Evidence Report 2013-2014 Whats new? Whats accepted? Whats

Evidence Report 2013-2014 Whats new? Whats accepted? Whats

Evidence Report 2013-2014 Whats new? Whats accepted? Whats the easiest way to do this? Tutorial created by Devin Arms, 2013 Why Bother? Teacher effectiveness has proven time after time to be one of the greatest school-related influences on student achievement (Stronge, 2010). Teacher evaluation is an important school function to ensure teacher effectiveness, since the purpose of evaluation is to recognize, cultivate, and develop good teaching (Danielson, 2001). The documentation and evaluation of teacher performance are vital for the improvement of the instructional program, professional development activities and opportunities for teachers and, ultimately, student achievement (Shinkfield, 1994). Evaluation is the process, not the outcomeit serves as a systematic tool

that enables data-driven improvement decisions. The individual data sources mentioned today are not stand-alone; instead, they are complementary to each other and should all be integrated in the process of evaluation. The flaws of one data source are often the strengths of another, and by combining multiple methods, evaluators can make more accurate judgments regarding teacher performance and make decisions that are supported by multiple types of data. Evidence Collection Why is this so Important? Its just extra work for me! In traditional educational practice, classroom observation has been the primary tool to document teacher performance (Weade & Evertson, 1991). However, while classroom visits remain important and viable ways to observe and inform teaching practices, multiple sources of evidence provide a far more accurate, multidimensional portrait of teacher performance (Darling-Hammond, 2006). Sources of evidence used in combination to provide holistic evidence for teacher evaluation include, but are not limited to: Sources from Research Models

classroom visits artifacts of the teachers work Use by Center Grove Amount determined by ranking in previous year see scale Evidence Report submitted by teachers student surveys CG does not incorporate surveys measures of student progress Incorporated into the Goal Action Plan process

Artifacts Attinello and Waters (2006) define artifacts as evidence that teachers use to document or support how they meet the teaching standards. Portfolios and documentation logs are the most common forms of teacher artifacts. Teacher artifacts can be used to compliment evidence from classroom observations or provide documentation of teacher performance standards not observed in classroom visits (e.g., planning, assessment, professionalism). When coupled with teacher reflection, they serve as an excellent tool to increase professional growth. Here are examples of artifacts that may be used as evidence of meeting teacher performance standards. Teacher Performance Standard Professional Knowledge Artifacts transcripts of coursework professional development certificates

Instructional Planning differentiation in lesson planning and practice analysis of classroom assessment Instructional Delivery annotated photographs of class activities handouts or sample work Assessment of Learning samples of baseline and periodic assessments given samples of both formative and summative assessment Learning Environment student survey summary information list of classroom rules with brief explanation of the procedures

used to develop and reinforce them Professionalism record of professional development taken or given examples of collaborative work with peers Student Progress What are CGs Guidelines for Evidence Collection Process? Teachers should complete the CGCSC Evidence Report (via the Microsoft Word document or through the PIVOT portal) to record effective and highly effective practices. This report will help inform the evaluating administrator on many factors that may not be observed during the multiple observation visits. Teachers may provide a completed evidence report to their administrator seven or more days prior to the teacher evaluation conference. (Admin MAY ask for volunteers to turn this in early so the drafting process can begin.) Even though the Evidence Report formats will be the only two ways to submit your evidence to your administrator, teachers are welcome to collect evidence in many formats such as:

hanging folders marked by domain and competency binders with dividers by domain and competency placing all documents in folders on a flash drive or simply by placing documents for evidence into a file folder until they can be uploaded into the two official formats. Tips for Process: Administrators are being encouraged to help staff become more reflective, so dont overthink suggestions from them. Questions presented on Observation feedback are to help strengthen you as a teacher. Any teacher on an Improvement Plan will not find their information documented on PIVOT. That is an entirely separate process.

Each teacher should be marking indicators on a copy of the rubric based on Observations already held. Should only provide ONE piece of evidence for areas not observed or those not ranked according to your liking. Evidence Report is due to your evaluating administrator a minimum of 7 days before your scheduled final conference. At the final conference, results from observations will be shared, as well as your final rating as Highly Effective, Effective, Needs Improvement, and Ineffective. You will be asked to sign your evaluation and rating scale sheet. These will be forwarded to Sally Hacker, Director of Human Resources for salary considerations based on results of negotiations due to begin this semester. Make sure you understand all the indicators and what they entail. Any questions, ask your evaluator. Same formats as last year (paper or electronic in PIVOT) other than that ask your administrator if flash drives, Dropbox are acceptable.

Two Ways to Access the Evidence Report and other helpful information: 1. Staff Resources PageStaff Information Page Staff Evaluation Webpage 2. Staff Resources PageCenter Grove PDEvidence Collection link Resources - 2013-14 Evaluation Process Update - 2013-14 Evaluation Process Timeline/Update - Data Sources for Evaluation Review - Data Inventory Worksheet - Definitions - Literacy Glossary - Attaching Artifacts to Rubric in Pivot (Five Star) Know the Terminology

Domain Competency Indicator Artifact Evidence Report Center Grove Community School Corporation EVIDENCE REPORT 2012-2013 School Year Teacher Effectiveness Domain 1: Purposeful Designing Competency 1.1 Utilize Assessment Data for Purposeful Planning GAP CWT

1.2 Set Measurable Achievement Goals GAP CWT Highly Effective Effective Evidence Teacher is highly effective in utilizingassessment data for purposeful planning. At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated high-yield instructional

strategies in designing instruction to reach every student at his/her level of understanding determined through analysis of Center Grove data. Teacher iseffective in utilizingassessment data for purposeful planning. - Teacher utilizes classroom and individual student achievement goals, unit plans, AND lesson plans. Teacher is highly effective in settingmeasurable achievement goals. At Level 4, a teacher fulfills the criteria for Level 3 and

additionally: - Plans individual student achievement goals and/or collaborative goals. Teacher iseffective in setting measurable achievement goals. - Goals are measurable. - Goals are aligned to content standards; AND Goals include benchmarks to help monitor learning and discern appropriate interventions throughout the year. Evidence that I plan purposefully includes my backwards

planning sheets that I do before each unit. I also have daily lesson plans, which include standards, objectives and agendas. I can also include as evidence, the sheets where I have used pretest data to differentiate instruction. Sometimes this differentiation means optional homework for a select group of students, sometimes it means students are asked to attend specific stations to work on targeted skill sets, sometimes students are pulled out to work with me while the rest of the class works on an anchor activity, and many times a group of students will move on to a graded assessment while I work with students who need more exposure to a skill. The kids who finish the graded assessment will have time for enrichment in the future. I utilize backwards planning to set posted detailed daily objectives and standards for students. Every unit is framed around one or more essential questions posed at the beginning of a unit that students are able to answer during assessments at the end of a unit.

As described in 1.1, I differentiate instruction at least one time (often at least two) during most every unit. I use posted target boards and students track their individual data for most units in their Interactive Student Notebooks. Students are given multiple formative assessments each unit, including second pretests, homework, quizzes and self-checks. - - - Help is still available Questions Always start with your administrator! Then Katie Hoffman Sally Hacker

Kathy Sagorsky [email protected] [email protected] [email protected] This power point will be posted on the Evidence Collection page of the Center Grove PD website Speak up if you need help! http://www.online-stopwatch.com/countdown-clock/full-screen/ Snowman picture for divider to next section

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