TDES for New Teachers Megan Scully, TDES Coordinator

TDES for New Teachers Megan Scully, TDES Coordinator
Time: 1 Minute

Think about a lesson you felt was highly effective..
Thought Question Think about a lesson you felt was highly effective.. What were the elements that led you to this decision? *Write down the elements on a post-it and be ready to share

Megan Scully, TDES Coordinator
Introductions Megan Scully, TDES Coordinator Deborah Paden, Resident Educator Coordinator Jacquinette Brown, Director of Professional Development Cheryl Shelton, Office of Professional Development

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

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.

Question Protocol

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

Teacher Development and Evaluation System
What is TDES? Teacher Development and Evaluation System 11/16/2018

What is the research? Enhancing Professional Practice: A Framework for Teaching, 2nd edition, by Charlotte Danielson. 11/16/2018

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 11/16/2018

More opportunities for observation. Evidence-based evaluation.
How is TDES different? More opportunities for observation. Evidence-based evaluation. Opportunities for conversation and reflection. 11/16/2018

Teachers: building administrators Paras: building administrators
Who evaluates me? Teachers: building administrators (Principal, Assistant Principal, or CIS) Paras: building administrators Other staff: supervisors or principals Evaluator will be the same for all steps (unless a leave occurs) 11/16/2018

When will I be evaluated?
There are “5 Touches” Walkthrough 1 (October 6 ) Formal Announced Observation (November 17) Walkthrough 2 (February 2) Unannounced Observation (March 9) Walkthrough 3 (April 13) Final Composite (Portal Closes May 4) 11/16/2018 11/16/2018 13

There are “5 Touches” (Year-Round)
When will I be evaluated? There are “5 Touches” (Year-Round) Walkthrough 1 (September 8 ) Formal Announced Observation (November 9) Walkthrough 2 (December 22) Unannounced Observation (February 16) Walkthrough 3 (March 23) Final Composite (Portal Closes May 4)

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. 11/16/2018

What is the Process? Growth or Improvement Plan Walk-through 1
Formal Announced Observation Walk-through 2 Unannounced Observation Walk-through 3 Composite We will return to this process later this afternoon.

What is the Process? Growth or Improvement Plan Walk-through 1
Formal Announced Observation Walk-through 2 Unannounced Observation Walk-through 3 Composite

Growth Plan or Improvement Plan
Growth Plan: Teacher sets goals and evaluator reviews goals and comments. Both teacher and evaluator sign. Improvement Plan: Evaluator sets goals and meets with teacher to review goals and create a plan. Both teacher and evaluator sign.

Growth Plan Select areas of strengths and areas for growth in each of the 9 Power Components. 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

Walk-throughs Growth or Improvement Plan Walk-through 1

Informal 5-15 minute observation of practice
Walk-throughs Informal 5-15 minute observation of practice Evaluator records evidence of the teacher’s practice Teacher receives notice that evidence is submitted in the portal Teacher has the option to add evidence to the portal Post-conference is optional

Formal Announced Observation
Growth or Improvement Plan Walk-through 1 Formal Announced Observation Walk-through 2 Unannounced Observation Walk-through 3 Composite

Formal Announced Observation (1 of 2)
Evaluator schedules the FAO and pre-and post-conferences Teacher submits lesson plan through the portal Teacher and evaluator hold a pre-conference to discuss the lesson plan Evaluator observes lesson for at least 30 minutes Evaluator submits evidence; teacher can submit evidence

Formal Announced Observation (2 of 2)
Teacher self-assesses on the rubric Evaluator marks areas of agreement on the rubric and shares with the teacher Teacher and evaluator meet for the post- conference to discuss and complete rubric All must occur within 10 working days from pre-conference to post-conference.

Unannounced Observation
Growth or Improvement Plan Walk-through 1 Formal Announced Observation Walk-through 2 Unannounced Observation Walk-through 3 Composite

Unannounced Observation (1 of 2)
Evaluator conducts classroom observation of at least 30 minutes. Evaluator submits evidence in the portal; teacher can add evidence if desired. Evaluator schedules post-conference in the portal.

Unannounced Observation (2 of 2)
Teacher-self assesses on the rubric. Evaluator marks areas of agreement on the rubric. Teacher and evaluator meet for a post-conference to discuss ratings and complete rubric. All must occur within 10 working days from observation to post-conference.

