Goal
Revisions to the Building Administrator Professional Practice Rubric
1. Peer Evaluators and Teams of Evaluators
2. Greater emphasis on evaluating components by seeing them in action
3. Broadening definition of “Site Visit”
A Closer Look at the Changes to the Building Administrator Practice Rubric
Component Change1C. New Component
3A., 3B. Changes to component and performance descriptors
1A., 1B., 2A., 2B., 2C.,3C., 3D. Changes to performance descriptors
4A. Components 4A and 4B were combined to create one new component
62
Reflection
#RISummerTraining
63
Exit Survey
https://www.surveymonkey.com/s/summer_training_14
5 quick questions to help shape future training sessions!
Thank you-
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