LPS Teacher Evaluation and Professional Growth System Core Propositions 4 and 5 Documenting Practice Through Artifacts October 10, 2012

Understand the principles of effectiveness for “off-stage” standards:  Core Proposition 4: (Teachers think systematically about their practice and learn from experience.) and  Core Proposition 5: (Teachers are members of learning communities.) Determine artifacts that might be collected to provide evidence of your practice related to these standards. Begin to consider what makes an event/artifact “effective” vs. “developing”. Today’s Cohort Session Goals:

These two important Propositions represent elements of teaching practice that are necessary to assure a high level of teaching and learning, but are not necessarily evident in the work that teachers do when they work directly with their students. Core Propositions 4 and 5: What Does “Off Stage” Mean?

Standards related to Core Prop 4: Teachers think systematically about their practice and learn from experience Teacher is continually making difficult choices that test his/her judgment. 4.2 – Teacher seeks the advice of others and draws upon education research and scholarship to improve practice. Standards related to Core Prop 5: Teachers are members of learning communities. 5.1 – Teacher contributes to school effectiveness by collaborating with other professionals. 5.2 – Teacher works collaboratively with parents. 5.3 – Teacher takes advantage of community resources 5.4 – teacher considers his/her professional ethics in interactions with students, colleagues, primary caregivers and the public. Group Discussion: How are these standards appropriate when considering what makes teaching effective?

Core Propositions 4 and 5: What Teachers Should Know and Be Able to Do Materials needed: Article -What Teachers Should Know..., TEPG Rubric – Core Prop 4/5 Standards Sections Read pages of “What Teachers Should Know…” STOP after each subheading (standard), examine the related rubric standard and performance levels and discuss briefly with a partner/triad. Cohort Debrief – After reading, we will share any “big ideas” groups want to share about these standards.

Entry 4 is the National Board Full certification portfolio entry that allows all NBCT candidates to show how they meet the standards for Core Props 4 and 5. While you are NOT expected to be “pursuing your full NB certification” in the TEPG, since the standards are the same, it might be helpful to look at the categories the NB uses to describe areas related to Core Props 4 and 5. Core Propositions 4 and 5: How does NBPTS Measure These Standards?

Which of these categories do you think might be related to Core Prop 4? Core Prop 5?

Artifact Idea Carousel Materials: Chart paper, markers, glue sticks, rubric for that standard. Divide the cohort into partnerships – Assign each partnership a standard (or standards) and give them the rubric/evidence for that standard. Partnerships write their standard at the top of a piece of chart paper and glue the rubric/evidence sheet underneath. Partnerships spend about 3-5 minutes at each chart, brainstorming types of evidence they think would demonstrate effectiveness related to that standard and writing it on the chart. Be CREATIVE AND SPECIFIC – “Photo of students working in community garden” vs. “Photo” After 3-5 minutes, a signal is given and groups rotate to the next chart, read what is there and gives additional ideas. Spend a few more minutes walking around to see what the final lists look like – Decide how to share the job of typing these up and distributing to everyone!

Use the Core Prop 4/5 Reflection Sheets. Individually, work to answer each question on the sheet – some may be difficult and you will be tempted to “skip” them…TRY NOT TO. If you find a question hard to answer, use that as an indication of an area you might want to explore further in your own practice. THIS IS A SELF-REFLECTION ACTIVITY. You need not share this with anyone unless you wish to work with others to reflect and/or collaborate on your practices in this area. Reflecting on Your Own Practices Related to Core Props 4/5

It is absolutely possible for one to be effective in employing these practices WITHOUT HAVING TO WORK BEYOND THE SCHOOL DAY. The TEPG is not asking that you do that. Consider those activities you engage in that are part of your regular work day; reflect on areas in which you may need to engage/participate/contribute more often. Remember: Having a rubric DOESN’T mean the district has ‘teased out’ every detail related to these standards. This is the year to figure it out. TEPG facilitators and administrators have had INITIAL OBSERVER training based on Props 1-3; How to determine the level of effectiveness for Props 4 and 5 HAS NOT YET BEEN ADDRESSED. This will happen over the course of the year and through upcoming training for administrators and teachers with Teachscape. Core Propositions 4 and 5: Things to Keep in Mind as You Move Forward

BE ORGANIZED:  Folders for each standard in Core Props 4/5  Keep a camera (cell phone cameras work great) handy to capture student work or other events that relate to your work with Props 4/5  Create folders on First Class where you can “dump” important s from parents, colleagues, etc. that document the communication you do  Other ideas? Core Propositions 4 and 5: Things to Keep In Mind as You Move Forward

BE PATIENT: All aspects of the TEPG have not been figured out yet…and that especially includes standards 4 and 5. We have to implement to do that. BE PART OF THE PROCESS: Don’t expect all of your questions about artifacts to have answers. As teachers, we are in an the most appropriate position to inform how these Props are looked at and what evidence might be shared with supervisors so that it truly is a representation of our practice and our profession. Engage with others to make sure this becomes a system that truly represents the complexities of what it means to be a teacher. Core Propositions 4 and 5: Things to Keep In Mind as You Move Forward

BE MORE THAN “SELECTIVE”, BE “PERSPICACIOUS”! (adjective: having keen mental perception and understanding; discerning)  ADMINISTRATORS OFTEN KNOW THE TONS OF THINGS TEACHERS DO; Which ones do you feel best represent YOUR practice? BE REASONABLE: This area of the TEPG shouldn’t be one where we “throw everything imaginable” into a folder and expect that it best represents our practice…or create a pile of so much “stuff” we give to administrators that they can’t possible sift through it all and be successful in working with you to make decisions about the effectiveness of your practice. Core Propositions 4 and 5: Things to Keep In Mind as You Move Forward

Beginning to learn how to find and rate evidence of effective practice: We will begin to learn the COMPLEX process in which observers were trained this summer: watching a video of teaching, gathering evidence, relating that evidence to standards, and then rating the evidence using the performance levels on the TEPG rubric. We will have conversations about what is evidence vs. what is “interpretation and bias” and discuss what we see to “calibrate” our scoring and see if we are have agreement, accuracy and common understanding of what represents effective practice. Next Meeting: Wednesday, November 7