Educator Effectiveness System Overview Understanding Hawaiis Educator Effectiveness

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Educator Effectiveness System Overview Understanding Hawaii’s Educator Effectiveness System

Educator Effectiveness System Overview Understanding Hawaii’s Educator Effectiveness System

Objectives All participants will: Understand how the EES applies to different teacher assignments Understand

Objectives All participants will: Understand how the EES applies to different teacher assignments Understand the Hawaii Growth Model and how to interpret Student Growth Percentile (SGP) Understand the Student Learning Objective (SLO) and School-System Improvement Objective (SSIO) processes Understand Core Professionalism and how to reflect on Tripod favorability and NCE scores Understand the Framework for Teaching and how it will be used to evaluate observations and core professionalism Understand Working Portfolios 2 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Purpose of the EES • Establish a common understanding of expectations for teacher performance

Purpose of the EES • Establish a common understanding of expectations for teacher performance • Provide fair, consistent, and accurate evaluations • Empower educators to be informed and active in developing their own practice • Recognize and reward effective teaching 3 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Core Design Principles Incorporates multiple measures of performance that captures a variety of perspectives

Core Design Principles Incorporates multiple measures of performance that captures a variety of perspectives Data is descriptive and provides meaningful and credible feedback that allows teachers to reflective and improve Design is transparent and easy to communicate Establishes clear and rigorous expectations that prioritize student learning Fair and equitable system that supports teachers’ growth 4 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Theory of Action Student Academic Growth Student Experience Effective Teaching Classroom Observations Achieving Learning

Theory of Action Student Academic Growth Student Experience Effective Teaching Classroom Observations Achieving Learning Objectives Core Professionalism Improved Student Outcomes 5 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Working in Alignment Common Initiatives: State Strategic Plan Academic Review Team (ART) Common Core

Working in Alignment Common Initiatives: State Strategic Plan Academic Review Team (ART) Common Core State Standards (CCSS) Complex K 12 Construct Response to Intervention (RTI) School Academic Financial Plan Formative Instruction Induction & Mentoring Classroom Educator Effectiveness System (EES) Overview Growth Model SLOs Observations Professionalism Working Portfolio

Input & Feedback 7 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Input & Feedback 7 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

EES Enhancements for SY 2014 -15 ü Differentiating evaluation cycles for teachers rated highly

EES Enhancements for SY 2014 -15 ü Differentiating evaluation cycles for teachers rated highly effective ü Administering one Tripod survey for grades 3 -12 to be used within Core Professionalism instead of as a weighted evaluation component ü Reducing the number of SLOs from two to one ü Providing greater choice and flexibility for Non-Classroom Teachers in working portfolios and observations ü Removing Tripod as a component ü Expanding Core Professionalism to include all of Domain 4 and Tripod reflection 8 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Observations/ Working Portfolios

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Observations/ Working Portfolios Hawaii Growth Model Educator Effectiveness Data Improved Student Outcomes 9 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Teacher Classification Overview Growth Model SLOs Observations Professionalism Working Portfolio

Teacher Classification Overview Growth Model SLOs Observations Professionalism Working Portfolio

EES Measures & Weighting Student Growth & Learning Teacher MGP Available: 1 SLO or

EES Measures & Weighting Student Growth & Learning Teacher MGP Available: 1 SLO or SSIO (25%) Teacher MGP (25%) Teacher Practice 25% No Teacher MGP Available, Schoolwide ELA MGP Available: 20% 45% 1 SLOs (45%) School-wide MGP (5%) 30% Core Professionalism with Tripod Reflection (20%) Observations/Working Portfolio (30%) 5% No Teacher MGP, No Schoolwide ELA MGP Available: 1 SLOs or SSIO (50%) 11 Overview Growth Model 50% ; 50% SLOs Observations Professionalism 9/13/2021 Working Portfolio

Teachers Rated as Highly Effective Developed based on page 41 of the EES manual

Teachers Rated as Highly Effective Developed based on page 41 of the EES manual and to answer specific questions from the field Required (not for evaluation purposes) Not Required Administer the Tripod Student Survey Participate in classroom observations cycle Review and reflect upon the Tripod Student Survey results Participate in the SLO/SSIO cycle for evaluation purpose Participate in SLO/SSIO as part of department, grade-level or data teams. Complete Core Professionalism for evaluation purpose Complete a professional development plan Complete Working Portfolio for evaluation purpose Participate in school-wide EES trainings 12 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Teachers Rated As Effective Developed based on page 41 of the EES manual and

Teachers Rated As Effective Developed based on page 41 of the EES manual and to answer specific questions from the field Required Not Required Administer the Tripod Student Survey Complete Core Professionalism for evaluation purpose (carry over from SY 13/14) Review and reflect upon the Tripod Student Survey results -- Complete 1 SLO/SSIO -- Complete at least 1 observation cycle -- Complete a working portfolio or 1 observation cycle -- Develop and implement a professional development plan -- 13 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Teachers Rated Less Than Effective Developed based on page 41 of the EES manual

Teachers Rated Less Than Effective Developed based on page 41 of the EES manual and to answer specific questions from the field Required 14 Not Required Complete Core Professionalism (Domain 4 and reflect upon Tripod Student Survey results) -- Administer the Tripod Student Survey -- Complete 2 or more observation cycle -- Complete a working portfolio or 2 or more observation cycle -- Complete 1 SLO/SSIO -- Participate in a Principal Directed Professional Development plan -- Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Introduction to the Hawaii Growth Model Educator Effectiveness System Training

Introduction to the Hawaii Growth Model Educator Effectiveness System Training

Objectives for Today Understand Student Growth Percentiles (SGP) Learn how to interpret and use

Objectives for Today Understand Student Growth Percentiles (SGP) Learn how to interpret and use student and classroom level SGP reports Understand how SGP is used in EES Overview Growth Model SLOs Observations Professionalism Working Portfolio

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working Portfolio Hawaii Growth Model Educator Effectiveness Data Improved Student Outcomes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Questions Answered by SGP What is? How much growth did a student make since

Questions Answered by SGP What is? How much growth did a student make since last tested? Overview Growth Model What should be? What could be? How much growth would be enough for a student to meet proficiency standards? How much growth has been made by students with similar score histories? SLOs Observations Professionalism Working Portfolio

SGP Data complements SLOs Student Growth Percentiles Student Learning Objectives Measure growth using HSA

SGP Data complements SLOs Student Growth Percentiles Student Learning Objectives Measure growth using HSA data Measure growth using teacher selected assessments Cover ELA and Math in grades 4 -8, and 10 Cover all subject areas and grade levels Inform teacher, administration, and school evaluations Inform teacher evaluations Guide instruction by highlighting trends and needs Guide instruction through goal setting and monitoring Build off of existing standardized assessment processes and data Build off of existing teaching practices and data team structures Overview Growth Model SLOs Observations Professionalism Working Portfolio

