1. April 10, 2012

2. Webinar Logistics  Everyone is muted  Use the chat function to make a comment or ask a question  You may chat privately with individuals on your team  If you have problems, you may send William Bentgen a message via the chat function or an email at williamb@ccsso.org 2

3. Welcome

4. Poll

5. Please note where you are in the process of developing your ToA a)Our state team has a written theory of action (ToA), and we are seeking ideas for how to refine it. b)Our team has a written ToA and we are seeking confirmation that it is in good shape. c)Our team currently has ideas formed about our ToA, but nothing in writing. d)We are just starting discussions about our ToA. e)We are wondering, what is a ToA? 5

6. Educator in Residence  Terry Janicki  Educator in Residence  Context for Theory of Action Work 6

7. Participants will:  Become familiar with the elements of a Theory of Action (ToA)  Consider criteria for evaluating their ToA  Observe state teams in engaging in coaching to design and refine their ToAs  Receive advanced information about the Summit 7

8. Liz City  Elizabeth A. City  Co-Director, Doctor of Education Leadership (Ed.L.D.) Program, and Lecturer on Education, Harvard Graduate School of Education 8

9. Theory of Action: The Basics (“What”)  If..., then... statements—causal links in a chain  Falsifiable: we should be able to prove whether they are true or not through data collection/analysis  Identifies where to focus energy and effort  Focuses on the instructional core  Storyline TEACHER CONTENT STUDENT TASK

10. Theory of Action—Why?  Providing a common language for what we’re trying to accomplish  Connecting action to results  Making the implicit explicit  Diagnosing critical or weak links in your improvement strategy  Cutting through the clutter

11. Tips for drafting your own ToA  Consider:  Implicates you?  Storyline?  Missing links? Black boxes? “Then a miracle happens”?  Problematic connections? What can you do to anticipate and respond to them?

12. Tips for drafting your own ToA  Consider:  Connected to the instructional core?  Capacity? Who needs to learn what?  Iterative! All theories of action are works in progress

13. Educator in Residence  Mary-Dean Barringer  Educator in Residence  Introducing the New Hampshire Team 13

14. New Hampshire Team  Randy Bell  Superintendent, Hudson School District, Hudson  Irv Richardson  Coordinator for Public Education and School Support, NEA-New Hampshire  Karen Soule  Division of Program Support Administrator, Bureau of Credentialing, New Hampshire Department of Education  Ashley Frame  Teacher and Lead Teacher, SAU-64 14

15. New Hampshire ToA 15 IFTHEN IF

16. Educator in Residence  Holly Boffy  Educator in Residence  Introducing the Missouri Team 16

17. Missouri Team  Karla Eslinger  Assistant Commissioner, Missouri Department of Elementary and Secondary Education  Paul Katnik  Office of Educator Quality, Missouri Department of Elementary and Secondary Education 17

18. Missouri Theory of Action  The Theory of Action was developed by hundreds of educators representing current practitioners teaching and leading in schools, educator preparation institutions and every major education organization in the state. It is founded on the belief that improving educator practice improves student performance. 18

19. Missouri Educator Evaluation System Assess baseline performance accurately and reliably to identify growth opportunities Focus feedback and learning to address areas of growth Validate and replicate improved educator performance Develop an effective and aligned system producing higher student performance If the evaluation system provides accurate, reliable data identifying growth opportunities in educator performance, then focused feedback and learning can be applied that generates growth. 19

20. Missouri Educator Evaluation System Assess baseline performance accurately and reliably to identify growth opportunities Focus feedback and learning to address areas of growth Validate and replicate improved educator performance Develop an effective and aligned system producing higher student performance If focused feedback and learning address specific growth opportunities, then improved educator performance can be validated and replicated. 20

21. Missouri Educator Evaluation System Assess baseline performance accurately and reliably to identify growth opportunities Focus feedback and learning to address areas of growth Validate and replicate improved educator performance Develop an effective and aligned system producing higher student performance If improved educator performance is validated and replicated, then an aligned and effective system will produce improved student performance. 21

22. Missouri ToA continued 22 The evaluation system provides accurate, reliable data identifying growth opportunities in educator performance, Focused feedback and learning can be applied that generates growth. Focused feedback and learning address specific growth opportunities Improved educator performance can be validated and replicated.. Improved educator performance is validated and replicated, improved student performance. An aligned and effective system will produce improved student performance. IF THEN

23. Getting it right: Key Principles  Is systemic and addresses improvement of professional practice at all levels from preparation through retirement  Is precise to ensure accurate identification of areas of strength and areas to improve but simple enough to ensure being manageable 23 Precision Simplicity

24. Closing Remarks  Liz City 24

25. Upcoming Webinars 25  April 19 – Team Lead webinar  May 15 – Key issues from Summit  May 22 – Teaching Progressions  June 12 – Principal Pipeline 2:00 to 3:00 pm Webinar 3:00 to 3:30 pm Chat (All times EDT)

26. Questions and Answers 26

27. Thank you 27