Session #3
Collecting Evidence and Measuring Performance
DRAFT AGENDA
November 15, 2011
8:30 – 3:30 PM
Sonoma County Office of Education
Expected Outcomes:
Teams identify domains for teaching and learning framework, and begin identifying standards for each domain.
Teams understand the importance of using a rubric to further define and describe effective teaching.
Teams identify categories for a rubric and begin building out descriptors for each category for one domain in their teaching and learning framework.
Teams learn the pros and cons of different tools for measuring teacher effectiveness
Activity 1: Review of past work and update
Norms
Hopes/Fears (revised 10/11)
Key Characteristics of an Effective Evaluation System (revised 10/11)
Characteristics of Effective Teaching
Activity 2: Continued Work on Teaching and Learning Frameworks – District Table Talk
District Teams identify domains for a teaching and learning framework
District Teams take descriptions of effective teaching from our conversations last time and from other sources, including but not limited to sample frameworks from Session #2, and begin transposing their own standards into the domains.
Activity 3: Review of Tools for Measuring the Criteria of your Teaching and Learning Framework
Prior to the Session District Teams read Approaches to Evaluating Effective Teachers: A Research Synthesis (Goe, Bell and Little).
Pivot Learning Partners provides brief overview of six evaluation tools for measuring effective teachers: (i) classroom observations (e.g. principal observations); (ii) instructional artifacts; (iii) portfolios; (iv) teacher self-report measures; (v) student surveys; and (vi) value added measures.
Jigsaw Activity: Teams are paired with another district (or large district teams divide into two teams). Each district team is assigned three of the six tools from the reading to discuss and they report out key takeaways to the paired district team. Discussion prompts for this activity:
What are the pros of your evaluation tool?
What are the cons?
How is student learning measured?
Implications for your district’s evaluation tool?
Brief report out of key takeaways from this activity.
Lunch
Activity 4: Using Rubrics for Measuring the Criteria for Effective Teaching and Learning Framework
Overview and best practices for developing a rubric
Pivot will send out 4-6 sample rubrics prior to the meeting. District Teams will divide responsibility for reviewing the rubrics amongst themselves.
District Team Work
Discussion of the pros and cons of the sample rubrics. Discussion prompts for each rubric are:
What makes sense?
What are some obstacles?
What are the rubric components (titles of the rubric categories)?
Teams choose categories they would use for a rubric (e.g. proficient, effective, etc.)
Teams begin to write a rubric descriptions for one of their framework statements for student learning and one of their framework statements for instructional practice.
Teams reconvene to briefly discuss practice
Activity 5: Next steps & Evaluation
Table discussion of pluses and deltas