TGDS Professional Learning Facilitator s Guide Teacher Growth & Development System

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1 TGDS Professional Learning Facilitator s Guide Teacher Growth & Development System

2 Table of Contents Introduction to the Guide Workshop Overview Introductory Workshop: Introduction to the Oakland Effective Teaching Framework (OETF) At a Glance Presentation Guide Exit Ticket Page 3 Page 4 Page 5 Page 6 Appendix A Introductory Workshop: Introduction to the Teacher Growth and Development System (TGDS) At a Glance Presentation Guide KWL Chart Creating Effective SMARTe Goals At a Glance Presentation Guide Creating SMARTe Goals My SMARTe Goals SMARTe Goal Matching Cards SMARTe Goal Information from the Teacher Growth and Development Handbook (P ) Additional Opportunities for Professional Learning..... Extension Activity: TGDS Design Principles Extension Activity: Using Evidence with the OETF Using Evidence Handout Page 12 Page 13 Appendix B Page 21 Page 22 Appendix C.1 Appendix C.2 Appendix C.3 Appendix C.4 Page 27 Page 28 Page 29 Appendix D Facilitator Guide 2

3 Introduction to the TGDS Facilitator Guide Welcome to the Guide The TGDS Facilitator Guide provides quick, pop-out trainings for principals, alternate observers, and teachers to rapidly understand and lead trainings on aspects of the Teacher Growth and Development System (TGDS) and Oakland Effective Teaching Framework (OETF). The Guide is divided into individual workshops that can serve as professional learning materials throughout the year. Each workshop contains an At a Glance summary page outlining the purpose, materials, and recommended facilitator preparation. This summary is followed by a suggested lesson cycle and script, designed to accompany a corresponding PowerPoint presentation. The PowerPoint presentations, as well as relevant handouts and materials, are available on the OUSD website. The Guide is organized in the progression recommended by OUSD, but individual sites may choose to adapt materials so that they best fit staff needs. Facilitators should note that changes to the order of workshops could require slight adjustments to workshop content. Facilitator Guide Goals Verbs in the Guide Facilitator Guide 3

4 Workshop Overview Introductory Workshop Suggested Timeframe Focus Using the Guide Introduction to the Oakland Effective Teaching Framework (OETF) This workshop should be completed in early September, prior to the Preliminary Observation Cycle. This workshop provides an overview of the OETF, including an outline of the domains and indicators used to define teacher effectiveness under TGDS. 60 minute workshop; Guide on Page 5 Introductory Workshop Suggested Timeframe Focus Using the Guide Introduction to the Teacher Growth and Development System (TGDS) This workshop should be completed in early September, prior to the Preliminary Observation Cycle. This workshop provides teachers with an overview of TGDS, including the system s goals, components, sequence, and requirements. 75 minute workshop; Guide on Page 12 Skill Development Workshop Suggested Timeframe Focus Using the Guide Creating Effective SMARTe Goals This workshop would be most effective prior to the start of Post Conferences. This workshop explores what a SMARTe Goal is and how it is written. It also provides teachers with the opportunity to develop individual SMARTe goals that they will use to advance their practice throughout the academic year. 50 minute workshop; Guide on Page 21 Skill Development Workshop Performing a Successful Peer Observation Suggested Timeframe This workshop would be most effective prior to the start of Peer Observations. Focus Information on this workshop Pending. Using the Guide 50 minute workshop; Guide on Page # Facilitator Guide 4

5 Introduction to the OETF At a Glance Introduction to the Oakland Effective Teaching Framework (OETF) Lesson Objective 1. Teachers will develop a clear understanding of the structure and guiding principles for the Oakland Effective Teaching Framework (OETF) and understand expectations of the Teacher Growth and Development System (TGDS) during evaluations. 2. Teachers will be able to situate OETF in the context of TGDS. 3. Teachers will begin thinking about their own practice through the OETF lens. Estimated Time 60 minutes Workshop Handouts 1. Copies of the OETF (Available on OUSD Website) 2. Copies of the TGDS Handbook (Available on OUSD Website) 3. Exit Ticket (Available in Appendix A) Materials / Preparation Checklist Flipchart Markers 4 sheets of chart paper with the following indicators written on top: 2A.1 Valuing Multiple Forms of Diversity 2B.2 Developing Competencies that Support Student Success 3B.3 Using Academic Language 3C.4 Using Instructional Grouping to Maximize Learning Post chart paper to wall before workshop Handouts for all participants Projector and Speakers PowerPoint Deck Suggested Facilitator Preparation 1. Review the Facilitator Guide and the OETF to become familiar with the framework. 2. Review Page 4 of the TGDS Handbook for additional background information. 3. Be aware that best practice research includes the following: a. Charlotte Danielson and the Danielson Framework b. Evaluation systems in Pittsburgh Public Schools, Indiana Department of Education, and others Facilitator Guide 5

