1. 2013-2014 Ongoing Training Day 3

2. Welcome Back! [re]Orientation Lead Evaluator Training Background Agenda Review

3. Lead Evaluator Training New York State Teaching Standards and Leadership Standards Evidence-based observation Application and use of Student Growth Percentile and VA Growth Model data Application and use of the State-approved teacher or principal rubrics Application and use of any assessment tools used to evaluate teachers and principals Application and use of State-approved locally selected measures of student achievement Use of the Statewide Instructional Reporting System Scoring methodology used to evaluate teachers and principals Specific considerations in evaluating teachers and principals of ELLs and students with disabilities Year 1

4. Lead Evaluator Training From the Review Room: “Describe the process by which evaluators will be trained and the process for how the district will certify and re-certify lead evaluators. Describe the process for ensuring inter- rater reliability. Describe the duration and nature of such training.” Ongoing

5. Lead Evaluator Training Continue to collect evidence Use collected evidence to rate teachers on a rubric (with feedback) Manage the new system Employ growth-producing feedback to increase the quality of teaching Implement the Reform Agenda (RTTT) Ongoing

6. Lead Evaluator Training Or, to basically increase the likelihood that all of this can make a difference. Ongoing

7. FFT Scorer Distribution

8. NYSUT Scorer Distribution

10. Agenda Time Management Taking Stock Evidence Collection Growth Producing Feedback Difficult (and honest) Conferences End-of-the-Year Meetings Looking Ahead to Next Year

11. Revisiting from Last Session

12. Background Authors interviewed teachers, some successful and some struggling, and identified common concerns: Infrequent visits are unnerving Uncertain expectations create anxiety Waiting is difficult Sense of Disempowerment Lack of Helpful Information Remember from last time?

13. Directions Read each of the concerns. As a table, suggest some strategies you could employ to diffuse the concern. Remember from last time?

14. What if? One principal asked her teachers to do this – using their ideas for how to reduce anxiety and uncertainty.

15. Uncertain expectations create anxiety. Teachers tend to prefer announced visits to announced visits, as they allow for “mental preparation.” However, even in the case of announced visits, teachers often don’t know what to expect beyond the day and time of the visit.  I like to know in advance when I will be observed, however, too far in advance prolongs the anxiety.  The pre-conference helps reduce uncertain expectations. Unannounced visits always create anxiety but I don’t think there is anything you can do about it!  Being new to this APPR anxiety is high – not sure what to expect at each step.  Time, however, as long as administrative expectations are reasonable (i.e., sometimes students may be engaged in test taking/seatwork and it does not look like much) – then there’s a problem. I think the biggest thing for me is having the mental prep to know in advance you are coming. It calms me mentally when I know I can expect a visit.  Clear layout of how process works and expectations (which you do)  Very true – but just knowing is a little easier than the unknown  It’s difficult to change visits being unannounced, but even a 5 minute warning gives a few minutes to mentally prepare  Suggesting (stressing again) teachers become very familiar with the rubric because that is the criteria used in all evaluations.

18. Crunchtime 3-8 Testing AP Testing New CCLS-Regents APPR End-of-the-year preparation Thinking about next year And, oh yeah: students, teachers & parents

19. Time Management Kim Marshall, in the new edition of Rethinking Teacher Supervision, has a rubric. Take a few minutes and self-assess

22. The Year at a Glance Beginning of the Year Beginning of the year meeting Standards I and II SLO and local (LAT) target setting End of the Year Evidence from the year collected Compare collected evidence to the rubric Summative score determination and communication Ongoing Evidence Submission by Teacher Evidence Collection Sharing the evidence Feedback Conversations

24. The Year at a Glance Beginning of the Year Beginning of the year meeting Standards I and II SLO and local (LAT) target setting End of the Year Evidence from the year collected Compare collected evidence to the rubric Summative score determination and communication Ongoing Evidence Submission by Teacher Evidence Collection Sharing the evidence Feedback Conversations

25. The Year at a Glance Beginning of the Year Beginning of the year meeting Standards I and II SLO and local (LAT) target setting End of the Year Evidence from the year collected Compare collected evidence to the rubric Summative score determination and communication Ongoing Evidence Submission by Teacher Evidence Collection Sharing the evidence Feedback Conversations

26. Evidence Collection Collect evidence Clean it up Code it Sort it

27. Evidence Collection How did you do? At your table? Take a look at the rubric (but don’t score) Standards 6&7/Domain 4 So what?

29. The Year at a Glance Beginning of the Year Beginning of the year meeting Standards I and II SLO and local (LAT) target setting End of the Year Evidence from the year collected Compare collected evidence to the rubric Summative score determination and communication Ongoing Evidence Submission by Teacher Evidence Collection Sharing the evidence Feedback Conversations

30. Artifacts Examine some new artifacts. These artifacts are at the top of the pile, paper-clipped together. Take a look at them. Talk about them. Use the organizer.

31. Artifacts… and scoring Now take out the rubric from the back of the folder. How would you rate the teacher with these artifacts?

33. Folder Organization Please reorganize the folder: 1.Paper-clipped set of artifacts 2.Paper-clipped set of assessments 3.Lesson Plan 4.SLO & Roster 5.Rubric (in order)

34. Quick break

36. Taking Stock Reflect on the progress you have made this year:

38. Growth Producing Feedback Take a look at the updated continuum Now with another C column Calibration From Lipton and Wellman

39. The “Art and Skill” or Paraphrasing Paraphrasing is an important part of providing Growth Producing Feedback Lipton and Wellman have some practice for us Three types of paraphrasing: 1.Acknowledge and clarify 2.Summarize and organize 3.Shift the level of abstraction

40. Effective Paraphrases Acknowledge & Clarify Summarize and Organize Increase Level of Abstraction Decrease Level of Abstraction So, you’re noting… You're describing… In other words, there are… There seem to be two key issues… So, you’re comparing ___ with ___... So, your activities and assignments are designed for high student engagement… Your thinking about assessment in instruction includes efficiently providing the feedback to students

41. The “Art and Skill” or Paraphrasing With a partner, try out at least one scenario from every color in the “deck” Strategy to try on one side; scenario on the other

42. Difficult Conferences At your table, choose one of the two articles (make sure you divide up 50/50) Read your article Summarize the articles Talk about your challenges with difficult conversations How do you strategize difficult conversations?

43. Individual Meetings and/or Group Meetings

44. Meeting Plan (or Map*) Yes, it is about summative requirements But it is about more: –Reflection –School-wide reflection and progress toward goals –Setting the stage for next year

45. Meeting Plan (or Map*) Begin to fill out the organizer What are the things you want to address with everyone?

46. Preparing for the Meeting(s) What will your agenda be for the individual or group end-of-the-year meetings? Recall from last session that teachers report that uncertainty about process and expectations is a source of anxiety

47. Growth-Producing Feedback With your neighbor, plan your conversation with the teacher

49. Next Year Year One Cohort for New Administrators Ongoing Training (need your input) –Likely 3 sessions –Timing similar to last year? –Four sessions to choose from? –What else?

50. Closure: Next Year On note paper, write a quick letter to Jeff about what you would like to see included in or changed for Lead Evaluator Training, NEXT YEAR. Leave it at your table. Dear Jeff: