Teacher Evaluation New Teacher Orientation Presented by Department

Teacher Evaluation New Teacher Orientation Presented by: Department of Staff Relations and Employee Performance Management August 15, 2018 5/31/2018 Baltimore County Public Schools

Today’s Outcomes Teachers will: • gain an understanding of Baltimore County’s teacher evaluation system. • be able to explain the qualitative and quantitative measures in Baltimore County’s teacher evaluation system. • navigate resources within Baltimore County that will assist in promoting success in the teacher evaluation system including the Peer Assistance and Review Program. • become familiar with the ESOL program in Baltimore County and learn scaffolding techniques to support English learners. 5/31/2018 Baltimore County Public Schools

Parking Lot & Padlet Please use Parking Lot to ask the questions that… • • 5/31/2018 may not be relevant at the time. do not pertain to the whole group. we don’t have an answer to now. can be answered later. Please use Padlet to access PPT and materials for this session https: //padlet. com/lledoyen/nto 2018 Baltimore County Public Schools

Supports in place… 5/31/2018 Baltimore County Public Schools

THE PAR PANEL Who? • • • 9 current BCPS principals 9 current BCPS teachers Work in pairs to oversee work of CTs What? • The PAR panel reviews information submitted by the CT regarding client teachers’ progress. They make recommendations regarding next steps. 5/31/2018 Baltimore County Public Schools

PEER ASSISTANCE & REVIEW Will I receive PAR Support? All teachers who are new to the profession, with no prior teaching experience, will receive a Consulting Teacher (CT). 5/31/2018 Baltimore County Public Schools

HOW PAR WORKS 5/31/2018 Baltimore County Public Schools

CT OBSERVATION & FEEDBACK What will support look like? Collect the data Analyze the data Share the data 5/31/2018 Baltimore County Public Schools

PARALLEL PATHS Administrator 5/31/2018 Consulting Teacher Baltimore County Public Schools

PEER ASSISTANCE & REVIEW TIMELINE Beginning of the Year • Clients will be assigned a CT. Begin receiving support. 5/31/2018 Middle of the Year • Mid-year summative reports presented to PAR Panel End of Year • Final summative reports presented to PAR Panel Baltimore County Public Schools

LET’S HEAR FROM LAST YEAR’S TEACHERS My CT provides useful written and verbal feedback based on data. 97 % The goals I set with my CT are aligned with data and improve my teaching practice. 98 % My CT directs me to or provides resources which help in planning, implementing the curriculum, and enhancing my skills. 96 % Client teacher survey data collected May, 2018 5/31/2018 Baltimore County Public Schools

QUESTIONS ABOUT PAR? 5/31/2018 Baltimore County Public Schools

PAR PROGRAM LEADERSHIP Program Manager Joelle Skorczewski, Office of Staff Relations and Employee Performance Management, jskorczewski@bcps. org Panel Co-chairs Doug Elmendorf, Principal, delmendorf@bcps. org Frank Soda, Teacher, fsoda@bcps. org CT Co-leads Joy Bufano, Secondary, jbufano@bcps. org Katie Yingling, Elementary, kyingling@bcps. org 5/31/2018 Baltimore County Public Schools

Teacher Evaluation CYCLE AND TIMELINES

Evaluation Cycle 3 year cycle (Summative, Formative 1, Formative 2) 1 Summative Year 2 Formative Years *Probationary Teachers: 3 Consecutive Summative Years until tenure 5/31/2018 Baltimore County Public Schools

In Your Summative Years… • • 5/31/2018 Formal Observations Informal Observations Mid-Year Evaluation in January End of the Year Evaluation Baltimore County Public Schools

Evaluation Timeline 9/2018 -10/2018 Develop Teacher Development Plan (TDP) and Student Learning Outcomes (SLOs) 1/2019 - 3/2019 At least 2 Formal Observations Informal Observations 5/31/2018 10/2018 -12/2018 At least 2 Formal Observations Informal Observations End of February 2019 Evaluate Student Learning Outcomes 12/2018 -1/2019 Mid-Year Evaluation 3/2019 - 5/2019 End of Year Evaluation Baltimore County Public Schools

Evaluation Measures 70% 30% Qualitative Measures Quantitative Measures (Based on Charlotte Danielson's Framework for Teaching) (Student Learning Outcomes)

