1. TDES for New RSP Providers Megan Scully, TDES Coordinator
August 24, 2016
Time: 1 Minute

2. What do you know about TDES?
Thought Question
What do you know about TDES?
What are your feelings at the beginning of this training about the evaluation system?
*Write down your thoughts on a post-it and be ready to share

3. Agenda Introductions What is TDES? The 5 Touch Process
Dive Deep into the Rubric
Authentic Evidence
Questions
Time: 1 Minute

4. Norms Start on time, End on Time Low tech, high engagement
Embrace AND Provide Feedback
Assume the Best
Professional Pride
Cleaner than we found it
Time: 5 minutes
Before we dive too deeply into our work together this year and the training we have planned for today, I wanted to share a few norms and expectations to maximize the experience for everyone in the room.
We recognize that our time together is limited, and so we have planned to accomplish a great deal in the time we do have. We will provide breaks during the training and ask that you return on time, so we can start—and end--on time.
We know that you are pulled in a million directions, and thanks to technology, are never too far out of reach from anyone. We understand if you have to take an emergency call, and if so, please step outside as to not disrupt your peers. Otherwise, we aim for today to be low on tech, but very high on your engagement and participation. We have structured today’s learning to be interactive and know from experience that what you put into today will pay dividends for your own professional growth.
We will ask for your feedback and thoughts throughout the day, including a feedback form at the end of the session that we take very seriously. So please let us know how we are doing. Similarly, we may provide you with feedback and we hope you are open and able to work with us to grow your skill as a school leader.
Next, we will try to always assume the best and hope you do the same for us. We all are here to support the students of Cleveland and so even if we disagree at some points today, we know that everyone in this room has the best intentions for our schools and students.
In that same vein, we are proud to be CMSD and want everyone in the room today to think about our collective impact, and the power and responsibility we have to support thousands of teachers and tens of thousands of students.
Lastly, we are fortunate to be in this space today, and ask that you treat it well and leave it cleaner than we found it.
Throughout today’s session, we will bounce between partner work at your tables, discussions amongst the entire group, and presenting information from the front of the room. To gather everyone’s attention, I will raise my hand. When you see my hand raised, please also raise yours and finish your conversation. This will help everyone see that we are coming back together quickly.

5. Question Protocol

6. Objectives
Know the process: Participants will understand the TDES process and their responsibilities as an RSP provider.
Know the rubric: Participants will begin to build their understanding of the TDES rubric, including key elements that define quality at different levels of performance.
Collect Evidence: Participants will strengthen their ability to create and collect authentic evidence to showcase their work.

7. Teacher Development and Evaluation System
What is TDES?
Teacher Development and Evaluation System
11/8/2018

8. What is the research?
Enhancing Professional Practice: A Framework for Teaching, 2nd edition, by Charlotte Danielson.
11/8/2018

9. What is the law?
HB 153
Establishes a new teacher evaluation system in Ohio
HB 525
Legislates the Cleveland Plan for reform
HB 555
Details Student Growth Measures and policy
11/8/2018

10. More opportunities for observation. Evidence-based evaluation.
How is TDES different?
More opportunities for observation.
Evidence-based evaluation.
Opportunities for conversation and reflection.
11/8/2018

11. Teachers: building administrators. Paras: building administrators.
Who evaluates me?
Teachers: building administrators.
Paras: building administrators.
RSP: supervisors or principals.
Evaluator will be the same for all steps (unless a leave occurs).
11/8/2018

12. The TDES is managed online.
What is the Portal?
The TDES is managed online.
The Great Teachers & Great Leaders website is called the portal.
User name/password are the district log in.
11/8/2018

13. What is the Process? Growth or Improvement Plan Evidence Collection #1
Formal Announced Observation
Evidence Collection #2
Unannounced Observation
Evidence Collection # 3
Composite
We will return to this process later this afternoon.

