Introduction to Core Professionalism Understanding Hawaii's Educator Effectiveness System Introduction to Core Professionalism Educator Effectiveness System Training Introduction to the Core Professionalism measure of Hawaii’s Educator Effectiveness System which includes the Framework for Teaching Domain 4 and Tripod student surveys. http://doeohr.notlong.com

Educator Effectiveness Data EES Measures Hawaii Growth Model Observation / Working Portfolio Educator Effectiveness Data CP is 20% of your rating and Observations are 30% of your rating for a total of 50%. Core professionalism provides an opportunity for teachers to show case their commitment to high ethical and professional standards. Improved Student Outcomes

Core Professionalism -Range of responsibilities and activities that a teacher handles that are critical to students and schools. -Professional activities that positively contribute to the school culture. EES Manual p. 13

Core Professionalism -Danielson Framework for Teaching Domain 4 Components -Tripod Survey reflections and actions based on student survey results These are the two indicators that are used to determine the Core Professionalism measure. The Danielson Framework for Teaching Domain 4 Components The Tripod Survey reflections and actions based on student survey results.

Framework for Teaching Domain 4 Understanding Hawaii's Educator Effectiveness System Framework for Teaching Domain 4 D1: 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 D2: Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space D3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness D4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism D4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism Teachers require different types of feedback, support and opportunities to grow as professionals. Evidence collection should be differentiated to provide flexibility and options that reflect each teacher’s job responsibilities and support school, complex areas, and state priorities. The criteria and expectation for Core Professionalism are articulated in the Domain 4 rubric. The domain level rubric provides more flexibility to educators and provides a more holistic picture of teachers’ responsibilities. The components that make up Domain 4 include: (read the D4: section) HANDOUT 1/BLUE http://doeohr.notlong.com

How is Core Professionalism Rated? -The rating is based on the Hawaii Adapted Framework for Teaching Core Professionalism Rubric and the Tripod Survey. -The Components and the Tripod Survey are not rated individually or averaged. -The Components are not rated individually or averaged. -A single Component may be important enough to influence the final Core Professionalism rating. EES Manual p. 16 Give an example of last bullet….family engagement

-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 -Evaluators determine rating based on a preponderance of evidence. Evidence collection should focus on quality not quantity and should be clearly connected to the Domain 4 rubric. More evidence will not necessarily lead to a higher rating. The right pieces of evidence will speak to a teacher’s broader professionalism traits and typical practice.

Rating is based on Domain 4 Rubric Unsatisfactory Basic Proficient Distinguished 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.   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. professional development. Reflection on practice is sporadic and occasionally accurate, resulting in inconsistent ideas for improvement. 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. 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. This is a summary rubric of the Hawaii Adapted Framework for Teaching Core Professionalism Rubric . Show the actual rubric, rubric… At the end of the year, evaluators should consider all the evidence of professionalism and assign a rating for Core Professionalism using the domain 4 rubric.

Component 4a http://vimeo.com/101565728 Access Code: strivehi

Self-Assessment Take five minutes to review the Proficient column of this self-assessment. Think about evidence that you would be able to collect reflective of these indicators. Jot your ideas down and be prepared to share them with an Elbow Partner. Five minutes…go! Find an elbow partner and discuss your evidence. Teachers are encouraged to complete a self-assessment on the indicators of Domain 4 to identify areas of focus. Unlike other measures in the EES which look exactly the same for every teacher, this measure is intended to be differentiated based on the individual teacher and school context. Teachers should have a conversation with school administrators at the beginning of the year to clarify specific expectations about evidence collection .