6 Introduction to the OETF Presentation Guide Suggested Process Welcome and Introduction (Introduction Slide) 1. Welcome teachers and thank them for attending the training. Suggested Timing 1 minute 2. Explain that the purpose of the workshop is for teachers to develop a clear understanding of the Oakland Effective Teaching Framework (OETF). By the end of the workshop, teachers will build an understanding of the Teacher Growth and Development System (TGDS) expectations for effective teaching and will reflect on how the framework relates to their practice. 3. Transition to Slide 1 by stating: Before we begin, I would like to show a brief video on the Teacher Growth and Development System. Introductory Video (Slide 1) 1. Show Slide 1. 7 minutes 2. Show the Introductory Video. Click on the link or the picture to open the video in YouTube. You must be logged into the system to view the video. 3. Transition to Slide 2 by stating: As shown in the video, this system is being piloted to develop effective teaching practices across the District through a growth mindset. Let s take a moment to think about what it means to be an effective teacher. Do Now: Building a Vision of Effective Teaching (Slide 2) 1. Show Slide 2. 8 minutes 2. Instruct teachers to spend 5 minutes reflecting on a time when they felt that they were effective in the classroom. 3. Instruct teachers to spend 2 minutes sharing their thoughts with a partner. 4. Explain that this is the participants vision of effective teaching. 5. Transition to Slide 3 by stating: Facilitator Guide 6

7 Introduction to the OETF Presentation Guide Having a vision of effective teaching is the cornerstone of a teacher evaluation system. The OETF is Oakland s vision, and the next few slides will provide you with the underlying principles that create that vision. Introduction to the OETF (Slide 3) 1. Show Slide 3. 1 minute 2. Review the OETF: a. It is an evaluation rubric that illustrates various stages of teacher development b. It creates a shared vision of effective teaching for Oakland Schools. c. It serves as the foundation for the Teacher Growth and Development System (TGDS). OETF Design Principles (Slide 4) 1. Show Slide 4 1 minute 2. Explain that because the OETF is the basis for Oakland s teacher evaluation system, it was important that it reflect both national best teaching practices and local Oakland priorities. 3. Review the Oakland priorities: a. Equity (African-American Male Achievement Initiative, English Language Learners, Special Education) b. Academic Discourse (Common Core Shifts) c. Social Emotional Learning 4. Transition to Slide 5 by stating: Since the OETF is a homegrown framework, let s take a moment to clarify how it was developed. Creating a Homegrown Framework (Slide 5) 1. Show Slide 5 2 minutes 2. Review that the Framework was developed by and for Oakland educators. a. The Effective Teaching Task Force (ETTF) launched in b. Over the past three years, the ETTF has developed and revised the Framework. Facilitator Guide 7

8 Introduction to the OETF Presentation Guide Reviewing the Framework (Slide 6) 1. Show Slide 6 8 minutes 2. Share a copy of the OETF with teachers. 3. Instruct teachers to spend 5 minutes looking through the Framework. 4. Instruct teachers to spend 3 minutes discussing the following with a partner: a. Which components of the Framework resonate with you? Are there any components that are surprising? b. Where do you see examples of Oakland priorities within the Framework? Principles of OETF Holistic View of Teaching (Slide 7) 1. Show Slide 7 5 minutes 2. Explain that in order to design a framework that included both best practices and Oakland priorities, the OETF was designed to look at teaching holistically, both in and out of the classroom. 3. Review that the OETF allows observers to evaluate teachers in four areas or domains: a. Domain 1 Planning and Preparation b. Domain 2 Classroom Environment c. Domain 3 Teaching and Learning d. Domain 4 Professional Responsibilities 4. Review that details on what each domain encompasses are included in the boxes around the graphic. 5. Instruct teachers to spend 3 minutes reviewing the Domains and discussing the following with a partner: a. Under which Domain and Indicator did you excel in the example of effective teaching that you used in the opening exercise? b. How did your performance in other Domains contribute to your success? 6. Transition to Slide 8 by stating: Now that we have looked at the design and structure of the OETF, we will discuss how that structure is used in a TGDS observation. Facilitator Guide 8

