1. TDES Redesign Quarter 1 School Team Training
August 26 & 29, 2019
Time: 1 minute

2. Agenda Objectives & Introductions Connection to Prior Learning PGP
Check In and Conference
TDES Rubric: HQD Changes
FAO Process & Dates
Closing
This slide outlines the agenda for the TDES training. Items with an asterisk are intended for the TDES Team and Network Support Leader training. For building trainings, please update the slide to remove the items with an asterisk. For the building trainings, you may break up the activities across multiple sessions. Update the slide to reflect the agenda for the current session.
Explain:
“Here is the agenda for today’s training session. We’re first going to introduce the changes to TDES. Then we’ll spend some time discussing the reframing of TDES as a system that supports educators with improving their practices. We’ll take a deep dive into the TDES Rubric, exploring the changes in the language. (For TDES Team training only) Then we’ll give you some time to reflect on the training activities and discuss and plan how you might facilitate similar professional learning activities with your own building staff.”
“After lunch, we’ll explore what evidence is and what counts as evidence, particularly for high-quality student data. (For TDES Team training only) Then we’ll give the TDES Teams time again to reflect on the activities and plan for how to facilitate this training in your school buildings.”
“Next, we’ll look at developing growth and improvement plan and the changes within the TDES Portal, and we’ll discuss next steps, including important TDES timelines and plans for conducting your building training sessions. We’ll end today’s session with you completing a feedback survey to help us improve these training sessions in the future.”

3. Objectives: Today We Will . . .
Connect to our prior learning in the July Training
Compare and contrast the responsibilities of the evaluator and the professional with the PGP & IP
Understand the high quality data changes to the Rubric
Identify the procedures for an FAO
Clarity for implementation
Explain:
“Our goals for today’s session are for you to understand the changes in TDES and for you, as a TDES Team, to be prepared to conduct initial kickoff training to building staff. In addition, we want you to build cohesion as a team to facilitate trainings and to support TDES throughout the school year.”

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
Explain:
“Before we dive too deeply into our work together this year and the training we have planned for today, I want to share a few norms and expectations to maximize the experience for everyone in the room.
We recognize that our time together is limited, 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 that 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 we 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, 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 educators and tens of thousands of students.
Last, 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 among 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. Are there any other norms you recommend we add to this list so that we can be sure we have a productive and successful day?”
Add any additional norms agreed on by the group to chart paper posted in the room. If you decide to use a parking lot, introduce its use and location at this time as well.

5. School Team Roles
Activity: In 30 seconds or less, identify the following present team members for active roles to support our learning. Depending on your group size, you may have more than one role.
Facilitator
Timekeeper
Recorder
Presenter
Process Observer
Group Member on Deck
Resource Officer
Explain:
“Our goals for today’s session are for you to understand the changes in TDES and for you, as a TDES Team, to be prepared to conduct initial kickoff training to building staff. In addition, we want you to build cohesion as a team to facilitate trainings and to support TDES throughout the school year.”

6. Connection to Prior Learning
Activity: In your school teams, have a facilitated group discussion in four minutes about the following probing questions:
What were your specific learning take aways from your July training?
What went well in your school training? Why?
What could have been improved in your school training? Why?
What knowledge gaps does your school staff still have?
Explain:
“Our goals for today’s session are for you to understand the changes in TDES and for you, as a TDES Team, to be prepared to conduct initial kickoff training to building staff. In addition, we want you to build cohesion as a team to facilitate trainings and to support TDES throughout the school year.”

7. Compare and Contrast
Activity: In your school team, compare and contrast the roles of the evaluator and the professional in the Growth Plan and Improvement Plan process. How are the roles different or similar? Be sure to keep in mind the new language in your Guidebook. Be prepared to report out. (7 minutes) Report Out
Explain:
“Our goals for today’s session are for you to understand the changes in TDES and for you, as a TDES Team, to be prepared to conduct initial kickoff training to building staff. In addition, we want you to build cohesion as a team to facilitate trainings and to support TDES throughout the school year.”