SGP Impacts All Levels State Complex Areas School/Principal Impact Complex Classroom/Teacher Student Overview Growth

SGP Impacts All Levels State Complex Areas School/Principal Impact Complex Classroom/Teacher Student Overview Growth Model SLOs Observations Professionalism Working Portfolio

Proficiency Measures Status Proficiency metrics measure achievement relative to standards criteria for a given

Proficiency Measures Status Proficiency metrics measure achievement relative to standards criteria for a given point in time Overview Growth Model SLOs Observations Professionalism Working Portfolio

Growth Measures Progress Student growth metrics factor in historical data to measure the pace

Growth Measures Progress Student growth metrics factor in historical data to measure the pace of progress over time. How do we know if students and schools are making enough progress? Overview Growth Model SLOs Observations Professionalism Working Portfolio

Video: What is Growth? Answer the following questions: • What are the fundamental differences

Video: What is Growth? Answer the following questions: • What are the fundamental differences between looking at proficiency vs. looking at growth? • How does context influence our interpretation of how well a student has progressed? • What does a growth percentile tell us? Overview Growth Model SLOs Observations Professionalism Working Portfolio

Video: What is Growth? • http: //vimeo. com/47277588 24 Overview Growth Model SLOs Observations

Video: What is Growth? • http: //vimeo. com/47277588 24 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Video: What is Growth? Answer the following questions: • What are the fundamental differences

Video: What is Growth? Answer the following questions: • What are the fundamental differences between looking at proficiency vs. looking at growth? • How does context influence our interpretation of how well a student has progressed? • What does a growth percentile tell us? Overview Growth Model SLOs Observations Professionalism Working Portfolio

SGP Is a Normative Measure A Student Growth Percentile (SGP) defines how much relative

SGP Is a Normative Measure A Student Growth Percentile (SGP) defines how much relative growth a student made, compared to the growth of his or her Academic Peer Group Overview Growth Model SLOs Observations Professionalism Working Portfolio

Fair Comparisons Are Necessary Maria Martha Grade HSA Math Score Grade 3 284 Grade

Fair Comparisons Are Necessary Maria Martha Grade HSA Math Score Grade 3 284 Grade 3 330 Grade 4 274 Grade 4 368 Grade 5 286 Grade 5 402 Observations Professionalism Overview Growth Model SLOs Working Portfolio

Fair Comparisons Are Necessary Maria Monica Grade HSA Math Score Grade 3 284 Grade

Fair Comparisons Are Necessary Maria Monica Grade HSA Math Score Grade 3 284 Grade 4 274 Grade 3 3 Grade 4 4 Grade 5 286 Grade 5 Grade HSA Math Score 180 284 200 274 260 286 Maria’s sixth grade Student Growth Percentile is determined by comparing her new results against peers with similar score histories. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Academic Peer Groups Contain students with a similar score histories over an entire academic

Academic Peer Groups Contain students with a similar score histories over an entire academic career Include all students and comparable HSA scores available statewide NOT based on student characteristics (ELL, F/RL, IEP, Race/Ethnicity, Gender) 29 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Interpreting SGP Is Easy 77 th In 6 th Grade, Maria scored higher than

Interpreting SGP Is Easy 77 th In 6 th Grade, Maria scored higher than 77% of her academic peers. 1 Overview Low Growth Model 35 Typical Growth SLOs 65 Observations High Growth Professionalism 99 Working Portfolio

Each Growth Level Is ≈⅓ of Group Student Growth Levels High Typical Low Overview

Each Growth Level Is ≈⅓ of Group Student Growth Levels High Typical Low Overview Growth Model Above the 65 th Percentile At or Between the 35 th and 65 th Percentile Below the 35 th Percentile SLOs Observations Professionalism Working Portfolio

Many Reports Are Available Student Level Classroom Level Grade Level School Level Complex Area

Many Reports Are Available Student Level Classroom Level Grade Level School Level Complex Area Level State Level 32 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reading a Student Level Report Proficiency Level 3 rd Grade Math Score Overview Growth

Reading a Student Level Report Proficiency Level 3 rd Grade Math Score Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reading a Student Level Report Next Year Trajectory Overview Growth Model SLOs Observations Professionalism

Reading a Student Level Report Next Year Trajectory Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reading a Student Level Report 4 th Grade Math Score Overview Growth Model SLOs

Reading a Student Level Report 4 th Grade Math Score Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reading a Student Level Report Next Year Trajectory Overview Growth Model SLOs Observations Professionalism

Reading a Student Level Report Next Year Trajectory Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reading a Student Level Report 5 th Grade Report Overview Growth Model SLOs Observations

Reading a Student Level Report 5 th Grade Report Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reading a Student Level Report 6 th Grade Report Overview Growth Model SLOs Observations

Reading a Student Level Report 6 th Grade Report Overview Growth Model SLOs Observations Professionalism Working Portfolio

Data Limitations Impact Model Overview Growth Model SLOs Observations Professionalism Working Portfolio

Data Limitations Impact Model Overview Growth Model SLOs Observations Professionalism Working Portfolio

Student-Level Growth Reports • Show student growth and achievement over time in mathematics and

Student-Level Growth Reports • Show student growth and achievement over time in mathematics and reading. • Include recent grade levels for which assessment results are available. • Indicate low, typical, high growth each year. • Provide growth projections for the next tested grade level. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Jasmine Hanson Hawaii Elementary 41

Jasmine Hanson Hawaii Elementary 41

Paul Adams Hawaii Middle

Paul Adams Hawaii Middle

High Growth - Not Proficient Overview Growth Model SLOs Observations Professionalism Working Portfolio

High Growth - Not Proficient Overview Growth Model SLOs Observations Professionalism Working Portfolio

High Growth - Proficient Overview Growth Model SLOs Observations Professionalism Working Portfolio

High Growth - Proficient Overview Growth Model SLOs Observations Professionalism Working Portfolio

Student-Level Reports Help • Flag potential weaknesses in prior knowledge • Alert educators to

Student-Level Reports Help • Flag potential weaknesses in prior knowledge • Alert educators to students at risk of falling far behind • Inform student grouping decisions • Set realistic goals for student performance • Motivate students Overview Growth Model SLOs Observations Professionalism Working Portfolio

SGP Classroom-Level Report Exceeds Proficiency Meets Proficiency Approaches Proficiency Well Below Proficiency Overview Growth

SGP Classroom-Level Report Exceeds Proficiency Meets Proficiency Approaches Proficiency Well Below Proficiency Overview Growth Model SLOs Observations Professionalism Working Portfolio

