TDES Think Tank August 28 2018 Jill Cabe

TDES Think Tank August 28, 2018 Jill Cabe, Director of Performance Management Sahadeo Ramharrack, Performance Management Partner Megan Scully, TDES Coordinator

Agenda • • • Timeline and pacing Growth Plan & Improvement Plan Smart Goals Walkthrough 1 Calibration 3/9/2021 2

Growth Plan or Improvement Plan • Growth Plan: All other teachers including new teachers and teacher who are archived due to Accomplished. • Improvement Plan: Only for teachers who had Ineffective or Developing in TDES (not e. TPES overall).

Growth Plan or Improvement Plan • Growth Plan: Teacher sets goals and evaluator reviews goals and comments. Both teacher and evaluator sign. • Improvement Plan: Evaluator sets goals and meets with teacher to review goals and create a plan. Both teacher and evaluator sign.

Growth Plan • Identify two priorities for the upcoming year *select 1 TDES component *select 1 component from the Ohio Standards for Educators • Teachers should use these two priority areas for writing the Professional Growth Plan.

Improvement Plan • Select 2 TDES components for which the teacher was rated Ineffective or Developing • Select one component from the Ohio Standards for Educators • Structure plan around student data • Consider school goals • Actively provide and document support around plan

Improvement Plan • If you say you will provide a support please provide it and document when and how it was provided. • Supports can include professional development, release time to observe other teachers, internal coaching from CIS • Review plan at FAO and UO post-conference.

Exercise Write: – 2 personal goals – 2 professional goals

What is a SMART Goal? • SMART is a methodology that is helpful when used as a checking process for writing goals. • SMART format helps employees know what is expected of them and how their progress will be measured.

• Should be clear, specific and focused • Answer “w” S – Specific questions: – What do I want to accomplish? – Why is the goal important? – Who is involved? – Where is it located? – Which resources or limits are involved?

S – Specific – Action Words • • • Oversee Update Write Coordinate Upgrade Process • • • Supervise Develop Provide Manage Create Maintain

Example • “Increase student test scores. ”

Example Every student in my 9 th grade class will show evidence of one year of growth in mathematics.

SMART Goal Creation Process Chose one of your goals that you want to turn into a SMART goal. Apply the “S” part to your goal and share with your peers for review.

M - Measurable What data will measure the goal? How much? How many? How well? How will I know when the goal is accomplished?

M – Measurable – • Quality / accuracy rates • Automated reports • Amounts produced • Revenue generated • Costs reduced • Turn around times, timeliness • Time saved • Audits, tests, inspections • Survey • Observation • Feedback logs

Example “Every student in my 9 th grade class will show “E evidence of one year of growth in mathematics as measured by a 1. 0 year gain in the national grade equivalent growth from the 16 -17 to the 17 -18 ITBS math problem solving sub test. ”

SMART Goal Creation Process Continue working on your SMART Goal. Apply the “M” part to your goal and share with your peers for review.

A - Achievable Can I accomplish this goal? How realistic is this goal?

Example “Every student in my 9 th grade class will show evidence of one year of growth in mathematics as measured by a 1. 0 year gain in the national grade equivalent growth from the 16 -17 to the 17 -18 ITBS math problem solving sub test. ” “ 85% of all students will improve their math problem-solving skills as measured by a 1. 0 year gain in the national grade equivalent growth from the 16 -17 to the 17 -18 ITBS math problem solving sub test. ”

SMART Goal Creation Process Continue working on your SMART Goal. Apply the “A” part to your goal and share with your peers for review.

R - Relevant • Does this seem worthwhile? • How does the goal align with the bigger picture? • Why is the result important? • Is this the right time? • Does this goal match my efforts/needs?

Example “ 85% of all students will improve their math problem-solving skills as measured by a 1. 0 year gain in the national grade equivalent growth from the 16 -17 to the 17 -18 ITBS math problem solving sub test because it will help us to continue being a high performing school. ”

SMART Goal Creation Process Continue working on your SMART Goal. Apply the “R” part to your goal and share with your peers for review.

T – Timebound • Target date for your project • What is your deadline? • Will you establish smaller goals to assist you with the larger goal?

Example During the 2018 to 2019 school year, “ 85% of all students will improve their math problemsolving skills as measured by a 1. 0 year gain in the national grade equivalent growth from the 16 -17 to the 17 -18 ITBS math problem solving sub test because it will help us to continue being a high performing school. ”

SMART Goal Creation Process Continue working on your SMART Goal. Apply the “T” part to your goal and share with your peers for review.

What is your SMART goal?

Review This Goal • I will increase parent and community understanding of student growth by leading three information sessions by the end of the 2019 school year.

SMART GOAL • I will increase parent and community understanding of student growth by leading three information sessions in August 2018. Participants will be asked to complete exit surveys to assess their understanding.

Do __(Specific action taken)__ in order to __(to accomplish Measurable, Relevant result) __ by __ (within certain a Time Writing Goal Statements the SMART Way frame)__. (and make sure it is Achievable)

Walk-throughs • Informal 15 minute observation of practice • Evaluator records evidence of the teacher’s practice including teacher’s lesson plan • Evaluator submits evidence within 24 hours • Teacher receives notice that evidence is submitted in the portal • Teacher has the option to add evidence to the portal • Post-conference is optional • Sign-off and lock 48 hours after the evaluator evidence was added

Calibration Exercise • • • To be done during the 100 minutes Lesson plan included Share ideas with elbow partner Video activity Share out conversation

Power Components TDES Teacher Rubric Domain 1: Planning & Preparation 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 assessment Domain 2: Classroom Environment 2 a: Creating an environment of respect and rapport 2 b: Establishing a culture for learning that is challenging and rigorous* 2 c: Managing classroom procedures* 2 d: Managing student behavior* 2 e: Organizing physical space Domain 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 Domain 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*

Exit Ticket • Exit ticket can be found on the TDES Website • Next Think Tank will be September 11 from 3: 30 -5: 30 at East Professional Center Focus will be evaluating the MD/AUT classroom and media specialists

Questions