1. District In-Service October 14, 2013

2. The principal reason for releasing the 2013 edition of The Framework for Teaching Evaluation Instrument was to respond to the instructional implications of the Common Core State Standards (CCSS): Active (rather than passive) learning Active (rather than passive) learning Deep conceptual understanding, thinking and reasoning Deep conceptual understanding, thinking and reasoning Students taking a position and supporting it with logic and evidence. Students taking a position and supporting it with logic and evidence.

3. Collapses Domains 1 and 4 to a single score each (no components)  Each Domain is worth 15% in the summative.Collapses Domains 1 and 4 to a single score each (no components)  Each Domain is worth 15% in the summative. Changes to Domains 2 and 3 are underlined in your packet.  Each Domain is worth 35% in the summative.Changes to Domains 2 and 3 are underlined in your packet.  Each Domain is worth 35% in the summative.

4. Observations ANNOUNCEDUNANNOUNCED Non-tenured, Years 1 & 2 1 short, 1 long1 long (3rd window) Non-tenured, Years 3 & 4 1 short2 long Tenured 1 short1 short, 1 long **Long observations are one full lesson, Short observations are 20 minutes in length.

5. Teachscape- Reflect Year 1 & 2 teachers will see two announced This section appears for everyone but only applies to 4-8 Mathematics and ELA teachers

6. TEACHSCAPE Things to Know: Interface looks slightly different but works the sameInterface looks slightly different but works the same Click on an item in the list under the Reflect tab to determine which administrator will complete this task for youClick on an item in the list under the Reflect tab to determine which administrator will complete this task for you SGO’s will be explained during today’s breakout sessionsSGO’s will be explained during today’s breakout sessions Domain 1 & 4 along with a summative questionnaire will be used for the summative evaluationDomain 1 & 4 along with a summative questionnaire will be used for the summative evaluation The average scores from your observations will determine your score for your summative for domains 2 & 3The average scores from your observations will determine your score for your summative for domains 2 & 3 One of the three observations for non-tenured will be a dual; this will not appear prior to the observationOne of the three observations for non-tenured will be a dual; this will not appear prior to the observation

7. TODAY’S FOCUS: SGOs Student Growth Objectives are academic goals for groups of students that are aligned to state standards and can be tracked using objective measures.

8. FIRST STEP: FIRST STEP: Pre-assessments!!!!

9. TODAY UNTIL LUNCH: GOAL: Examine dataExamine data Identify student weaknessesIdentify student weaknesses Group students (if appropriate)Group students (if appropriate) Set two ambitious, yet achievable, goalsSet two ambitious, yet achievable, goals These two SGOs should collectively cover most of your students, if possible.These two SGOs should collectively cover most of your students, if possible.

10. Thoughts to consider… Will all students have the same goal? On the 6 th grade math post-assessment, students will achieve a score of 80 or higher. Students will master 7 of 9 skills measured by the district-developed 2 nd grade music rubric. CP Biology students will correctly answer 8 out 10 questions related to Standard on the Genetics unit post-assessment. CP Biology students will correctly answer 8 out 10 questions related to Standard 5.3.12.D.3 on the Genetics unit post-assessment. - OR - - OR - Will your students be grouped by achievement level? Students will meet their designated achievement levels on the World War II post- assessment. Students will achieve the target score indicated below on the Financial Literacy post- assessment. THIS IS YOUR SGO!!

11. After lunch Finalize your two SGO goals. Input the information into the district SGO template which was emailed to you on Friday.Finalize your two SGO goals. Input the information into the district SGO template which was emailed to you on Friday. By the end of the day, upload your two SGOs to Teachscape and await further instructions/feedback from your building principal.By the end of the day, upload your two SGOs to Teachscape and await further instructions/feedback from your building principal.

12. Select THE TEMPLATE

13. COMPLETING THE FORM  Enter all demographic information.  Write your SGO.  Enter your rationale. Why did you choose this SGO? Is it a key objective in your course? Does it provide a foundation for future courses in your discipline? Did your students score poorly in this area in years past? Did your pre-assessment identify this as a weakness? Why did you choose this SGO? Is it a key objective in your course? Does it provide a foundation for future courses in your discipline? Did your students score poorly in this area in years past? Did your pre-assessment identify this as a weakness? EXAMPLE: The 7th grade standard CCSS.7.EE.A.1 "Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients" is the building block of Algebra. It is imperative that students demonstrate success in this standard so they are prepared for future math courses. Students will be assessed throughout the year as the operations are added to the curriculum one at a time, with the culmination being their demonstrated success on the Unit 5 exam that is administered in late February.

14. Completing the form   Enter baseline data that supports what you chose and how you grouped your students.   Summary of pre-assessment scores, past NJASK scores, initiative shown in your class thus far with regard to homework completion, participation, test/quiz scores, etc.   Define your preparedness groups, enter the number of students per group and determine scoring goals. A September pre-assessment of CCSS Stand a rd 7.EE.A.1 produced the following results: 20 students scored who below 30%, 50 students who scored between 30% and 55% 30 students who scored higher than 55%. Further review of these students' grades in 6th grade math, as well as their performance in class so far in September 2013, confirm their placement in the high, medium, and low groups as described.

15. Enter info today. This will auto-populate. By 4/30/14

16. During the year Keep track of student progress toward reaching your goals. This data will be needed to prove that you met your goal. Keep all student work and remain organized!Keep track of student progress toward reaching your goals. This data will be needed to prove that you met your goal. Keep all student work and remain organized! Possibly make portfolios for each studentPossibly make portfolios for each student --OR-- --OR-- Start an Excel spreadsheet to track dataStart an Excel spreadsheet to track data RESULTS WILL BE RECORDED BY THE TEACHER AND PRESENTED TO THE PRINCIPAL BY APRIL 30 TH.

17. Remember……. WE ARE PARTNERS IN THIS PROCESS!