OUSD Teacher Growth and Development System (TGDS)
14-15 Pilot Implementation Manual
Table Of Contents
Introduction – About TGDS 3
· Genesis – from OUSD Strategic Plan to Effective Teaching Task Force 3
· Benefits to teachers 3
· Differences from present evaluation cycle 4
· Overview of the Observation cycle – 7 steps 6-7
· Suggested Implementation calendar for 14-15 8
Step 1: The Preliminary Observation Cycle: 9
Step 2: SMARTe Goals 12
Step 3: The Short Observation Cycle 14
Step 4: The TGDS student Survey 16
Step 5: The Peer Observation 18
Step 6: The Mid-Year Reflection/Evaluation Check in 20
Step 7: The Summative Observation Cycle 22
Appendix 25
Introduction – About TGDS
What is the Teacher Growth and Development System (TGDS)?
Launched in 2011, as an outgrowth of the Strategic Plan, the OUSD Effective Teaching Task Force developed a homegrown framework for effective teaching and a correlating evaluation system that pulls from local and national research. Both are grounded in the specific priorities, context and needs of Oakland’s teachers and students. The resulting Oakland Effective Teaching Framework (OETF) and ‘Teacher Growth and Development System (TGDS) were implemented as one of three teacher evaluation pilots in OUSD during the 2013-2014 academic year.
Features and benefits of TGDS
TGDS aims to provide teachers with a meaningful evaluation experience through the following design principles:
· Clear, rigorous and equity focused expectations: All TGDS observations and feedback are grounded in the Oakland Effective Teaching Framework (OETF), a practitioner designed tool that represents research-based best practices in teaching as well as the priorities and needs of Oakland’s teachers and students.
· Evidence & data based: Observers script observations and tag evidence to OETF using an online tool. At the individual level, the online tool helps teachers & observers surface patterns of strengths and areas for growth. At the school and district level, the online tool helps to capture data that can point to areas for professional learning and support.
· Developmentally focused: The OETF offers teachers and observers a developmental continuum to measure teaching actions (Beginning, Developing, Proficient, Exemplary) Standards and indicators demonstrate measureable behaviors and offer teachers an illustrative “next step” to advance their practice.
· Provide frequent and targeted feedback: Teachers evaluated through the TGDS system receive 2 long observations and up to 6 short (15-20 minute) observations and feedback loops. Observation and feedback are focused on teachers areas for growth and or SMARTe goals (as determined through the preliminary observation at the beginning of the academic year)
· Include multiple measures & perspectives: Teachers evaluations ratings are based on multiple measures (observations, student work samples, student performance, student survey) and from varied observers to allow for a comprehensive and objective picture of teacher practice and to provide teacher with a rich bank of evidence to move practice forward. The TGDS system will include observer training and require full certification for all observers.
· Build Collaboration and Leadership: TGDS focuses on collaboration through a peer observation cycle, professional learning focused on SMARTe goals. It aims to provide formal leadership opportunities for teachers through the creation of new opportunities for teachers (site observers, implementation leads).
TGDS Foundation: Oakland Effective Teaching Framework (OETF)
The Oakland Effective Teaching Framework serves as the foundation for the TGDS evaluation process. It provides a shared understanding of the effective teaching practices have the greatest potential to transform student learning across Oakland. The OETF is a reflection of the Oakland context and the needs of our students. It is aligned to our district priorities (Academic Discussion, African American America Male Achievement, Social Emotional Learning) and the shifts of the Common Core.
The OETF is divided into four domains of effective teaching: Planning and Preparation, Classroom Environment, Teaching and Learning and Professional Responsibilities. The framework is used as an observation tool for the Classroom Environment and Teaching and Learning domains, which reflect the effective teaching practices that can be observed in the classroom. The Planning and Preparation and Professional Responsibilities domains are used to evaluate the important teaching practices that typically happen outside of the classroom.
The OETF offers teachers and observers a developmental continuum by which to evaluate teaching practice. The framework provides four distinct levels of teaching performance (Beginning, Developing, Proficient, Exemplary) that describe measurable teaching actions and provide a roadmap for improvement in teaching practice.
View the Oakland Framework for Effective Teaching
TGDS: A Focus on Continuous Growth
The Teacher Growth and Development System was designed to provide teachers with frequent opportunities to receive objective, aligned feedback from multiple sources. The multiple measures of the evaluation process (observations, student work samples, student performance, student survey) help give teachers a comprehensive picture of their teaching practice, enabling them to identify areas of strength and growth opportunities. Teachers use observation data to set targeted SMARTe goals and continue to use the consistent and frequent feedback loops throughout the school year to drive their professional learning and make specific adjustments to their teaching to better support student learning.