SGP Classroom-Level Report Median = 42 Exceeds Proficiency Meets Proficiency Approaches Proficiency Well Below

SGP Classroom-Level Report Median = 42 Exceeds Proficiency Meets Proficiency Approaches Proficiency Well Below Proficiency Overview Growth Model SLOs Observations Professionalism Working Portfolio

SGP Classroom-Level Report Low Growth – Proficient High Growth – Proficient Exceeds Proficiency Meets

SGP Classroom-Level Report Low Growth – Proficient High Growth – Proficient Exceeds Proficiency Meets Proficiency Approaches Proficiency Well Below Proficiency Low Growth – Not Proficient Overview Growth Model SLOs High Growth – Not Proficient Observations Professionalism Working Portfolio

Using Classroom-Level Reports • Consider from two perspectives: Reflection Planning • Different questions guide

Using Classroom-Level Reports • Consider from two perspectives: Reflection Planning • Different questions guide the data analysis from each perspective Overview Growth Model SLOs Observations Professionalism Working Portfolio

Key Takeaways • SGP enriches our understanding of HSA data. • SGP highlights areas

Key Takeaways • SGP enriches our understanding of HSA data. • SGP highlights areas of interest, but does not provide a recommended course of action. • Models help us check our assumptions and biases. • New data only helps students if educators access and use it. Overview Growth Model SLOs Observations Professionalism Working Portfolio

SGP Timeline Roster Verification Drives Reporting and Evaluation Spring • Students complete Smarter Balanced

SGP Timeline Roster Verification Drives Reporting and Evaluation Spring • Students complete Smarter Balanced Assessment • Classroom teachers of tested subjects in grades 4 -8 verify rosters Summer • SGP calculated • Teacher and school MGP calculated Fall • Prior school year SGP data available for previous and incoming students • MGP for EES evaluation available Roster Verification Informs Attribution: What is the pattern of linkage and period of time between students and teachers? Overview Growth Model SLOs Observations Professionalism Working Portfolio

Creating Teacher Ratings English Language Arts and mathematics classroom teachers instructing in grades 4

Creating Teacher Ratings English Language Arts and mathematics classroom teachers instructing in grades 4 -8 last year Roster Verification Overview HSA Scale Score Growth Model Calculate SGP SLOs Weighted SGP based on RV Observations Professionalism Ratings Assigned Working Portfolio

Creating Teacher Ratings Teachers that did not teach English Language Arts or mathematics last

Creating Teacher Ratings Teachers that did not teach English Language Arts or mathematics last school year HSA Scale Score Overview Growth Model Calculate School ELA MGP SLOs Observations Applied to Scoring Ranges Professionalism Working Portfolio

Which students are included in my SGP score? • Student must have two years

Which students are included in my SGP score? • Student must have two years of state assessment scores – English Language Arts and mathematics classroom teachers • Elementary: ELA and math averaged together (if you teach both) • Middle: ELA or math (depending on your job responsibility) • Student scores are weighted based on number of quarters – Teachers that do not teach English Language Arts or mathematics • Students at the school for 1 academic year • School ELA MGP Overview Growth Model SLOs Observations Professionalism Working Portfolio

How is SGP calculated for Teachers’ Evaluation? Median Growth Percentile (MGP) 66 Student Growth

How is SGP calculated for Teachers’ Evaluation? Median Growth Percentile (MGP) 66 Student Growth Percentile (SGP) 51 Overview 51 Growth Model 64 68 SLOs 73 Observations 78 Professionalism Working Portfolio

Weighted Medians are the Key Student SGP Time with Teacher (quarter) A 5 3

Weighted Medians are the Key Student SGP Time with Teacher (quarter) A 5 3 B 44 2 C 56 2 D 67 3 E 69 3 Overview Growth Model SLOs 5 5 5 44 44 56 56 67 67 67 69 69 69 Students’ SGP scores are “weighted” depending on the amount of time they are enrolled with a teacher (per quarter) Median: 56 This teacher’s MSGP score is 56. Observations Professionalism Working Portfolio

How is SGP calculated for Teachers’ Evaluation? • Ratings for English Language Arts and

How is SGP calculated for Teachers’ Evaluation? • Ratings for English Language Arts and mathematics classroom teachers instructing in grades 4 -8 last year are based on the following scoring bands: EES Rating Corresponding Range 4 >60 3 >30 and <40 2 40 -60 1 ≤ 30 Grades 48 • Ratings for teachers that did not teach English Language Arts or mathematics last school year are based on the following scoring bands: ide w l o Scho GP ELA M Overview Growth Model SLOs EES Rating Corresponding Range 4 >57 3 44 -57 2 >39 and <44 1 ≤ 39 Observations Professionalism Working Portfolio

Questions? Overview Growth Model SLOs Observations Professionalism Working Portfolio

Questions? Overview Growth Model SLOs Observations Professionalism Working Portfolio

3 -2 -1 Reflection • 3 things I learned about Hawaii’s Student Growth Model

3 -2 -1 Reflection • 3 things I learned about Hawaii’s Student Growth Model today • 2 questions I still have or things I’d like to learn more about relating to Student Growth • 1 action I am going to take following today’s session to prepare for using Student Growth as a part of improving my practice Overview Growth Model SLOs Observations Professionalism Working Portfolio

Introduction to Student Learning Objectives Educator Effectiveness System Training

Introduction to Student Learning Objectives Educator Effectiveness System Training

Desired Outcomes Understand the purpose of the SLO & SSIO Understand the components of

Desired Outcomes Understand the purpose of the SLO & SSIO Understand the components of SLO & SSIO Understand the expectations for the SLO & SSIO from beginning to end Overview Growth Model SLOs Observations Professionalism Working Portfolio

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Classroom Observation/W orking

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Classroom Observation/W orking Portfolio Hawaii Growth Model Educator Effectiveness Data Improved Student Outcomes Overview Growth Model SLOs Observations Professionalism Working Portfolio

SLO & SSIO Core Value Teachers are at the heart of a child’s education

SLO & SSIO Core Value Teachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teachers’ professional practices and the structures that support them. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Components of the Classroom Teacher SLO Learning Goal- A description of what students will

Components of the Classroom Teacher SLO Learning Goal- A description of what students will be able to understand, know, and do at the end of the interval of instruction • Learning goal statement • Aligned standards/benchmarks • Rationale • Depth of Knowledge (Do. K) Assessments- Measurement of students' understanding of the learning goal • Assessment plan Expected Targets- The expected student outcome by the end of the instructional term • Readiness evidence • Initial readiness level • End-of-interval expectation Instructional Strategies- The strategies that will address student needs and that have been shown to be effective • Instructional strategies for various readiness levels and content Overview Growth Model SLOs Observations Professionalism Working Portfolio

