ENHANCING A CULTURE OF EXCELLENCE Summer 2015 Accountability Commitment Excellence

AGENDA  Opening, agenda  Update on Law and Process  Review Learning-Focused Continuum and how to conference  View videos to tag, score, and compare scores with partner  Plan areas of focus for conversation or electronic feedback  Complete coaching activities  View use of BB videos for PLCs or faculty meetings  Analyze local data, determine trends, identify areas of need, identify strengths  Use data to identify personal PGP goals and actions  Use data to plan PD, PLC work, and faculty meetings for year  Local sharing

LEADS

CHANGES TO TESS LAW  Professional Learning Plan is changed to Professional Growth Plan  Professional Development Plan is defined as the overall school district plan and Professional Growth Plan is the individual educator’s plan  The timing of summative evaluations is changed to every four years (instead of three)  Informal observations are permitted, but are no longer mandatory

CHANGES TO TESS LAW  Superintendents must assure to the ADE that evaluators are trained and have passed the credentialing exam required under TESS  The method of using external assessments (in line with the proposed ESEA waiver) ACT 1091  A teacher in a virtual environment may be observed by the technology appropriate to the virtual environment

TEACHER AND LEADER EVALUATION SYSTEM HANDBOOK  resources-educator-effectiveness-and- licensure/office-of-educator- effectiveness/teacher-evaluation-system resources-educator-effectiveness-and- licensure/office-of-educator- effectiveness/teacher-evaluation-system  Required to show to teachers and staff (1 Hour) Com Memo LIC  Lists/Approved%20Memos/DispForm2.aspx?ID = Lists/Approved%20Memos/DispForm2.aspx?ID =1516

BLOOMBOARD REPORTS

THIRD POINT Observational data Samples of student work Rubrics Lesson Plans Standards (content, student work, teaching notes) Test results or other performance data Danielson Rubric in BloomBoard Supervisor Teacher(s) Third Point BloomBoard

Observatio n Initiation Planning Conference Observation (evidence collection) Evidence Organization and Sharing Analysis by Observer and Teacher Reflection Conference

INVITING THINKING  Attending Fully  Approachable Voice  Plural Forms  Exploratory Language  Nondichotomous Forms (not Can you, Did you, Will you, Have you)  Positive Presuppositions The—some Could—might Is—seems Why—what

NORMS OF COLLABORATION Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions

PUTTING IDEAS ON THE TABLE  Ideas are the heart of meaningful dialogue and discussion  State the intention of your comments  For example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”

PROVIDING DATA  Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work  Data have no meaning beyond that which we make of them  Shared meaning develops from collaboratively exploring, analyzing, and interpreting data

PAYING ATTENTION TO SELF AND OTHERS  Meaningful dialogue and discussion are facilitated when each group member is conscious of self and others  Each group member is aware of what (s)he is saying and how it is said as well as how others are responding.  Pay attention to learning styles when planning, facilitating, and participating in group meetings and conversations.

PRESUMING POSITIVE INTENTIONS  Meaningful dialogue and discussion occurs with the assumption of others’ intentions as positive  Positive intentions prevent unintentional put- downs.  Positive intentions in speech are noticed

SELF-ASSESS YOUR COLLABORATION SKILLS

POSE A QUESTION “ …it requires enormous skill to ask a question in such a way that it does not suggest providing direction.”  Talk about Teaching, Charlotte Danielson

INVITATIONAL INQUIRY

INQUIRY EXERCISE REVIEW THE DATA AND THE INQUIRY RESPONSES. HOW DO THEY MODEL THE PRACTICE OF INVITATIONAL INQUIRY? DataInquiry The objective is clearly written on the board in Ms. M’s 5 th grade classroom. She begins the lesson with a ten-minute lecture on the land rush using a timeline and US map for visual reference, with no mention of the learning objectives. What were some indicators that your students were clear about the objective and the expectations for learning in this lesson? As you were describing the land rush, what were some indications of students’ understanding the content and connections to the posted objective?