At the close of the evaluation cycle, teachers will have a portfolio of data reflecting their teaching practice and progress towards their two SMARTe goals (student learning and professional practice). Final evaluation scores are divided equally between progress towards goals and classroom observations.
Classroom Observations: Throughout the year, teachers will have the opportunity to demonstrate mastery in the observable domains of the Oakland Effective Teaching Framework. At the end of the year, the highest score of every indicator (regardless of whether obtained in a short or long observation) will be averaged together to form the best and broadest view of classroom practice.
Progress towards goals: Teachers supply evidence throughout the year that demonstrates student learning and professional practice growth. Administrators draw upon all of the evidence collected throughout the evaluation cycle to determine a numeric ranking (Insufficient Progress-1, Developing-2, Met Goals-3, Exceeded Goals-4) of progress towards completion of both goals.
Teacher Growth and Development Evaluation Cycle
TGDS Evaluation Cycle – Step by Step
Evaluation Step / Description1. Preliminary Observation Cycle / · Includes Pre-Conference/Post Conference
· Long Observation 30+ Minutes
· Teacher completes self reflection and submits rating prior to post-conference
2. SMARTe Goals/Action Plan / · Based on the preliminary observation, teacher self-assessment and post conference
· 3-4 SMARTe Goals: student achievement, professional goal, school site & or grade-level team goal
3. Short Observations / · SO’s take place during entire period between completion of goals and summative observation step
· 4-6 short observations, 15-20 minutes each
· Focused on SMARTe goals
4. Student Survey / · Non evaluative; Measures how students view a teacher’s expectations, equity in the classroom, and classroom management
· Teacher administered
5. Peer Observation / · Non evaluative; provides additional data/feedback on teacher SMARTe goals
6. Mid-Year Reflection / · Evaluator/Educator meet to discuss progress toward SMARTe goals and discuss any necessary next steps/revisions
7. Summative Evaluation Cycle and Conference / · Includes Pre-Conference/Post Conference
· Long observation 30+ Minutes
o Teacher completes self reflection and submits rating prior to post-conference
· Summative Conference:
o Reflects growth and development across entire evaluation cycle
o Teacher provided with multiple performance rating: one for each of the 4 domains, one for professional growth (based on SMARTe goals) and one overall rating
Suggested Implementation and Activities Calendar for 14-15
Step 1 - Preliminary Observation Cycle
The Preliminary Observation Cycle is a key aspect of the TGDS evaluation cycle that helps teachers and administrators collaboratively set SMARTe goals. It has four components:
1. Pre-Conference
· Allow teachers to share their learning objectives with observers and articulate the vision for instruction
· Prepare administrators to better understand the classroom context of the lesson observation
· Develop a shared understanding of effective teaching and the importance of planning for instruction
· Reflect the teacher’s performance within Domain 1 (Planning and Preparation)
· Are approximately 30-45 minutes in length.
2. Lesson Observation
· Provide teachers the chance to execute their lesson plan and observers to record their teaching practice.
· Become the basis for post-conference reflection, SMARTe goals, and are recorded online
· Reflect the teacher’s performance within Domains 2 (The Classroom Environment) and 3 (Teaching and Learning)
· Should reflect the entirety of a lesson, from opening to closing assessment
3. Teacher Reflection
· Allow teachers to reflect on the actual implementation of the lesson and upload additional evidence to indicate student mastery
· Reflect the teacher’s performance within Domain 4 (Professional Responsibilities)
4. Post-Conference
· Align teachers and observers’ discussion and reflection of an entire lesson cycle, planning, execution, and reflection
· Reflect the teacher’s performance within ALL domains
Best Practices
Observation works best when both teachers and administrators are familiar with the Oakland Effective Teaching Framework (OETF)
ü Evidence captured through observations should be judgment free. Observers should take specific notes during the observation; numbers and exact dialogue are well suited for this.
o Good example: 100% of students talking in pairs about task.
o Poor example: Teacher does great job of explaining task.
ü Post-observation feedback should be specific, evidence based and help teachers set SMARTe goals
ü Lesson plans should be uploaded to Bloomboard at least 24 hours before the pre-conference to allow administrators sufficient time to read them.