SLO Opportunities & Benefits Student Learning Objectives provide the opportunity for teachers to: –

SLO Opportunities & Benefits Student Learning Objectives provide the opportunity for teachers to: – Set an academic goal for specific students – Plan for the most important learning of the year (or semester) – Determine specific and measurable learning targets based on initial evidence of student readiness levels – Align goals to Common Core, state, or national standards, as well as any other school or complex priorities – Use data to monitor student learning – Differentiate instruction based on student needs – Compile, organize, rate, and reflect on outcomes Overview Growth Model SLOs Observations Professionalism Working Portfolio

SLOs at the Core of Teaching and Learning Common Core An SLO is at

SLOs at the Core of Teaching and Learning Common Core An SLO is at the heart of teaching and learning. It is not an add-on. STEM Standards and Curriculum Induction & Mentoring CSSS/RTI SLO Instruction EES: Observations Assessments FI/DT A Hawaii educator said, “SLOs align nicely to the 6 priority strategies. ” ART Overview Growth Model SLOs Observations Professionalism Working Portfolio

Components of the Non-Classroom Teacher SLO and SSIO Non-Classroom Teacher SLO Non-Classroom Teacher SSIO

Components of the Non-Classroom Teacher SLO and SSIO Non-Classroom Teacher SLO Non-Classroom Teacher SSIO Goal • Goal statement • Professional standards as applicable • Rationale • Interval necessary to address goal Expected Target(s) • Baseline data/information • SMART goal Evidence and Success Criteria • Evidence and criteria used to determine attainment of expected target(s) Evidence and Success Criteria • Evidence and criteria/scoring guide or rubric used to determine attainment of expected target(s) Implementation Strategy • Develop strategies to achieve expected target(s) 67 Overview Growth Model SLOs Observations Professionalism Working Portfolio

SSIO Opportunities and Benefits School or System Improvement Objectives provide the opportunity for non-classroom

SSIO Opportunities and Benefits School or System Improvement Objectives provide the opportunity for non-classroom teachers to: – Set targets for school or system improvement – Plan for prioritized needs or focus area of the school, complex, or state – Focus on areas of need within the scope of the individual role and responsibilities – Backward plan for a successful outcome of reaching the goal – Aligns to professional standards when applicable – Reflect on outcomes based on data Overview Growth Model SLOs Observations Professionalism Working Portfolio

SSIO and the Connection Between Plan-Do-Check-Act (PDCA) Your Evidence and Success Criteria determines midcourse

SSIO and the Connection Between Plan-Do-Check-Act (PDCA) Your Evidence and Success Criteria determines midcourse corrections Act Plan Check Your Criteria or Rubric monitors your progress Overview Growth Model Do SLOs Observations School, complex or state needs drive your SSIO Your Goal drives your actions Professionalism Working Portfolio

SLO and SSIO Documents SLO/ SSIO Teacher Template SLO/SSIO Technical & Planning Document SLO

SLO and SSIO Documents SLO/ SSIO Teacher Template SLO/SSIO Technical & Planning Document SLO Record Sheet (for student-centered SLOs) Overview Growth Model SLOs Rubric for Rating the Quality of SLO/SSIO Observations Professionalism Working Portfolio

Process and Requirements Overview Growth Model SLOs Observations Professionalism Working Portfolio

Process and Requirements Overview Growth Model SLOs Observations Professionalism Working Portfolio

Roles and Responsibilities: Beginning Conference • Teacher Administrator • Discuss the SLO or SSIO

Roles and Responsibilities: Beginning Conference • Teacher Administrator • Discuss the SLO or SSIO submitted and share the rationale for the targets using the prepared SLO or SSIO documents and Rubric for Rating the Quality of SLOs • Facilitate discussion about the submitted SLO or SSIO planning document and template using the Rubric for Rating the Quality of SLO and record sheet • Review the submitted documents and indicate approval in PDE 3. All components of the SLO must be acceptable for approval • Establish next steps and due dates for any • required changes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Roles and Responsibilities: Mid-Term Conference • Teacher Administrator • Discuss the data collected to

Roles and Responsibilities: Mid-Term Conference • Teacher Administrator • Discuss the data collected to gauge the current level of student progress using the midterm check-in reflection form • Collaborate with the administrator to develop and modify original expected targets • Discuss the data collected to gauge the current level of progress using the midterm check-in reflection form • Collaborate with teacher to develop and modify original targets • Review any proposed changes to the SLO or SSIO and determine whether to grant approval for the revision request • Approve midterm revisions on PDE 3 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Roles and Responsibilities: End-of-Term Conference • Teacher Administrator • Discuss the data collected and

Roles and Responsibilities: End-of-Term Conference • Teacher Administrator • Discuss the data collected and the SLO or SSIO rating guided by support documents • Facilitate discussion about the data collected and the SLO rating guided by support documents • Determine a final SLO or SSIO rating • If the SLO or SSIO was not met, discuss future support, and relevant professional development opportunities Overview Growth Model SLOs Observations Professionalism Working Portfolio

Classroom Teacher SLO Rating Scale Rating rubric for teachers with a class of 5

Classroom Teacher SLO Rating Scale Rating rubric for teachers with a class of 5 or more students. ☐ Highly Effective ☐ Effective At least 90 -100% of students At least 75 -89% of students met or exceeded expected target. ☐ Developing ☐ Ineffective At least 60 -74% of students met or exceeded expected target. Fewer than 60% of students met or exceeded expected target. Rating rubric for teachers with a class of 4 or fewer students and those that have individual goals for all students ☐ Highly Effective ☐ Developing ☐ Ineffective Based on individual growth outcomes, all students met expected targets and some exceeded the targets. Overview Based on individual growth outcomes, all students met expected targets. Growth Model SLOs Based on individual growth outcomes, some students met or exceeded expected targets. Observations Based on individual growth outcomes, no students met expected targets. Professionalism Working Portfolio

Non-Classroom Teacher SLO/SSIO Rating Scale ☐ Highly Effective ☐ Effective Met or exceeded at

Non-Classroom Teacher SLO/SSIO Rating Scale ☐ Highly Effective ☐ Effective Met or exceeded at least 90100% of expected target. Met or exceeded at least 7589% of expected target. ☐ Developing ☐ Ineffective Met or exceeded at least Met less than 60% of 60 -74% of expected target. The rubric below should be used for non-percentage based targets and instead have NCT developed rubrics as evidence and success criteria. ☐ Highly Effective ☐ Effective Exceeded the target set in the rubric. Overview Met the target set in the rubric. Growth Model SLOs ☐ Developing Did not meet the target as set in the rubric. Observations ☐ Ineffective Did not meet the target as set in the rubric due to inadequate or lack of implementation. Professionalism Working Portfolio

