1. An Overview of Revisions to the Rhode Island Model 2015-16

2. 2 By the end of this session you will: oKnow about refinements made to the Rhode Island Model for this year oUnderstand the reasons for changes oBe able to calculate final effectiveness ratings using the guidebook Objectives:

3. 3 Make the scoring approach more transparent Put a greater emphasis on practice Place greater value on the Professional Growth Goal (PGG) Goals of Model Refinements All refinements were informed by feedback from the field.

4. 4 ElementChange Final Effectiveness Rating Calculation  A matrix will no longer be used to calculate a final rating.  The system now uses a points-based approach using a scale from 100 to 400. Professional Practice  Professional Practice is now divided into two separate measures. Professional Responsibilities Rubric  The Professional Responsibilities Rubric has four performance level descriptors for each component.  An additional domain of Professional Responsibilities focuses on Professional Growth.  Within the Professional Growth domain, the Professional Growth Goal will be scored using a new component of the rubric. Model Refinements Across Models

5. 5 ElementMinimum Requirements Conferences  Three conferences (BOY, MOY, EOY) Professional Practice  Three observations/site visits  Written feedback after each observation/visit  For teachers: Component-level scores and rationales after each observation  For building administrators and support professionals: Component-level scores and rationales at the end of the year Professional Responsibilities  Holistic ratings for each component at the end of the year Student Learning  At least two but no more than four SLOs/SOOs Performance Improvement Plans  Required for any educator receiving a final effectiveness rating of Developing or Ineffective Requirements for Educators in the Full Evaluation Year

6. 6 System Weights

7. 7 Professional Responsibilities Rubric Example

8. 8 Overview of Changes to the Teacher Model

9. 9 Professional Practice for Teachers 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 3a: Communicating with Students 3b: Using Questioning/Prompts and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction

10. 10 Professional Responsibilities for Teachers

11. 11 Overview of Changes to the Support Professional Model

12. 12 Professional Practice for Support Professionals 1A. Works with educators and families to develop strategies and resources to meet the needs of students 1B. Uses and models effective communication with learners, colleagues and/or stakeholders 1C. Builds rapport with students promoting effective service delivery 1D. Demonstrates flexibility and responsiveness 2A. Establishes service delivery and/or program goals and develops a plan to evaluate them 2B. Plans effectively for service delivery that is based on student data and knowledge of child development 2C. Implements service delivery that is student focused ensuring students have greater ownership in their education and well being 2D. Uses appropriate assessments to diagnose or identify and monitor student issues or programmatic progress and to adjust service/program delivery

13. 13 Professional Responsibilities for Support Professionals The Rubric at a Glance DOMAIN 1: SCHOOL RESPONSIBILITIES AND COMMUNICATION DOMAIN 2: PROFESSIONALISM DOMAIN 3: PROFESSIONAL GROWTH PR1: Understands and participates in school/district-based initiatives and activities  Knowledge of school and district initiatives and activities  Involvement in school and district initiatives and activities PR2: Solicits, maintains records of, and communicates appropriate information about students’ behavior, learning needs, and academic progress  Interactions with parents  Interactions with colleagues  Student or personnel records  Grade books/Service notes  Specialist referrals  Maintains appropriate level of confidentiality  Implements systems of communication PR3: Acts on the belief that all students can learn and advocates for students’ best interests  Interactions with students  Interactions with parents  Course offerings  Support service offerings  Student advocacy meeting  Call notes  After school support logs PR 4: Works toward a safe, supportive, collaborative culture by demonstrating respect for everyone, including other educators, students, parents, and other community members in all actions and interactions  Interactions with colleagues  Interactions with students  Interactions with parents  Interactions with community members PR 5: Acts ethically and with integrity while following all school, district, and state policies  Required personnel file documentation of behavior  Interactions with school leadership  Interactions with colleagues  Interactions with students, families, and outside providers PR 6: Engages meaningfully in school and district professional growth opportunities and enhances professional growth by giving and seeking assistance from other educators in order to improve student learning  Interactions with colleagues  Involvement in professional growth opportunities PR7: Writes and implements a Professional Growth Goal that addresses personal, school, or district needs and aims at improving the support professional’s practice  Professional Growth Goal(s)  Log of professional learning activities related to goal(s)  Training materials, handouts, agendas, materials  Interactions with colleagues  Demonstration of practice

