New%20Teacher%20Orientation

1
Teacher Evaluation
New Teacher Orientation
Presented by Office of Staff Relations and
Employee Performance Management August 2016
Baltimore County Public Schools
2
Teachers will
Outcomes

• gain an understanding of Baltimore Countys
  teacher evaluation system.
• be able to explain the qualitative and
  quantitative measures in Baltimore Countys
  teacher evaluation system.
• identify and explore resources within Baltimore
  County that will assist in promoting success in
  the teacher evaluation system including the Peer
  Assistance and Review Program.

Baltimore County Public Schools
3
Please use post-its to ask the questions that
Parking Lot Padlet

• may not be relevant at the time.
• do not pertain to the whole group.
• we dont have an answer to now.
• can be answered later.

• https//padlet.com/cbane/nto2016

Baltimore County Public Schools
4
3 year cycle (Summative, Formative 1, Formative
2)1 Summative Year2 Formative Years
Evaluation Cycle
Probationary Teachers 3 Consecutive Summative
Years until tenure
Baltimore County Public Schools
5
Baltimore County Public Schools
6
In Your Summative Years

• Formal Observations
• Informal Observations
• Mid-Year Evaluation in January
• End of the Year Evaluation

Baltimore County Public Schools
7
Evaluation Measures
8
Student Learning Outcomes(SLOs)

• Quantitative Measures

9
What is a Student Learning Outcome (SLO)??
Student Learning Outcomes

• measure student growth
• apply to all teaching assignments
• are adaptable
• You will be responsible for creating 2 SLOs
• Content specific
• Aligned with your principals SLO

10
(No Transcript)
11
Principals Role

• Develop school wide SLOs
• Review and approve teachers SLOs

Department Chairs and STAT teachers may be of
assistance in developing your SLOs.
12
(No Transcript)
13
Developing My SLO
14
SLO Template
Baltimore County Public Schools
15
SLO Checklist
16
Musical Pairs

• When developing SLOs, who can assist you?
• What resources can you use to create your SLOs?
• When are SLOs due?
• How are SLOs scored?
• Consider how you could use this activity in your
  classroom?

Classroom Connection
17
Supports in place
Baltimore County Public Schools
18
THE PAR PANEL

• Who?
• 9 current BCPS principals
• 9 current BCPS teachers
• Work in pairs to oversee work of CTs
• What?
• The PAR panel reviews information submitted by
  the CT regarding client teachers progress. They
  make recommendations regarding next steps.

Baltimore County Public Schools
19
PEER ASSISTANCE REVIEW
Will I receive PAR Support?
All teachers who are new to the profession, with
no prior teaching experience, will receive a
Consulting Teacher.
Baltimore County Public Schools
20
HOW PAR WORKS
Baltimore County Public Schools
21
CT OBSERVATION FEEDBACK
What will support look like?
Collect the data
Analyze the data
Share the data
Baltimore County Public Schools
22
PARALLEL PATHS
Administrator
Consulting Teacher
Baltimore County Public Schools
23
PEER ASSISTANCE REVIEW
TIMELINE
Baltimore County Public Schools
24
SCAVENGER HUNT
DIRECTIONS

• Form groups of 3 to 5 people, preferably with
  someone you havent talked with yet
• When asked to do so, go to one of the stations.
• When given the signal to begin, use the materials
  provided at each station to answer the guiding
  questions. Discuss your thoughts with your group.
  
• When the timer sounds, go back to your seats.

https//padlet.com/cbane/nto2016
Baltimore County Public Schools
25
SAND TIMER
Ten (10) MINUTE
10 minutes
End
26
LETS HEAR FROM
LAST YEARS TEACHERS
Baltimore County Public Schools
27
QUESTIONS
ABOUT PAR?
Baltimore County Public Schools
28
PAR PROGRAM LEADERSHIP
Program Managers Jennifer Dunkle, Office of
Organizational Development, jdunkle_at_bcps.org Joell
e Skorczewski, Office of Staff Relations and
Employee Performance Management,
jskorczewski_at_bcps.org Panel Co-chairs Phil
Byers, Principal, pbyers_at_bcps.org Frank Soda,
Teacher, fsoda_at_bcps.org CT Co-leads Marcella
Upshur, Secondary, mupshur_at_bcps.org Mattie Wynne,
Elementary, mwynne_at_bcps.org
Baltimore County Public Schools
29
Break
30
Framework for Teaching

• Qualitative Measures

31
Danielsons Framework
32
Levels of Performance
33
Levels of Performance
What is an SLO??
Student Learning Outcomes
Ineffective Developing Effective Highly Effective
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None

• measure student growth
• apply to all teaching assignments
• are adaptable
• You will be responsible for creating 2 SLOs
• Content specific
• Aligned with your principals SLO

34
Levels of Performance
Ineffective Developing Effective Highly Effective
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some
Levels of cognition and constructivist
learning increase
35
Levels of Performance
Ineffective Developing Effective Highly Effective
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most
Levels of cognition and constructivist
learning increase
36
Levels of Performance
Student-directed success!
Teacher-directed success!
Ineffective Developing Effective Highly Effective
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always
Levels of cognition and constructivist
learning increase
37
Domain 1
Planning and Preparation

• Demonstrating Knowledge of Content and Pedagogy
• Demonstrating Knowledge of Students
• Setting Instructional Outcomes
• Demonstrating Knowledge of Resources
• Designing Coherent Instruction
• Designing Student Assessments

38
Domain 1
Planning and Preparation

• Your group will create a Top 10 List Titled
• What I need in order to Plan
• Use the BCPS Evaluation and Observation rubric
  on Padlet as a resource
• Based on all Top 10s, we will then come up with
  a Class Consensus Top 10
• Dont Forget Place in order of importance, 1
  is what your group believes is most essential!

Can you justify why its 1?
Classroom Connection
39
Domain 2
Classroom Environment

• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Arrangement of Physical Space

40
Domain 3
Instruction

• Communicating with Students
• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Using Assessments in Instruction
• Demonstrating Flexibility and Responsiveness

41
Domain 3 Engaging Students
Characteristics of Engaging Activities
Multiple Correct Answers and Pathways When the work involves only one correct answer or one correct way to get to the answer, it tends to be less engaging than work that has more than one answer or way to get there.
Student Choice When students have some degree of choice about what they learn, how they learn it, or how they show what they know, they tend to invest more and learn more.
Relevance When the learning activities have personal meaning for students, they are more likely to be invested in learning
Collaboration Learning is a social event. Students can learn from each other and find doing so more engaging. However, you should carefully structure the collaborative activity to produce engagement.
Rigor Learning activities need to be sufficiently challenging, making students really have to think
Directions Each teacher should use the space at
their placemat to determine how they would
increase the engagement of their activity based
on Danielsons characteristics of engaging
activities.
42
Domain 4 Professional Responsibilities

• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

43
Domain 4 Artifacts

• Best demonstrated through evidence that you
• typically dont see through observation.
• Evidence might include
• Class newsletters
• Phone logs
• Letters to parents about a new program
• Involvement in school programming
• Documents from Professional Development

44
Putting it All Together
Teacher Development Plans
SLOs
Formal and Informal Observations
Domain 4
45
Unraveling the Mysteries of the CIA (Curriculum,
Instruction and Assessment)

46
Contacts

• Office of Staff Relations and Employee
• Performance Management
• [phone]
• Joelle Skorczewski
• Human Resources Officer
• jskorczewski_at_bcps.org
• Samantha Yuhanick Casey Bane
• Elementary Resource Secondary Resource
• syuhanick_at_bcps.org cbane_at_bcps.org