9 Introduction to the OETF Presentation Guide Collecting and Aligning Evidence (Slide 8) 1. Show Slide 8 2 minutes 2. Explain that the TGDS process will be completed through an online system called BloomBoard. 3. Review how evidence will be collected and aligned: a. Collecting Evidence i. When an observer visits a classroom, she writes descriptions of what she sees and hears as evidence of teaching practice. ii. Evidence may include descriptions of how the classroom is arranged, descriptions of student behavior, or quotes from students and teachers. b. Aligning Evidence i. After the observation, the observer aligns this evidence with the appropriate indicator from the OETF. Using Evidence to Assess Teacher Level (Slide 9) 1. Show Slide 9 1 minute 2. Review how evidence will be used to assess teacher level: a. After aligning the evidence, the observer uses it to determine where the teacher is along the development continuum. b. The teacher can be assessed as Beginning, Developing, Proficient, or Exceeding. 3. Transition to next activity by stating: Now that we have looked at how evidence is collected, aligned, and assessed, let s practice using evidence. Creating Evidence (Slide 9 Cntd.) 1. Instruct teachers to go to one of the chart papers posted on the wall. Teachers will spend 5 minutes brainstorming pieces of evidence that could be aligned to the indicator on the chart paper. 8 minutes 2. Instruct teachers to spend 3 minutes walking around the room and looking at the evidence written for other indicators. 3. Transition to Slide 10 by stating: Now that you have had some time to explore the OETF, I would like you to use the last part of our workshop to reflect Facilitator Guide 9

10 Introduction to the OETF Presentation Guide on your own practice through the lens of the framework. Your Practice and OETF (Slide 10) 1. Show Slide 10 5 minutes 2. Instruct teachers to spend 5 minutes reflecting on the following questions. They should write their reflections at the bottom of their Do Now work. a. In which domains/standards/indicators would you currently rate yourself as proficient? b. Which domains/standards/indicators do you need to improve in your own practice? Final Questions and Conclusion Slide Show Slide minutes 2. Ask teachers if they have any additional questions. 3. Instruct teachers to complete the Exit Ticket for this training. Note to Facilitator: Exit Tickets will be used by OUSD to improve trainings. Printable Exit Tickets can be found in Appendix A. Completed Exit Tickets should be collected and given to your Specialist. 4. Thank teachers for their participation and close the workshop. Facilitator Guide 10

11 Introduction to TGDS At a Glance Introduction to the Teacher Growth and Development System (TGDS) Lesson Objective 1. Teachers will develop a clear understanding of the goals, components, sequence, and requirements of TGDS. 2. Teachers will know what is required of them and what support they will receive under TGDS. Estimated Time Materials / Preparation Checklist Flipchart Markers Handouts for all participants Computer and Projector PowerPoint Deck 75 minutes Workshop Handouts 1. KWL Charts (Available in Appendix B) 2. Copies of the TGDS Handbook (Available on the OUSD Website) Suggested Facilitator Preparation 1. Review the Facilitator Guide to become familiar with the process. 2. Reflect on your own experiences with feedback to relate to participants thoughts during the Do Now session. 3. Reflect on the certification process for observers; be prepared to discuss the certification process if asked. 4. Review the PowerPoint Deck and Facilitator Guide for slides 8-12 and slide 14 (Guide pages 15-18). The information provided on these slides will be presented by teachers during a group activity. These slides are optional; they can be used if the Facilitator feels that additional information is needed or that there is not sufficient time for the group activity. The Facilitator Guide for these slides are delineated as If necessary. 5. Remember that SMARTe (for SMARTe Goals) is pronounced like Smarty. Facilitator Guide 11

12 Introduction to TGDS Presentation Guide Suggested Process Welcome and Introduction (Introduction Slide) 1. Welcome teachers and thank them for attending the training. Suggested Timing 1 minute 2. Explain that the goal of today s workshop is for teachers to develop a clear understanding of the structure, timeline, and requirements for the new Teacher Growth and Development System (TGDS). By the end of the workshop, teachers will know what is expected of them and what support they will receive under this system. 3. Transition to Slide 1 by stating: To begin, I want you to take a moment to reflect on your previous knowledge of TGDS. Do Now: KWL Charts (Slide 1) 1. Show Slide 1 5 minutes 2. Share KWL Charts with teachers. 3. Instruct teachers to spend 3 minutes using the first and second columns on the chart to write what they know about TGDS and questions they may have. They should continue to add questions to the middle column as the workshop progresses. 4. Explain that teachers will give these charts to the Facilitator as Exit Tickets at the end of the workshop so that Facilitators can address remaining questions. Note to Facilitator: If you are in a large school or receive a high volume of questions, you can consider pulling out common questions or broad themes to respond to staff in a general . If you are unsure of how to answer a question, please reach out to your Specialist for support. 5. Transition to Slide 2 by stating: Now let s begin discussing the Teacher Growth and Development System. A key component of any evaluation is feedback, so please take a few minutes to think about what it means to receive effective feedback. Facilitator Guide 12