Going Deeper Into Domain 4 Group Activity: Number off from 1 – 6 Review the appropriate component and complete your section on the table 4a: Group 1 4d: Group 4 4b: Group 2 4e: Group 5 4c: Group 3 4f: Group 6 Share the information with your group Record the information provided by other members of your group on the table Group by Components, Within group assign people to identify the Key Ideas (from book) and How Teachers Demonstrate This Concept (Domain 4: Professional Responsibilities), Take five minutes to read and two minutes to discuss. 11/18/201811/18/2018

Going Deeper Into Domain 4 Component Key Ideas How Teachers Demonstrate This Concept 4a: Reflecting on Teaching (book pp. 92-93) 4b: Maintaining Accurate Records (book pp. 94-96) 4c: Communicating with Families (book pp. 96-99) 4d: Participating in Professional Community (book pp. 99-102) 4e: Growing and Developing Professionally (book pp. 102 – 105) 4f: Showing Professionalism (book pp. 106-107) Share out….did anyone think of evidence that was not reflected in the book or handout? 11/18/201811/18/2018

PDE3 Both teachers and administrators can use PdE3 as a platform to document Domain 4 evidence and explanations of that evidence. There is also a place for teachers to write a reflection and course of action taken on their Tripod Student Survey results.

Questions? Answer questions or collect questions for follow-up. Any questions about the timeline or info on page 41 of the EES Manual?

Tripod Introduction Video Moving the Tripod Student Survey into Core Professionalism provides an opportunity for classroom teachers and administrators to engage in professional dialogue about the results. Teachers are now expected to reflect and act upon their Tripod Student Survey results as part of the overall Core Professionalism rating. The following video will give you a better understanding of Tripod student surveys – specifically, the research and philosophical background, an overview of the 7Cs and the roles that teachers, students and administrators play in survey administration. http://vimeo.com/101559818

Teaching Practices: Tripod Seven Cs Understanding Hawaii's Educator Effectiveness System Teaching Practices: Tripod Seven Cs Caring Confer You must talk with me to help me understand your ideas and support your learning. Captivating Conferring 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” Controlling Clarifying Challenging Each teaching practice item in the survey is categorized into 1 of 7 “C’s” – Caring, Captivating, Conferring, Controlling, Clarifying, Challenging, and Consolidating. Each “C” speaks to something teachers do, and the corresponding survey items address what the students experience when the teacher is doing what the “C” describes. For example, when a teacher is “Conferring”, students perceive that their ideas are respected and their contributions are valuable. To get an idea of actual survey items that correspond with each C, let’s take a look at one of the C’s – Control – that is often misinterpreted. Often, when people see control, they think about a controlling or domineering atmosphere. This is not what Dr. Ferguson had in mind. Instead, “Control” speaks to a classroom that is orderly where the teacher is in control and exhibits good classroom management. An example of a survey item that may get to this “C” says “My classmates behave the way the teacher wants them to” – here the student is able to provide insight into how well they perceive their classroom is being managed. On an actual survey, all questions are mixed up so students do not know which questions address engagement and which address teaching practice. Also, the seven “C’s” are not mentioned. Consolidating http://doeohr.notlong.com

Tripod Teacher Reports Understanding Hawaii's Educator Effectiveness System Tripod Teacher Reports Let's take a look at a sample teacher report. Approximately 3-4 weeks after the survey administration has been completed, teachers will receive password-protected score reports. These reports include a summary of percent favorability for each of the 7Cs as well as a Composite or overall favorability score. The page you are viewing is a summary page within the teacher report displaying these scores. 11/18/201811/18/2018 http://doeohr.notlong.com

