Leading for Change
Teacher Evaluator Student Growth Retraining Academy
Outcomes
No. 1 Participants will be able to use
assessments and measurement models
identified by the joint committee in
determining the student growth attributable
to individual teachers and understand how
different types of assessments are used for
measuring growth.
No. 2 Participants will be able to use data
from the evaluation rubric, other evidence
collected, and best practices relative to
evaluating student growth to link teacher
and school-level professional development
plans to evaluation results.
No. 3 Participants will be able to create in
collaboration with teachers, supportive,
targeted professional development plans
that consider past results, contribute to
professional growth and assist teachers in
aligning professional development and goal
setting to school improvement goals.
No. 4 Participants will be able to
communicate evaluation outcomes and
findings in constructive and supportive ways
that enable teachers to set goals and
improve practice.
Planning for Effective Feedback
While there is no requirement for formal
conferences outlined in Part 50 Administrative
Rules around student growth measures, we
want to talk about the best way to look at the
data and provide feedback and support to
teachers through the collection of data and
indicators of student growth.
Outcome 4: Vignette
Preconference Discussion
Review Handout A, Background Information
Prompt
• Given the background and context provided, what do you
need to do ahead of time to prepare for a pre-conference
with Mrs. Smith?
• What would you expect Mrs. Smith to discuss with you, and
how can you be prepared to support the conversation?
• How will you prepare to provide constructive and supportive
feedback at this initial stage of the student growth process?
Running Record Question
• How can I apply the discussion we just had regarding preconference preparation to my building (local context)?
Midpoint
Part 50 Administrative Rules (50.110)
Each plan shall identify the uniform process (to occur at the midpoint
of the evaluation cycle) by which the teacher will collect data specific to
student learning. The data to be considered under this subsection
(b)(5) shall not be the same data identified for use in the performance
evaluation plan to rate the teacher's performance.
A) The data the teacher collects shall not be used to determine the
performance evaluation rating.
B) The teacher should use the data to assess his or her progress and
adjust instruction, if necessary.
Outcome 4: Vignette
Authentic and Meaningful Feedback
Review Handout B, Midpoint Review
Prompt
• Given the scenario assigned to your group and the previous
contextual information, how would you respond to Mrs. Smith’s
situation at the midpoint?
• What would you expect Mrs. Smith to discuss with you, and how can
you be prepared to support the conversation?
• How will you prepare to provide constructive and supportive
feedback at this stage of the student growth process?
Running Record Question
• How can I apply the discussion we just had regarding the midpoint
review to my building (local context)?
Outcome 4: Vignette
Providing Authentic and Meaningful Feedback
Review Handout C, Summative Conference
Prompt
• Given the scenario assigned to your group and the previous
contextual information, what do you need to do ahead of time to
prepare for a summative conference with Mrs. Smith?
• What would you expect Mrs. Smith to discuss with you, and how can
you be prepared to support the conversation?
• How will you prepare to provide constructive and supportive
feedback at this final stage of the student growth process?
Running Record Question
How can I apply the discussion we just had
regarding the summative conference to my
building (local context)?
Let’s Get Moving From
Here to There
Exploring Outcomes 2 and 3
Connecting the Dots and Scaling Up
Outcomes 2 & 3: Jigsaw
• Handout D, Learning Forward Standards
• Learning Forward Standards
Three Learning Forward Standards to Consider:
• Leadership
• Learning Designs
• Implementation
Large Group Discussion Questions
• Keep in mind our previous discussions and insights on professional
learning that we had when considering Mrs. Smith’s situation in the
vignette as you proceed here.
• Two Essential Questions
• How can you use student growth data in a way that fosters professional
growth and development with an emphasis on the whole school or the whole
team?
• What leader adaptive skills and dispositions are associated with transitioning
staff from individual professional learning needs to school-wide professional
learning needs?
Connecting the Dots and Scaling Up
Outcomes 2 & 3: Think-Pair-Share
• Handout E, Using Student Growth Data for Building-wide Professional
Development
• Individual Reflection
• Share with a Partner
• Large Group Discussion
Running Record Question
In your building, how might you use
aggregate student growth data or trends in
team or building-wide data to help shape
professional learning opportunities for
educators?
Creating a Learning Organization of Equitable
and Continuous Improvement:
The Leader’s Role
Mini-Review of the Leader’s Role in Creating
a Learning Organization of Equitable and
Continuous Improvement
Technical List
• Build program coherence
and professional learning
content alignment
• Structure time, space,
and collaborative roles
• Provide high quality
professional learning
opportunities
Dispositions and Adaptive List
• Develop relationships and trust
• Model professional learning,
collaboration, risk-taking, etc…
• Empower teacher/distributed
leadership
• Emphasize importance of
continuous professional growth
• Advocate for equitable and
anti-discriminatory practices
Structuring Schools for Equitable and
Continuous Improvement
• Optimize time for common planning, collaboration,
professional development, peer observation
• Optimize space:
• Place teams in close proximity
• Other possible elements for structuring schools:
• Inclusive service delivery models
• Small learning communities within larger schools
Marzano’s Misaligned vs. Aligned Systems
Common Red Flags
• Review Handout G, Common Red Flags
• Group Discussion
Running Record Question
• In your building (local context), how might you apply what
you’ve learned in this Academy to foster a supportive and
constructive learning culture dedicated to equitable and
continuous improvement?
Outcomes 1, 2, 3 & 4:
Application and Dissemination