TEACHER EVALUATION IMPLEMENTATION DAY: STUDENT GROWTH AND GOAL SETTING September 25, 2015 Shorewood High School 9/25/15 1.

Teacher Evaluation IMPLEMENTATION DAY: Student Growth and Goal Setting

September 25, 2015

Shorewood High School 9/25/15 1

Entry Task – Give One, Get One

As you enter, write your response to the following questions on note cards or stickies:

Given your current practice, in what ways do you determine whether students in your class have grown in their learning?

How do you distinguish

between “student growth” and

“student achievement?”

Shorewood High School 9/25/15

Sit with your PLC !Sit with your PLC !

2

PURPOSE for Today:• Purpose: Staff will collaborate to produce “nested” PLC and individual student learning and growth goals.

• Staff will have information to complete the initial steps required for teacher evaluations.• Consider collaborating with your PLC on an area of focus.• All Teachers: Do the complete self assessment and 2 goal prompts. • People on Focused: selecting focus and student growth by Sept 30th.• Draft Student Growth Goals, due by November 1.

• Working smarter not harder: I am hoping that our work together will yield PLC and individual goals that bring everything together efficiently for you, rather than creating three different “silos” of work that make your 1st semester more difficult to manage. I also believe we have greater capacity to help more students succeed and achieve through meaningful collaboration.

• School Improvement Planning: over the next 6 weeks or so we need to complete our annual school improvement plan. After the BLT on Wednesday, I hope to have a little more definition on our SIP for the year, but it is slow in forming and we still have the month of October to formulate a plan.

• In the preliminary work with the BLT, it looks like our SIP work will focus on:• Continuing development of PLC’s that focus on student learning.• Required goals for math and literacy.• Department goals in support of common core and NGSS standards.• Improving our work with failing students.• Equity and achievement gaps.• Staff goals need to be related to the direction of the building and the district. See the following graphic for a representation of

the conceptual framework for goals setting


Defining Key Terms• Student Achievement: The student’s level of subject-

matter knowledge, understandings, and skills at one point in time.

• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.


For the purpose of evaluation, it is student growth, not student achievement, that is relevant in demonstrating

impacts teachers and principals have on students.

Ultimately the representation of student achievement, a measure of those students meeting or exceeding defined

standards, is relevant for overall school improvement over time.

4

“Nested” Goals

District and School Goals

-are related to-

Department Goals

-are related to-

PLC Team Goals (8.1)

2-4 times per year, aligned with SIP

-are related to- Individual Teacher Student

Growth Goals (6.1, 3.1)


Source for goal language…students learn your content through the lens of the CCSS and NGSS


English, Social Studies, Math and Science can link easily to standards:

COMMON CORE

NEXT GENERATION SCIENCE STANDARDS

Other disciplines may find the “common practices” easier to use…

6

Why Student Growth for teacher evaluation?State Law Requires Student Growth in 3 of the 8 State Evaluation Criteria

Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. (PLC)

Criteria 6: Using multiple student data elements to modify instruction and improve student learning. (large group, may be the same as PLC)

Criteria 3: Recognizing individual student learning needs and developing strategies to address those needs. (small group)


Student Growth is only ONE Piece!


Of Evaluation =

8

How often do teachers and PLC’s use assessment?


Formative classroom assessments

Formative common assessments- agreed at the PLC

Interim common assessments- agreed at the PLC

District benchmark assessments

State-basedassessments

Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin, 2008. All rights reserved.

Daily

1-4 times a month

Quarterly or end of the unit

2-4 timesa year

Annually

9

To Review – Goal Process

• Current data – what do our students need?• As a PLC, focus on a big standard for the

trimester/quarter/semester• Do a baseline assessment (early, low stakes for students)• Develop a specific, measureable goal (CCSS, NGSS)• Talk about teaching - share strategies, teach, provide help to

struggling students • Monitor growth through formative assessment• Administer a common assessment when ready• Discuss student achievement data• Provide additional interventions as needed

As a PLC team – dig in on one or more meaningful standard


Evaluation of Goals


Student Growth Rubric Language- for establishing the goal.


Administrators Evaluating Goals (3.1, 6.1 and 8.1)


Demonstrating Evidence of Student Growth- Reminders

Generally, these types of artifacts are good examples of what to use to demonstrate student growth:

Sample assessment/rubric

Student work (keep some!)

Summary of student data from Point A to Point B

How do you demonstrate student growth for your evaluation?


Rubric Language to Consider When Establishing Goals- This language used to measure growth once your data is in…


Unsatisfactory Basic Proficient Distinguished

Growth or achievement data from at least two points in time shows no evidence of growth for most students.

Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students.

Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.

Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

15

What goals do I have to do for evaluation?COMPREHENSIVE – 8.1, 6.1 , 3.1

• Team based shared growth goal. (8.1) PLC

• Whole class goal (6.1).• May be the same as your PLC

shared growth goal• Small group goal (3.1)

• A sub set of students who are not reaching full learning potential. (Individual teacher)

• Likely to be a sub set of the class in your whole class or team goal.

FOCUSED – 8.1 or 6.1 or 3.1

• If you choose C8 (collaborative

and collegial practices), C6 (use of

data to modify instruction) or C3 (recognizing individual needs), use the growth goal embedded in the criterion; 8.1, 6.1, 3.1.

• If you choose any other criterion, you must choose either 3.1 or 6.1 as your growth goal.


Process during the year-3 Student Growth ConferencesStudent Growth Conference – Fall

Be prepared to answer the following: What instructional strategies will you use to enable all students to

meet the standard? What will you do to assist students who haven’t met standard?

Progress Review– Winter (or earlier) What does your formative data tell you about student progress

toward goal? What engagement strategies could you explore that could yield

formative data?

Student Growth Conference– Spring (or earlier) What do your multiple data points tell you about student growth

for both your average and high growth targets?


Questions?


Work time.

18

Work Time: (Today and Monday PM)

• Purpose: Staff will collaborate to produce “nested” PLC and individual student learning and growth goals.

• Staff will have information to complete the initial steps required for teacher evaluations.• Consider collaborating with your PLC on an area of focus.• All Teachers: Do the complete self assessment and 2 goal prompts. • People on Focused: selecting focus and student growth by Sept 30th.• Draft Student Growth Goals, due by November 1.

• Working smarter not harder: I am hoping that our work together will yield PLC and individual goals that bring everything together efficiently for you, rather than creating three different “silos” of work that make your 1st semester more difficult to manage. I also believe we have greater capacity to help more students succeed and achieve through meaningful collaboration.

• School Improvement Planning: over the next 6 weeks or so we need to complete our annual school improvement plan. After the BLT on Wednesday, I hope to have a little more definition on our SIP for the year, but it is slow in forming and we still have the month of October to formulate a plan.

• In the preliminary work with the BLT, it looks like our SIP work will focus on:• Continuing development of PLC’s that focus on student learning.• Required goals for math and literacy.• Department goals in support of common core and NGSS standards.• Improving our work with failing students.• Equity and achievement gaps.• Staff goals need to be related to the direction of the building and the district. See the following graphic for a representation of

the conceptual framework for goals setting


TEACHER EVALUATION IMPLEMENTATION DAY: STUDENT GROWTH AND GOAL SETTING September 25, 2015 Shorewood High School 9/25/15 1.

Documents

school goals

ngssshorewood high school

student growth learning

draft student growth

individual goals

staff goals

department goals

overall school improvement