ü Observations should come 2-3 days AFTER pre-conferences
ü Teacher reflections should be uploaded 24 hours before the post-conference
ü Post-conferences and feedback should come within a business week to ensure meaningful dialogue
The Preliminary Observation Cycle Matrix
1. Pre-ConferenceRoles and Activities / Teacher Role
· Uploads lesson plan to Bloomboard / Observer Role
· Collects evidence from the lesson plan
· Facilitates discussion about classroom / Estimated Time
· 15-45 minutes
Activity Purpose / · To build shared understanding and rapport between the teacher and administrator, so that administrators are able to understand the lesson in the broader classroom context.
Activity Overview / 1. Teacher develops lesson plan (may or may not use template) and uploads it to Bloomboard 24 hours before the scheduled pre-conference
2. Teacher and administrator discuss lesson plan and the teacher’s classroom context.
3. Administrator collects evidence by reading plan and aligning evidence to the framework
4. Observer may complete the ranking for Domain 1 using lesson plan and notes from pre-conference
OETF Standards Assessed / Domain 1: Planning and Preparation
2. Lesson Observation
Roles and Activities / Teacher Role
· Executes lesson plan
· Collects evidence of student learning / Observer Role
· Collects Evidence / Estimated Time
30-45 minutes
Activity Purpose / · To collect judgment-free evidence about a teacher’s practice for reflection and ranking
Activity Overview / 1. Teacher teaches lesson that was uploaded for the pre-conference
2. Observer collects judgment-free evidence by scripting the lesson cycle
3. Observer may talk to students to help set context of lesson
4. Teacher collects student work samples and further evidence
OETF Standards Assessed / Domain 2: The Classroom Environment
Domain 3: Teaching and Learning
3. Teacher Reflection
Roles and Activities / Teacher Role
· Reflects on lesson cycle
· Uploads reflection and student learning / Observer Role
· Reads teacher reflection
· Collects evidence for Professional Responsibilities / Estimated Time
15-45 minutes
Activity Purpose / · To reflect on the execution of the lesson plan and collect additional evidence of student learning and professional responsibility
Activity Overview / 1. Teacher reflects on lesson cycle, using template and uploads it and accompanying student evidence online
2. Observer reads teacher reflection and aligns it to the OETF
OETF Standards / Domain 4: Professional Responsibilities
4. Post-Conference
Roles and Activities / Teacher Role
· Reflects on lesson
· Compares teacher reflection to collected evidence
· Sets SMARTe Goals / Observer Role
· Facilitates conversation and reflection of teacher
· Provides resources
· Helps Teacher set SMARTe Goal / Estimated Time
25-60 minutes
Activity Purpose / · To reflect on the execution of the lesson plan
· To assist in future development for teachers
Activity Overview / 1. Teacher reads scripted evidence from Bloomboard and notes any significant differences between collected evidence and teacher reflection
· What does the observation evidence tell/show you?
· Are there any major differences between the observer’s script and your reflection? If so, what is the cause?
· How did your lesson go? Did it go the way you had expected? What was successful or what was challenging?
2. Teacher and observer discuss next steps for teacher’s professional growth (open conversation)
· What will you do differently next time? What research or resources might you need to investigate to better support student performance? What are some concrete action steps you are planning to take next to grow & develop your practice?
3. Teacher and observer have a shared discussion about SMARTe goals, noting specific growth needs.
4. At the conclusion of the post-conference, administrator assigns post-conference ranking and teacher uploads a professional practice and student learning outcome goal.
5. Administrator SHARES and CLOSES the observation.
OETF Standards / Domain 4: Professional Responsibilities
Step 2: SMARTe Goals
A Goal Setting Guide
SMARTe goals can help improve achievement and success. A SMARTe goal clarifies exactly what is expected and the measures used to determine if the goal is achieved.
Use the questions below along with the data from your preliminary observation cycle to help you think through two SMARTe goals: a STUDENT learning goal and PROFESSIONAL focused SMARTe goals. SMARTe goals must have sufficient evidence for an administrator to evaluate them between 5/18/15 and 6/2/15.
Specific (and strategic):
· What specifics will help you know you’ve reached your goal?
· What standards is this goal aligned with?
Measurable:
· What data will you use to measure progress?
· Can this goal be measured?
· Is this goal based upon multiple sources of data?
Attainable (aggressive):
· How difficult will this goal be for you to achieve?
· Will resources be available to achieve this goal?
· Is this goal aligned to district and school improvement goals?