1. Teacher Evaluation & CEL 5 D
Day 2

2. Learning Targets
Develop an understanding of how the 5D instructional framework and the 5D+ rubric connect.
Develop an understanding of how the Cycle of Inquiry enhances my evaluation.

3. Success Criteria
I can describe key ideas that connect dimensions to indicators within and across the 5D framework and 5D+ rubric.
I can describe the Cycle of Inquiry and how it enhances my final evaluation. .

4. Review of Day 1 CEL 5D Framework CEL 5D + Rubric
Performance Indicators
Vision Statements & Guiding Questions
Guide for lesson planning
Reflection
Lesson debrief w/administrator
CEL 5D + Rubric
Dimensions
Classroom Environment & Culture
Professional Collaboration & Communication
Subdimensions
Indicators & Indicator Numbers
Performance Levels
Progressive Performance Language
Take out the rubric and the framework card
Review:
CEL Framework:
The performance indicators are…and where they are located on the framework
Vision statement and guiding questions purpose of it
CEL 5D+ The plus is to add criterions 7&8. (purple)
CEL is an instructional framework— 7&8 are outside of the classroom — evidence teacher provides to administrators
CEL had to write to meet the state requirements
performance language— refer to glossary when possible to ground everyone in the same language/understanding

5. Cycle of Inquiry
Teacher and Administrator roles

6. Learning Targets
Develop an understanding of how the 5D instructional framework and the 5D+ rubric connect.
Develop an understanding of how the Cycle of Inquiry enhances my evaluation.

7. Success Criteria
I can describe key ideas that connect dimensions to indicators within and across the 5D framework and 5D+ rubric.
I can describe the Cycle of Inquiry and how it enhances my final evaluation.

8. Cycle of Inquiry
SELF-ASSESS: Teacher self-assesses to identify an area of focus.
PRE-INQUIRY CONFERENCE: Teacher and principal engage in a pre-inquiry conference. Based on the responses in the self-assessment, what is your area of focus? What kind of evidence will you collect?
IMPLEMENTATION & SUPPORT: Teacher and principal engage in study and learning around area of focus.
POST-INQUIRY CONFERENCE: Teacher and principal engage in a post-inquiry conference. Based on your inquiry, what did you learn about your practice as it impacts student learning?
Here is the overview of the inquiry cycle. You’ll notice that it still has the same four steps, but Step 3 has been re-named to better capture what actually happens in that step.
self assessment does not have to be turned in— but admin will mostly like be asking about strengths/challenges/areas for growth— this tool will help focus/guide that conversation

9. 5D+ Inquiry Cycle Same inquiry cycle in graphic form.
POST-INQUIRY CONFERENCE:
Teacher and principal engage in a post-inquiry conference.
Based on your inquiry, what did you learn about your practice as it impacts student learning?
SELF-ASSESS:
Teacher self-assesses to identify an area of focus.
Same inquiry cycle in graphic form.
note: that Step 3 is larger and again, name change- this is the heart of the work
PRE-INQUIRY CONFERENCE:
Teacher and principal engage in a pre-inquiry conference. Based on the responses in the self-assessment, what is your area of focus? What kind of evidence will you collect?
IMPLEMENTATION
& SUPPPORT:
Teacher and principal engage in study and learning around area of focus.

10. Dimension Groups Group by color
Get into various table groups by colors as designated on your stickers.
Each table will need Chart paper and Markers
Each Color is assigned a dimension
Red – Student Engagement
Yellow – Curriculum & Pedagogy
Green – Assessment
Blue – Purpose

11. Evidences Brainstorm Evidence Walk
Collaborate with table group strategies/techniques used in you use that provide evidence for your dimension.
Chart 2 or 3 evidences for each indicator.
Evidence Walk
Need rubric, sticky notes, pen/pencil
In your groups you will spend 5 minutes at each dimension chart discussing the evidences posted.
Add additional evidences with sticky notes
Assign remaining dimensions (Curriculum & Pedagogy, Student Engagement, Purpose, and Assessment) to table groups. Have groups use chart paper to list evidences for indicators.
Post Charts
Evidence Walk – As table groups, have them visit each dimension. Teachers should read charts, discuss evidences/strategies listed and add evidences/strategies from their classroom with sticky notes.

12. 10 Minute Break

13. Why Self Assess? Self-Assess
State law requires that every teacher complete a self assessment each fall on the criterion they will be evaluated on
The self assessment starts a conversation about strengths and the potential areas for professional growth for that year

14. Self-Assess Highlight Start at basic.
Pay attention to frequency words, and, or, teacher, student, commas, etc.
Highlight where you think you are in your practice
Teachers will need their rubric and their framework. Go through the entire rubric and self-assess where they are in their individual practice. If they need to revisit charts for evidences they do that. Have them highlight where they feel they are in their practice for each indicator.