Essential Questions SLO Classroom Teachers SLO Non-Classroom Teachers SSIO Non Classroom Teachers What are

Essential Questions SLO Classroom Teachers SLO Non-Classroom Teachers SSIO Non Classroom Teachers What are the most important knowledge/skills I want my students to know and be able to do by the end of the interval of instruction? What are the most important knowledge/skills I want my students/teachers to know and be able to do by the end of the interval of instruction of service? What are the most important needs of the school, complex, or state? How will I know if my students have met the learning goal? How will I know if my students/teachers have met the goal? How will I know if my goal has been met? What are my learning expectations for each student? What are my expectations for the students/teachers? What are the expectations for the goal? What strategies will I use to help What implementation all students meet the target? all students/teachers meet the strategy/strategies will I use to target? reach the goal? Overview Growth Model SLOs Observations Professionalism Working Portfolio

Final Rating Highly Effective= 4 Effective= 3 Developing= 2 Ineffective= 1 Incomplete= 0 Overview

Final Rating Highly Effective= 4 Effective= 3 Developing= 2 Ineffective= 1 Incomplete= 0 Overview Growth Model SLOs Observations Professionalism Working Portfolio

3 -2 -1 Reflection • 3 things I learned about SLOs and/or SSIOs today

3 -2 -1 Reflection • 3 things I learned about SLOs and/or SSIOs today • 2 questions I still have or things I’d like to learn more about relating to SLOs and/or SSIOs • 1 action I am going to take following today’s session to prepare for using SLOs and/or SSIOs as a part of improving my practice Overview Growth Model SLOs Observations Professionalism Working Portfolio

Introduction to Framework for Teaching: Classroom Observations Educator Effectiveness System Training

Introduction to Framework for Teaching: Classroom Observations Educator Effectiveness System Training

Goals for Today Awareness level information about the Hawaii Adapted Framework for Teaching Provide

Goals for Today Awareness level information about the Hawaii Adapted Framework for Teaching Provide basic information about the five components chosen from the Framework for Teaching Rubric. Develop a common language about teaching and learning practices Provide information about resources provided by the Hawaii Department of Education Overview Growth Model SLOs Observations Professionalism Working Portfolio

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working

The EES Uses Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working Portfolio Hawaii Growth Model Educator Effectiveness Data Improved Student Outcomes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Teachers Matter “There is significant evidence that teaching is one of the most important

Teachers Matter “There is significant evidence that teaching is one of the most important school-related factors in student achievement and improving teacher effectiveness can raise overall achievement levels. ” Dr. Linda Darling-Hammond Overview Growth Model SLOs Observations Professionalism Working Portfolio

Why a Framework? • Teaching is complex. • Having a common language and common

Why a Framework? • Teaching is complex. • Having a common language and common tool for measuring teaching is respectful of teachers and allows teachers to build upon their strengths and develop plans that continuously improve their skills. • The system developed for teacher evaluation must have certain characteristics: rigorous, valid, reliable, defensible, grounded in research and in an accepted definition of good teaching. The Framework for Teaching provides this foundation. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Benefits of the Framework for Teaching and Observation Protocol Overview Common Language Development of

Benefits of the Framework for Teaching and Observation Protocol Overview Common Language Development of shared understandings Selfassessment and reflection practice Structured professional conversation Growth Model SLOs Observations Professionalism Working Portfolio

Themes Equity Cultural Competency High Expectations Developmental Appropriateness Attention to Individual Students Appropriate Use

Themes Equity Cultural Competency High Expectations Developmental Appropriateness Attention to Individual Students Appropriate Use of Technology Student Assumption of Responsibility Overview Growth Model SLOs Observations Professionalism Working Portfolio

Hawaii’s Adapted Rubric • An Adapted Framework for Teaching Rubric has been developed based

Hawaii’s Adapted Rubric • An Adapted Framework for Teaching Rubric has been developed based on the Framework for Teaching described in Enhancing Professional Practice by Charlotte Danielson Overview Growth Model SLOs Observations Professionalism Working Portfolio

The Framework for Teaching D 2: Classroom Environment D 1: Plan/Prep • 1 a:

The Framework for Teaching D 2: Classroom Environment D 1: Plan/Prep • 1 a: Demonstrating Knowledge of Content and Pedagogy • 1 b: Demonstrating Knowledge of Students • 1 c: Setting Instructional Outcomes • 1 d: Demonstrating Knowledge of Resources • 1 e: Designing Coherent Instruction • 1 f: Designing Student Assessments Overview • 2 a: Creating an Environment of Respect and Rapport • 2 b: Establishing a Culture for Learning • 2 c: Managing Classroom Procedures • 2 d: Managing Student Behavior • 2 e: Organizing Physical Space Growth Model SLOs D 4: Professional Responsibilities D 3: Instruction • 3 a: Communicating With Students • 3 b: Using Questioning and Discussion Techniques • 3 c: Engaging Students in Learning • 3 d: Using Assessment in Instruction • 3 e: Demonstrating Flexibility and Responsiveness Observations • 4 a: Reflecting on Teaching • 4 b: Maintaining Accurate Records • 4 c: Communicating with Families • 4 d: Participating in a Professional Community • 4 e: Growing and Developing Professionally • 4 f: Showing Professionalism Working Portfolio

Selected Components in Domains 2 & 3 D 2: Classroom Environment • • 2

Selected Components in Domains 2 & 3 D 2: Classroom Environment • • 2 a Creating an Environment of 2 b Establishing a Culture Respect and Rapport for Learning • 2 d Managing Student Behavior • 2 c Managing Classroom and Discussion • 3 c Engaging Students in Learning • 3 d Using Assessment in Procedures • 2 d Managing Student Behavior • 2 e Organizing Physical Space Growth Model • • 3 a with Students 3 b. Communicating Using Questioning • 3 b Using Questioning and Techniques Discussion Techniques • 2 b Establishing a Culture for Learning Overview D 3: Instruction SLOs Instruction • 3 d Using Assessment in • 3 e Demonstrating Flexibility and Instruction Responsiveness Observations Professionalism Working Portfolio

Observation Process Setting up an Observation Cycle Overview Growth Model Pre. Observation Conference (20

Observation Process Setting up an Observation Cycle Overview Growth Model Pre. Observation Conference (20 -30 min) SLOs Classroom Observation (30 -45 min) Observations Post. Observation Conference (20 -30 min) Professionalism Working Portfolio

Attributes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Attributes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Levels of performance Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory =

Levels of performance Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory = 0 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Activity What does student engagement look like in the classroom? What might you see

