1. Teacher Effectiveness Framework: Next Steps Leadership Day
August 3, 2017

2. Teacher Effectiveness Framework Updates
Teacher “Road Shows” Summative Evaluation Tool Finalized Template Design
Look at document – how it is set up. Our first implementation step was discussed in April – next slide.

3. Teacher Effectiveness Framework:
Summative Evaluation Policy Alignment
Next step in implementation discussed in April – review.

4. Rubric Review: Policy Alignment Worksheet
Domain 1: Classroom Community
Establishes classroom routines, rules, and procedures consistent with school policy
Does not have classroom routines, rules, and procedures in place.
Has classroom routines, rules and procedures in place, but they are not consistently reviewed or reinforced.
Has classroom routines, rules and procedures consistent with school policy in place, and students follow them with little prompting.
Has classroom routines, rules and procedures in place and students assume responsibility for each other.
What policies are in place that guide the establishment of and expectations for classroom routines, rules, and procedures? Are they implied or clearly stated? Who communicates those expectations (mentor, principal, partner teacher)?
Gum chewing example
Table Talk – what actions have you taken since April? What needs to be reviewed prior to this conversation with faculty? This is a leadership conversation.

5. Rubric Review: Policy Alignment Worksheet
Rubric Review Implications
What clarification was necessary in your discussions?
How does that impact the review of your
Teacher Handbook?
Policy Manual?
Job Description(s)?
Table talk – what they have done with this. This happens before it is taken to the teachers in August.

6. Teacher Effectiveness Framework
Goal Setting
Professional Growth and Development
Self Reflection
Summative Evaluation
Accountability
Effectiveness
Student learning and growth goals
Collaborative feedback loop

7. Teacher Effectiveness Framework:
Summative Evaluation: Faculty Review
August – planned into in-service days – teachers are expecting it.

8. Rubric Criteria Review
Guidelines:
Focus on “Fully Evident” look-fors
Look-fors are intentionally broad to allow specific local criteria to be considered in that context. Avoid being too specific.
If you feel something is important to identify as a look-for and it doesn’t fit into the existing statements, note it in the “Additional Look-fors” section under “Fully Evident.”
Have them call up Domain 1 look for document
Review the purpose of the look-fors – clarification, common language for goals, evidence-based ratings
Specificity: School uniform policy; faculty dress code
Processing time

9. Teacher Effectiveness Framework
Goal Setting
Professional Growth and Development
Self Reflection
Summative Evaluation
Accountability
Effectiveness
Student learning and growth goals
Collaborative feedback loop
We have discussed the summative evaluation and a process for making sure everyone understands the expectations for effective practice.
Introduce Jill and stay on slide for Kelly. Timeline handout

10. Teacher Effectiveness Framework:
Goal Setting: Student Learning and Growth Goals
Goal setting template handout

11. Step 1: Self Reflection (June-August)
Takes place over the summer.
Educator self-assesses his/her performance using:
Student data
Summative performance rubric
Educators propose goals related to their professional practice and student learning needs

12. Step 2: Goal Setting (August-September)
Educators sets one goal
S.M.A.R.T. goal
Aligned to rubric
Teacher Goal Must Answer the Question:
What is the instructional practice that is the highest priority for me to improve upon in order for my students to reach high academic achievement?
Meets with administrator (Sept) to review goals

13. SMART Goal
Specific
Rubric: Which element of the rubric is connected to this goal?
Student Learning: How will achieving this goal impact student learning?
Measurable
Actions: What educator actions will be involved in meeting the goal? How frequently?
Measures: How will progress toward the goal be monitored?
Attainable
Baseline: How does this goal relate to the educator’s current practice?
Rigor: Does this goal push the educator’s practice while maintaining realistic expectations?

14. SMART Goal Results-focused
Target: What is the expected outcome at the end of the time period covered by the goal?
Time-bound
Deadline: When will the overall progress toward the goal be measured?

15. I will lose weight and get in shape.
SMART Goal
I will lose weight and get in shape.
Is this a SMART Goal?
Why/Why Not?

16. Weight Loss Goal
S.M.A.R.T. Goal for Weight Loss Between August 4 and September 30, I will lose 10 pounds and be able to run two miles without stopping.