14. Evidence Collection #1 October 14
What is the process?
Evidence Collection #1 October 14
Formal Announced Evaluation November 18
Evidence Collection #2 January 20
Unannounced Observation March 3
Evidence Collection #3 April 7
6. Composite May 5
11/8/2018

15. What is the Process? Growth or Improvement Plan Evidence Collection #1
Formal Announced Observation
Evidence Collection #2
Unannounced Observation
Evidence Collection #3
Composite

16. What about a Growth Plan?
New RSPs for will be on a Growth Plan (GP).
The GP is managed in the same portal as the evaluations.
Growth Plans due September 9
11/8/2018
11/8/2018 16

17. Select areas of strengths and areas for growth.
Growth Plan
Select areas of strengths and areas for growth.
Identify two priorities for the upcoming year
Use these two priority areas for writing your Professional Growth Plan.
Refer to TP packet pages 7-9

18. Walk-throughs Growth or Improvement Plan Evidence Collection #1
Formal Announced Observation
Evidence Collection #2
Unannounced Observation
Evidence Collection #3
Composite

19. RSP submits evidence in the portal.
Evidence Collection
RSP submits evidence in the portal.
Evaluator receives notice that the walkthrough is submitted in the portal.
Evaluator can add evidence to the walkthrough in the portal.
11/8/2018

20. Formal Announced Observation
Growth or Improvement Plan
Evidence Collection #1
Formal Announced Observation
Evidence Collection #2
Unannounced Observation
Evidence Collection #3
Composite

21. Formal Announced Observation
Preconference notification.
RSP creates Service Plan and submits SP in portal.
Preconference to discuss SP.
Observation of at least 30 minutes.
Evaluator submits evidence in portal.
RSP can add evidence if desired.
11/8/2018

22. Formal Announced Observation
Post conference scheduled in portal.
RSP self evaluates on rubric in portal.
Evaluator marks areas of agreement.
Post conference to discuss remaining areas on rubric and complete combined rubric.
10 working days from preconference to post conference.
11/8/2018

23. Unannounced Observation
Growth or Improvement Plan
Evidence Collection #1
Formal Announced Observation
Evidence Collection #2
Unannounced Observation
Evidence Collection #3
Composite

24. Unannounced Observation
Observation of at least 30 minutes.
Evaluator submits evidence in portal.
RSP can add evidence if desired.
11/8/2018

25. Unannounced Observation
Post conference scheduled in portal.
RSP self evaluates on rubric in portal.
Evaluator marks areas of agreement.
Post conference to discuss remaining areas on rubric and complete combined rubric.
11/8/2018

26. Composite Growth or Improvement Plan Evidence Collection #1
Formal Announced Observation
Evidence Collection #2
Unannounced Observation
Evidence Collection #3
Composite

27. Composite conference scheduled in portal.
Composite Evaluation
Composite conference scheduled in portal.
RSP self-evaluates on composite.
Evaluator marks areas of agreement.
Composite conference to discuss remaining areas on composite.
Submission of final composite.
11/8/2018

28. The TDES process is 50% of a teacher’s final rating.
What is the other 50%?
The TDES process is 50% of a teacher’s final rating.
The remaining 50% will be based on student data, including test scores. RSPs have a default based on language in the CBA.
This ratio is mandated by the State of Ohio.
11/8/2018

29. What is the other 50%?
11/8/2018

30. Defining Excellent Practice
TDES RSP Rubric
Domain 1: Planning & Preparation
1a: Demonstrating knowledge of content and pedagogy
1b: Demonstrating knowledge of students
1c: Setting instructional outcomes*
1d: Demonstrating knowledge of resources
1e: Designing coherent instruction*
1f: Designing student assessment
Domain 2: Classroom Environment
2a: Creating an environment of respect and rapport
2b: Establishing a culture for learning that is challenging and rigorous*
2c: Managing classroom procedures*
2d: Managing student behavior*
2e: Organizing physical space
Domain 3: Instruction
3a: Communicating with students
3b: Using questioning and discussion techniques
3c: Engaging students in learning*
3d: Using assessment in instruction*
3e: Demonstrating flexibility and responsiveness
Domain 4: Professional Responsibilities
4a: Reflecting on teaching
4b: Maintaining accurate records*
4c: Communicating with families
4d: Participating in a professional community
4e: Growing and developing professionally
4f: Showing professionalism*
Time: 2 minutes
Materials: interactive handout
As we think about the great examples you just provided, it becomes clear that as a district, it is essential for all educators to have a common language that can be used to describe great teaching.
The TDES Teacher Rubric, an adaptation of the Danielson Framework for Teaching, is our guide for defining excellent instruction. The rubric is a research-based instrument, used successfully in districts across the country for many years. The framework is composed of four Domains:
Domain1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
We often say that Domains 1 and 4 are the “off-stage” domains, because they happen outside of the hours spent working directly with students. Domains 2 and 3 can be referred to as the “on-stage” domains.
Each domain is made up of 5 or 6 specific components of teaching. For example, in the Planning and Instruction domain, one component is 1a: Demonstrating knowledge of content and pedagogy.
You may have noticed that some of these components have an asterisk next to them. These are the “Power Components”, the components on the TDES Rubric most crucial to improving teaching and learning. They are used to assist in determining a final observation rating on the Composite between Skilled and Accomplished. We will cover exactly what the composite means at a later date.
NOTE EXAMPLES OF WHAT PARTICIPANTS HAVE SAID MAKES UP EXCELLENT INSTRUCTION WITH COMPONENTS OF THE FRAMEWORK. FOR EXAMPLE, IF A PARTICIPANT SAID CHECKS FOR UNDRESTANDING ARE AN IMPORTANT PART OF EXCELLENT TEACHING, NOTE THAT COMPONENT 3D INCLUDES CHECKS FOR UNDERSTANDING.