15. Pre-Inquiry Goals Student Growth Data Pre-lesson Conversation
Video (11 min)
Summarize Conversation
Nested Goals 8-6-3
sub group = 2+
a subgroup within a whole class that connects to building goals
data: pre-assess/2 formatives assess/post assess
data tracking: ideas- excel spreadsheet, grade book downloaded to excel

16. Student Growth
Student Growth Data must be relevant to the teacher and subject matter and must be based on multiple measures and shall mean the change in student achievement between two points in time within the current school year, or as agreed upon by the teacher and the evaluator.
Assessments used to demonstrate growth should predominately originate at the classroom level and be initiated by the classroom teacher. Assessments used to demonstrate growth must be appropriate, relevant, and may include both formative and summative measures.

17. Student Growth Goal Setting
The teacher and principal will meet to discuss Student Growth Goal Setting prior to a goal being selected. The teacher shall choose a student growth goal for Components SG - 3.1, SG – 6.1, and SG – 8.1 on a Goal Setting form.
The goal for SG – 6.1 and SG – 8.1 may be the same goal. Preferably, the goal(s) shall be mutually agreed upon by the teacher and the evaluator.

18. Implementation & Support
Observation
Scripting (handout)
Coding
Noticing/ Wondering
Analyzing
Feedback Conversation
Noticings/ Wonderings
Reflecting
Student Work
Share Collaborative Work
Support/ Resources
scripting is facts—non judgmental
The teacher did… The students did…
what’s written and said
Wonderings should be answered in feedback conversation

19. Post Inquiry CEL 5D+ Rubric
Conference (December- January) and (March-April)
What did you learn about your practice andits impact on student learning?
Analyze student growth data
CEL 5D+ Rubric
Formatively in December – January
Review goals – change if needed
Summative in March - April

20. 1 Hour

21. Breakout Sessions Red Dots go to MLC Music Room or AHS Room 201
Student Growth
Yellow dots go to MLC Classroom C or AHS Room 203
Comprehensive Evals, Focused Evals & Pivot
Green dots go to MLC Classroom D/AHS Room 228
Mid-Year Formative Feedback, Final Evaluation, Scripting & Coding
Blue dots go to MLC Classroom E/AHS Business Ed Room
Teacher Panel
Rotation #1:
Red dot (or #1)’s go to Messiah Music Room (or when at AHS room 201) for Student Growth Mini-Session
Yellow dots (or #2)’s go to Messiah Classroom C (or when at AHS room 203) for Comprehensive, Focused Evals & Pivot Mini-Session
Green dots (or #3)’s  go to Messiah Classroom D (or when at AHS room 228) for MidYear Formative Feedback/Final Evaluation/Scripting & Coding Mini-Session
Blue dots (or #4)’s go to Messiah Classroom E (or when at AHS room Business Ed) for Teacher Panel Mini-Session
Rotation #2:
Blue dots (or #4)’s go to Messiah Music Room (or when at AHS room 201) for Student Growth Mini-Session
Red dot (or #1)’s go to Messiah Classroom C (or when at AHS room 203) for Comprehensive, Focused Evals & Pivot Mini-Session
Yellow dots (or #2)’s go to Messiah Classroom D (or when at AHS room 228) for MidYear Formative Feedback/Final Evaluation/Scripting & Coding Mini-Session
Green dots (or #3)’s  go to Messiah Classroom E (or when at AHS room Business Ed) for Teacher Panel Mini-Session
Rotation #3:
Green dots (or #3)’s go to Messiah Music Room (or when at AHS room 201) for Student Growth Mini-Session
Blue dots (or #4)’s go to Messiah Classroom C (or when at AHS room 203) for Comprehensive, Focused Evals & Pivot Mini-Session
Red dot (or #1)’s go to Messiah Classroom D (or when at AHS room 228) for MidYear Formative Feedback/Final Evaluation/Scripting & Coding Mini-Session
Yellow dots (or #2)’s go to Messiah Classroom E (or when at AHS room Business Ed) for Teacher Panel Mini-Session
Rotation #4:
Yellow dots (or #2)’s go to Messiah Music Room (or when at AHS room 201) for Student Growth Mini-Session
Green dots (or #3)’s go to Messiah Classroom C (or when at AHS room 203) for Comprehensive, Focused Evals & Pivot Mini-Session
Blue dots (or #4)’s go to Messiah Classroom D (or when at AHS room 228) for MidYear Formative Feedback/Final Evaluation/Scripting & Coding Mini-Session
Red dot (or #1)’s go to Messiah Classroom E (or when at AHS room Business Ed) for Teacher Panel Mini-Session

22. 10 Minute Break
between session 2 and 3

23. Learning Targets
Develop an understanding of how the 5D instructional framework and the 5D+ rubric connect.
Develop an understanding of how the Cycle of Inquiry enhances my evaluation.

24. Success Criteria
I can describe key ideas that connect dimensions to indicators within and across the 5D framework and 5D+ rubric.
I can describe the Cycle of Inquiry and how it enhances my final evaluation.

25. What’s Next
Evaluation/Clock Hour Forms
Booster Sessions

27. Final Questions