Recertification TEAM Teacher Evaluation Process

Evaluation closely links with Common Core Student Readiness for Postsecondary Education and the Workforce WHY we teach Common Core State Standards provide a vision of excellence for WHAT we teach TEAM provides a vision of excellence for HOW we teach 2

Core Beliefs

We all have room to improve. Because the stakes of our work are significant, we must honestly reflect on our practice and work to continuously get better. The rubric is designed to present a rigorous vision of excellent instruction. The expectation is not perfection. The scaling is built to allow for honest conversations about areas for growth. 4

Core Beliefs (Continued) We score lessons, not people. Every lesson will have strengths and areas for improvement. The rubric is not a checklist of teacher actions; instead, observers should look for the effectiveness of teacher actions based on evidence of student actions and learning. We support improvement best when we link feedback with ongoing learning. We all need to own our development and look for ways to learn from each other’s strengths. As evaluators, we too must improve. In particular, we should look to continuously strengthen our vision of instructional excellence and our practice giving feedback. 5

Discussion Questions Which core belief or phrase comes most naturally to you? Which core belief or phrase is most challenging for you? How have your personal beliefs changed over time? 6

TEAM Overview Qualitative includes:  Observations in planning, environment, and instruction  Professionalism rubric Growth measure  TVAAS or comparable measure Achievement measure  Goal set by teacher and evaluator 7

Schedule for Observations Apprentice License Teachers Semester One 1.Full observation (instruction, planning, & environment)* 2.Full Unannounced observation (instruction) Semester Two 1.Full Unannounced observation (instruction, planning, & environment) plan within 48 hours *After first observation, evaluators will conduct at least two 15 minute walkthroughs focusing on area of refinement. (Unannounced) Professional License Teachers Semester One 1.Full observation (instruction and planning) Semester Two 1. Full unannounced observation instruction and environment

Tennessee Educator Acceleration Model (TEAM)* *modified from the TAP Teaching Performance Standards Instructional Plans Student Work Assessment Planning Managing Student Behavior Expectations Environment Respectful Culture Environment Growing and Developing Professionally Community Involvement School Responsibilities Reflecting on Teaching Professionalism Standards & Objectives Motivating Students Presenting Instructional Content Lesson Structure & Pacing Activities & Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving Instruction 9

Thinking and Problem Solving “Our job is not to make up anyone’s mind, but to open minds and to make the agony of decision- making so intense, you can only escape by thinking.” -Author Unknown. making so intense, you can only escape by

Re-Examine Thinking Indicator Look at the Thinking Indicator on the Instruction Rubric What teacher behaviors are indicated?  “The teacher consistently and thoroughly teaches...”  “The teacher regularly provides opportunities …”

Guiding Questions How does one teach ‘thinking’?  What Teacher behaviors support teaching ‘thinking’ in the classroom?  What are the steps to effectively ‘model your thinking’ (or ‘think-aloud’).

Teacher Behaviors that Support teaching ‘Thinking’ QUESTIONING STRUCTURING RESPONDING MODELING

Teacher Behaviors that Support teaching ‘Thinking’ MODELING Emulating others is a basic way of learning. Modeling the expectations. Modeling the thinking processes used. QUESTIONING Higher-level questioning Learners are presented with problems and questions, for which the answers are not apparent. STRUCTURING Setting clear, demanding and high expectations Creating learning experiences induce curiosity, inquiry, exploration Providing opportunities for student interaction Closures providing time for reflection RESPONDING Wait time Accepting without judgment Clarifying when students don ’ t understand Asking students to explain their thinking Student to student feedback

Rubric Activity for Thinking Looking more specifically at these behaviors, what indicators on the Instructional Rubric (in addition to Thinking) do these behaviors cover? *It might help to look at significantly above expectations

Teacher Behaviors Standards and Objectives: (“clear, high, demanding expectations”) Presenting Instructional Content: (“modeling”) Questioning: (“higher level questions”, “wait time”) Academic Feedback (“academically focused, high quality”, “student feedback to each other”, “prompt student thinking”) Lesson Structure and Pacing (“closure with time reflection”) Grouping (“enhance student understanding”, “set goals, reflect, & evaluate their learning”) Motivating Students (“inquiry, curiosity, & exploration valued”) Teacher Knowledge of Students: (“accepting without judgment”)

Re-Examine Problem Solving Indicator Look at the Problem Solving Indicator on the Instruction Rubric What are the key words? Teacher, implements, activities, teach

