1. Gathering Evidence Charlene Allen & Todd Johnson

2. Learning Targets To understand what contributes to the development of evidence. To articulate ways to integrate multiple forms of evidence into educator evaluation to move beyond an observation-only evaluation system

3. M easures and E vidence Measures Dimensions, quantity, or capacity as ascertained by comparison with a standard. Evidence Observed practice, products, or results of a certified classroom teacher or certified principal’s work that demonstrates knowledge and skills of the educator with respect to the four-level rating system

4. District-Determined Measures The law provides a great deal of control over the classroom-, school-, and/or district-based tools used to measure and report student growth data. A student growth goal describes what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and district curriculum. Student growth data means relevant multiple measures using classroom- based, school-based, district-based, and state-based tools.

5. Artifact or Evidence Protocol Walk Around Survey 5 Minutes – Read the “Artifacts vs. Evidence” article 10 Minutes- Find three People and get an example of Evidence of Impact? 3 Minutes – Reflect on What you Read and Heard

6. Multiple Measures Key messages for multiple measures Need a variety of evidence Not about collecting as much as you can; this is about quality, not quantity Evidence should be based on naturally occurring documents/materials Prioritize evidence collected based on goals and criteria. Artifacts Criteria and Instructional Frameworks Multiple Measures Alignment to Teaching Standards Evidence

8. Pieces of Evidence Table Talk 3 Minutes - Place pieces of Multiple Measures on the Evidence in Teacher Evaluations sheet 5 Minutes - Question – Table Talk 1. Which pieces would support evidence of Differentiation? 2. What pieces indicate systems for maintaining information on Student Progress?

10. Collecting Artifacts and Evidence My job? Your job? Our job? 5 Minutes- Who’s job is it?

11. Telling the story of Evidence: Artifacts of John Anderson Included are six artifacts that can be used as evidence 1. What criterion (s) would these artifacts be appropriate for? 2. Describe why? SetArtifactsCriterion?Describe why that criterion? AStudent survey Copies of student awards BNotes Classroom layout CStudent behavior plan Rules and procedures document

12. Digging for Evidence Debrief With your district team: Which artifacts “tell the story” of evidence? Do you think you need a specific quantity? Why or why not? What other pieces of evidence would you need ?