13 Introduction to TGDS Presentation Guide Do Now: Reflection on Meaningful Feedback (Slide 2) 1. Show Slide 2. 8 minutes 2. Instruct teachers to spend 5 minutes reflecting on a time when they received feedback that impacted their teaching. They should write their reflections and be prepared to discuss. 3. Instruct teachers to share their thoughts with a partner or group. Each pair/group should pull 2-3 key words from their discussion to describe why the feedback was impactful. 4. Ask partners/groups to share their key words with the group. 5. Write the shared words on flip chart paper or the board. 6. Transition to Slide 3 by stating: The words that you came up with illustrate your understanding of what it means for feedback to be meaningful and impactful. As you have pointed out, meaningful feedback is (insert words from exercise here), and the TGDS process was created with many of these guiding principles in mind. The next slide will outline some of those design principles Introduction to TGDS Design Principles (Slide 3) 1. Show Slide 3. 5 minutes 2. Explain that TGDS was designed to ensure that teachers could receive meaningful feedback in a way that can grow teaching practice at all levels across the District and improve outcomes for all students. 3. Review the TGDS Design Principles: a. TGDS is rooted in a growth mindset, research based teaching practices, and the Oakland context. b. It provides frequent, evidence-based feedback from multiple perspectives, leading to actionable steps for growth. c. It allows for continuous development, differentiated support, and the opportunity for teachers to collaborate and thrive. 4. Instruct teachers to turn to a neighbor and discuss: a. Which of these design principles resonate with you? b. Which design principles connect to the words from our previous discussion? Facilitator Guide 13

14 Introduction to TGDS Presentation Guide 5. Transition to Slide 4 by stating: Now that we have looked at the guiding principles behind the TGDS process, let s take a moment to review the framework that serves as the basis for TGDS evaluations. Introduction to OETF (Slide 4) 1. Show Slide 4 3 minutes 2. Review the background of the OETF a. The OETF serves as the foundation of TGDS. b. The OETF is the rubric that details what teaching practice looks like at various stages of teacher development. c. The rubric was designed using both best practice research and Oakland priorities. d. The OETF looks at teaching holistically, considering performance both in and out of the classroom. 3. Explain that this holistic view of teaching encompasses 4 Domains 4. Review the 4 Domains a. Domain 1: Planning and Preparation b. Domain 2: Classroom Environment c. Domain 3: Teaching and Learning d. Domain 4: Professional Responsibilities 5. Transition to the next slide by stating: For now, let s transition from looking at the underlying principles of TGDS to looking at the nuts and bolts of how the process will run throughout the year. TGDS Evaluation Cycle (Slide 5) 1. Show Slide 5 3 minutes 2. Explain that this slide provides an overview of each component of the TGDS system during an academic year. 3. Review that there are several points throughout the year for teachers to receive feedback. a. 4-6 evaluative observations b. Non-Evaluative Feedback from student surveys and peer observations 4. Transition to the next slide by stating: Facilitator Guide 14

15 Introduction to TGDS Presentation Guide We are going to look at each of these points in more detail. Group Review of the Evaluation Cycle (Slide 6) 1. Show Slide 6 15 minutes 2. Instruct teachers to form 4 groups. a. Group 1: Preliminary and Summative Evaluation Cycle b. Group 2: SMARTe Goals c. Group 3: Short Observations d. Group 4: Non-Evaluative Feedback 3. Instruct each group to spend 12 minutes reviewing the TGDS Handbook and preparing a presentation on their assigned component of the Evaluation Cycle. Presentations should be 2-3 minutes long. 4. Instruct teachers to return to their seats for presentations. 5. Transition to the next slide by stating: We will begin the presentations by looking at the Evaluative Observations. Evaluative Observations (Slide 7) 1. Show Slide 7 1 minute 2. Review that there are three types of observations that will be included in the evaluation scoring. a. Preliminary Observation b. Short Observations c. Summative Observation 3. Review that these observations are performed by certified observers a. Administrators and Alternate Observers b. All observers have been trained and certified c. Observers must be certified before they can complete observations. They must show competence in collecting evidence and assigning accurate scores based on the OETF. The Evaluation Cycle Timeline (Slide 8) 1. Show Slide 8. a. This slide can remain visible during Group Presentations. 0 minutes Facilitator Guide 15