8. Growth Plans and Improvement Plans
Professional Growth Plans
Professional Improvement Plans
Two goals: one goal based on a TDES component and one goal based on an element from the standards (the link for professional standards is listed on the TDES website)
Evaluator will work with the professional to set at least two no more than three goals based on a TDES component and one element from the standards. Review the previous year’s progress when determining goals and plan to achieve goals.
Guide professional’s work for the year
Discussed at post-conferences
Assessed at the end of the year
Review value-added data, if applicable
Explain:
“As part of TDES, professionals will still be required to complete either a professional growth plan or professional improvement plan. A professional improvement plan is triggered by receiving an overall rating of ineffective or receiving a rating of ineffective in one or more of the power components (i.e., 1c, 1e, 2b, 2c, 2d, 3c, 3d, 4b, and 4f). All other professionals will complete a professional growth plan. Both plans are designed to help professionals improve their instructional practices and to serve as a guide for the professional’s work for the school year. The plans are based on at least two goals: one goal based on a TDES component and the other goal based on an element from the Ohio State Standards for Teaching. For the professional improvement plan, the evaluator will work with the professional to set at least two goals but no more than three goals. Both plans will be discussed at post-conferences and assessed at the end of the year. When applicable, professionals who are assigned to a grade level or subject area with value-added data will review that data during the professional growth plan or professional improvement plan conference.”

9. Overview of Changes to Growth Plans During Off Years
Accomplished
Skilled
Develop a self-directed professional growth plan
Jointly develop a professional growth plan
One check-in visit
Conference
Explain:
“Professional growth plans will be different for professionals rated accomplished or skilled during their off years. Professionals rated accomplished will be formally evaluated once every 3 years. For those 2 off years, the professional will develop a self-directed professional growth plan. The plan will still be based on two goals, but professionals will determine their goals based on personal professional development needs, the ratings on the rubric, or other areas in need of growth. Professionals rated skilled will be formally evaluated every other year. For the 1 off year, these professionals will jointly develop a professional growth plan with their evaluator. The professional will write initial goals based on professional development needs, the ratings on the rubric, and other areas in need of growth or improvement. The evaluator will review the goals and meet with the professional to mutually determine the final goals for the plan.”
“During the off years, both accomplished and skilled professionals will have one check-in visit and conference focused on how the professional is progressing on the goals in the growth plan. The purpose of the growth plans, check-in visit, and conference is to help support even our best educators to continue to grow and improve their professional practices.”

10. Overview of Growth Plan Check-In
Professional and evaluator schedule the check-in.
Evaluator visits classroom for up to 30 minutes to observe practice.
Evaluator may use the Growth Plan Check-In Form to document that the Check-In occurred
No evidence is uploaded to the TDES Portal
What if there are two off-stage goals?
Explain:
“The growth plan check-in only occurs during the off years for professional rated accomplished or skilled. The evaluator and the professional schedule when the growth plan check-in should occur, which will help ensure that the check-in occurs during a time when the professional is doing a lesson or plans to work on an area identified in the growth plan. The evaluator will visit the classroom for at least 30 minutes to observe the professional’s practice. The focus of the observation and feedback will be on the goals identified in the growth plan. For example, if one of the goals is on questioning techniques, then the evaluator will focus observation and feedback on that piece of the instructional practice instead of on the entire TDES Rubric. The evaluator will provide feedback on the visit during the conference and will note the professional’s progress on the growth plan in the portal.”

