Explain: Slide 29 the summative evaluation, the evaluator will again provide feedback to the “During educator to help him or her improve professional practice. Remember that even though ratings are involved, the focus should still be on good conversation and professional growth. educator will use that information and feedback as part of the “The for the next cycle of the evaluation.” for a moment again to review the crosswalk and note points of “Pause alignment.” Explain: Slide 30 all educators will receive two overall ratings of their performance, one “Eventually, summative performance rating based on professional practice and goal attainment, and a second rating of impact on student learning. Districts will begin piloting student learning measures in September 2013. Once there are at least two years of data available for at least two student learning measures, educators will receive a rating of their impact on student learning. However, for the next few years (and until at least two years of data are available for at least two student learning measures), educators will receive only the summative performance rating. Explain: Slide 31 you can see, the Summative Rating will determine the plan for the “As educator’s subsequent cycle. The Impact Rating will inform whether experienced educators with a Proficient or Exemplary performance rating are on a one- or two-year growth plan.” [Pause to help participants transition back to the bigger picture.] now, look over your crosswalk document one more time, considering points “And of alignment between the 5-Step Cycle and evaluation framework purposes. You’ll have a chance to share your thoughts in just a moment.” Possible Facilitation Challenges and Solutions: Challenge Solution(s) It will be difficult for the facilitator to When pausing to allow participants to fill in their chart, go to a different table monitor participants to ensure they to ensure that participants are completing the work. If not, prompt them to fill are completing the exercise, since in the information. you will be simultaneously During the first pause, make sure to glance at participants at every table, to
Explain: “During the summative evaluation, the evaluator will again provide feedback to the educator to help him or her improve professional practice. Remember that even though ratings are involved, the focus should still be on good conversation and professional growth. “The educator will use that information and feedback as part of the for the next cycle of the evaluation.” “Pause for a moment again to review the crosswalk and note points of alignment.” Slide 29 Explain: “Eventually, all educators will receive two overall ratings of their performance, one summative performance rating based on professional practice and goal attainment, and a second rating of impact on student learning. Districts will begin piloting student learning measures in September 2013. Once there are at least two years of data available for at least two student learning measures, educators will receive a rating of their impact on student learning. However, for the next few years (and until at least two years of data are available for at least two student learning measures), educators will receive only the summative performance rating. Slide 30 Explain: “As you can see, the Summative Rating will determine the educator’s plan for the subsequent cycle. The Impact Rating will inform whether experienced educators with a Proficient or Exemplary performance rating are on a one- or two-year growth plan.” [Pause to help participants transition back to the bigger picture.] “And now, look over your crosswalk document one more time, considering points of alignment between the 5-Step Cycle and evaluation framework purposes. You’ll have a chance to share your thoughts in just a moment.” Slide 31 Possible Facilitation Challenges and Solutions: Challenge Solution(s) It will be difficult for the facilitator to monitor participants to ensure they are completing the exercise, since you will be simultaneously When pausing to allow participants to fill in their chart, go to a different table to ensure that participants are completing the work. If not, prompt them to fill in the information. During the first pause, make sure to glance at participants at every table, to