OREGON CITY SCHOOL DISTRICTProfessional Growth and Evaluation

August 29, 2011

Sit with your colleagues from your building

Checking your MemoryGive One Get One!

Name one domain/standard in your district’s rubric.

What is one benefit of using a rubric for evaluation?

Share two significant improvements in your new evaluation and supervision system.

List 2-3 burning questions you would like to have answered today!

Goals for Building Team Training

To understand how using rubrics can be a systemic approach to support professional development and a culture for learning.

To know the components of the newsupervision and evaluation handbook

To understand teacher’s role in the process

To apply learnings by designing an introduction of PGE to staff

AGENDA

• Rubrics and effective teaching• Components of the “New” Purple Book• What responsibilities do teachers have?• What responsibilities do administrators have?• Building Planning Time• Next steps…

SB 290By summer 2013:Performance standards with multiple levels of

proficiency for principals and teacher evaluations.

Performance standards must be research-based.Evaluations will be informed by multiple

measures of student achievement.

SB 290By summer 2013:Performance standards with multiple levels of

proficiency for principals and teacher evaluations.

Performance standards must be research-based.

Evaluations will be informed by multiple measures of student achievement.

Effective Rubrics are…..

• Definitions of effective teaching• Based on research

– Human Development Theories– Principles of Learning– Learning Theories and Brain Research

• Research based– Using rubrics improves teacher practice and

student achievement

EVALUATION

Supervision

Professional Conversations:Reflection Coaching

Job embedded professional development

Evidence:Observations

Artifacts

Self-assessmentGoalsPGP

EVALUATION

1.Self-assessment

2.Goals

3.PGP

Evaluation Activities: Formative and Summative

Teachers • Self-assessment• Goals• PGPlans• Observations (6 minis/pilot)• Teaching artifacts:

assignments, worksheets, lesson plans, parent communications etc.

• Professional conversations• Reflection• Summative Evaluation

Administrators• Self-assessment• Goals• PGPlans• Observations (2-3

announced and 2-3 unannounced)

• Professional conversations• Portfolio of artifacts• Survey• Reflection• Summative Evaluation

Understanding Each Domain: Paired Reading

“A” and “B” each read narrative of one domain

“A” summarizes the description“B” gives an example of what this looks like

in classroomSelect next domain and reverse rolesRepeat, switching roles until all domains

read

Discuss learnings and insights!

Getting to Know your Rubric!!

• At your table are statements. Match the statement to the appropriate domain and component.

• Find your elbow partner and compare your answers.

• When partners are finished, pair up with others at your table.

• Compare answers and reach consensus.

Danielson-based:Redmond, Crook Co., Oregon City, Sisters

Domains/Standards Planning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Components 22 Components in 4 Domains

Elements Additional descriptors that define component

Levels of Performance 4

Levels of Performance

Exemplary Proficient Basic Does Not Meet Standard

ExemplaryA community of learners

Students assume much resp. for learning and classroom operations

Classroom seems to run itself!

ProficientCompetent

Mastery

Broad array of strategies

Basic

Beg.Understands some concepts, fundamentals

Attempting to use, inconsistent sporadic

Does Not Meet Standard

Unacceptable

Intervention neededDoes not understand fundamentals

The Old and the New Purple Book

OLD

• Goals• PGPS• Formal Observation Cycles• Written Evaluation

NEW• Self-assessment• SMART Goals• PGPS• Mini Observations with

feedback• Differentiated to meet

teacher needs• Self-reflection• Written Evaluation

Formative

Educator• Complete self-assessment• Write goals for PGP• Collect artifacts to

document growth, if appropriate

• Reflect on mini-observations

• Implement PGP

AdministratorMeet with educator to:• Review self-assessment and

PGPConduct mini-observations (6

in pilot year)• Provided feedback following

mini-observations

Differentiated Supervision Cycles2012 - 2013

Initial Supported Independent

Definition Probationary/Temp. Contract not yet proficient in all domains

Contract meeting proficiency on all components

Cycle 1 year 1 year 3 years

Self-assessment Annually Annually Every 3 yearsGoals 2 in growth areas 2 - 1 identified

improvement / 1 improvement, bldg., PLC, Grade or dept.

2 interest

PGP Annually Annually Every 3 years

Self-Reflection Annually Annually Annually

Observations 10 mini annually 10 mini annually 3 mini annually with option for peer coaching

Self-reflection Annually Annually Annually

Summative Eval. Annually Annually Every 3 years

Differentiated Supervision Cycles – Pilot Year 2011 - 2012

Initial Supported IndependentDefinition Probationary/Temp. Contract not yet

proficient in all domains

Contract meeting proficiency on all components

Cycle 1 year 1 year 3 years

Self-assessment Annually Annually Every 3 years

Goals 2 in growth areas 2 - 1 identified improvement / 1 improvement, bldg., PLC, Grade or dept.

2 interest

PGP Annually Annually Every 3 years

Self-Reflection Annually Annually Annually

Observations A Minimum of 6 mini-observations3 completed by 12/153 completed by 3/1

Self-reflection Annually Annually Annually

Summative Eval. Annually Annually Every 3 years

A Minimum of 6 mini-observations 2 completed by – Dec. 152 completed by – March 152 completed by – May 15

Practice Self Assessment

Look at Domain 3.Read each component statement and level of

performance.Assess your proficiency using the levels for each

component.

Identify components that you would like more information about!

Professional Growth Plans

Professional Growth Plan Templates – p. 56

Professional Growth Plan Examples – p. 59

Difference between Formal and Mini -Observations

Formal Observation Cycles(optional unless requested by supervisor or teachers)

• Pre-conference to discuss lesson and class

• Scheduled visitation• Usually a full period or 30-

45 minutes• Post Conference scheduled

after each observation

Mini-Observations• No pre conference unless

requested by admin or educator

• Unannounced visitation• Shorter duration, usually

10-20 minutes• Post conference for two

minis, informal feedback for the rest

Summative Activities

Educator• Self-Reflection on growth• Share artifacts, if approp.

AdministratorMeet with educator to:• Review self-reflection• Summarize mini

observations, observations of other professional practice, review of artifacts

• Assign a rating on each component in domains

Teaching….cannot be considered proficient or exemplary

if students are not thinking or doing the learning themselves.

Deepening Understanding of one Component:

How Does a Teacher Engage?

• Developing a common definition of ‘engaging students’.

• Why engage students?• How often should we engage students?

Engagement at Proficient Level

Oregon City

3 c: Engaging students in learning:

Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Element: Activities and Assignments

Most activities and assignments are appropriate to students and almost all students are cognitively engaged in exploring content.

Beyond Definitions: Critical AttributesA• Who can tell me at least

three reasons for the beginning of the Civil War?

• Can I have a volunteer tell me the steps in the scientific process?

B• Each person should write

down three reasons for the beginning of the Civil War. Compare your answers with your elbow partner. When you are done, I’ll call on teams to share answers.

• Using the strips of paper at your table, organize these to show the steps in the scientific process.

Data SetA

• How are you doing with the two processes of mitosis and meiosis. Everybody get it? Any questions?

B

• Think about the differences between the processes of mitosis and meiosis. Be prepared to share your answer with your elbow partner.

More Testers:• Thumbs up if you agree and thumbs down if you disagree . Be

prepared to defend your answer. The US made a good decision to pull out of Vietnam.

• Who can tell me how hailstones are formed?

• Write down in your journal two new ideas learned today. Share one with our neighbor. As you leave, hand your reflections to me.

• Think of the difference between a ligament and a muscle tissue and how the difference effects the type of treatment. (Teacher waits 10 seconds) Mark, share your answer.

What do you notice?

A B1.

2.

1.

2.

Who can?

Everyone should write..

Engaging Students/Activities and Assignments

A B1. Discretionary

2. One by one

1. Mandatory/all

2. Simultaneous

An Old Chinese Proverb

Tell me and I will forgetShow me and I may rememberInvolve me and I will understand

Tell me and I will forget• 5% retention rate after 24 hours

Show me and I may remember• 30% retention rate if use a/v and demonstration

• Involve me and I will understand

• 80% retention with discussion and practice by engagement

Brain Matters: Teaching with the Brain in Mind!!

So, engagement increases rate of learning and retention….

What does the brain research say about the frequency need for student cognitive engagement?

What do you know about teaching with the Brain in Mind?

• By some estimates, 99 % of all sensory information is discarded almost immediately.

• The number of neurons and dendrites in our brains remains the same t/o life.

• Information remains in the working memory of the brain for less than 20 seconds.

• Most HS/Adults can learn from a 20 min. lecture without processing information.

Sight Sensory

Memory

Working (Short-term)

MemoryAdults: __________Students: _________

Long-termMemory

Processing(Elaboration & Organization)

Retrieval

Focus (Initial

Processing)

NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

Chunking - New Content Doing

Sound

Smell

Taste

Touch

Sight Sensory

Memory

NoveltyIntensity Movement

Working (Short-term)

MemoryAdults: Every 10 minutes + /- 2Students: _________

High School : Every 7-10 minutes

Middle level/Intermediate : Every 5-7 minutes

Primary: Every 2 to 5 minutes

Long-termMemory

Declarative: Rote Rehearsal

Elaborative Rehearsal

Procedural: Discussion,

patterns, Problem-solving

Processing(Elaboration & Organization)

Retrieval

Focus (Initial

Processing)Meaning

and Emotion

NOT TRANSFERRED TO NEXT STAGE AND THEREFORE FORGOTTEN

Chunking - New Content Doing

Sound

Smell

Taste

Touch

Engaging Students/Activities and Assignments

Not engaging Engaging

1. Discretionary

2. One by one

3. Long stretches of telling without processing.More than 7 minutes

1. Mandatory/all

2. Simultaneous

3. Throughout the lesson2-5 min. for primary5-7 min inter./ 7- 10 hs/adult

Engaging Students/Activities and Assignments

Not engaging Engaging

1. Discretionary

2. One by one

3. Long stretches of telling without processing.More than 7 minutes

1. Mandatory/all

2. Simultaneous3. Throughout the lesson

2-3 min. for primary5-7 min inter./ 7- 10 hs/adult

4. Processing the learningDoes the engagement activity focus students on the learning?

Engaging Students/Activities and Assignments

Not engaging Engaging1. Discretionary

2. One by one

3. Long stretches of telling without processing.More than 7 minutes

1. Mandatory/all

2. Simultaneous

3. Throughout the lesson2-3 min. for primary5-7 min inter./ 7- 10 hs/adult

4. Processing the learning

Does the engagement activity focus students on the learning?

Content standards, curriculum, learning objective

Say, write, do

Indiv., pairs, groups

Cold CallingProvide rehearsal and practice:IndividuallyPairsPair Up!Table GroupsCOLD CALL: No Hands Raised!!

Quick Review

• At your table is a list of strategies that engage students.

• Circle those you have used in your classroom.

• Select one to share how it was used with the content.

• Select one you do not know to ask your colleagues about.

Teaching Strategies to Engage StudentsDefinition: Teaching Strategies are the activities teachers use in their lessons to engage students so students will process the learning and teachers can assess for learning.

10-2 Rule 3-2-1 Summary4 A’s 60 second power writeAppointment Clock/ Quadrant Partners BingoConcept AttainmentConcept Map Draw, Tell, Listen Entry promptsFind Someone Who Four CornersFrayer ModelGallery Walk Give one Get one Graffiti Inside/Outside CircleJigsaw KWL Mind Map

Numbered Heads Together Pivot A-B Placemat RAFT Response CardsRound Robin/Round Table Say and Switch S-O-S Summary Task CardsThe Final Word Think-Pair-Share Three Step Interview Thumbs up/Thumbs down Ticket out the DoorTraffic Light Value Lines (Birthday line-up, Living Likert) WhiteboardsWrite Around

PIVOT A-B

A• Knee to knee

B• Face to face

Think – Pair – Share1. Think

2. Pair

3. Share

Sum2+2

Product2X2

Difference6-2

Quotient88 divided by 22

4

Place Mat

Say and Switch

• Say

• A begins, B listens• At signal, roles switch andB continues A’s thoughts and adds

A

Switch

B

Questions Main IdeasDiagramsPrompts to help study

WHEN: After class during review

• Cornell Notes– Record:

• Concise • Shorthand• Symbols• Abbrev• Lists

• When: During ClassSummary: Write a brief summary of main ideas. WHEN: After class

60 Second Power Write

Students take notes on this side of thepaper up to the line.

After taking notes for a period of time,Students fold the paper to show just the narrow margin and write a summary for 60 seconds.

After summarizing, they compare with partners or table group.

This part is folded back.

Structures for Grouping • Line-ups• Inside – Outside Circles• Four Corners• Jigsaw• Appointment Clock

(quadrant partners, seasonal buddies)

• Doubling up (teams of 2, then 2 teams combine for 4

Identifying similarities and differences

Summarizing, discussion and note taking

Nonlinguistic Representations

Projects, problems, simulations

Peer Teaching

Venn DiagramsCategorizingConcept Attainment

Cornell Notes10/2 RuleK-W-LGraffitiPlace MatText to Reader connectionsPMI60 second power writeORIDInside/Outside Circles

Graphic OrganizerAdvanced OrganizersMind Maps/webs

Chalktalk/Silent DialogueRole PlaysReal life Problems

Pivot A-BPairs CheckReciprocal teaching

MetaphorsAnalogies

Concept MappingAdvanced Organizers

Mental PicturesDrawing PicturesKinesthetic Activity (TPR)

Games: What is the Question?Name that Category

Three step interviewJigsaw

Graphic Organizers Draw-Write DiagramRoundtable/ Roundrobin 4 Corners

Body RepresentationsGive one/Get one

Say and Switch

Resources• Bennett, B and Rolheiser,C. (2006). Beyond Monet: The

Artful Science of Instructional Integration. Toronto, Ontario: Bookation Inc.

• Marazano, R.J., Pickering, D.J. & Pollock,J.E. (2001). Classroom Instruction That works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

• Gregory, G.H and Kuzmich,L. (2007). Teacher Teams that Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities. Thousand Oaks, CA: Corwin Press.

Homework

TEACHERS• Try at least one new

strategy.

• Summarize how well it went and challenges experienced in 3-5 sentences.

• Be prepared to share at next faculty meeting.

ADMINISTRATORS for 9/22• Observe in at least two

classrooms• Collect examples of teacher

engaging students

• Bring to next professional development session.

Summary

Name 3 attributes or look-fors for engaging students.

Name 2 reasons for using differentiated supervision cycles.

Name 1 component of mini observation

Preparing the faculty

Preparing the faculty

Supervision - Formative• E: Self-assessment• E: Goals• E and A: Observations

– Mini, short and unannounced• E and A: Instructional

Conferencing– Reflections are key to discussion– Mini prof’l development session– Formative – opportunity to change

Evaluation - Summative• E: Self-reflection on goals,

observations and other professional activities

• A: A summary of observations, artifacts shared, all domains/components rated in evaluation

1. Identify time to present new PGE process2. Overview the ‘new’ PURPLE book3. Explain rubric: domains/components and

levels of performance thru activity4. Share Differentiated Supervision Cycle5. Explain pilot year expectations– 6 minis for all, no differentiation to begin6. Explain how minis differ from formal obs.7. Describe educator’s role: self-assess, goals, PGP, self –reflection8. Describe administrator’s role

Preparing the faculty

Prioritizing Our Work (KSS)

I II

III IV

Must do right now Don’t have to do right now

Important to student learning

Not important to student learning

Burning Questions??

Any unanswered?

Any new?

Feedback

Significant Learnings?

Suggestions?

Questions?