Composite Growth or Improvement Plan Walk-through 1

Composite – Final step to arrive at overall observation rating
Evaluator schedules steps in the portal. Teacher self-assesses on Composite rubric. Evaluator marks areas of agreement Evaluator and teacher meet for Composite conference to discuss. Evaluator determines final Composite rating. Must be completed by May 4 when portal closes.

Defining Excellent Instruction
TDES Teacher 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.

Power Components TDES Teacher 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: 1 minute

What are the Power Components?
1c: Setting instructional outcomes 1e: Designing coherent instruction 2b: Establishing a culture for learning that is challenging and rigorous 2c: Managing classroom procedures 2d: Managing student behavior 3c: Engaging students in learning 3d: Using assessment in instruction 4b: Maintaining accurate records 4f: Showing professionalism

Lunch! Please return by 1:00

Thought Question As you are thinking about instructional planning and assessment, what might be some priorities? What are some ideas and discoveries you may incorporate into your teaching?

Each table has a sign with 1 component.
Domain 1 Activity Each table has a sign with 1 component. As a table, identify 3 things that would use in planning your lessons to incorporate this component. Post results on the corresponding poster. Gallery Walk

Identify three examples For Each…
Components of Domain #1 Identify three examples For Each… 1a. Demonstrate 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 Assessments 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

2c: Managing Classroom Procedures
What does it look and sound like in a classroom with strong routines and procedures? Time: 8 minutes Materials: interactive handout, poster paper, markers Each table has a piece of poster paper and some markers. As a group, you are going to take 5 minutes to discuss what a classroom with strong routines and procedures 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 of what you might see in a classroom with strong routines and procedures. Now we are going to take our brainstormed descriptions and look for alignment in the language of the Framework for Teaching.

2c: Managing Classroom Procedures
Ineffective Developing Skilled Accomplished Much instructional time is lost due to inefficient classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties. Some instructional time is lost due to only partially effective classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties. Little instructional time is lost due to classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties. Time: 7 minutes Materials: interactive handout Here you can see the descriptor language for Component 2c: Managing Classroom Procedures. This is also available on 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 a classroom with strong routines and procedures with language from the Skilled and Accomplished levels of performance in Component 2c. For example, if you wrote down that a classroom with strong routines would pass out materials quickly and safely, you could match that to the language in skilled that says little instructional time is lost due to handling of supplies. BRING GROUP BACK TOGETHER We’re going to continue looking at Component 2c, 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: “MUCH INSTRUCTIONAL TIME IS LOST” VS “SOME INSTRUCTIONAL TIME IS LOST”; “INEFFICIENT CLASSROOM ROUTINES AND PROCEDURES” VS “PARTIALLY EFFECTIVE CLASSROOM ROUTINES AND PROCEDURES” What words did you find were keys to distinguishing between developing and skilled? POSSIBLE ANSWERS INCLUDE: “SOME INSTRUCTIONAL TIME IS LOST” VS. “LITTLE INSTRUCTIONAL TIME IS LOST” What words did you find were keys to distinguishing between skilled and accomplished? POSSIBLE ANSWERS INCLUDE: “STUDENTS CONTRIBUTE” AND “SEAMLESS OPERATION” IN ACCOMPLISHED FYI POSSIBLE PUSHBACK: “it is unclear what ‘some’ or ‘little’ mean” RESPONSE: “As the instructional leaders in your building, we have trust in your ability to draw upon your experience and expertise to determine if “some instructional time is lost” or “little instructional time is lost”. We do not want to give you strict time requirements (e.g., 5 minutes) or prescriptions that limit your ability to collect evidence and coach a teacher.

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.

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.

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.

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.

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

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

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

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.

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.

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 SGM This ratio is mandated by the State of Ohio 11/16/2018

What is the other 50%? 11/16/2018

2017-2018 TDES Timeline August 21 Portal Opens
September 8 Growth/Improvement Plan October 6 WT 1 November 17 FAO February 2 WT 2 March 9 UA April 13 WT 3 May 4 Composite Due Portal Closes

2017-2018 TDES Timeline Year-Round Schools
July 25 Portal Opens August 18 Growth/Improvement Plan September 8 WT 1 November 9 FAO December 22 WT 2 February 16 UA March 23 WT 3 May 4 Composite Due Portal Closes

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

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.

Contact Information: Megan Scully, TDES Coordinator TDES Mailbox SGM Mailbox

TDES for New Teachers Megan Scully, TDES Coordinator

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