14. 14 Overview of Changes to the Building Administrator Model

15. 15 Professional Practice: Instructional LeadershipProfessional Practice: Site Management Domain 1: Mission, Vision, and Goals Domain 2: Teaching and Learning Domain 3: Organizational Systems Domain 4: Community 1A: Establishes and maintains a school mission, vision, and goals that set clear and measurable high expectations for all students, educators, and stakeholders 1B: Continuously improves the school through effective planning and prioritizing, managing change, using research and best practices, monitoring progress, and allocating resources 1C: Models strong leadership qualities and exhibits actions that reflect the values of the district 2A: Develops a strong, collaborative culture focused on student learning and the development of professional competencies which leads to quality instruction 2B: Ensures the implementation of effective, research-based instructional practices aligned with Rhode Island and national standards 2C: Implements appropriate school strategies and practices of assessment, evaluation, performance management, and accountability to monitor and evaluate progress toward the mission, vision, and goals 3A: Ensures the success of each student by supervising and managing organizational systems and resources for a safe, high performing learning environment 3B: Establishes and maintains effective human resources management through selection, induction, and support of personnel 3C: Employs and improves an evaluation and support system that drives staff and student growth 3D: Establishes an infrastructure for finance that operates in support of improving learning and teaching 4A: Ensures the success of each student by collaborating with families and community members, contributing to community interests and needs, and maximizing opportunities through the sharing of resources Professional Practice for Building Administrators

16. 16 Professional Responsibilities The Rubric at a Glance DOMAIN 1: SCHOOL RESPONSIBILITIES AND COMMUNICATION DOMAIN 2: PROFESSIONALISM DOMAIN 3: PROFESSIONAL GROWTH PR1: Understands and participates in school/district-based initiatives and activities  Knowledge of school and district initiatives and activities  Involvement in school and district initiatives and activities PR2: Solicits, maintains records of, and communicates appropriate information about students’ behavior, learning needs, and academic progress  Interactions with parents  Interactions with colleagues  Student or personnel records  Grade books/Service notes  Specialist referrals  Maintains appropriate level of confidentiality  Implements systems of communication PR3: Acts on the belief that all students can learn and advocates for students’ best interests  Interactions with students  Interactions with parents  Course offerings  Support service offerings  Student advocacy meeting  Call notes  After school support logs PR 4: Works toward a safe, supportive, collaborative culture by demonstrating respect for everyone, including other educators, students, parents, and other community members in all actions and interactions  Interactions with colleagues  Interactions with students  Interactions with parents  Interactions with community members PR 5: Acts ethically and with integrity while following all school, district, and state policies  Required personnel file documentation of behavior  Interactions with school leadership  Interactions with colleagues  Interactions with students, families, and outside providers PR 6: Engages meaningfully in school and district professional growth opportunities and enhances professional growth by giving and seeking assistance from other educators in order to improve student learning  Interactions with colleagues  Involvement in professional growth opportunities PR7: Writes and implements a Professional Growth Goal that addresses personal, school, or district needs and aims at improving the support professional’s practice  Professional Growth Goal(s)  Log of professional learning activities related to goal(s)  Training materials, handouts, agendas, materials  Interactions with colleagues  Demonstration of practice

17. 17 Calculating the Final Effectiveness Rating

18. 18 Step 1 – Calculate a Professional Practice: Classroom Environment Score. Calculating the Final Effectiveness Rating for Teachers ComponentObservation 1Observation 2 Observation 3Average 2a3343.3 2b2222.0 2c3333.0 2d3343.3 SUM11.6 COMPONENT SUM12

