Share the information on the slide

Approximate times for group presentations will vary according to group size.

Break time not included. Adapt according to time available.

This is a 3 hour module. One place to shorten would be to go through slide 15 and

close . This would make it a two part module – Session 1 (2 hours) and and

session 2 (1 hour).

.Slide Time Slide Time

1-3 5 min 15 45 min

4 10 min 16-17 5 min

5-6 5 min 18 15 min

7-9 20 min 19 10 min

10 10 min 20 10 min

11-12 5 min 21 15 min

13 10 min 22 5 min

14 5 min Total 175 min

Present the outcomes allowing time for clarification and/or questions.

The inclusion of this opening reflection is to reinforce the overall purpose of the

TEPG process - continuous improvement. As a result teachers can reflect on

practice and determine areas of growth and those for next steps and observers can

identify where growth has occurred and areas for next steps.

The summative process is the result of the ongoing teaching, feedback, reflecting,

monitoring and adjusting that takes place on a daily basis resulting in improvements

and refinements to teacher practice and student learning. (Next slide…)

Allow time for a brief discussion and sharing in small groups. Have each group

share one thought from their discussion with the whole group.

The inclusion of this opening reflection is to reinforce the overall purpose of the

TEPG process - continuous improvement. As a result teachers can reflect on

practice and determine areas of growth and those for next steps and observers can

identify where growth has occurred and areas for next steps.

The summative process is the result of the ongoing teaching, feedback, reflecting,

monitoring and adjusting that takes place on a daily basis resulting in improvements

and refinements to teacher practice and student learning. (This slide…)

Allow time for a brief discussion and sharing in small groups. Have each group

share one thought from their discussion with the whole group.

This graphic represents the steps leading to the summative conference with a

suggested timeline. All the components are necessary parts as teacher evaluation

become a multi-faceted process. A brief description is on the following slides.

The summative conference is based on all of theses components.

Have partners share their understanding of each step and how they contribute to

the overall process. This information should be in the district TEPG Handbook and

may differ slightly from district to district.

This module is about the observation component.

Information about SLO development can be found on the MSFE TEPG resource

page.

http://maine.gov/doe/excellence/resources/index.html

Remind participants of the importance of being in classrooms multiple times

throughout the year using informal observtions. The ongoing observations and

feedback are essential for the focus on continuous improvement.

This module will focus on the observation component of the summative conference.

The model above addresses formal observations.

In addition are the ongoing informal observations in classrooms and in other school

settings like planning meetings, professional development sessions etc.

Briefly review the steps. Respond to clarification questions that may surface.

In addition to formal observations are the ongoing informal ones.

Have participants form groups of four and turn to page 2 in the handout. Assign

each person one of the four principles of informal observations and have them lead

the discussion of that principle in the small group.

• Frequent

• Focused

• Varied (observations inside and outside the classroom)

• Useful and Timely Feedback

Lead a whole group discussion responding to the question at the bottom of the

page.

Why are both formal and informal observations essential components of the

summative evaluation?

The peer observstion process can be a strong support for the TEPG process

providing opportunities for teachers to share ideas and give feedback to each other.

Peer to peer discussions about ways to improve practice and meet student needs is

the type of job embedded PD that results in improved teaching and learning.

Follow the directions on the screen. The videos (4 min. 10 sec.) in this module are

for viewing, reflection and sharing. There is no written component in the handout.

Discussions can be in small groups or with partners.

Monitor the discussions and listen for key points to summarize with the whole

group.

Preparing for the summative conference in a thoughtful manner is the result of

ongoing collaboration and the sharing of information based on a common

understanding of the standard indicators. This helps each person to better

understand the perspective of the other with time to think prior to having the

summative conference. This results in a more meaningful discussion and careful

consideration of recommendations for next steps. Stress the importance of the

ongoing aspect of the process to ensure that a sufficient amount of evidence has

been collected, and organized to have meaningful conversations and provide

feedback throughout the year.

Review these steps briefly in preparation for the summative conference activity.

The type pf plan is determined by the overall summative score. Guidelines for this

should be included in the District TEPG Handbook.

Professional growth plans are determined based on the review of the evidence

during the Summative Conference.

Preparing for the summative is facilitated by staying organized and reviewing the

information at different checkpoints throughout the year. This provides information

on which teachers have been observed frequently and which ones need more visits.

In addition it allows both the teacher and the evaluator to notice areas of needed

improvement and also areas where little to no evidence has been documented.

This allows for the planning of more focused informal observations and

conversations.

Have participants turn to page 3 in the handout and review the steps in partners.

Allow time for clarification questions.

Review the different ways that evidence is collected. Encourage discussion about

how evidence is collected and documented during the day to day interactions that

take place and is not always in a scheduled formal setting. As evaluators interact

with staff daily they often have interactions that may add to the evidence collection

in meaningful ways.

Teachers can initiate conversations or share artifacts that are good representations

of their ongoing work with their evaluator.

This is an activity to give participants an opportunity to view a collection of data and

determine preliminary performance scores using the evidence.

It is only a fictitious document. Depending on the size of the group divide up the

document by core proposition or standard indicator and have partners or small

groups complete that portion of the work and share with the whole group.

The Companion Guide will be needed for this activity.

The conversation may go in a direction that a participant thinks that more

information is needed to determine a performance level. Remind them that this is

an exercise and not the experience that they will have with a teacher that they have

interacted with all year. Have them use the provided evidence to complete the

activity and they can note in their discussion where they think more evidence is

needed.

A key purpose for this activity is the sharing of thinking and strategies used to

determine the final performance rating.

This slide is to point out that this module does not include information about the

other components that go into the overall summative rating. The focus in this

module is on Propositions 1-3 – the observable standards.

Propositions 4 and 5 are addressed in Module 11 and the SLO and student

perception data are on the MSFE TEPG resource page.

http://maine.gov/doe/excellence/resources/index.html

Again stress the collaborative nature of the conference that is based on the criteria

of the TEPG rubric and the evidence presented.

Strategies for face to face summative conference are on page 14 in the handout

These are in the packet as a resource.

This is taken from the LEPG principal evaluation document.

Have participants turn to page 15 in the handouts and read through these in

partners or small groups and discuss the following:

• How do these elements contribute to a purposeful conference?

• How do all of these elements work together to support the development of a

professional growth plan that contributes to a growth oriented mindset and the

continuous improvement process?

Follow the directions on the screen. The videos in this module are for viewing,

reflection and sharing. There is no written component in the handout.

These closing videos are designed to move back toward the larger purpose of the

work.

Review the questions prior to showing the video segment (4 min. 33 sec.). John

Hattie’s work is all about research based strategies that have impact on student

learning. Moving teachers from using effective to highly effective strategies is part

of his discussion of building a coalition for success.

Follow the directions on the screen. Review the questions prior to showing the video

segment.

The videos in this module are for viewing, reflection and sharing. There is no

written component in the handout.

These closing videos are designed to move back toward the larger purpose of the

work.

John Hattie (6 min.) discusses the difference between transformational and

instructional leadership. Why is this an important aspect to the TEPG process?.

Follow the directions on the screen. Review the questions prior to showing the video

segment (8 min. video). The videos in this module are for viewing, reflection and

sharing. There is no written component in the handout.

These closing videos are designed to move back toward the larger purpose of the

work.

The structures in place in the schools to support collaborative learning and attention

to the socio-emotional climate of the school for staff and students are a continuous

work in progress.

Revisit the outcomes.Time permitting ask each participant to share a take away from the session

As appropriate pass out the session completion form to be completed on their own time and turned in to their supervisor..

Have each participant complete the exit slip and share with a partner or the whole

group,