16 Introduction to TGDS Presentation Guide b. Slides are optional and can be used if you feel additional information is needed after a presentation or if there is not sufficient time for group presentations. Preliminary and Summative Observations (Slide 8 Cntd.) 1. Instruct Group 1 to come to the front and present information on the Preliminary and Summative Observations. 4 minutes 2. If necessary, Show and/or Review Slide 10 (Preliminary Observation Slide). This can be used to ensure that all relevant information is covered or it may be used in place of teacher presentations, depending on your school s needs. a. Performed between September and October. b. Provides teachers with an overall assessment of their strengths and opportunities for improvement. 3. If necessary, Show and/or Review Slide 11 (Preliminary Observation Cycle Slide). This can be used to ensure that all relevant information is covered or it may be used in place of teacher presentations, depending on your school s needs. a. Pre-Conference i. Teachers and evaluators take minutes to discuss the lesson plan and classroom context. ii. This also provides evidence for Domain 1. b. Observation i. Evaluators spend minutes observing the lesson. ii. During observation, evaluators take detailed notes as evidence that will inform the evaluation and debrief. c. Reflection i. Teachers spend minutes reflecting on the observed lesson. ii. Teachers will also collect student work to share as additional evidence of learning. d. Post-Conference i. Teachers and evaluators take minutes to discuss the lesson, evaluation, and next steps toward growth. 4. If necessary, Show and/or Review Slide 12 (Summative Observation Slide). This can be used to ensure that all relevant information is covered or it may be used in place of teacher presentations, depending on your school s needs. a. Explain that the final observation is the Summative Observation. Facilitator Guide 16

17 Introduction to TGDS Presentation Guide b. Review the steps of the Summative Observation. i. The steps and length are the same as the Preliminary Observation. ii. The Summative Observation collects evidence for all 4 Domains and illustrates growth over the course of the year. 5. If necessary, Explain that teachers and evaluators will use the online system BloomBoard to facilitate this cycle and share lesson plans, reflections, and feedback. 6. Explain that additional information on these components and the Lesson Reflection Template can be found in the TGDS Handbook. SMARTe Goals (Slide 8 Cntd.) 1. Instruct Group 2 to come to the front and present on SMARTe Goals. 4 minutes 2. If necessary, Show and/or Review Slide 13 (SMARTe Goals Slide). This can be used to ensure that all relevant information is covered or it may be used in place of teacher presentations, depending on your school s needs. a. Explain that one of the most important outcomes of the post-conference is that teachers and observers will set individual SMARTe Goals for the academic year. b. Review what SMARTe stands for Specific / Measurable / Attainable / Relevant / Time-Framed / Equity-Focused c. Explain that teachers will create one professional development goal and one student learning goal. Short Observations (Slide 8 Cntd.) 1. Instruct Group 3 to come to the front and present on Short Observations. 2. If necessary, Show and/or Review Slide 14 (Short Observations Slide). This can be used to ensure that all relevant information is covered or it may be used in place of teacher presentations, depending on your school s needs. a. Explain that setting SMARTe Goals is important because those goals will provide the focus for Short Observations. b. Review Short Observations i. Administrators and/or alternate observers will 4 minutes Facilitator Guide 17

18 Introduction to TGDS Presentation Guide perform 2-4 short observations between November and April. ii. Short observations are minutes long, and evaluators only collect evidence for Domains 2/3. iii. Short observations focus on SMARTe Goal progress. 3. Explain that there will be a future training on setting SMARTe Goals, and that additional information can be found in the Handbook. Observations by Certified Observers (Slide 15) 1. Show Slide 15 1 minute 2. Review that each evaluative observation feeds into the next, which provides frequent feedback for continuous growth over the course of the year. Professional Practice Score (Slide 16) 1. Show Slide 16 3 minutes 2. Review the Professional Practice Score a. Following the Summative Observation Post- Conference, during which teachers and administrators discuss SMARTe Goal Progress, The administrator ranks the teacher s progress based on observations and evidence of student work. The administrator will determine if the teacher made Insufficient Progress (1), made Developing Progress (2), Met Goals (3), or Exceeded Goals (4). b. The Classroom Observation score is calculated by using the highest score for each indicator from across all evaluative observations. c. Observations and progress on SMARTe Goals are combined to calculate a final Professional Practice Score. 3. Transition to next section by stating: Because TGDS is designed using a growth mindset, there are also opportunities for teacher to receive feedback from other sources. This additional feedback does not affect the evaluation. Let s take a moment to review the non-evaluative components. Facilitator Guide 18

