1. Subject line: Teacher Evaluation Feedback Form - Deanery ____
Before we begin…
We will be requesting feedback from each deanery during the Critical Conversations session, so we need one person from each deanery who has a devise with them today to send an to:
Subject line: Teacher Evaluation Feedback Form - Deanery ____
Thank you.

2. Critical Conversations: Teacher Evaluation Leadership Day
August 4, 2016

3. https://todaysmeet.com/MKELeadershipDay
Today’s Meet

4. Timeline Summative Evaluation Tool Formative Evaluation Tools
You are here
Summative Evaluation Tool
Draft Spring 2016
Pilot Implementation
Formative Evaluation Tools
Development of supporting documents
Teacher input and implementation
Professional Development
PD focus for school leaders
Policy Revision
Summative tool pilot will include teacher input on rubrics/clarity/etc.
Principals – by deanery visit other schools and do observations based on rubrics?

5. We reflected on the use of evaluation as the stick to fix or remove teachers didn’t work because it never dealt with attempts to focus on student learning and the improvement of teaching based on results.

6. We also talked about the barriers to doing formative evaluation that often led to ignoring the problem and hoping it goes away.

7. So let’s bring back those good feelings we had about teacher evaluation at the end of our session in April.

8. And I quote…
At your table, discuss how the quote relates to teacher evaluation. Read you quote and share a 1-3 sentence summary of your conversation.
To highlight the paradigm shifts we experienced, do quotes. Person from table to the front – quickly go through.

9. Teacher Effectiveness Framework
Accountability
Effectiveness
Student learning and growth goals
Continuous professional growth and development
School
Improvement
Plan for Student Learning
Individual Teacher Professional Development Plans
Professional
Learning Opportunities
NSBECS
Accreditation
Improved learning through improved teaching though improved instructional leadership.
All of these things are shared experiences/responsibilities.

10. Clarity First: Accountability Follows
Read the blog. Here is the critical question: Does everyone really know what they are supposed to be doing? Table talk: Share an example of when lack of clarity caused an issue with a staff member.
Handout for read and discussion.

11. Evaluation and Professional Growth Cycle
Evidence of Professional Practice Planning and Preparation
Evidence of Professional Responsibilities Professional Life Classroom Community
Evidence of student learning and growth Instructional Effectiveness
Evidence of professional practice – formative; observations/artifacts
Evidence of professional responsibilities – professional life of a Catholic educator/Classroom community
Evidence of student learning and growth – Goal PDP tied to SIP/multiple measures

12. Teacher Effectiveness Framework Domains
Domain 1: Classroom Community Domain 2: Planning and Preparation Domain 3: Instructional Effectiveness Domain 4: Professional Life of a Catholic Educator

13. Professional Life of a Catholic Educator: Reflects on Practice
Not Evident (0)
Partially Evident (1)
Fully Evident (2)
Fully Evident and Innovative (3)
Rating
Takes responsibility for
professional growth
Demonstrates little growth in content knowledge and pedagogical skill and
resists feedback.
Does not reflect on her/his instructional effectiveness and is unresponsive to feedback.
Does not develop professional goals.
Grows in content knowledge and pedagogical skill and reluctantly processes feedback from colleagues and supervisors.
Demonstrates a willingness to critically reflect on her/his instructional effectiveness when feedback is given.
Develops professional goals aligned with the strategic vision of the school as directed by principal/instructional coach.
Grows in content knowledge and pedagogical skill and is receptive to feedback from colleagues and supervisors where application of suggestions is noticeable.
Critically reflects on her/his instructional effectiveness based on student learning data.
Responds positively to feedback.
Develops professional goals based on critical self-reflection and student learning data that align with the strategic vision of the school.
Seeks feedback from colleagues and supervisors and engages in a cycle of continuous improvement that makes a substantial contribution to the professional growth of the staff.
Proactively seeks feedback to improve performance.
Develops and continually monitors and adjusts goals based on critical self-­reflection and student learning outcomes. Goals are aligned with the strategic vision of the school.

14. Professional Life of a Catholic Educator: Reflects on Practice
Domain
Professional Life of a Catholic Educator: Reflects on Practice
Rubric
Component
Element
Not Evident (0)
Partially Evident (1)
Fully Evident (2)
Fully Evident and Innovative (3)
Rating
Takes responsibility for
professional growth
Demonstrates little growth in content knowledge and pedagogical skill and
resists feedback.
Does not reflect on her/his instructional effectiveness and is unresponsive to feedback.
Does not develop professional goals.
Grows in content knowledge and pedagogical skill and reluctantly processes feedback from colleagues and supervisors.
Demonstrates a willingness to critically reflect on her/his instructional effectiveness when feedback is given.
Develops professional goals aligned with the strategic vision of the school as directed by principal/instructional coach.
Grows in content knowledge and pedagogical skill and is receptive to feedback from colleagues and supervisors where application of suggestions is noticeable.
Critically reflects on her/his instructional effectiveness based on student learning data.
Responds positively to feedback.
Develops professional goals based on critical self-reflection and student learning data that align with the strategic vision of the school.
Seeks feedback from colleagues and supervisors and engages in a cycle of continuous improvement that makes a substantial contribution to the professional growth of the staff.
Proactively seeks feedback to improve performance.
Develops and continually monitors and adjusts goals based on critical self-­reflection and student learning outcomes. Goals are aligned with the strategic vision of the school.
Look-fors

