An Overview of the New HCPSS Teacher Evaluation Process School-based Professional Learning Module Spring 2013 This presentation contains copyrighted material used under the educational fair use exemption to U.S. Copyright law

Logistics for the April 25 th PD Day: Elementary- report to home schools Secondary Content Areas- report to regional locations Specialists- follow instructions from Central Office contacts

April 25 th SLO Session Outcomes Participants will make connections between SLOs and the HCPSS Teacher Evaluation Process deepen understanding of what SLOs are analyze and evaluate an example of an SLO brainstorm artifacts and evidence to support SLOs understand the timeline for creating and implementing SLOs for the school year become aware of resources available to support the writing, implementation, and evaluation of SLOs.

Today’s Session Outcomes Participants will reflect on their current depth of knowledge about the new HCPSS Teacher Evaluation Process and SLOs prepare to participate in the Countywide Professional Development Day on April 25, 2013 make connections between SLOs, their own work, and district initiatives.

Your exit ticket today- Record questions on back.

Collaborative Fill In In small groups, use your collective knowledge to fill in the incomplete graphic for the new HCPSS Teacher Evaluation Model. In your group, discuss the following questions comparing the new model with the one we have used in the past: What’s different? What’s similar?

Now, check your answers…

HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation 25%/30% Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation 25%/30% Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation 25%/30% Content Assessments Performance-Based Tasks Differentiation 25%/30% Qualitative Measures Quantitative Measures Growth on State Assessments (As Mandated by MSDE) 20% Domain 5 Student Growth (50%)

What are Student Learning Objectives (SLOs)?

Setting Goals Much like the yearly Appendix D goal setting process we have had for many years, the SLO process is about setting goals with a focus on student growth.

Student Learning Objective. A specific, rigorous, long-term goal for groups of students that represents the most important learning during an interval of instruction. Determined in consultation with evaluator Flexible and job-specific Data-rich process A definition…

V V V V V V Vision of Exemplary Teaching for Student Learning “All Students Can Learn” Knowing The Learner WHO? Knowing the Curriculum & Content WHAT? Knowing the Curriculum & Content WHAT? Knowing the Pedagogy HOW? Knowing the Pedagogy HOW? Personal Development Cognitive Development Social Development Knowing Myself and My Influence on Learners Knowing Myself and My Influence on Learners

The HCPSS Vision of Exemplary Teaching & Student Learning Objectives Knowing the Curriculum and Content Focus on the most valuable learning (what you are teaching, essential knowledge and skills) Align to currently curriculum standards (Maryland Common Core State Curriculum, Maryland Curriculum, or HCPSS Curriculum)

The HCPSS Vision of Exemplary Teaching & Student Learning Objectives Knowing the Learner Knowing the Pedagogy Target student learning needs increasing rigor and performance (knowing our learners, differentiation, research-based instructional strategies)

The HCPSS Vision of Exemplary Teaching & Student Learning Objectives Knowing Myself and My Influence on Learners The entire HCPSS New Teacher Evaluation Process encourages teachers to continuously reflect on their influence on their learners.

The HCPSS Vision of Exemplary Teaching & Student Learning Objectives Ongoing Assessment Are based on the most current student data (multiple measures using pre- and post testing, formative, summative and performance-based assessments) “All Students Can Learn” Provide accountability for student learning and growth

What do SLOs have to do with the new evaluation process? Turn to a partner and share your insights.

HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation 25%/30% Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation 25%/30% Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation 25%/30% Content Assessments Performance-Based Tasks Differentiation 25%/30% Qualitative Measures Quantitative Measures Growth on State Assessments (As Mandated by MSDE) 20% Domain 5 Student Growth (50%)

SLOs and You Most teachers will write two SLOs. Teachers of grades 4-8 who are teachers of record for mathematics and/or English Language Arts whose students take the MSA will write one SLO.

SLOs and You Nontenured teachers will be evaluated on Domains 1-4 (Professional Practice) and Domain 5 Student Growth on a yearly basis until tenured.

SLOs and You Tenured teachers will be evaluated on Domains 1-4 (Professional Practice) every three years. All teachers will be evaluated on Domain 5: Student Growth (SLOs) every year.

SLOs and You Teachers of HSA assessed areas must align one of their SLOs to the HSA.

Timeline By September 30, 2013Set goals in collaboration with evaluator. Write SLOs. May be individual or team goals. Fall Semester 2013Demonstrate critical attributes through observation. Collect artifacts and evidence. Follow a continuous improvement process. By January 31, 2014Mid-Year Progress Review Confirm and revise goals, processes, document progress Spring Semester 2014End of Year Conference and Evaluation Present documentation and reflection to evaluator. Evaluator completes evaluation and provides copy to teacher

HCPSS SLO Guide

Support for writing SLOs April 25 PD sessions SLO template, guiding questions, and samples ntary+SLOs dary+SLOs Upcoming additional PD opportunities (currently under development)

Upcoming PD Opportunities & Supports Some examples currently under development: Understanding the Danielson Framework Baseline and Pre-assessment Data Monitoring Student Growth Selecting and Presenting Artifacts and Evidence Creating and Using Rubrics to Demonstrate Student Growth

Making Connections

Making Connections: Draw lines to connect How do SLOs and the new HCPSS Teacher Evaluation Process connect to? Danielson Framework for Teaching Common Core State Standards Data Discussions (CFIP, etc.) School Improvement College and Career Readiness

Between now and April 25 Check out draft SLOs on the Transition to Common Core wiki: transitiontocommoncore.wikispaces.hcpss.org/home

Complete your exit ticket. Include questions on back.

An Overview of the New HCPSS Teacher Evaluation Process School-based Professional Learning Module Spring 2013 All images unless otherwise indicated taken from Microsoft Clipart Gallery

Additional Activity

An Opportunity to Dig Deeper: Article Jigsaw Give small group members one section of the article. A: Definition of SLOs B: Rationale for Using SLOs C: Benefits to Stakeholders Make notes and/or highlight key ideas in your section. When ready, share the highlights from the section you read with your group.