19 Introduction to TGDS Presentation Guide Non-Evaluative Feedback 1. Instruct Group 4 to come to the front and present on Peer Observations, Mid Year Reflection, and Student Surveys. 5 minutes 2. If necessary, Show and/or Review Slide 17 (Non- Evaluative Feedback Slide). This can be used to ensure that all relevant information is covered or it may be used in place of teacher presentations, depending on your school s needs. a. Review the Mid-Year Reflection. i. Teachers and administrators discuss progress on SMARTe Goals and next steps. ii. Mid-Year Reflections are optional. They can be requested by the teacher or administrator. b. Review Peer Observations i. Peer observers conduct minute classroom observations, followed by a debrief session. ii. Observations focus on one aspect of the teacher s practice, including SMARTe Goal, OETF Indicator, or the strength of an observing teacher. c. Review Student Surveys i. Teachers administer student surveys for one another. ii. Surveys should take approximately minutes to complete. 3. Explain that a copy of the Student Survey is available in the Appendix of the TGDS Handbook. Recapping the TGDS Evalution Cycle (Slide 18) 1. Show Slide 18 1 minute 2. Thank teachers for their presentations by stating: Thank you for providing an excellent overview of each of these steps in the TGDS Evaluation Cycle and for highlighting how these components come together to encourage growth throughout the year. Before we conclude, I would like to spend a few minutes summarizing both the requirements and the supports for teachers to make these evaluations successful. Teacher Expectations and Support (Slide 19) 1. Show Slide 19 4 minutes Facilitator Guide 19

20 Introduction to TGDS Presentation Guide 2. Review Teacher Responsibilities: Throughout the year, teachers are expected to: a. Upload lesson plans to BloomBoard prior to Pre- Conference Meetings during the Preliminary and Summative Observations. b. Prepare for the Post-Conference during Preliminary and Summative Observation Cycles by reviewing the observer s assessment, completing and uploading a lesson reflection, and uploading student work. c. Administer student surveys. d. Perform Peer Observations e. Reflect on and use feedback to continuously improve practice. 3. Review Teacher Supports: In order to ensure that this process is successful, teachers can expect the following: a. Additional trainings on SMARTe Goal development, Peer Observations, and Student Surveys. b. STIP Sub to provide coverage for conferences, reflections, and peer observations. c. Access to an online library of resources aligned to the Oakland Effective Teaching Framework. d. Consistent, actionable feedback on practice. Final Questions and Conclusion Slide Show Slide 20 8 minutes 2. Instruct teachers to review their KWL chart and write down any additional questions that have come up for them. a. Facilitator will answer some questions and assure the group that remaining questions on their KWL charts will be answered in due time. 3. Instruct teachers to write down at least 3 things that they learned from the workshop in the third column of the KWL chart. Teachers will turn in this chart to the facilitator. 4. Thank teachers for their participation and end the workshop. Facilitator Guide 20

21 Creating Effective SMARTe Goals At a Glance Creating Effective SMARTe Goals Lesson Objective 1. Teachers will develop an understanding of what a SMARTe Goal is and how it is written. 2. Teachers will write individual SMARTe goals for the academic year. Estimated Time 50 minutes Materials / Preparation Checklist Flipchart or White Board Markers Goal Matching Cards (Cut the Goal Matching Cards Sheet in Appendix C.3) Handouts for all participants Computer and Projector PowerPoint Deck Workshop Handouts 1. Creating SMARTe Goals Worksheet (Available in Appendix C.1) 2. My SMARTe Goals Worksheet (Available in Appendix C.2) 3. Pages of the TGDS Handbook (Available in Appendix C.4) Suggested Facilitator Preparation 1. Review pages 12 and 13 of the TGDS Handbook for background information on SMARTe Goals. 2. Review Slide 3 and reflect on how you would adjust Goals 1 and 4 to make them SMARTe. 3. Remember that SMARTe is pronounced like Smarty. Facilitator Guide 21

