Teacher Evaluation and
Professional Growth Program
Module 4: Reflecting and Adjusting
December 2013
Module 4: Reflecting and Adjusting
 Module 1: MSFE TEPG Rubric
 Module 2: Student Learning Objectives
 Module 3: Observation and Feedback
 Module 4: Reflecting and Adjusting
The fourth module supports participants in the use of the MSFE TEPG
Rubric, evidence, and student data to monitor progress toward professional
goals. Participants will revisit their professional goals, check in on student
progress, and collaboratively determine appropriate midcourse
adjustments to their practice.
 Module 5: Engaging Students in Rigorous Learning
 Module 6: Reflecting and Planning for Next Year
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Agenda
 Welcome (5 minutes)
• Intended Outcomes
 Connecting (25 minutes)
• Gallery Walk
 Learning (1 hour, 30 minutes)
• Teacher Interview
• Putting the Steps Into Practice
 Implementing (30 minutes)
• Starting With Your Students
 Reflecting and Wrap-Up (30 minutes)
• Planning for the Midcourse Check-In
3
Intended Outcomes
At the end of this session, participants will know and be
able to
 Use the MSFE TEPG Rubric to self-assess progress thus
far and prepare for the midcourse check-in meeting.
 Reflect on progress toward achieving goals using a range
of evidence.
 Develop an appropriate and actionable plan for making
midcourse adjustments to practice to stay on track for
achieving goals.
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Core Propositions and
Standard Indicators
 Core Proposition 4: Teachers think systematically about
their practices and learn from their experience.
• 4a: Adjustment to Instructional Plans. The teacher continually reflects
on his/her instructional decision making and modifies instructional
approaches and interactions, making decisions based on student learning
needs and best practices.
• 4b: Continuous Professional Growth. The teacher uses educational
research and feedback from others to identify and pursue professional
development opportunities that facilitate relevant and appropriate
professional growth.
(Note: 4b is one of MSD’s focus areas for teacher led evidence collection)
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Connecting
25 minutes
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The Four-Step Evaluation
Cycle in Action
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Connecting Activity: Gallery Walk
 Count off by threes.
 Move to the chart paper with your numbered question.
 Spend five minutes discussing the questions with your
peers and record your responses.
Questions:
1. What have you learned about your practice as a result of getting feedback?
2. What evidence have you collected so far on elements of the TEPG Rubric?
You may have recorded this evidence on Form 3.
3. How, if at all, have you participated in peer observation so far this year,
either as an observer or as the teacher observed?
4. If you have not formally experienced these aspects of the evaluation cycle
yet, then what have you noticed informally about your practice and the
practice of your peers this year?
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Learning
1 hour, 30 minutes
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Learning Content 1: Tools and
Strategies for Reflecting
 Reflecting is an important part of the continuousimprovement process.
 The middle of the evaluation cycle is a good time to reflect
on progress toward goals.
 Reflection can
• Inform midcourse corrections
• Help identify necessary professional development
• Inform goal-setting next year
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Learning Activity 1: Teacher Interview
 Count off by fours.
 On the Teacher Interview handout, mark off the interview
question with your number.
 Take seven minutes and interview at least two other
teachers with your question, recording your responses on
the handout.
 Interview questions
1. How do you reflect on your teaching practice, daily or weekly?
2. How do you reflect on your teaching practice, after each unit or over
the summer?
3. How do you build time into your schedule for reflection?
4. How does your team (PLC, grade level, or subject area) reflect on
its practice?
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Learning Content 2: Using Data and
Feedback to Reflect
 Step 1: Consider the feedback you have received so far
during the evaluation cycle on the TEPG Rubric.
 Step 2: Consider your progress toward your professional
goal and identify the changes in instruction that need to
take place to ensure you are on track to meet your goal.
 Step 3: Review student learning data.
 Step 4: Consider where students are in relation to their
SLO growth targets and identify the changes in instruction
that need to take place to ensure students are progressing
toward their targets.
 Step 5: Prepare for your midcourse review (if it occurs in
your district).
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Remembering Teacher Smith
 Take a look at Teacher Smith’s Midcourse Reflection.
• Evidence collected related to teacher evaluation so far this year
• Student progress toward SLO
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Learning Activity 2: Putting the Steps
Into Practice
 Focus on Steps 1 and 2 of the Midcourse Reflection
handout.
• Consider the feedback you have received so far regarding the Rubric
• Consider your progress toward meeting your professional practice goal
• Identify changes in instruction that need to take place to ensure that you
meet your goal.
 Work with a partner if you would like.
 Use the TEPG Rubric and feedback you have received on
your evaluation thus far.
 Identify action steps for adjusting practice to ensure you
are on track to meet your professional practice goal.
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Learning Wrap-Up 2: Taking the
Temperature
 Use a sticky note to vote on the following question:
• How confident are you that you will achieve your professional practice goal?
 Respond by putting your sticky note along the 10-point
confidence scale.
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Implementing
30 minutes
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Implementing Activity: Starting with
Your Students
 Focus on Steps 3 and 4 of the Midcourse Reflection
handout.
• Reviewing student learning data
• Considering how close students are to meeting their targets on your SLO
– Identify changes in instruction that need to take place to ensure students are progressing
toward their targets
 Work in grade level or subject area teams to identify
sources of data on student progress toward meeting SLO
targets.
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Implementing Activity: Starting with
Your Students
 Identify the changes in instruction that need to take place
to ensure students are progressing toward their targets.
What instructional strategies have you used? What other
strategies could you consider using?
Percentage Range of Students Who
Met Their Growth Targets
SLO
Score
85–100%
4
71–84%
3
41–70%
2
0–40%
1
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Reflecting and Wrap-Up
30 minutes
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Reflecting Activity: Planning for the
Midcourse Check-In
 To prepare for your midcourse check-in meeting, review
the evidence you have summarized in Step 5.
• You may want to use this time to record evidence on Form 3 that was
previously not recorded.
 Discuss your responses with a partner at your table.
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Assignment
In Module 5 we will focus on student engagement:
Please come ready with a list or folder of the tools or
strategies you use that best engage your students, which
you will use in Module 5.
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