31. Identify three examples For Each…
Components of Domain #1
Identify three examples For Each…
Select a component from Domain #1.
Identify 3 examples of what this looks like in your position.
Write you ideas on a post-it note
Be ready to share.
5 Different Things: Plan for 15 – 20 Mins
At the Tables for the Teachers…… Make a Sign for Each Component
Signs: 5 Diff Groups
Directions:
Each Table Has a Sign with one of the Components of Domain #1
As a Group / Table - - Identify Three Things that you as the Teacher would plan / show evidence of in your Lesson Planning for your Content Area
Use the Easel Paper, to Post your Results as a Team
Give the Room Additional 5 Mins: Gallery Walk Around the Room - - to see ideas / strategies / resources you can leverage for your upcoming Lesson Planning for the upcoming School Year.
Open the Floor: A couple of Volunteers - - Share A Few Things You Observed - - GREAT to Leverage in you Toolkit Any Questions? Walking Around the Room To Assist…….
Post Table's Results on Easel Paper

32. Components of Domains 1-4
Identify three examples For Each…
As a group, review the components for the remaining 3 Domains.
Identify examples of what this looks in all 3 Domains for your position.
Write you ideas on a large post-it note
Gallery walk
Be ready to share
5 Different Things: Plan for 15 – 20 Mins
At the Tables for the Teachers…… Make a Sign for Each Component
Signs: 5 Diff Groups
Directions:
Each Table Has a Sign with one of the Components of Domain #1
As a Group / Table - - Identify Three Things that you as the Teacher would plan / show evidence of in your Lesson Planning for your Content Area
Use the Easel Paper, to Post your Results as a Team
Give the Room Additional 5 Mins: Gallery Walk Around the Room - - to see ideas / strategies / resources you can leverage for your upcoming Lesson Planning for the upcoming School Year.
Open the Floor: A couple of Volunteers - - Share A Few Things You Observed - - GREAT to Leverage in you Toolkit Any Questions? Walking Around the Room To Assist…….
Post Table's Results on Easel Paper

33. Lunch! Please return by 1:00

34. Thought Question
As you are thinking about this year’s goals, what might be some priorities?
What might be some ideas and discoveries you incorporate into your practice?

35. 2d: Managing Student Behavior
What does it look and sound like in a classroom with excellent management of student behavior?
Time: 8 minutes
Materials: interactive handout, poster paper, markers
We are going to shift gears slightly, but stay in the realm of Domain 2. Now, we are going to focus our attention on Component 2d: Managing student behavior, which is often directly tied to the success of Component 2c.
As we did earlier for Component 2c, as a group, you are going to take 5 minutes to discuss what a classroom with excellent management of student behavior looks and sounds like, recording your ideas on the poster paper.
CIRCULATE AMONGST GROUPS. LOOK FOR STRONG OR UNIQUE EXAMPLES.
Please stick your poster up on the wall (or place it in the middle of the table if that’s not an option). We are going to do a quick gallery walk to review the work of our peers. You will have 2 minutes to walk to the other groups and silently review their poster. As you review the other posters, note ideas that match or confirm your group’s thinking as well as new or unique ideas. When you return to your table, feel free to add or revise your group’s descriptions.
CIRCULATE WITH THE GROUPS. AFTER 2-3 MINUTES CALL EVERYONE BACK TO THEIR SEATS.
I saw some really great descriptions of what you might see in a classroom with excellent management of student behavior. Now we are going to take our brainstormed descriptions and look for alignment in the language of the Framework for Teaching.