11. Professional Growth Plan (PGP) Check-In Form
Note if the PGP is Self-Directed or Collaborative
Goal Statements and Evidence Indicators are taken directly from the Professional Growth Plan in the portal.
Dates – note the date of the check-in and conference
Areas for Professional Growth – add supports or resources that can assist
The check-in form is only to be used to document that the check-in occurred and is not uploaded into the TDES Portal

12. Overview of Growth Plan Conference
Professional and evaluator schedule the PGP Conference.
The conference should be scheduled within 10 working days of the check-in.
Professional and Evaluator meet for up to 20 minutes.
Evaluator focuses on providing feedback on the goals identified in the growth plan.
Evaluator notes in the TDES portal the professional’s progress at the conference. This is under the Growth Plan Tab.
Progress towards professional goals is intended to be developmental for the professional, and is not to be used for discipline.
Explain:
“The growth plan check-in only occurs during the off years for professional rated accomplished or skilled. The evaluator and the professional schedule when the growth plan check-in should occur, which will help ensure that the check-in occurs during a time when the professional is doing a lesson or plans to work on an area identified in the growth plan. The evaluator will visit the classroom for at least 30 minutes to observe the professional’s practice. The focus of the observation and feedback will be on the goals identified in the growth plan. For example, if one of the goals is on questioning techniques, then the evaluator will focus observation and feedback on that piece of the instructional practice instead of on the entire TDES Rubric. The evaluator will provide feedback on the visit during the conference and will note the professional’s progress on the growth plan in the portal.”

13. PGP & IP Due Dates and Check in Form
PGP/IP Due: September 13, Year Round September 27, Traditional & RSP PGP Check in: Quarter 2 (October 14-December 20) or Quarter 3 (January 7-March 6) PGP Conference: Quarter 2 or 3 (see dates above)
Explain:
“Our goals for today’s session are for you to understand the changes in TDES and for you, as a TDES Team, to be prepared to conduct initial kickoff training to building staff. In addition, we want you to build cohesion as a team to facilitate trainings and to support TDES throughout the school year.”

14. In the context of TDES, why is this quote relevant
In the context of TDES, why is this quote relevant? Popcorn out take 3-6 responses.
There were really two types of responses to this question. The first had to do with students as learners. They understood that a teacher that understood their strengths, weaknesses, and interests would be better able to help them to be successful academically.
The other reason why students thought it was important for teachers to get to know their students was so that they would know them as people. They felt it was important for their teacher to know them so that they could help them when they were upset, having a difficult time with friends or the other things that were going on in their busy lives. 

15. 1b: Demonstrating knowledge of students
Component
Ineffective
Developing
Skilled
Accomplished
1b: Demonstrating knowledge of students
Teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. Teacher does not draw upon sources of high-quality student data.
Teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole, using one method of information-gathering. Teacher draws upon an analysis of a single source of high-quality student data.
Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. Teacher draws upon an accurate analysis on multiple sources of high-quality student data for groups of students.
Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. Teacher draws upon an accurate analysis of purposefully chosen and appropriate sources of high-quality student data for individual students.
Why are we here, to look at the components that were changed and how based on the feedback we received from session 1, people wanted more guidance on how to use HQSD in the components.
We will start with 1B
Take a minute to read 1B again Unpack 1B with them, point out that most of the summative/numerical/quantitative data will provide information about the skills, language proficiency, and special needs of students, How do we go about collecting and analyzing high quality student data around the backgrounds, cultures and interests?

16. Each envelope contains several sources of high quality student data.
Take an inventory of what data sources you have and what general information each provides.
Share out at your table.
We want you to think about how you use the data that you choose. What does it indicate about groups of students? Individuals?
Exercise/activity provided a lot of quantitative data and some blank survey, inventories , that are samples spend about 10 minutes to take an inventory of what data sources you have and what information does each source give me?
Get responses from table groups about what data they have and the info it provided.

17. Discuss how this evidence is captured in the portal.
Choose 2 sources of data that you could use as evidence for demonstrating knowledge of your students.
Analyze the information provided. What does it tell you about your class? Groups of students? Individual students?
For the artifacts that do not have example data included, you can create a scenario of what your class results might look like and explain how you might use that data. How do the results affect classroom decisions?
Discuss how this evidence is captured in the portal.
Which 2 sources would you use to demonstrate your knowledge of students for 1B, what do those sources tell you about your class, groups of students, individual students? 15 minutes Analyze-highlighters
Now that you have made your selections, how will this be captured in the portal?
Allow time for people to report out what they chose and what is showed.
Now that you took a lot of time with getting to know your students both academically and as a person, this information will help you in all areas when you plan your instruction.