Rubric Activity for Problem Solving Looking more specifically at student activities, what indicators on the Instructional Rubric are connected? *It might help to look at significantly above expectations

Student Activities for Problem Solving Activities and Materials (“challenging”, “elicit a variety of thinking”, “require creating products”) Questioning: (“students generate questions leading to inquiry and self-directed learning”) Academic Feedback (“students providing feedback to each other) Grouping (“students set goals, reflect, & evaluate their learning”)

Extending Our Learning Last Summer  Thinking is Process and Problem Solving is Product An Extension…  Thinking is Teacher Behaviors  Problem Solving is Student Application

Putting it All Together What is your big learning for this session? How will it change how you teach Thinking and Problem Solving? How might this affect your planning of activities?

Digging Deeper into the Post-Conference 22

Building and Fostering Trust Asking vs. Telling The Art of Questioning Respond with SPACE Silence, Paraphrasing, Accepting, Clarifying and Extending Pathway to Effective Coaching

Parts of the Post Conference Introduction Greeting, Purpose, Time, & General Impression Question Reinforcement (rubric indicator strength) Ask Self-Analysis Question Provide Evidence from Notes Refinement (rubric indicator area of improvement) Ask Self-Analysis Question Provide Evidence from Notes Give a Recommendation for Future Practice Share Scores

Quantitative Measures

TEAM Overview Qualitative includes:  Observations in planning, environment, and instruction  Professionalism rubric Growth measure  TVAAS or comparable measure Achievement measure  Goal set by teacher and evaluator 26

35% Growth 27

35% Overview State law requires value-added (or a comparable growth measure) to count as 35% of the total evaluation score. Any changes in the requirement of 35% counting as value- added would require legislative action. Additional measures for non-tested grades/subjects. 28

The 35% growth score depends on the educator’s position Value-Added Score Non-Tested Grades/Areas Districts Select Composite Enter Composite in Data System Tested Grades/Areas 29

Tested Grades/Areas Includes subjects currently taught. 3 year average score, where available. Individual Value- Added Score Evaluators must mark teachers as tested by October 15 th. All individual value-added scores will be directly imported into the data system by the state. Data System By June 15 th Timeline 30

Non-tested Grades/Areas 4 composite options: overall, literacy, numeracy, and literacy + numeracy. 3 year average score, where available. School Wide Value-Added Score Evaluators must select which composite to use by October 15th. Scores will be imported into the data system by the state. Data System By June 15 th Timeline 31

Districts will determine which composite a non-tested educator will use. 32

15% Achievement 33

15% Measure Overview Spirit of the 15% measure is a yearly goal set by the educator and his/her evaluator that is based on current year data. 34

Spirit and Process of the 15% Measure Relationship to core beliefs: if our focus is on improving the lives of students, then we have to approach the selection of the measure with that in mind. To make the 15% meaningful, the evaluator and educator work together to identify a measure. Evaluator’s decision trumps if there is a disagreement. The process is looking through what most closely aligns to the educator’s job responsibilities and the school goals. 35

Process of Selecting the 15% Measure Selection of the measure should not focus on:  Measures that are not directly impacted by the subject area taught. (Example: graduation rates)  Measures that are outside of the grade level, if other options are available.  Measures that include data for students that teachers do not interact with. 36

Spirit of Scaling the 15% Measure Scales should be determined with the following spirit in mind: ScoreEquivalent Scale 10- ½ years of growth 2½-1 years of growth ½ years of growth 41 ½ - 2 years of growth 52+ years of growth 37 Not standardized at a school for all teachers: All teachers start at a different baseline. Set of students and context should inform goal.

15 % Spirit of Scaling ACT Elementary Middle School 38

Core Beliefs We all have room to improve. Because the stakes of our work are significant, we must honestly reflect on our practice and work to continuously get better. The rubric is designed to present a rigorous vision of excellent instruction. The expectation is not perfection. The scaling is built to allow for honest conversations about areas for growth. 39

Core Beliefs (Continued) We score lessons, not people. Every lesson will have strengths and areas for improvement. The rubric is not a checklist of teacher actions; instead, observers should look for the effectiveness of teacher actions based on evidence of student actions and learning. We support improvement best when we link feedback with ongoing learning. We all need to own our development and look for ways to learn from each other’s strengths. As evaluators, we too must improve. In particular, we should look to continuously strengthen our vision of instructional excellence and our practice giving feedback. 40

41 Thanks for your participation! Have a great year!