Activity What does student engagement look like in the classroom? What might you see and hear in a classroom visit that would be evidence of student engagement? The Activity Overview Growth Model The Students SLOs Observations The Teacher Professionalism Working Portfolio

Ranking of Components Hardest Framework Components 3 b: Using questioning and discussion techniques 3

Ranking of Components Hardest Framework Components 3 b: Using questioning and discussion techniques 3 c: Engaging students in learning 3 d: Using assessment in instruction 3 e: Demonstrating flexibility and responsiveness 2 d: Managing student behavior 2 c: Managing classroom procedures 2 b: Establishing a culture for learning 3 a: Communicating with students Easiest Overview 2 a: Creating an environment of respect and rapport 2 e: Organizing physical space Growth Model SLOs Observations Professionalism Working Portfolio

PDE 3 Observation Tool Activity Overview Growth Model SLOs Observations Professionalism Working Portfolio

PDE 3 Observation Tool Activity Overview Growth Model SLOs Observations Professionalism Working Portfolio

Resources for Teachers • Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson

Resources for Teachers • Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson • The Framework for Teaching Rubric • Classroom Observation FAQs • EES Intranet Portal: https: //intranet. hawaiipublicschools. org/six strategies/ees Overview Growth Model SLOs Observations Professionalism Working Portfolio

Videos Provided by Educational Impact • Videos have been provided by Educational Impact through

Videos Provided by Educational Impact • Videos have been provided by Educational Impact through the HIDOE site license agreement • http: //www. educationalimpact. com Overview Growth Model SLOs Observations Professionalism Working Portfolio

3 -2 -1 Reflection • 3 things I learned about Classroom Observations today •

3 -2 -1 Reflection • 3 things I learned about Classroom Observations today • 2 questions I still have or things I’d like to learn more about relating to Classroom Observations • 1 action I am going to take following today’s session to prepare for using Classroom Observations as a part of improving my practice Overview Growth Model SLOs Observations Professionalism Working Portfolio

Introduction to Core Professionalism Educator Effectiveness System Training

Introduction to Core Professionalism Educator Effectiveness System Training

Objectives for Today Understand the Core Professionalism measure Learn how to use Tripod results

Objectives for Today Understand the Core Professionalism measure Learn how to use Tripod results within Core Professionalism Understand how Core Professionalism is used within the EES Overview Growth Model SLOs Observations Professionalism Working Portfolio

Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working Portfolio Hawaii Growth

Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working Portfolio Hawaii Growth Model Educator Effectiveness Data Improved Student Outcomes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Core Professionalism Encompasses the wide range of responsibilities and activities that are critical to

Core Professionalism Encompasses the wide range of responsibilities and activities that are critical to students and schools. Based on Two Parts: Domain 4, Framework for Teaching Reflection and action to improve Student Survey results Overview Growth Model SLOs Observations Professionalism Working Portfolio

Framework for Teaching Domain 4 D 1: Plan/Prep • Demonstrating Knowledge of Content and

Framework for Teaching Domain 4 D 1: Plan/Prep • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments Overview D 2: Classroom Environment D 3: Instruction • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space • Communicating With Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness Growth Model SLOs Observations D 4: Professional Responsibilities • 4 a: Reflecting on Teaching • 4 b: Maintaining Accurate Records • 4 c: Communicating with Families • 4 d: Participating in a Professional Community • 4 e: Growing and Developing Professionally • 4 f: Showing Professionalism Working Portfolio

Domain 4 in Detail Now we will review Charlotte Danielson Discussing the components within

Domain 4 in Detail Now we will review Charlotte Danielson Discussing the components within Domain 4 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Component 4 a • http: //vimeo. com/101565728 Overview Growth Model SLOs Observations Professionalism Working

Component 4 a • http: //vimeo. com/101565728 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Component 4 b • http: //vimeo. com/101565758 Overview Growth Model SLOs Observations Professionalism Working

Component 4 b • http: //vimeo. com/101565758 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Component 4 c • http: //vimeo. com/101565861 Overview Growth Model SLOs Observations Professionalism Working

Component 4 c • http: //vimeo. com/101565861 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Component 4 d • http: //vimeo. com/101566011 Overview Growth Model SLOs Observations Professionalism Working

Component 4 d • http: //vimeo. com/101566011 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Component 4 e • http: //vimeo. com/101566147 Overview Growth Model SLOs Observations Professionalism Working

Component 4 e • http: //vimeo. com/101566147 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Component 4 f • http: //vimeo. com/101566269 Overview Growth Model SLOs Observations Professionalism Working

Component 4 f • http: //vimeo. com/101566269 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Going Deeper Into Domain 4 Group Activity: • Number off from 1 – 6

Going Deeper Into Domain 4 Group Activity: • Number off from 1 – 6 • Review the appropriate component and complete your section on the table 4 a: Group 1 4 b: Group 2 4 c: Group 3 4 d: Group 4 4 e: Group 5 4 f: Group 6 • Share the information with your group • Record the information provided by other members of your group on the table 111 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Going Deeper Into Domain 4 Component Key Ideas How Teachers Demonstrate This Concept 4

Going Deeper Into Domain 4 Component Key Ideas How Teachers Demonstrate This Concept 4 a: Reflecting on Teaching (book pp. 92 -93) 4 b: Maintaining Accurate Records (book pp. 94 -96) 4 c: Communicating with Families (book pp. 96 -99) 4 d: Participating in Professional Community (book pp. 99 -102) 4 e: Growing and Developing Professionally (book pp. 102 – 105) 4 f: Showing Professionalism (book pp. 106 -107) 112 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Self-Assessment Overview Growth Model SLOs Observations Professionalism Working Portfolio

Self-Assessment Overview Growth Model SLOs Observations Professionalism Working Portfolio

Think-Pair-Share How would you respond to the Following question? How much evidence do I

Think-Pair-Share How would you respond to the Following question? How much evidence do I need to provide to get an effective or highly effective rating? 114 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Framework for Teaching Domain 4 • Criteria and Expectations – Rating is based on

Framework for Teaching Domain 4 • Criteria and Expectations – Rating is based on the Domain 4 rubric – Evidence focuses on quality not quantity – School administrators and teachers have a conversation to clarify expectation specific to their school context – Evidence is collected throughout the course of the year Overview Growth Model SLOs Observations Professionalism Working Portfolio

Sample Evidence for Domain 4 Component Sample Evidence 4 a: Reflecting on Teaching/Practice Classroom

