1. Evaluator Workshop for Personnel Evaluating Teachers Rhode Island Model The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2. 2 Checking In/ Do Now: Review the quote on p. 2 of your packet. Discuss with a colleague one way you plan to improve your feedback. GATHER & SORTINTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

3. 3 ► Welcome Back! ► Refining Observation ► Break ► Pushing Practice Through Feedback ►Close Analysis of the Rubric ► Planning for Your School ► Closure Agenda -- Rhode Island Model

4. 4 Rhode Island Model Learner Instructional Leader BIG IDEASDETAILS / QUESTIONS NEXT STEPS AS A LEARNERNEXT STEPS AS AN INSTRUCTIONAL LEADER

5. 5  Differentiated the number of observations and conferences by effectiveness levels  Stronger focus on accuracy and quality feedback Updates to Rhode Island Model for Teachers p. 5

6. 6  Reduction of required fields within EPSS  Rationale is required for each Domain (2 total text fields)  There is one text field for Priority Feedback Updates to Professional Practice

7. 7  Updated Professional Practice Rubric Language of instruction more closely aligned to Common Core Improvements consistent in all resources  FFTPS Module “Understanding the 2013 Edition” further clarifies alignment Updates to Professional Practice

8. 8  Differentiation the number of observations  Updated Professional Practice Rubric to align to Common Core  Reduction of required fields within EPSS How do you plan to message Professional Practice improvements to the educators that you work with? Updates to Professional Practice Participant Packet: Page 3

9. 9 ► Welcome Back! ► Refining Observation ► Break ► Pushing Practice Through Feedback ►Close Analysis of the Rubric ► Planning for Your School ► Closure Agenda -- Rhode Island Model

10. 10  Understand layout and functionality of online tools  Review different ways to take notes  Practice observation calibration protocol Refining Observation ONLINE TOOLS 1. FFTPS Calibration Modules 2. FFTES (For teachers)

11. 11 Was there a component that you feel your teachers could collectively work on? If so, which one? Online Tools for Professional Practice NEXT STEPS AS AN INSTRUCTIONAL LEADER Participant Packet: Page 3

12. 12  Note what you see and hear related to Professional Practice components:  Bullet statements  Lesson does not have to be scripted  Only evidence should be recorded (Remain self-aware to avoid opinion, interpretation, or bias) Refining Observation: Note-Taking

13. 13 3 Types of Observed Evidence of Practice 1.Words spoken by the teacher and students Ex. “Can anyone think of another idea?” 2.Actions by teacher and students Ex. “The students took 45 seconds to line up by the door.” 3.The appearance of the classroom Ex. “The objective for the class was written on the board.” Refining Observation: Note-Taking GATHER & SORTINTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

14. 14 Step 1: Watch video and take notes Step 2: Independently interpret and score evidence Step 3: Score observation as a small group Step 4: Whole group discussion about scores and rationale Calibration Protocol Mock Observation Independent Scoring Group Scoring Whole Group Conversation 10 min. 15 min. 16 min. 15 min.

15. 15  Observation notes need to focus on the components and do not need to be scripted  Calibration does not happen once; Observers need to continue to calibrate and refine their observational skills;  Accurate observations and actionable feedback will move practice Refining Observation Takeaways How might you work with your colleagues and teachers to remain calibrated this year? What benefits do you see in including teacher leaders in this work? Participant Packet: Page 4

16. 16 ► Welcome Back! ► Refining Observation ► Break ► Pushing Practice Through Feedback ► Close Analysis of the Rubric ► Planning for Your School ► Closure Agenda -- Rhode Island Model

17. 17 ► Welcome Back! ► Refining Observation ► Break ► Pushing Practice Through Feedback ► Close Analysis of the Rubric ► Planning for Your School ► Closure Agenda -- Rhode Island Model

18. 18 ► Welcome Back! ► Refining Observation ► Break ► Pushing Practice Through Feedback ► Close Analysis of the Rubric ► Planning for Your School ► Closure Agenda -- Rhode Island Model

19. 19  Understand the difference between rationale and feedback  Analyze options for delivering feedback Pushing Practice Through Feedback GATHER & SORTINTERPRETDEVELOP FEEDBACKDELIVER FEEDBACK

20. 20 Rhode Island Educator Data Point 66% of teachers made some level of change to their teaching practice as a result of the feedback received.