Update 11/18/201811/18/2018 Dear Donna Lindsey,   Thank you for your continued participation in the Tripod Project. Due to a technical issue we regenerated your school’s Tripod Report.  Please use the access information below to access your school’s updated report.  All teacher reports will be issued soon. Before reviewing your results, please watch the videos available at www.tripodproject.org/reports.  These videos provide important background about the Tripod models, the reporting views you will be accessing, and the purpose of the project feedback. Your reports can be access at: www.cambeducation.com/a/rep/51663/S10956_HawaiiFall2013_e.zip Your password is:  Students completed the Tripod survey sharing information about their own engagement and experiences in the classroom.  When you log in to review your reports, you will have access to reporting views that highlight feedback from students organized around the Tripod 7Cs model of teaching practices. A lot of information is being provided in the reports, and a bit of time should be taken to go over the results by scanning the range of answers provided by your students. We hope you find the online reporting views interesting and helpful.  This is an opportunity to learn more about your students’ perspectives, their engagement in classroom to improve student learning, and classroom learning conditions in your school. If you need further clarification, please contact your EES EO. ATTENTION:  This email and accompanying username and password are confidential and are intended for the recipient of this email only.  If you have received this email in error, do not access Tripod results with the username and password and do not forward this email.  Please reply to this email to let the sender know if you received it in error, and delete all copies in your inbox. (Please note, in order to properly display reports, you must use one of the following browsers:  Internet Explorer [7 or newer], Firefox [3.5 or newer], Chrome, Safari, Opera.  If you have problems accessing content, please download the latest version of your browser) 11/18/201811/18/2018

Tripod Teacher Reports Reports provide detailed explanation and normative comparisons Detailed description of the “C” Teacher score: favorable and non-favorable responses Further, the reports provide detailed explanations for each of the 7Cs the teacher’s average favorability score per question along with those of the school and complex area. This serves as a detailed source of information for teachers to reflect individually or with colleagues. School (S) & Complex Area (D): favorable and non-favorable responses

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 Identify strategies for target area Collect evidence Analyze progress Share with administrator As previously stated, teachers are now required to reflect and act on their Tripod Student Survey results. Specifically, this provides an opportunity for classroom teachers and administrators to engage in professional dialogue about the results and focuses efforts to improve on the results.

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. Separate conferences for Core Professionalism are not required. Ongoing Core Professionalism discussions can be combined with other meetings, such as the SLO or Observation conferences. The final rating should be given at the Ending Conference.

Framework for Teaching Domain 4 Understanding Hawaii's Educator Effectiveness System Framework for Teaching Domain 4 D1: 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 D2: Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space D3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness D4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism D4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism (Read p. 16 of the EES Manual) Teachers require different types of feedback, support and opportunities to grow as professionals. Evidence collection should be differentiated to provide flexibility and options that reflect each teacher’s job responsibilities and support school, complex areas, and state priorities. The criteria and expectation for Core Professionalism are articulated in the Domain 4 rubric. The domain level rubric provides more flexibility to educators and provides a more holistic picture of teachers’ responsibilities. The components that make up Domain 4 include: (read the D4: section) http://doeohr.notlong.com

Rating is based on Domain 4 Rubric Unsatisfactory Basic Proficient Distinguished 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.   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. professional development. Reflection on practice is sporadic and occasionally accurate, resulting in inconsistent ideas for improvement. 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. 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. This information comes right off of the Hawaii Adapted Core Professionalism Rubric. At the end of the year, evaluators should consider all the evidence of professionalism and assign a level of performance for Core Professionalism using the domain 4 rubric. The evaluator then selects the appropriate level of performance based on the Domain 4 rubric, which can be downloaded on the Hawaii DOE Intranet.

Understanding Hawaii's Educator Effectiveness System Levels of performance Distinguished = 4 Proficient = 3 Basic = 2 Once the evaluator has assigned a level of performance for Core Professionalism, that rating is given a numerical value so that is can be calculated as a part of the entire Teacher Practice half of the EES. Unsatisfactory = 0 http://doeohr.notlong.com

Tripod Survey Results Individual pieces of evidence will not be rated. A separate rating should not be assigned to the Tripod reflection. 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. Core Professionalism is viewed and rated as a whole. Individual pieces of evidence (components within Domain 4 and Tripod reflection and action) do not receive a rating. However, a single indicator may be important enough to influence the final Core Professionalism rating. Core Professionalism is not an average between Domain 4 and Tripod; rather it is the evaluator’s judgment supported within documentation.

Questions? Answer questions or collect questions for follow-up. Any questions about the timeline or info on page 41 of the EES Manual?