Sample Evidence for Domain 4 Component Sample Evidence 4 a: Reflecting on Teaching/Practice Classroom Teacher: Tripod reflection and action, observation reflection, SLO reflection, professional growth plan Non-Classroom Teacher: Working portfolio reflection, professional growth plan, program improvements 4 b: Maintaining Accurate Records Classroom Teacher: Records of student work, attendance, grades, field trip forms, media release consent forms, IEP Non-Classroom Teacher: Master scheduling, inventory, library catalogs, purchase orders, budget 4 c: Communicating with Families/Communities Classroom Teacher: Newsletter, Back-to-School night, parent conferences, tips for helping students with homework Non-Classroom Teacher: Outreach to larger community about school events, registration, reading night 4 d: Participating in the Professional Community Classroom and Non-Classroom Teacher: Participating in school events, contributing to department meetings and data teams, forming relationships across departments 4 e: Growth and Developing Professionally Classroom and Non-Classroom Teacher: Leading workshops, taking university coursework, professional development plan, participates in professional organizations 4 f: Showing Professionalism Classroom and Non-Classroom Teacher: Advocating for students, and compliance with school and complex area regulations Overview Growth Model SLOs Observations Professionalism Working Portfolio

PDE 3 Overview Growth Model SLOs Observations Professionalism Working Portfolio

PDE 3 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Tripod Introduction Video The Tripod Project has been developed and refined over more than

Tripod Introduction Video The Tripod Project has been developed and refined over more than a decade by Dr. Ronald F. Ferguson of Harvard university. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Teaching Practices: Tripod Seven Cs Caring Captivating Conferring Controlling Clarifying Challenging Confer • You

Teaching Practices: Tripod Seven Cs Caring Captivating Conferring Controlling Clarifying Challenging Confer • You must talk with me to help me understand your ideas and support your learning. Control • Our class is orderly, on task and respectful, with learning as our first priority. • “My classmates behave the way that the teacher wants them” Consolidating Overview Growth Model SLOs Observations Professionalism Working Portfolio

Tripod Teacher Reports Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Tripod Teacher Reports Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Tripod Teacher Reports provide detailed explanation and normative comparisons Detailed description of the “C”

Tripod Teacher Reports provide detailed explanation and normative comparisons Detailed description of the “C” Teacher score: favorable and non-favorable responses School (S) & Complex Area (D): favorable and nonfavorable responses Overview Growth Model SLOs Observations Professionalism Working Portfolio

Reflection and Action using Tripod Results • Provides an opportunity for classroom teachers and

Reflection and Action using Tripod Results • Provides an opportunity for classroom teachers and administrators to engage in professional dialogue about the results • Focuses efforts to improve on the results Select area of focus for improvement Overview Identify strategies for target area Growth Model SLOs Collect evidence Observations Analyze progress Share with administrator Professionalism Working Portfolio

Tripod Reflection Select area of focus for improvement Identify strategies for target area Collect

Tripod Reflection Select area of focus for improvement Identify strategies for target area Collect evidence Analyze progress Share with administrator 1. On which construct is the percent of favorable responses highest? 2. On which construct is the percent of favorable responses the lowest? 3. How large is the gap between the favorability for the classroom with the highest results and the classroom with the lowest results? 4. What is one area you find satisfying about the results you are seeing? 5. What is an area that surprises you? 6. What 7 C will you target your improvement efforts and why? 7. What specific teaching practices might help teachers improve in this area? 8. What goal could you set for improvement in this area (e. g. When we administer surveys in the future, more than 75% of my students will give a favorable response across in the “control” category). 9. How will you monitor your progress? 123 Overview Growth Model SLOs Observations Professionalism 9/13/2021 Working Portfolio

Conferencing • Separate conferences are not required. • Ongoing discussions can be combined with

Conferencing • Separate conferences are not required. • Ongoing discussions can be combined with other meetings, such as the SLO or Observation conferences. • The final rating should be assigned at the Ending Conference. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Rating is based on Domain 4 Rubric Unsatisfactory The teacher demonstrates low ethical standards

Rating is based on Domain 4 Rubric Unsatisfactory The teacher demonstrates low ethical standards and little sense of professionalism for improving his/her own teaching and collaboration with colleagues. Record-keeping systems are chaotic and ineffective, with information lost of missing. Communication with families/communities is unclear, infrequent, and culturally insensitive. The teacher avoids participation in both school and department projects, unless specifically required to do so, and makes a minimal commitment to professional development. Reflection on practice is infrequent or inaccurate, resulting in few ideas for improvement. Overview Basic The teacher demonstrates modest ethical standards and a moderate sense of professionalism for improving his/her own teaching, and modest collaboration with colleagues. Record-keeping systems are minimal and partially effective. Communication with families/communities is sometimes unclear, sporadic, and of mixed cultural sensitivity. The teacher participates to a minimal extent in both school and department projects, and makes a commitment to professional development. Reflection on practice is sporadic and occasionally accurate, resulting in inconsistent ideas for improvement. Growth Model SLOs Proficient The teacher demonstrates high ethical standards and a sense of professionalism, focused on improving his/her own teaching, and collaboration with colleagues. Record-keeping systems are efficient and effective. Communication with families/communities is clear, frequent, and culturally sensitive. The teacher participates in both school and department projects, and engages in professional development activities. Reflection on practice is frequent and accurate, resulting in valuable ideas for improvement. Observations Distinguished The teacher demonstrates highest ethical standards and a deep sense of professionalism, focused on improving his/her own teaching and supporting the ongoing learning of colleagues. Record-keeping systems are efficient and effective, with evidence of student contribution. Communication with families/communities is clear, frequent, and culturally sensitive, with meaningful student participation. The teacher assumes leadership roles in both school and department projects, and engages in a wide range of professional development activities. Reflection on practice is insightful, resulting in valuable ideas for improvement that are shared across professional learning communities and contribute to improving the practice of colleagues. Professionalism Working Portfolio

Levels of performance Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory =

Levels of performance Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory = 0 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Core Professionalism Rating • Individual pieces of evidence will not be rated. • A

Core Professionalism Rating • Individual pieces of evidence will not be rated. • A separate rating should not be assigned to the Tripod reflection or individual Domain 4 components. • Administrator includes teacher’s reflection on and action to improve Tripod Student Survey results into the overall Core Professionalism rating as one source of evidence • It’s about seeing the big picture of a teacher’s professional practice; like seeing a whole flower, not just individual petals. Overview Growth Model SLOs Observations Professionalism Working Portfolio

3 -2 -1 Reflection • 3 things I learned about Core Professionalism today •

3 -2 -1 Reflection • 3 things I learned about Core Professionalism today • 2 questions I still have or things I’d like to learn more about relating to Core Professionalism • 1 action I am going to take following today’s session to prepare for using Core Professionalism as a part of improving my practice Overview Growth Model SLOs Observations Professionalism Working Portfolio

Introduction to Working Portfolios Educator Effectiveness System Training

Introduction to Working Portfolios Educator Effectiveness System Training

Objectives for Today Understand the Working Portfolios Understand how to choose between observations or