17. (Specific and Strategic)
Weight Loss Goal
S.M.A.R.T. Goal for Weight Loss
(Specific and Strategic)
Between August 4 and September 30, I will lose 10 pounds and be able to run 2 miles without stopping.

18. S.M.A.R.T. Goal for Weight Loss
Weight Loss Goal
S.M.A.R.T. Goal for Weight Loss
(Measurable)
Between August 4 and September 30, I will lose 10 pounds and be able to run two miles without stopping.

19. S.M.A.R.T. Goal for Weight Loss
Weight Loss Goal
S.M.A.R.T. Goal for Weight Loss
(Action Orientated)
Between August 4 and September 30, I will lose 10 pounds and be able to run 2 miles without stopping.

20. S.M.A.R.T. Goal for Weight Loss
Weight Loss Goal
S.M.A.R.T. Goal for Weight Loss
(Rigorous, Realistic, Results Focused)
Between August 4 and September 30, I will lose 10 pounds and be able to run 2 miles without stopping.

21. S.M.A.R.T. Goal for Weight Loss
Weight Loss Goal
S.M.A.R.T. Goal for Weight Loss
(Timed and Tracked)
Between August 4 and September 30, I will lose 10 pounds and be able to run 2 miles without stopping.

22. Progress Record of daily calorie intake
Exercise log noting number of minutes walking and number of minutes running
Weekly weight

23. Support Calorie guide Running shoes Scale
Family to assist in stopping night time eating
Sister to run with me

24. Time to Practice Read the goal at your table
Use the sheet to assist you in verifying if it is a S.M.A.R.T. goal
If it is not S.M.A.R.T., work together to rewrite it.

25. Time to Practice Watch video
At your table, using the rubric, determine which component of her teaching she needs to improve.
Write her SMART goal as a team at your table.

26. Tips You are not writing your teacher’s goals They must “own” this
Guide conversation, encourage, stretch them
Support their goal
“What can I do to help you?”
“What do you need from me?”

27. Teacher Effectiveness Framework
Goal Setting
Professional Growth and Development
Self Reflection
Summative Evaluation
Accountability
Effectiveness
Student learning and growth goals
Collaborative feedback loop
Intro to Lisa

28. Teacher Effectiveness Framework:
Professional Growth and Development: Collaborative Feedback Loop

29. Teacher Feedback
Most desirable methods of embedding professional growth opportunities into the school setting

30. Instruction and Planning; Assessment
Question: What opportunities/practices would be in place at your school to fairly evaluating your teaching? Shift: Evaluation is evidence-based.

31. Instruction and Planning; Assessment
Surveys (student/parent)
Videotaping protocols
Student Portfolios
Self-reflection tools to inform goal setting
Peer observation feedback tools
Collecting and using classroom assessment data

32. Professional Life of a Catholic Educator
Question: What professional growth opportunities would be most effective in helping you grow as a teacher? Shift: The focus is not on how well you teach, but on how well students are learning.

33. Professional Life of a Catholic Educator
Collaboration formats (adjusting schedules, how meeting time is used)
Feedback protocols
Peer observation templates
Designing personalized PD based on goals
Sharing learning/PD experiences – becoming a resource for others

34. Classroom Community
Question: What would you see or hear at your school and in your classroom that demonstrates a focus on student learning? Shift: The final evaluation is summative. What you do along the way is formative.

35. Classroom Community Using the environment to support learning
Walking tour of the building from all perspectives
Engagement strategy surveys
Parent engagement tools
Catholic identify – faith experiences in the classroom

36. Next Steps: Principal Professional Development
Deanery Reflection and Feedback
September: Area Meetings - Progress Report
October: Reflect on Goal Setting Process
Nov/December: Progress Report - Collaborative Feedback Loop
January: Performance Issues: PIP
February: Leadership Day – Completing Summative Evaluations
March: Summative Evaluation Conferences
April: Goal Review

37. Next Steps: Collaboration and Implementation

38. Evaluation Task Force
Sue Nelson, Office for Schools Tom Kiely, Institute for Catholic Leadership, Marquette 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 John Soper, Office for Schools
Feel free to address questions to any members of the task force.