22 Creating Effective SMARTe Goals Presentation Guide Suggested Process Welcome and Introduction (Introduction Slide) 1. Welcome teachers and thank them for attending the training. Suggested Timing 1 minute 2. Explain that the goal of today s workshop is for teachers to develop a clear understanding of what SMARTe Goals are and how to write an effective SMARTe Goal. By the end of the workshop, teachers will write individual SMARTe Goals for the academic year. 3. Transition to the Do Now Activity by stating: I would like to begin with a short activity that will help you to start thinking about what a SMARTe Goal is. Do Now: Matching Cards (Slides 1 and 2) 1. Show Slide 1 5 minutes 2. Share SMARTe Goal Matching Cards with teachers. Each teacher should receive one card. 3. Explain that each card has a goal written on it. Half of the teachers will receive a SMARTe goal. The other half will receive a rough draft of the same goal. 4. Instruct teachers to mingle and talk with their colleagues to find the person whose card is a companion to theirs. Teachers with a SMARTe goal will find the teacher with the same goal in rough draft form and vice versa. 5. Show Slide 2 6. Instruct teachers to spend 2 minutes discussing the following questions with their matching card partner: a. Based on your previous knowledge of SMARTe Goals, which card do you think contains the SMARTe Goal? b. How is the SMARTe Goal different than the non- SMARTe goal? c. Why do you think this difference is important? 7. Ask teachers to share why they felt that the differences between SMARTe goals and non-smarte goals were important. Facilitator Guide 22

23 Creating Effective SMARTe Goals Presentation Guide Why SMARTe Goals Matter (Slide 3) 1. Show Slide 3 2 minutes 2. Review why it is important to have effective SMARTe goals: a. SMARTe Goals allow you and your observer to focus in on one or two areas that will have the greatest impact on your practice and student learning. b. SMARTe Goals allow you to clarify what you want to achieve so that you can see evidence of your growth. c. For teachers participating in the Teacher Growth and Development System (TGDS), the evaluation cycle values continuous growth. SMARTe Goals give your observer and incorporates SMARTe Goal progress as 50% of the Professional Practice Score. 3. Transition to Slide 4 by stating: Let s now look at exactly what a SMARTe Goal is and how it is written. Introducing SMARTe Goals (Slide 4) 1. Show Slide 4 5 minutes 2. Review the components of a SMARTe Goal. Note to the Facilitator: This slide is animated. Continue to click through the slide to share the clarifying questions for each component. a. Specific / Strategic: What specifics will help you know you ve reached your goal? b. Measurable: What data will you use to measure progress? c. Attainable: How difficult will this goal be to complete? d. Relevant: How is this goal relevant to you and your students? e. Time-Framed: When will you collect data? By when will you complete this goal? f. Equity-Focused: Does this goal support equal access and achievement for all students? 3. Share the SMARTe Goal information from the Teacher Growth and Development System (TGDS) Handbook (Pages 12 and 13). 4. Instruct teachers to spend 3 minutes reviewing the information and discussing with your matching card partner: Facilitator Guide 23

24 Creating Effective SMARTe Goals Presentation Guide a. Were you able to identify the SMARTe Goal? b. Which elements of SMARTe goals resonate with you? c. Do any elements surprise you? Creating SMARTe Goals (Slide 5) 1. Show Slide 5 10 minutes 2. Instruct teachers to take 1 minute to review the goals written on the slide. Are any of these goals SMARTe? 3. Ask teachers to identify the SMARTe goals on the slide. a. Goals 2 and 3 are SMARTe. b. Goals 1 and 4 are not. 4. Instruct teachers to take 5 minutes to work with a partner on re-writing Goals 1 and 4 to make them SMARTe. 5. Ask two pairs to share their revised goals on the board. a. One pair should write their revised Goal 1. b. One pair should write their revised Goal Review the revised goals with the group. a. Ask the teachers if the new goals are SMARTe. If so, how did the revisions make them SMARTe? If not, what additional changes should be made? b. Write any revisions that come up during discussion. 7. Review the difference between Professional Practice Goals and Student Learning Goals: a. Goals 1 and 3 are Professional Practice Goals. They focus on how the teacher will improve her practice. b. Goals 2 and 4 are examples of Student Learning Goals. They focus on outcomes that the students will achieve. Writing Individual SMARTe Goals 1. Share the Creating SMARTe Goals Worksheet (Appendix C.1) with teachers. 8 Minutes 2. Instruct teachers to spend 7 minutes completing the worksheet. a. Through the worksheet, they will write one Professional Practice Goal an/or one Student Learning Goal, depending on time. b. Teachers should be prepared to exchange their worksheets with a partner. Facilitator Guide 24