Observatio n Initiation Planning Conference Observation (evidence collection) Evidence Organization and Sharing Analysis by Observer and Teacher Reflection Conference

CONTINUUM OF LEARNING-FOCUSED INTERACTION Learning-focused Supervision Laura Lipton and Bruce Wellman =http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout %2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog- uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv ,d.aWw

JESSICA VIDEO FOR OBSERVATION

Observatio n Initiation Planning Conference Observation (evidence collection) Evidence Organization and Sharing Analysis by Observer and Teacher Reflection Conference

RATING WITH BLOOMBOARD

BLOOMBOARD FEEDBACK AND NEXT STEPS What are the processes you would use to conclude the Feedback Conference?

Observatio n Initiation Planning Conference Observation (evidence collection) Evidence Organization and Sharing Analysis by Observer and Teacher Reflection Conference

CONTINUUM OF LEARNING-FOCUSED INTERACTION Learning-focused Supervision Laura Lipton and Bruce Wellman

PURPOSEFUL PLANNING FOR PRE-CONFERENCE Activating and Engaging Content Presenting Issues Exploring and Discovering Goals and Outcomes Indicators of Success Approaches, Strategies, and Resources Potential Choice Points and Concerns Organizing and Integrating Personal Learning Next Steps

BLOOMBOARD  Questions using bb  Lenses on 57 Knowledge of the structure of the discipline Knowledge of self Knowledge of teaching skills and strategies Knowledge of learners and learning Knowledge of Collaboration

BLOOMBOARD  Using questions on BloomBoard Formal Observation (hdout), how do you get the information using the lenses?

Observatio n Initiation Planning Conference Observation (evidence collection) Evidence Organization and Sharing Analysis by Observer and Teacher Reflection Conference

PURPOSEFUL REFLECTING FOR POST-CONFERENCE Activating and Engaging Recollections Perspectives and Perceptions Exploring and Discovering Weighing Evidence Search for Patterns Compare/Contrast Analyze Cause-Effect Organizing and Integrating Generalizations Applications

CONTINUUM OF LEARNING-FOCUSED INTERACTION Learning-focused Supervision Laura Lipton and Bruce Wellman =http%3A%2F%2Fwww.seattlewea.org%2Fdocs%2FLFShandout %2520copy.pdf&ei=gRV3VYLpDIS3yQSW4YCwBg&usg=AFQjCNFNmog- uwhgWETxTbN1r2cZ7bsslA&sig2=7eGSgwbq-oCKPd4CQeNCrQ&bvm=bv ,d.aWw

INVITING THINKING  Attending Fully  Approachable Voice  Plural Forms  Exploratory Language  Non-dichotomous Forms (not Can you, Did you, Will you, Have you)  Positive Presuppositions The—some Could—might Is—seems Why—what

INVITATIONAL INQUIRY

BLOOMBOARD

BLOOMBOARD FEEDBACK AND NEXT STEPS

PGP

MEANINGFUL CHANGE IN PRACTICE If we want teacher evaluation systems that teachers find meaningful and from which they can learn, we must use processes that not only are rigorous, valid, and reliable, but also engage teachers in those activities that promote learning—namely self-assessment, reflection on practice, and professional conversation. Evaluations That Help Teachers Learn Charlotte Danielson Educational Leadership, December 2010

 PGP  Informal  Formal  Additional Artifacts  Mid-Year Review  Summative  End of Year Review  Final Ratings Report

PLC/DATA TEAM  the-classroom the-classroom  teaching-roles teaching-roles  As teachers, use post-its to write what you see in relation to the 4 domains  Share and come to consensus

PROFESSIONAL DEVELOPMENT  Bundling  Marketplace for PD  Using resources with teachers  to-check-for-understanding-todd-finley to-check-for-understanding-todd-finley

FACULTY MEETINGS  l-release-of-responsibility l-release-of-responsibility  educators/educator-resources/teaching- strategies/learn-listenlisten-learn-deve educators/educator-resources/teaching- strategies/learn-listenlisten-learn-deve  How would you structure a faculty meeting using these resources?

REFLECTIVE TEACHERS  growth-reflection/?utm_source=newsletter / growth-reflection/?utm_source=newsletter /

UPCOMING EVENTS  BloomBoard U for U and Schools  BloomBoard for Teachers  Co-op use of BloomBoard  EA Pilot on Reports  EA Pilot on Student Growth  Equitable Access

CONTACT INFORMATION