36. 2d: Managing Student Behavior
Ineffective
Developing
Skilled
Accomplished
There is no evidence that standards of conduct have been established, and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive, or disrespectful of student dignity.
It appears that the teacher has made an effort to establish standards of conduct for students. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.
Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. Teacher response to student misbehavior is appropriate and respects the students’ dignity.
Standards of conduct are clear, with evidence of student participation in setting them. Teacher’s monitoring of student behavior is subtle and preventive, and teacher’s response to student misbehavior is research-based and sensitive to individual student needs. Students take an active role in designing, monitoring and implementing the standards of behavior and the classroom management system.
Time: 7 minutes
Materials: interactive handout
Above and on your handout, you can see the descriptor language for Component 2d: Managing Student Behavior.
With a partner, take a couple minutes to match your descriptions of a classroom with excellently managed student behavior with language from the Skilled and Accomplished levels of performance in Component 2d. For example, if you wrote down that you would see students following posted classroom rules, you could match that to the language in skilled that says “standards of conduct appear to be clear to students.”
BRING GROUP BACK TOGETHER
We’re going to continue looking at Component 2d, now with a focus for distinguishing between the four levels of performance. As we said earlier, these levels of performance describe a teacher’s practice in managing classroom procedures at four degrees of success. Independently, take 3 minutes to highlight key words that show the difference between levels of practice.
BRING EVERYONE BACK TOGETHER FOR WHOLE GROUP SHARE OUT
What words did you find were keys to distinguishing between ineffective and developing?
POSSIBLE ANSWERS INCLUDE: “no evidence of standards of conduct” vs. “teacher has made an effort to establish standards of conduct”
What words did you find were keys to distinguishing between developing and skilled?
POSSIBLE ANSWERS INCLUDE: “teacher has made an effort to establish standards of conduct” vs. “standards of conduct appear to be clear to students”
What words did you find were keys to distinguishing between skilled and accomplished?
POSSIBLE ANSWERS INCLUDE: “evidence of student participation in setting [standards of conduct]”, “teachers response to student misbehavior is appropriate” vs. “research based and sensitive to student needs”
FYI - POSSIBLE PUSHBACK
“what if there is no misbehavior” RESPONSE: Component 2d is unique, in that the absence of something can be evidence for the quality of a teacher’s practice. In other words, the absence of misbehavior is evidence that there are standards of conduct.

37. 3c: Engaging Students in Learning
What does a classroom with all students engaged in learning look and sound like?
Time: 7 minutes
Materials: interactive handout, poster paper, markers
As a group, you are going to take 5 minutes to discuss what a classroom with all students engaged in learning looks and sounds like, recording your ideas on the poster paper.
CIRCULATE AMONGST GROUPS. LOOK FOR STRONG OR UNIQUE EXAMPLES.
Please stick your poster up on the wall (or place it in the middle of the table if that’s not an option). We are going to do a quick gallery walk to review the work of our peers. This means you will have 2 minutes to walk to the other groups and silently review their poster. As you review the other posters, note ideas that match or confirm your group’s thinking as well as new or unique ideas. When you return to your table, feel free to add or revise your group’s descriptions.
CIRCULATE WITH THE GROUPS. AFTER 2-3 MINUTES CALL EVERYONE BACK TO THEIR SEATS.
I saw some really great descriptions. . Now we are going to take our brainstormed descriptions and look for alignment in the language of the Framework for Teaching.