21. 21 Rhode Island Educator Data Point Is this what you would expect? Would you want your teachers to do anything different?  EDUCATOR SELF-REPORTED NEXT STEPS:

22. 22 Rationale and Feedback Rationale is... Evidence from observation Free from bias Grounded in the language of the rubric Format is flexible (bullet or narrative) GATHER & SORTINTERPRETDEVELOP FEEDBACKDELIVER FEEDBACK Feedback is… Clear and direct Supportive and constructive Grounded in the language of the rubric when possible Addresses a specific component Prioritized

23. 23 Critiquing rationale and feedback: 1.Review sample. 2.Would you adjust anything within the rationale? 3.What do you like about how this is written? Rationale and Feedback Taking perspective: 1.How do you think the educator might respond? 2.What do you think the educator will do after reading? 3.Would you adjust anything?

24. 24 Reflection Scenario:  Consider a hard conversation that you have not had with someone.  What is your concern? Why is it a concern?  Why do you think you have not said anything? Delivering Feedback GATHER & SORTINTERPRETDEVELOP FEEDBACKDELIVER FEEDBACK

25. 25 ► Welcome Back! ► Refining Observation ► Break ► Pushing Practice Through Feedback ► Close Analysis of the Rubric ► Planning for Your School ► Closure Agenda -- Rhode Island Model

26. 26  Understand key consideration for application of the rubric  Discuss challenging settings and components Close Analysis of the Rubric

27. 27  Professional Practice can be applied to all environments  Evaluators should apply their professional judgment and instructional leadership expertise to consider: 1.What is the appropriate adaptation for the learners in that classroom? 2.What is the essence of the component? 3.How is that educator working within that component to ensure access to the curriculum? 4.What type of actionable feedback could be provided to that/those educators? Close Analysis of the Rubric 1 2 3 4

28. 28 Discuss & Envision Sample Setting Review Component Language Chart Suggestions for Possible Evidence Gallery Walk to Review What is the essence of the component? What might that look like within that setting? Which setting are you thinking about? What might you see and hear in this type of classroom? How might the educator tailor their instruction to meet appropriate standards? 10 min Close Analysis of the Rubric Participant Packet: Page 8

29. 29  Utilize professional judgment  Consider the essence of the component  Engage with educators to better understand what instruction for that component might look like Close Analysis Takeaways BIG IDEASDETAILS / QUESTIONS NEXT STEPS AS A LEARNERNEXT STEPS AS AN INSTRUCTIONAL LEADER

30. 30 ► Welcome Back! ► Refining Observation ► Break ► Close Analysis of the Rubric ► Pushing Practice Through Feedback ► Planning for Your School ► Closure Agenda -- Rhode Island Model

31. 31  Consider the impact of differentiated process on evaluator caseload  Collaborate to think through next steps at the school level  Build on the timeline and reflection from Day 1 Planning for Your School

32. 32  Differentiation sets the minimum number of observations  Districts and schools may consider what works best for them Impact of the Differentiated Process

33. 33 Planning for Your School Goal What is one goal that I will set as a result of this training? Obstacle Is there something I need to overcome to accomplish this goal? Action What action step(s) will I take to overcome the obstacle? Learning What is one thing that I learned today that will help me reach my goal? Be prepared to share out one thing (goal, obstacle, action or learning) with the group. 

34. 34 ► Welcome Back! ► Refining Observation ► Break ► Close Analysis of the Rubric ► Pushing Practice Through Feedback ► Planning for Your School ► Closure Agenda -- Rhode Island Model

35. 35 Your feedback is important. Please complete the survey located at: https://www.surveymonkey.com/s/2013_Day2_TE Closure RIDE website: http://www.ride.ri.gov/www.ride.ri.gov Evaluation email: EdEval@ride.ri.govEdEval@ride.ri.gov *RIDE staff members will respond to your context-specific questions.