25 Creating Effective SMARTe Goals Presentation Guide Polishing Individual SMARTe Goals (Slide 6) 1. Show Slide 6 15 Minutes 2. Instruct teachers to trade their SMARTe Goals with a partner and take 12 minutes to complete the following steps: a. Review your partner s goals and identify the SMARTe components. b. Discuss the following with your partner. i. Does the goal demonstrate all of the elements of a SMARTe Goal? ii. Will the goal address the area of practice that your partner identified as opportunities for improvement on the worksheet? iii. Would you suggest any revisions to your partner's goal? 3. Share the My SMARTe Goals Worksheet (Appendix C.2) with teachers. 4. Instruct teachers to write their polished SMARTe Goals in the space provided. They will give these sheets to the Facilitator before leaving. Final Questions and Conclusion (Slide 7) 1. Show Slide 7 2. Ask teachers if they have any additional questions or comments from today s session. 4 Minutes 3. Thank teachers and close the workshop. Facilitator Guide 25

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27 Additional Opportunities for Professional Learning Thank you for using the Guide We hope that the TGDS Facilitator s Guide has provided you with useful professional learning materials to support your site and the implementation of TGDS. If you would like to provide additional learning opportunities for your staff, please consider the extension options outlined below or feel free to develop your own sessions. Guided Extension Activities Extension Activity Focus Using the Guide Connecting Best Practice Research and the Teacher Growth and Development System (TGDS) This activity provides teachers with the opportunity to build a deeper understanding of the design principles and best practice research that guided the development of TGDS. 35 minute session; Guide on Page 28 Extension Activity Focus Using the Guide Assessing Teacher Level Using the Oakland Effective Teaching Framework (OETF) This activity provides teachers with the opportunity to build a deeper understanding of how evidence is used in evaluations under the OETF. 25 minute workshop; Guide on Page 29 Additional Suggestions You may also want to consider setting up the following activities for staff: Facilitator Guide 27

28 Extension Activity: TGDS Design Principles Connecting Best Practice Research and the Teacher Growth and Development System Lesson Objective 1. Teachers will develop a deeper understanding of the design principles behind TGDS. 2. Teachers will make connections between the Charlotte Danielson article and TGDS. Estimated Time 35 Minutes Preparation Checklist Prepare copies of the Observing Classroom Practice by Charlotte Danielson for all participants. Read the Danielson article and prepare your own thoughts and ideas for the guiding questions below. Determine additional questions or points that you would like to raise during the discussion. Suggested Process 1. Share copies of Observing Classroom Practice by Charlotte Danielson with teachers. 2. Instruct teachers to spend 20 minutes reading the article and reflecting on the following questions. They should annotate the reading so that they are able to discuss their reflections. a. Which parts of the article stand out to you? Why? b. Are there any ideas in the article that you particularly like or dislike? Why? c. Do you recognize any elements of TGDS within the article? 3. Instruct teachers to spend 5 minutes discussing their ideas with a partner. 4. Ask teachers to share their ideas with the larger group. 5. Ask teachers if they have any questions. 6. Thank teachers and close the session. Facilitator Guide 28

29 Extension Activity: Using Evidence with the OETF Assessing Teacher Level Using the Oakland Effective Teaching Framework (OETF) Lesson Objective 1. Teachers will develop a deeper understanding of how evidence is used in evaluations. 2. Teachers will be able to align evidence and use it to assess teacher level. Estimated Time 25 Minutes Preparation Checklist Ask teachers to bring a copy of the OETF to the workshop. Prepare extra copies for those who do not. Prepare copies of the Using Evidence Handout (Appendix D) Review the handout and the alignments/assessment provided in the process below. Suggested Process 1. Instruct teachers to take 5 minutes to review their Oakland Effective Teaching Framework (OETF) and reflect on how evidence is used in the evaluation process. 2. Ask teachers to review how evidence is used: a. Evidence is collected during the observation b. Evidence is aligned to the correct indicator on the OETF c. Evidence is used to determine the teacher s level for that indicator 3. Share copies of the Using Evidence handout (Appendix D) with teachers. 4. Instruct teachers to take 5 minutes to review the evidence in each scenario and work with a partner to follow the instructions on the handout: a. Align the evidence from each scenario to the appropriate indicator. b. Assess the teacher s level for that indicator using the evidence provided. 5. Explain that evidence may be relevant for more than one indicator and that there may not be consensus today on the teacher s level. Training is provided to all evaluators to ensure consistent alignment and calibrated scores during observations. 6. Ask teachers to share how they aligned and assessed this evidence. a. Scenario 1 is best aligned to Indicator 2A.2 (Facilitating Positive Interactions). This teacher would be Proficient. b. Scenario 2 is best aligned to Indicator 2C.2 (Managing Classroom Routines). This teacher would be Beginning. 7. Ask teachers if they have any questions. 8. Thank teachers and close the session. Facilitator Guide 29

30 Facilitator Guide 30

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