Definitions and Assumptions 60 minutes 11–19 Activity 1: Human Continuum Activity 2:Table Warm-Up Activity 3: Table Revisited paper, sticky notes, and a marker for each table Strongly Agree and Strongly Disagree signs posted in opposite corners of the room Break 10 minutes Using Evaluation Data for Self-Assessment and Goal Setting 30 minutes 20–23 Activity 4: Strategic Use of Data Activity 5: Strengthening a Self-Assessment Handout 1 Handout 2 Using Evaluation Data for Formative Feedback 45 minutes 24–31 Activity 6: High-Quality Feedback Video observation Activity 7: High-Quality Feedback Revisited Handout 3 Using Final Summative Evaluation Data for Individual and Schoolwide Planning 30 minutes 32–34 Activity 8: Using Data to Plan for Differentiated Professional Learning Handout 4 Working Lunch 30 minutes Using Final Summative Evaluation Data for Individual and Schoolwide Planning (continued) 60 minutes 35–38 Activity 9: Using Data to Plan for Schoolwide Professional Learning Handout 5 Identifying Essential Conditions for Professional Learning 20 minutes 39-42 Activity: Identifying challenges within essential conditions to ensure effective professional learning Sticky notes & markers at the tables; chart paper posted in the room Understanding Systemic Supports for Effective Use of Evaluation Data to Inform Professional Learning 40 minutes 43–46 Activity 10: Promising Examples of Using Data for Teacher Learning Activity 11: Pause for Self-Assessment: Supporting High-Quality Learning (for district teams) District Action Planning Handout 6 Handout 7 Handout 8
to think about that. You can check with a neighbor if you’re not sure of your answer before sharing it with the larger group at your table.” Explain: “A teacher evaluation system focused on professional growth informs professional learning in three key ways: formative feedback, and professional growth planning.” “Self-Assessment. Teacher practice evidence and student learning data gathered as part of the previous year’s teacher evaluation can be used as part of a needs assessment to identify areas for individual improvement and self-assessment and to inform decisions about individual goals and professional growth plans.” “Formative Feedback. Evidence gathered throughout the evaluation can be used formatively, translated into feedback for teachers about their practice. The advances in learning come when feedback is constructive, actionable, and connected to concrete strategies for improvement.” “Professional Growth Planning. The final results of the teacher evaluation process—final summative ratings and evidence of student growth—can inform an individual teacher’s career opportunities and pathways as well as district-level plans for professional learning.” “During the next hour, we will be discussing in more detail how to use evaluation data to inform each of three activities. As we do that, think about the human continuum activity (Activity 1), where you were able to assess where OTES has strong connections to professional learning. As we dig into each of these steps in the evaluation cycle, think about which area is most critical for your school or district.” 19 Evaluation Data for Self-Assessment and Goal Setting (30 Minutes) Explain: “We’ve some time developing a common language for professional learning and teacher evaluation and the connections between these critical pieces. Now, we’re going to get more concrete about how teacher evaluation data can inform meaningful, teacher-directed professional learning and growth.” “Let’s start with the use of teacher evaluation data for and professional growth planning.” 20 assessment