38. 3c: Engaging Students in Learning
Ineffective
Developing
Skilled
Accomplished
Activities and assignments, materials, and groupings of students are inappropriate to the instructional outcomes, or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.
Students may not be actively engaged in learning. Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes, or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure but is not fully maintained.
Activities and assignments, materials, and groupings of students are fully appropriate to the instructional outcomes, and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.
Students are highly intellectually engaged throughout the lesson in significant learning, and make material contributions to the activities, student groupings, and materials. The use of instruction materials and resources engage students in the ownership of their own learning, and lesson is adapted as needed to the needs of individuals using an appropriate balance between teacher-directed and student-led learning to support individual learning and the structure and pacing allow for student reflection and closure.
Time: 7 minutes
Materials: interactive handout
Here you can see the descriptor language for Component 3c: Engaging Students in Learning. It is also printed in your handout. As with each component in the Framework for Teaching, there are four levels of performance: Ineffective, Developing, Skilled, and Accomplished. These levels of performance describe teaching practice at different stages of quality and impact. It is important to note that the levels describe teaching practice, not the teacher.
With a partner, take a couple minutes to match your descriptions of effective communication with students with language from the Skilled and Accomplished levels of performance in Component 3c. For example, you could connect “each pair of students explain their thinking behind the mathematical strategy they chose to use” to “all students are engaged in work of high level of rigor”.
BRING GROUP BACK TOGETHER
We’re going to continue looking at Component 3c, now with a focus for distinguishing between the four levels of performance. As we said earlier, these levels of performance describe a teacher’s practice in managing classroom procedures at four degrees of success. Independently, take 3 minutes to highlight key words that show the difference between levels of practice.
BRING EVERYONE BACK TOGETHER FOR WHOLE GROUP SHARE OUT
What words did you find were keys to distinguishing between ineffective and developing?
POSSIBLE ANSWERS INCLUDE: “activities, etc. are inappropriate…resulting in little intellectual engagement.” vs. “students may not be engaged”, “activities, etc. are partially appropriate…resulting in moderate intellectual engagement.” “the lesson has no structure or is poorly paced” to “recognizable structure but not fully maintained”
What words did you find were keys to distinguishing between developing and skilled?
POSSIBLE ANSWERS INCLUDE: “students may not be actively engaged” vs “students are engaged in work of high level of rigor”, “activities, etc. are partially appropriate” vs. “activities…are fully appropriate”. “recognizable structure but not fully maintained” vs. ‘structure is coherent, with appropriate pace”
What words did you find were keys to distinguishing between skilled and accomplished?
POSSIBLE ANSWERS INCLUDE: “all students engaged” vs “highly engaged, making material contributions to the activities, groupings, materials”. “activities, etc. are appropriate” vs. “materials/resources engage students in ownership of own learning”, “lesson is adapted to needs of individuals”, “structure is coherent” vs allows for student reflection and closure”
FYI POSSIBLE PUSHBACK:
How do you distinguish between partially and fully appropriate? RESPONSE: one, use your judgment and expertise around what is appropriate for ages and cultures based on your students, whom you know. Two, look at the impact the teacher’s choices have on students. Does it lead to student understanding? How well? Students responses will give you best evidence for how well something is appropriate for their learning.
How can students make contributions to activities, materials or groupings? RESPONSE: There are many ways this could happen, so we don’t want to be prescriptive and say this is the one thing you can do that would demonstrate this language in the rubric. However, we can see students make choices to drive their own learning by asking to check-in with a peer, by using a resource in the room, by adapting a handout to show their work.

39. What is Evidence?
Evidence is objective description of something observed. It makes no suggestion of quality.

40. Evidence vs. Interpretation
Evidence is…
Interpretation is…
Non-Judgmental
Teacher: when a car is accelerating its speed changes
Judgmental
The teachers’ explanation of acceleration was clear
Specific
4 of 10 students raised hands
2 students had side conversation
Generalized
Students were minimally engaged

41. Types of Evidence Direct quotes of teacher and students
What the teacher writes on the board
What students write on their paper
Description of materials and how they are used
Descriptions of what happened, in what order
The number of times something happens

42. Evidence vs. Interpretation
Evidence or
Sample Statement
Interpretation
1. Teacher says to walking students, “You should be sitting on
Evidence
the rug in 3 - 2 -
1. Thank you.”
2. T
sang days of the week song. Asks students to sing with her. 2
Evidence
of 15 students sang along.
3. Students transition to desks smoothly
and
get right to work.
Interpretation
4. John
answers “48 feet”. Teacher asks if the class agrees.
Evidence
5. The teacher
points to the definition of ‘osmosis’ on the board.
Interpretation
Students are not paying attention.
6. The teacher uses
questioning techniques like “turn and talk to
Interpretation
your partner” to engage students.
7. Desks
are organized in rows. A diagram of the geographic
Evidence
features is projected onto the board.

43. When to Provide Evidence:
Any area in which you identify yourself as Accomplished.
Events in the day’s lesson that happened prior to or after the evaluator was in the classroom.
If you disagree with the rating to support your claim.

44. 2016-2017 TDES Timeline August 29 Portal Opens
September 9 Growth/Improvement Plan
October 14 WT 1
November 18 FAO
December 16 Para D1/D4
January 20 WT 2
March 3 UA
March 23 Para D2/D3
April 7 WT 3
May 5 Composite Due Portal Closes

45. Questions Time: 5 minutes
SKIP IF NO QUESTIONS THAT SHOULD BE ANSWERED FROM THE FRONT OF THE ROOM

46. Time: <1 minute
Materials:
We also wanted to take a moment to say thank you. You do incredible work on behalf of all of our students and we appreciate that effort and impact, and want to extend a big thank you for your engagement today.

47. Contact Information: Megan Scully, TDES Coordinator Jessica Wilson, Executive Director of Talent Impact TDES Mailbox SGM Mailbox