1. Educator Effectiveness Process Introduction to the Grant and Guide to the Unit Meeting

2. Learning Goals O At the end of this session, the teacher will be able to: O Make the connection between the importance of the unit meeting to the Educator Effectiveness Process O Understand Role of the Unit Meeting O Participate Effectively in Unit Meetings O Create Effective Unit Meetings

3. Overview Four Core Processes O A: Differentiated Performance–based Compensation System (PBCS) O B: Transparent, Rigorous, and Fair Observations O C: Practical Targeted Professional Development O D: Professional Career Options Think-Pair-Share

4. Core Process A O A differentiated performance based compensation system (PBCS) that allows for differentiated payments to educators based on teacher value-added student performances, and principal and teacher observations. O 3 Models: Tested Core Subject, Non-Tested Subjects, Principal

5. Payout Models

6. Core-Subject Not Tested ObservationsValue-Added

7. EnglishMath Class Value-Added School Value-Added Observations

9. Value-Added O Statistical measurement of student gains in achievement over a year based on performance on state assessment O EVAAS – analyzes student data and predicts student performance O Battelle for Kids – links student data to teachers O Measures how much value a teacher added to a student’s academic growth over a year.

10. Core Process A O Which payout category do you fall into? O What is your payout scheme?

11. Core Process B O Transparent, rigorous, and fair observations that occur throughout the year and use pre and post observer- teacher conferences that focus on the standards-based instructional rubrics including plans for growth.

12. Core Process B O Observations that are O Transparent O Fair O Rigorous O Based on Observation Rubric O Occur three times in the year

13. Observations O Observers are trained and certified by EEP and Region 20. O Teachers are observed by three different observers O Recorded in TEDS (Teacher Evaluation Data System) O Inter-rater reliability assured O Aligned to value-added scores

14. Observations O One announced, Two unannounced O Reinforcement Goal O Refinement Goal Observation Pre- Conference ScoringPost-Observation Conference Walk through Observations

15. Observation Rubric O Domain I – Facilitating Student Learning O Domain II – Planning For Learning O Domain III – Mental, Physical, Emotional Learning O Domain IV – Campus Responsibilities

16. Observation Rubric O Guide to measure teacher effectiveness O Scored in each Indicator O Scores: 1 – 5 O Recorded in TEDS O Need an average score of 3 to qualify for payout. O Accounts for 50% of payout for all teachers. O Focus of Unit Meetings

17. Domain 1. Facilitating Student Learning 1.Learning Goals 2.Rigor 3.Differentiation 4.Hands-On Learning 5.Comprehensible Input 6.Time Management 7.Formative Assessment 8.Checking for Understanding 9.Student Engagement 10.Cooperative Learning 11.Student HOTS 12.Active Learning Domain 2. Planning for Learning 1.Learning Structure 2.Learning Tasks 3.Evidence of Learning Domain 3. Mental Physical & Emotional Learning 1.Behavior Norms 2.Positive Mental Attitude 3.Learning Climate 4.Learning Interactions

18. Observation Rubric O Designed to evaluate teachers’ planning, instruction and assessment skills O Post-conference provides opportunity to reflect on their lessons. Levels of Performance 5 = Outstanding; Observation indicates all or more than all of the criteria was met 4 = Above Effective; Observation indicates all or most of the criteria was met 3 = Effective; Observation indicates most of the criteria was met 2 = Below Effective; Observation indicates some of the criteria was met 1 = Unsatisfactory; Observation indicates little or none of criteria was met

19. Core Process B O What is the purpose of the post-conference? O Which indicators do you think you will need the most help with? O Which indicators are your strengths? O How many evaluations will you have by the end of the year?

20. Core Process C O A comprehensive practical-use professional development system O Based on each high-need school's educator evaluative and student assessment data.

21. Core Process C O Job-embedded Professional Development O Targeted development Training O Include weekly Unit Meetings O Based on School Plan O Include Individual Growth Plans

22. The School Plan O Developed by Leadership Team and based on data O Goal is to improve student achievement O Used to monitor progress O Include cycle goals and unit goals O School goal: broad, identify gaps O Unit goal: specific, measurable O Unit cycle goal: total 6

23. The Unit Meeting O Professional Learning Community (PLC) O Weekly O Instructional Strategies to address student needs and increase effectiveness O Aligned to goals O Modeling and Practicing

24. The Unit Meeting O Suggested Roles O Leader O Facilitator O Scribe O Time Keeper O Gate Keeper O Meeting Participant

25. The Unit Meeting O Meeting Norms O Start on time O Active Participation O Cell Phones on Silent O Take Care of your needs O Agree to Disagree O Be efficient and concise O End on time

26. The Unit Meeting O Powerful Learning Framework O Authentic O Interactive O Learner-Centered O Inclusive O Continuous O Guide to common language and understanding for thinking and talking about Powerful Learning for teachers and students

28. The Unit Meeting Protocol O Review Need O Learn/Facilitate O Powerful Learning O Develop/Plan O Schedule O Reflect

29. Effective Unit Meetings O Review of student work samples (high, medium, and low) O Research based-strategies and/or EEP indicator(s) O Connections to school goal(s) O Planning time for Unit meeting participants to work on lesson planning O EEP Observation Rubric

30. Effective Unit Meetings 1. Student Analysis - Analyzing student work samples to identify gaps. 2. Develop New Strategies - New strategies can be an extension of other strategies based on a gap that was identified in the student work samples. Therefore, “tweaking” a portion of a strategy is acceptable. 3. Time Management - Time must be provided to teachers, and must be effectively managed, to develop new teaching strategies and incorporate the strategies into their lesson plans.

31. Core Process D O Professional options for educators that lead to recruitment and retention. O CT, CTL, ETL O Individual Growth Plans

32. Closing the Loop O What are the four grant components? O Identify at least 5 Indicators of the Observation Rubric. O What are possible scores on the rubric? O What score is needed for payout? O What is a unit meeting? O What is covered during a unit meeting? O What can you do to make a unit meeting effective?

33. Questions? Comments, Concerns, Random Thoughts