1. Leading for Change
Teacher/Principal Evaluator Student Growth Retraining
AA #3002
Facilitator: Patrick Durley
Regional Superintendent, ROE #53
This PowerPoint provides the framework for the full day’s training. Slides 22 through 25 are the content slides of Handout F.

2. Outcomes
No. 1 Participants will be able to use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers and understand how different types of assessments are used for measuring growth.
Explain to participants that these four outcomes are the four competencies in the Part 50 Administrative Rules (50.420) for Teacher Evaluators with respect to student growth and are therefore the outcomes/objectives for today.

3. No. 2 Participants will be able to use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher and school-level professional development plans to evaluation results.

4. No. 3 Participants will be able to create in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth and assist teachers in aligning professional development and goal setting to school improvement goals.

5. No. 4 Participants will be able to communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers to set goals and improve practice.

6. Webinar: https://goo.gl/Gc7kjJ
Pre-Session
Webinar:
Activity:
Part 50 Rules:

7. Planning for Effective Feedback
While there is no requirement for formal conferences outlined in Part 50 Administrative Rules around student growth measures, we want to talk about the best way to look at the data and provide feedback and support to teachers through the collection of data and indicators of student growth.
In practice, many teacher evaluation plans include conferencing components around student growth measures as a way to provide feedback and support to teachers.

8. Preconference Discussion Review Handout A, Background Information
Outcome 4: Vignette
Preconference Discussion
Review Handout A, Background Information

9. Prompt
Given the background and context provided, what do you need to do ahead of time to prepare for a pre-conference with Mrs. Smith?
What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation?
How will you prepare to provide constructive and supportive feedback at this initial stage of the student growth process?
Presenter will use reflective, collaborative process for participants to consider prompt questions:
Individual reflection
Small group reflection
Whole group reflection
Running record question on next slide allows for further individual reflection.

10. Running Record Question #1 https://goo.gl/2HSdqE
How can I apply the discussion we just had regarding pre-conference preparation to my building (local context)?

11. Midpoint Part 50 Administrative Rules (50.110)
Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher's performance.
The data the teacher collects shall not be used to determine the performance evaluation rating.
The teacher should use the data to assess his or her progress and adjust instruction, if necessary.

12. Authentic and Meaningful Feedback Review Handout B, Midpoint Review
Outcome 4: Vignette
Authentic and Meaningful Feedback
Review Handout B, Midpoint Review
Facilitator will assign scenarios

13. Prompt
Given the scenario assigned to your group and the previous contextual information, how would you respond to Mrs. Smith’s situation at the midpoint?
What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation?
How will you prepare to provide constructive and supportive feedback at this stage of the student growth process?
Presenter will use reflective, collaborative process for participants to consider prompt questions:
Individual reflection
Small group reflection
Whole group reflection
Running record question on next slide allows for further individual reflection.

14. Running Record Question #2 https://goo.gl/KcrL7U
How can I apply the discussion we just had regarding the midpoint review to my building (local context)?

15. Outcome 4: Vignette Providing Authentic and Meaningful Feedback
Review Handout C, Summative Conference
Facilitator will assign scenarios

16. Prompt
Given the scenario assigned to your group and the previous contextual information, what do you need to do ahead of time to prepare for a summative conference with Mrs. Smith?
What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation?
How will you prepare to provide constructive and supportive feedback at this final stage of the student growth process?
Presenter will use reflective, collaborative process for participants to consider prompt questions:
Individual reflection
Small group reflection
Whole group reflection
Running record question on next slide allows for further individual reflection.

17. Running Record Question #3 https://goo.gl/gY97Q7
How can I apply the discussion we just had regarding the summative conference to my building (local context)?

18. Let’s Get Moving From Here to There
Exploring Outcomes 2 and 3
Fundamental requirement is to take all the individual teacher data based on the evaluation rubric and other evidence collected to scale up to school-level professional development planning for maximum impact and results.
Roadmap provided by Learning Forward professional learning standards.

19. Connecting the Dots and Scaling Up
Outcomes 2 & 3: Jigsaw
Handout D, Learning Forward Standards
Learning Forward Standards
Three Learning Forward Standards to Consider:
Leadership
Learning Designs
Implementation
Participants use hyperlink to get standards on their screen and/or refer to Handout D.
Presenter should connect this new activity to previous learning and
discussions participants had about the vignette involving Mrs. Smith. The presenter’s goal is to
expand participants’ thinking from supporting individual needs during the student growth cycle to
looking at team or “whole school” data from student growth measures.
Presenter needs to break participants into groups of three. Presenter provides participants with
three Learning Forward Standards (Handout D), Leadership, Learning Designs, and
Implementation and assigns each individual in each group one standard to review. In each
group, each participant first shares his/her understanding of his/her assigned standard, building
a common group understanding of all three of the Learning Forward standards.
We have also included in the handouts, copies of real-life leaders discussing the application of each standard in their local context. If you have time, you can use these as part of the discussion. If not, please reference them for participants to take home and use for further edification.
By the time group discussion is complete, all participants in each group should have a common understanding of all three standards.
Then, next slide, the large group discusses the following question:
Keep in mind previous discussions and insights on professional learning that you had
while considering Mrs. Smith’s situation in the vignette. How can you use data in a way that
fosters professional growth and development with an emphasis on the “whole school” or “whole
team” (emphasize the skills associated with transitioning from the granular classroom/teacher level toward a larger context.)

