Teacher Lead Evaluator Training Module 4 Presenters Dr

Teacher Lead Evaluator Training Module 4 Presenters: Dr. Regina Cohn Dr. Robert Greenberg January 2013 Aligning Priorities, Goals and Initiatives for School and Student Success

Overview SED’s research? Student Learning Objectives (SLOs) Evidence-Based Teacher Performance Evaluation Informing District Decision Making Ensuring the objectivity and indicator alignment of our work

Theory of Action Improved Student Outcomes Logic Model Analysis of Individual Administrator Behaviors & Actions HUMAN CAPITAL STRATEGY Analysis of Individual Teacher Behaviors & Actions Outcome SOCIAL CAPITAL STRATEGY Group Actions and Behaviors (e. g. using teacher evaluation process for continuous professional growth focused on learning and renewed beliefs) Improved Administrative and Teacher Performance & Improved Student Achievement 3

Alignment of our Priorities and Goals “Sound strategy starts with having the right goal. ” ~ Michael Porter

District, Building, Teacher Improvement s duc tion ent Pla ns e t en sm sse s gs Princip al Evalu D A on ation PLCs em s ing rov Team en tor ices - P &M In-serv Co ach ing Imp Data ool s/ S cr e Sch ni n uati ards r In Eval Te Initiative e che her r G r h ac Stand e c n a m r o f r Teacher Pe h t ow n Pla Teac District Improvement Plan Adapted From: Marzano, R. J. (2010). Whitepaper: Creating an aligned system R e s o u rce A l l o c a tion

Supporting Improvement Through Alignment and Coherence Teacher Supervision & Evaluation Multi-Tier Support Teaching Standards Data Teams Principal Evaluation Teacher Growth Plans District Improvement Plan Initiatives School Improvement Plans In-services - PD Coaching & Mentoring PLCs Resource Allocation Adapted From: Marzano, R. J. (2010). Whitepaper: Creating an aligned system

Student Learning Objectives A student learning objective is an academic goal for a teacher’s students that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and district priorities. Teachers’ scores are based upon the degree to which their goals were attained.

Key Messages for SLOs Illustrative Alignment of Annual Goals: District, School, Teacher District Goal: by the end of 2014 -2015 school year, increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%. Middle School Goal: by the end of 2012 -13 school year, increase the percentage of students who score a proficient on end of course State assessments by at least 10%, as compared to 2011 -12; increase those scoring advanced by at least 5%. Teacher Goal: by the end of 2012 -13 school year, 85% of students will demonstrate growth on the Social Studies assessment compared to their prior grade performance. 8 From NY DOE engageny. org Introduction to SLO Deck

SLO 101 on Engage. NY http: //engageny. org/resource/student-learningobjectives-101

Evidenced-Based Teacher Evaluation Evidence Based Teacher Evaluation 20% 60% State Assessments Local Measure Other (4 -8 ELA/Math) SLOs – Other SLOs Observations subjects 3 rd party assessments, TBD district or BOCES

GROWTH IN SUBJECTS WITHOUT STATEPROVIDED GROWTH MEASURES (20%): Student Learning Objectives (SLOs) will be used for teachers of subjects where there is no State-provided measure of student growth. The Regulations call this the State-determined growth goal setting process. Each SLO will be built around one of the following three options for assessments as the evidence of student learning: (1) List of State-approved 3 rd party, State, or Regents-equivalent assessments (2) District- or BOCES-developed assessments provided the district or BOCES verifies comparability and rigor. (3) School-wide, group, or team results based on State assessments. See page 7 SLO Guidance

SLO - Objectives Discussion of SLO status by each district Levels Baselines Targets

District Step 1: Assess and identify priorities and academic needs. March 1, 2012 Determine District-wide priorities and academic needs. Start with commitments and focus areas in District strategic plans. Given State-determined SLO requirements, consider how to construct growth measures that advance District-wide priorities and needs. Decide within the Growth Component SLO process how prescriptive the District will be (e. g. , set specific goals district-wide for some subjects, provide metrics based on common assessments, set specific or generic HEDI expectations) and where decisions will be made by principals, or principals with teachers. 13 From NY DOE engageny. org Introduction to SLO Deck

MUSTs & Rules Table Activity – Determine Which Teachers Will Have SLOs? Where do you stand?

District Step 3: Determine District Rules for How Specific SLOs Will Get Set. Will District require the use of existing, common District-wide assessments for any specific grade/subject? yes Identify which grades/ subjects and assessments: 1. From NYSED’s list of approved State or 3 rd party? 2. District or BOCES - developed? 3. Department, school, or teachercreated? no Are there grades/subjects where the District wants to prioritize buying or creating additional district-wide assessments? Are there groups of teachers where school-wide, group or team results based on State assessments are most appropriate? What will the District require for any remaining teachers who are not yet covered?

SLOs Focus Attention on Essential Learning, Data, and Outcomes What is the aggregate of what my students will learn this year? May/June March/April January/February November/December September/October From NY DOE engageny. org Introduction to SLO Deck

SLOs Focus Attention on Essential Learning, Data, and Outcomes What is the aggregate of what our students will learn through their school career? Middle School High School Elementary Grades Primary Grades Kindergarten From NY DOE engageny. org Introduction to SLO Deck

Example of an SLO (Part 1) Population Spanish II Class; all 30 students Learning Content New York State Learning Standards for Languages Other Than English (LOTE) Interval SY 2012 -13 (1 year) Evidence 1. Spanish I summative assessment results from students in 2011 -12. 2. District-wide pre-assessment administered at the beginning of the school year. 3. District-wide summative assessment administered at the end of the school year. Baseline 1. All students had 2011 -12 Spanish I results that demonstrated scores of proficient or higher in all basic vocabulary and grammar. 2. Scores ranged from 6% - 43% on the Spanish II Districtwide diagnostic assessment. 21

Example of an SLO (Part 2) 1. 80% of students will demonstrate mastery of at least 75% of the Spanish II performance indicators, as measured by the district’s summative assessment in May 2012. Target(s) Highly Effective and (18 -20 points) HEDI Scoring 86 -100% of students demonstrate mastery of 75% of the Spanish II performance indicators. Rationale Effective (9 -17 points) Developing (3 -8 points) Ineffective (0 -2 points) 78% -85% of students demonstrate mastery of 75% of the Spanish II performance indicators. 66% - 77% of students demonstrate mastery of 75% of the Spanish II performance indicators. 65% or less of students demonstrate mastery of 75% of the Spanish II performance indicators. Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all students completed Spanish I having achieved basic proficiency levels, I am confident they will achieve 80% mastery or above on at least 75% of 22 the Spanish II materials.

Scope and Sequence for a Teacher with an SLO ØRefer to APPR Guidance document (109 pages) for details ØEmail educatoreval@mail. nysed. gov From NYSED: engageny. org Introduction to SLO Deck

Domains, Elements, Vocabulary…Oh, my… Select a cognitive/instructional section from the rubric of your choice. Give specific evidence demonstrating effective practice using the language of the rubric. What are the students doing? What is the teacher doing?

Evidence-based observation Script using your preferred method You will be asked to: Focus on a cognitive aspect of your district’s rubric Key the evidence you gather to the indicator/element level of your rubric

Classroom Video Math Lesson

On your own Align the evidence you collected against the indicator/element of your rubric

Table Activity Discuss with your table mates your experience with the evidence/scripting. Did you agree on the evidence? Are your comments evidence-based or opinion? Did you comment on cognitive activity or environmental activity? Reflect on this observation process.

Time to Reflect