19. 19 Calculating the Final Effectiveness Rating for Teachers Classroom Environment 25% of 400 points 100 points total Component Sum Points Weighted Points 164.00100 153.7594 143.5088 133.2581 123.0075 112.7569 102.5063 92.2556 82.0050 71.7544 61.5038 51.2531 41.0025 Step 1 – Calculate a Professional Practice: Classroom Environment Score. Component Observation 1 Observation 2 Observation 3 Average 3a4333.3 3b2343.0 3c3343.3 3d2332.7 SUM12.3 COMPONENT SUM12 Weighted Points = Component Sum ÷ Number of Components x (Weight x 100) 12 ÷ 4 x 25

20. 20 Step 2 – Calculate a Professional Practice: Instruction Score. Calculating the Final Effectiveness Rating for Teachers Component Observation 1 Observation 2Observation 3Average 3a4323.0 3b2222.0 3c3343.3 3d2343.0 SUM11.3 COMPONENT SUM11 Instruction 25% of 400 points 100 points total Component Sum Points Weighted Points 164.00100 153.7594 143.5088 133.2581 123.0075 112.7569 102.5063 92.2556 82.0050 71.7544 61.5038 51.2531 41.0025

21. 21 Step 3 – Calculate a Professional Responsibilities Score. PR1: 3 PR 2: 4 PR 3: 4 PR 4: 4 PR 5: 3 PR 6: 3 PR 7: 3 PR 8: 3 PR 9: 2 Calculating the Final Effectiveness Rating for Teachers Professional Responsibilities 20% of 400 points 80 points total Component Sum PointsWeighted Points 364.0080 353.8978 343.7876 333.6773 323.5671 313.4469 303.3367 293.2264 283.1162 273.0060 262.8958 252.7856 242.6753 232.5651 222.4449 212.3347 202.2244 192.1142 182.0040 171.8938 161.7836 151.6733 141.5631 131.4429 121.3327 111.2224 101.1122 91.0020 Component Sum: 29

22. 22 Step 4 – Calculate a Student Learning Score  Evaluators score each individual SLO/SOO as Exceeded (4), Met (3), Nearly Met (2), or Did Not Meet (1). Calculating the Final Effectiveness Rating for Teachers Student Learning – 2 SLOs 30% of 400 points 120 points total SLO/SOO Combination Component Sum Points Weighted Points Exceeded (4), Exceeded (4)84.00120 Exceeded (4), Met (3)73.50105 Met (3), Met (3)63.0090 Exceeded (4), Nearly Met (2) 63.0090 Met (3), Nearly Met (2)52.5075 Exceeded (4), Not Met (1)52.5075 Nearly Met (2), Nearly Met (2) 42.0060 Met (3), Not Met (1)42.0060 Nearly Met (2), Not Met (1)31.5045 Not Met (1), Not Met (1)21.0030

23. 23 Calculating the Final Effectiveness Rating for Teachers Final Effectiveness Scoring Bands Highly Effective360-400 Effective290-359 Developing200-289 Ineffective100-199 Measures Weighted Points Professional Practice: Classroom Environment 75 Professional Practice: Instruction69 Professional Responsibilities64 Student Learning90 Total298 Step 5 – Calculate the total number of points earned.

24. 24 Step 1: Find a partner who has the same role as you (teacher, support professional, or building administrator). Step 2: Read the “Calculating a Final Effectiveness Rating” section of your guidebook. As you read, make note of any questions or anything that requires clarification. Step 3: With a partner, determine the final effectiveness rating for the scenario that applies to you. Calculating Ratings: Activity

25. 25 Calculating Ratings: Answer Key ModelFinal Effectiveness Rating TeacherHighly Effective (362) Support Professional Highly Effective (362) Building Administrator Highly Effective (361) Questions?

26. 26 In what way(s) do you think the revisions to the model represent improvements? Reflection: Think-Pair-Share

27. 27 Next Steps