20. Large Group Discussion Questions
Keep in mind our previous discussions and insights on professional learning that we had when considering Mrs. Smith’s situation in the vignette as you proceed here.
Two Essential Questions
How can you use student growth data in a way that fosters professional growth and development with an emphasis on the whole school or the whole team?
What leader adaptive skills and dispositions are associated with transitioning staff from individual professional learning needs to school-wide professional learning needs?

21. Connecting the Dots and Scaling Up
Outcomes 2 & 3: Think-Pair-Share
Handout E, Using Student Growth Data for Building-wide Professional Development
Individual Reflection
Share with a Partner
Large Group Discussion
Participants use Handout E as a springboard for thinking about how a tool such as this sample could be useful to evaluators.

22. Running Record Question #4 https://goo.gl/UYpx1q
In your building, how might you use aggregate student growth data or trends in team or building-wide data to help shape professional learning opportunities for educators?

23. Creating a Learning Organization of Equitable and Continuous Improvement: The Leader’s Role
Presenter will provide research-based information to strengthen a team or whole-school professional learning culture and have participants reflect on new insights related to Competencies 2 and 3.
Using the PowerPoint slide deck (Handout F) and good instructional strategies to foster whole group discussion, presenter will direct teach and engage participants in discussion of PowerPoint content. Presenter should ensure that this culminating discussion links to participants’ learning during the vignette, the jigsaw and the think-pair-share activities,

24. Mini-Review of the Leader’s Role in Creating a Learning Organization of Equitable and Continuous Improvement
Technical List
Build program coherence and professional learning content alignment
Structure time, space, and collaborative roles
Provide high quality professional learning opportunities
Dispositions and Adaptive List
Develop relationships and trust
Model professional learning, collaboration, risk-taking, etc…
Empower teacher/distributed leadership
Emphasize importance of continuous professional growth
Advocate for equitable and anti-discriminatory practices

25. Structuring Schools for Equitable and Continuous Improvement
Optimize time for common planning, collaboration, professional development, peer observation
Optimize space:
Place teams in close proximity
Other possible elements for structuring schools:
Inclusive service delivery models
Small learning communities within larger schools

26. Marzano’s Misaligned vs. Aligned Systems
Encourage participants to reflect on/talk about Marzano’s graphic representation of an aligned system of professional learning. How can participants, in their current role, contribute to an aligned system of professional learning all moving toward a common goal?
Source: Marzano, Teacher Evaluation That Makes a Difference: A New Model for Teacher growth and Student Achievement.

27. Common Red Flags Review Handout G, Common Red Flags Group Discussion
If you have time, you may want to use a plus/delta activity to garner feedback on how the day went to gauge the need for any necessary adjustments moving forward. Be sure to allow time for participants to complete the final running record question on the next slide.

28. Running Record Question #5 https://goo.gl/2Uda6p
In your building (local context), how might you apply what you’ve learned in this Academy to foster a supportive and constructive learning culture dedicated to equitable and continuous improvement?

29. ISBE Required Evaluation

30. Outcomes 1, 2, 3 & 4: Application and Dissemination

31. Application/Dissemination – Teacher Evaluators
What did you learn about yourself as you worked on this?
What was especially satisfying to you about your revised product?
One thing I would like to improve is:
How will you continue to improve your feedback skills back at your school site? The presenter will provide feedback electronically.
Develop a plan to share your learning from today’s academy with all teachers you evaluate. Your plan must address specifically how you will engage them in similar reflective activities which promote a supportive and constructive culture dedicated to collaboration, reflection and professional learning.

32. Application/Dissemination – Principal Evaluators
Discuss your use of data from the evaluation rubric, other information collected and best practices for evaluating principals or assistant principals effectively to link administrative and school-level professional development plans to evaluation results. How have you evolved in your practice since principal evaluation requirements went into effect in 2012?
How do you support principals or assistant principals in aligning professional development and goal-setting to school improvement needs?
Discuss fully how you review, analyze, and incorporate into the evaluation process indicators about the instructional environment within a school using tools such as 5 essentials or another tool your district or school uses.

33. Application/Dissemination Links:
Teacher Evaluators
Principal Evaluators