Objectives for Today Understand the Working Portfolios Understand how to choose between observations or Working Portfolios as a measure in your evaluation Understand when Hawaii Teacher Standards Board or the Danielson Framework for Teaching is appropriate Describe how Working Portfolios are used within the EES Overview Growth Model SLOs Observations Professionalism Working Portfolio

Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working Portfolio Hawaii Growth

Multiple Measures Student Growth & Learnin Teacher Practice Observation / Working Portfolio Hawaii Growth Model Educator Effectiveness Data Improved Student Outcomes Overview Growth Model SLOs Observations Professionalism Working Portfolio

Observation or Working Portfolio • NCTs, in collaboration with their administrator, will have the

Observation or Working Portfolio • NCTs, in collaboration with their administrator, will have the option to complete a working portfolio or a formal observation • Working portfolio may be more appropriate when the primary job function can’t typically be observed. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Choice of Standards • Based on either Framework for Teaching components or HTSB standards,

Choice of Standards • Based on either Framework for Teaching components or HTSB standards, teacher and administrator collaborate to determine the most appropriate standards that will be used. Hawaii Teacher Performance Standards (Adapted from In. TASC Model Core Teaching Standards) Overview Growth Model SLOs Observations Professionalism Working Portfolio

Selecting Components • 2013 -14 SY: Each NCT group was assigned a set of

Selecting Components • 2013 -14 SY: Each NCT group was assigned a set of five components from the Framework for Teaching regardless of their role and responsibilities. • 2014 -15 SY: NCTs and administrators will collaborate to identify components and five components that best aligns to that NCT’s role and responsibilities. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Framework for Teaching or HTSB Directions: In pairs, review 2 Framework for Teaching components

Framework for Teaching or HTSB Directions: In pairs, review 2 Framework for Teaching components and cross-walk it with those from the Hawaii Teacher Standards Board (HTSB). Write the standard next to the appropriate Framework for Teaching component. Framework for Teaching Components Counselor HTSB Standards Librarian HTSB Standards 2 a 2 b 2 c 2 d 3 a 3 b 3 c 3 d 3 e Overview Growth Model SLOs Observations Professionalism Working Portfolio

Working Portfolio Process • Ongoing collaboration between NCTs and Administrators/Evaluators Beginning Conference 20 -30

Working Portfolio Process • Ongoing collaboration between NCTs and Administrators/Evaluators Beginning Conference 20 -30 minutes Overview Evidence Collection Growth Model Progress Check Conference (Optional) SLOs Evidence Collection Observations Ending Conference 20 -30 minutes Professionalism Final Summary Working Portfolio

Beginning Conference • Confirm job expectations for the year • Identify the five components

Beginning Conference • Confirm job expectations for the year • Identify the five components that will be used to measure the level of performance �Librarians and counselors may choose between the Framework for Teaching OR Hawaii Teacher Standards Board Approved Standards • Determine evidence that will be collected throughout the year Overview Growth Model SLOs Observations Professionalism Working Portfolio

Evidence Collection • Criteria and Expectations – Rating is based on the five predetermined

Evidence Collection • Criteria and Expectations – Rating is based on the five predetermined components established during the beginning conference – Evidence focuses on quality not quantity – School administrators and teachers have a conversation to clarify expectation specific to their school context – Evidence is collected throughout the course of the year Overview Growth Model SLOs Observations Professionalism Working Portfolio

Evidence Collection Form • One form per component listing all evidence for that component.

Evidence Collection Form • One form per component listing all evidence for that component. Overview Growth Model SLOs Observations Professionalism Working Portfolio

Rubrics Component 3 b: Engaging colleagues in learning new instructional skills. Critical Attributes Unsatisfactory

Rubrics Component 3 b: Engaging colleagues in learning new instructional skills. Critical Attributes Unsatisfactory Basic Colleagues decline opportunities to engage in professional learning, Coordinator’s efforts to engage colleagues in professional learning are partially successful, with some participating. All colleagues engage in acquiring new instructional skills. Colleagues are highly engaged in acquiring new instructional skills and take initiative in suggesting new areas for growth. Colleagues turn down offerings by the Coordinator for professional learning opportunities Possible Examples of Evidence 140 Overview Distinguished Proficient Some participants are intellectually engaged in the professional learning Engagement with the content is largely passive, the learning consisting primarily of facts or procedures The pacing of the professional development is uneven – suitable in parts but rushed or dragging in others Most participants are intellectually engaged in the professional development Materials and resources require intellectual engagement, as appropriate The pacing of the professional development provides for the time needed to be intellectually engaged Virtually all participants are intellectually engaged in the professional development Colleagues take initiative to improve the professional learning by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used Participants have an opportunity for reflection and closure on the professional learning to consolidate their understanding and future next steps Observation Implemented strategies to gain understanding of colleagues needs. Provided opportunities and participation in professional learning activities. Provided participant’s reflection on in-service training/support, including next steps for improving professional practice. Based on materials/in-service provided by Coordinator, colleagues implemented professional inquiry. Growth Model SLOs Observations Professionalism Working Portfolio

Progress Check (Optional) • Determine if job expectations established during the beginning conference are

Progress Check (Optional) • Determine if job expectations established during the beginning conference are still appropriate and establish new ones if necessary • Discuss progress towards the performance standards set during the beginning conference • Collaborate to modify or develop original expectations • Discuss new evidence if necessary Overview Growth Model SLOs Observations Professionalism Working Portfolio

Ending Conference • Discuss progress towards the performance standards and evidence to support the

Ending Conference • Discuss progress towards the performance standards and evidence to support the rating for each component • Determine performance rating for each component • Discuss areas of improvement required to reach higher performance levels Overview Growth Model SLOs Observations Professionalism Working Portfolio

Working Portfolios on PDE 3 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Working Portfolios on PDE 3 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Rating Calculation & Final Performance Level Distinguished = 4 Proficient = 3 Basic =

Rating Calculation & Final Performance Level Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory = 0 Overview Growth Model SLOs Observations Professionalism Working Portfolio

Resources for Teachers • Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson

Resources for Teachers • Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson • The Framework for Teaching Rubric • EES Intranet Portal: https: //intranet. hawaiipublicschools. org /sixstrategies/ees Overview Growth Model SLOs Observations Professionalism Working Portfolio

3 -2 -1 Reflection • 3 things I learned about Working Portfolios today •

3 -2 -1 Reflection • 3 things I learned about Working Portfolios today • 2 questions I still have or things I’d like to learn more about relating to Working Portfolios • 1 action I am going to take following today’s session to prepare for using Working Portfolios as a part of improving my practice Overview Growth Model SLOs Observations Professionalism Working Portfolio