Qualitative Measures FRAMEWORK FOR TEACHING

Danielson’s Framework • Domain One • 10% • Domain Two • 20% Planning and Preparation Professional Responsibilities • Domain Four • 10% Classroom Environment Instruction • Domain Three • 30%

Levels of Performance Ineffective Developing Effective Highly Effective

Levels of Performance What is an SLO? ? Developing Effective Student Learning Outcomes… Ineffective • Unsafe measure student growth • Lack of apply to all teaching assignments • Unaware adaptable Highly Effective Harmful Unclear You will be responsible for creating 2 SLOs: Poor 1. Content specific 2. Unsuitable Aligned with your principal’s SLO None

Levels of Performance Ineffective Developing Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Effective Highly Effective Levels of cognition and constructivist learning increase

Levels of Performance Ineffective Developing Effective Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Highly Effective Levels of cognition and constructivist learning increase

Levels of Performance *Student-directed success! Teacher-directed success! Ineffective Developing Effective Highly Effective Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership *STUDENTS Always Levels of cognition and constructivist learning increase

Domain 1 Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments

Domain 2 Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Arrangement of Physical Space

Break

Domain 3 Instruction • Communicating with Students • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessments in Instruction • Demonstrating Flexibility and Responsiveness

Domain 3: Engaging Students Characteristics of Engaging Activities Directions: Each teacher should use the space at their placemat to determine how they would increase the engagement of their activity based on Danielson’s characteristics of engaging activities. Multiple Correct Answers and Pathways When the work involves only one correct answer or one correct way to get to the answer, it tends to be less engaging than work that has more than one answer or way to get there. Student Choice When students have some degree of choice about what they learn, how they learn it, or how they show what they know, they tend to invest more and learn more. Relevance When the learning activities have personal meaning for students, they are more likely to be invested in learning Collaboration Learning is a social event. Students can learn from each other and find doing so more engaging. However, you should carefully structure the collaborative activity to produce engagement. Rigor Learning activities need to be sufficiently challenging, making students really have to think

Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism • •

Domain 4 Artifacts Best demonstrated through evidence that you typically don’t see through observation. “Evidence” might include: – Class newsletters – Phone logs – Letters to parents about a new program – Involvement in school programming – Documents from Professional Development

Qualitative Resources

Quantitative Measures STUDENT LEARNING OUTCOMES (SLOS)

What is a Student Learning Outcome (SLO)? ? Student Learning Outcomes… • measure student growth • apply to all teaching assignments • are adaptable You will be responsible for creating 2 SLOs: 1. Content specific = 15% 2. Aligned with your principal’s SLO = 15%

SLO Development Process Final Review and Assessment SLO Approval Mid-Interval Assessment

Principal’s Role • Develop school wide SLOs • Review and approve teacher’s SLOs **Department Chairs and STAT teachers may be of assistance in developing your SLOs.

Approval Window SLOs submitted to evaluator and approved by the last duty day of October. (October 31, 2018) Teacher reviews student data and drafts SLO(s). Evaluator reviews and approves outcome and targets. Mid-Interval of SLOs If ongoing assessment suggests that the target needs to be adapted the teacher must obtain administrator approval no later than the mid point of the interval of instruction. No later than the last duty day of February 2019 Review data. Assess SLO. Evaluator calculates score.

SLO Template 5/31/2018 Baltimore County Public Schools

SLO Resources

Putting it All Together SLO’s Formal and Informal Observations Teacher Development Plans Domain 4

Unraveling the Mysteries of the CIA (Curriculum, Instruction and Assessment) WHAT? • *FREE 3 credit course focused on the Domains WHO? • All first year teachers in BCPS may enroll WHEN? • Meetings will occur monthly starting in October and ending in June.

Contacts Department of Staff Relations and Employee Performance Management Joelle Skorczewski Human Resources Officer jskorczewski@bcps. org (443) 809 -2095 Samantha Yuhanick Elementary Resource Teacher syuhanick@bcps. org Leeanne Le. Doyen Secondary Resource Teacher lledoyen@bcps. org

ESOL English for Speakers of Other Languages Presented by: Office of ESOL August 2018 5/31/2018 Baltimore County Public Schools

ESOL Webinar Outcome • Participants will become familiar with the ESOL program in Baltimore County and will learn scaffolding techniques to support English learners.