18. Formal Announced Observations

19. Formal Announced Observation (1 of 2)
Evaluator and professional collaboratively agree upon the FAO dates for the observation, pre-and post-conferences
Professional submits lesson plan through the portal prior to the pre-conference
Professional and evaluator hold a pre-conference to discuss the lesson plan
Evaluator observes lesson for at least 30 minutes
Evaluator submits evidence within 24 hours of the event; professional can submit evidence within hours after receiving evaluator evidence.

20. Formal Announced Observation (2 of 2)
When adding evidence, both the evaluator and professional should clearly label any attachments with a specific component
Professional self-assesses on the rubric
Evaluator marks areas of agreement on the rubric and shares with the professional.
Professional and evaluator meet for the post- conference to discuss areas not agreed upon and complete the rubric
All must occur within 10 working days from pre-conference to post-conference.

21. Formal Announced Observation
If the FAO does not occur when scheduled, the originally submitted TDES lesson plan and evidence in the portal will be used for Domain 1 evidence. A mutually agreed upon date and time will be rescheduled for the observation and post-conference to capture Domain 2, 3, and 4 evidence.
If a teacher is rated Ineffective, they will have a walkthrough prior to their FAO.

22. Formal Announced Observation Timelines
The complete FAO process (pre-conference, FAO, and post-conference) need to be completed within 10 days
All Formal Announced Observations need to be completed prior to December 13.
Build a schedule with collaboratively agreed upon dates to insure completion prior to the deadline
Explain:
“The growth plan check-in only occurs during the off years for professional rated accomplished or skilled. The evaluator and the professional schedule when the growth plan check-in should occur, which will help ensure that the check-in occurs during a time when the professional is doing a lesson or plans to work on an area identified in the growth plan. The evaluator will visit the classroom for at least 30 minutes to observe the professional’s practice. The focus of the observation and feedback will be on the goals identified in the growth plan. For example, if one of the goals is on questioning techniques, then the evaluator will focus observation and feedback on that piece of the instructional practice instead of on the entire TDES Rubric. The evaluator will provide feedback on the visit during the conference and will note the professional’s progress on the growth plan in the portal.”

23. Appeals
A professional can file an appeal on their FAO within ten (10) working days of the post-conference.
The appeal is ed to the Network Leader. Please be specific. Note any procedural errors and/or what components you are asking to be reviewed.
The Network Leader has ten (10) working days to respond.
If not resolved, the professional can forward the appeal to the TDES Co-Chairs at
The TDES Co-Chairs have ten (10) working days to respond.

24. FAO True or False True or False Sample Statement
1. The FAO pre-conference, observation, and post-conference need to occur within 10
True
working days 2.
The evaluator can determine the date and time of the FAO Observation
False
3. The professional completes the TDES Lesson Plan in the portal before the pre-conference.
True
4. The professional has ten (10) days from the post-conference to file an appeal
True
5. The professional self-assesses on the rubric at the post-conference.
False
6. The evaluator marks areas of agreement on the rubric prior to the post-conference.
Review each of the examples and ask participants to state whether the example statement is evidence or interpretation.
Explain:
“Let’s go through each of these example statements. Let us know if the statement is evidence or interpretation and why.”
True
7. The professional can upload evidence into the portal a week after they receive
False
evidence from the evaluator

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

26. TDES Redesign FAQs Do Accomplished teachers write a growth plan?
Is Walkthrough 1 required for everyone before the FAO?
Do limited contract teachers rated Skilled or Accomplished in need to be evaluated this year?
Do teachers applying for their continuing contract this year need to be evaluated?
Are teachers who defaulted to Skilled in an off-year?
Are more than 2 data sources required to receive an Accomplished rating in a component?
Do Art teachers need to upload student learning data for ALL of their students to be rated Skilled or Accomplished in a component?
Are new teachers required to attend 6 hours of training outside of their building?
Are all paraprofessionals being evaluated this year?
How do I know who in my building needs evaluated?

27. 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.