15. What constitutes evidence?
Fully Evident (2)
Grows in content knowledge and pedagogical skill and is receptive to feedback from colleagues and supervisors where application of suggestions is noticeable.
Critically reflects on her/his instructional effectiveness based on student learning data.
Responds positively to feedback.
Develops professional goals based on critical self-reflection and student learning data that align with the strategic vision of the school.

16. Data Action Model © 2014 Daniel R. Venables
Data Meeting One: Review Existing Data and Ask an Exploratory Question (Developing the Findings) Data Meeting Two: Triangulate the Data (Developing the Findings) Data Meeting Three: Identifying Gaps and Goals (SMART Goal) Data Meeting Four: Plan for Action (Action Plan) Implementation Period Data Meeting Five: Evaluating Success & Determining Next Steps
Handout: Question – what evidence does the data action process provide for teacher evaluation – both formatively and summatively/

17. Providing Feedback
Each deanery has or should identify a “scribe” for the group. That person will be responsible for taking notes in the google form and submitting it.
We are going to practice deanery document review for:
Domain: Professional Life of a Catholic Educator
Component: Reflects on Practice
Element: Takes responsibility for professional growth
You have a paper review form. Take your own notes and discuss. Make sure the consensus information is entered into the google form by the end of the day. Note: You may change the contact person at a later date as we finalize the way in which you will receive the domain rubrics as they are due for review.

18. Handout

19. Professional Life of a Catholic Educator: Reflects on Practice
Not Evident (0)
Partially Evident (1)
Fully Evident (2)
Fully Evident and Innovative (3)
Rating
Takes responsibility for
professional growth
Demonstrates little growth in content knowledge and pedagogical skill and
resists feedback.
Does not reflect on her/his instructional effectiveness and is unresponsive to feedback.
Does not develop professional goals.
Grows in content knowledge and pedagogical skill and reluctantly processes feedback from colleagues and supervisors.
Demonstrates a willingness to critically reflect on her/his instructional effectiveness when feedback is given.
Develops professional goals aligned with the strategic vision of the school as directed by principal/instructional coach.
Grows in content knowledge and pedagogical skill and is receptive to feedback from colleagues and supervisors where application of suggestions is noticeable.
Critically reflects on her/his instructional effectiveness based on student learning data.
Responds positively to feedback.
Develops professional goals based on critical self-reflection and student learning data that align with the strategic vision of the school.
Seeks feedback from colleagues and supervisors and engages in a cycle of continuous improvement that makes a substantial contribution to the professional growth of the staff.
Proactively seeks feedback to improve performance.
Develops and continually monitors and adjusts goals based on critical self-­reflection and student learning outcomes. Goals are aligned with the strategic vision of the school.

20. Timeline Summative Evaluation Tool Formative Evaluation Tools
You are here
Summative Evaluation Tool
Draft Spring 2016
Pilot Implementation
Formative Evaluation Tools
Development of supporting documents
Teacher input and implementation
Professional Development
PD focus for school leaders
Policy Revision
The Deanery feedback will inform the development of supporting documents and formative evaluation tools.

21. Professional Development for School Leaders
Leadership Day: August 4, 2016 Deanery Teacher Evaluation Framework Professional Development Modules (Handout) Teacher Evaluation Framework Presentations to Teachers by Deanery – Second Semester TBD Leadership Day: April 5, 2017

22. Q & A: Teacher Evaluation Task Force
Sue Nelson, Office for Schools Tom Kiely, Institute for Catholic Leadership Kelly Fyfe, Lumen Christi – Mequon/Thiensville Jill Fischer, St. Dominic - Brookfield Kerstin Santarelli, St. Joseph Catholic Academy - Kenosha Karen Earle, St. Joseph Catholic Academy - Kenosha Lisa Kovaleski, Waukesha Catholic - Waukesha Bill Hughes, Seton Catholic Schools John Soper, Office for Schools Brenda White, Office for Schools
Introduce all – move into timeline
Bill – Experience in implementing new model and plans for Seton as a pilot group
Q & A