One district asks educators to submit a brief, written reflection. The emphasis is on reflecting on and highlighting specific areas of practice as demonstrated by Educators can use the for an “” the body of evidence, such as: growth toward a goal or individual artifact or the for a “” on a particular part of the rubric; a pattern of strong body of evidence. ESE practice; or the effectiveness of specific instructional encourages districts to use these strategies he/she implemented. forms for educators to present an analysis of their evidence by Another school decided to prioritize a discussion of reflecting on what their evidence evidence between the evaluator and the educator. The demonstrates about their practice, principal asks each teacher to walk him through the e.g., growth, areas of strength, evidence he/she has uploaded before he considers the patterns of behavior, use of evidence and writes his formative and summative strategies, etc. Either form can be evaluation reports. This provides an opportunity for adapted to better fit local systems. evaluators to ask probing questions of the educator, such as, did this piece of evidence stand out to you as a “Why high priority to share? What do you think this piece of evidence demonstrates about your practice?” Tips from Districts The following district strategies have created clarity and increased the value of evidence collection: Develop a list of suggested artifacts connected to specific of the rubric. (See examples in section on page 5.) “Resources” Collect artifacts to use as a resource for calibrating expectations and analysis of evidence across evaluators. Use technology platforms to identify existing artifacts. examples and exemplars with educators and evaluators. Prioritize examples and exemplars aligned to high priority initiatives such as curriculum maps, unit plans, and lesson plans aligned to the Common Core standards, artifacts from the development of district-determined measures, or evidence connected to RETELL. Provide mid-cycle feedback to educators on the evidence that they have collected, with regard to whether the evidence is high priority, high quality, and representative of their practice as well as feedback on what the evidence demonstrates about educator practice and progress toward goals. Support educators to reflect on their evidence by providing a few questions to briefly respond to; these should be connected to what the district/ school wants to learn about educator practice. Resources ESE Training Materials and Forms
Educators can use the “” for an individual artifact or the “” for a body of evidence. ESE encourages districts to use these forms for educators to present an analysis of their evidence by reflecting on what their evidence demonstrates about their practice, e.g., growth, areas of strength, patterns of behavior, use of strategies, etc. Either form can be adapted to better fit local systems. One district asks educators to submit a brief, written reflection. The emphasis is on reflecting on and highlighting specific areas of practice as demonstrated by the body of evidence, such as: growth toward a goal or on a particular part of the rubric; a pattern of strong practice; or the effectiveness of specific instructional strategies he/she implemented. Another school decided to prioritize a discussion of evidence between the evaluator and the educator. The principal asks each teacher to walk him through the evidence he/she has uploaded before he considers the evidence and writes his formative and summative evaluation reports. This provides an opportunity for evaluators to ask probing questions of the educator, such as, “Why did this piece of evidence stand out to you as a high priority to share? What do you think this piece of evidence demonstrates about your practice?” Tips from Districts The following district strategies have created clarity and increased the value of evidence collection: Develop a list of suggested artifacts connected to specific of the rubric. (See examples in “Resources” section on page 5.) Collect artifacts to use as a resource for calibrating expectations and analysis of evidence across evaluators. Use technology platforms to identify existing artifacts. examples and exemplars with educators and evaluators. Prioritize examples and exemplars aligned to high priority initiatives such as curriculum maps, unit plans, and lesson plans aligned to the Common Core standards, artifacts from the development of district-determined measures, or evidence connected to RETELL. Provide mid-cycle feedback to educators on the evidence that they have collected, with regard to whether the evidence is high priority, high quality, and representative of their practice as well as feedback on what the evidence demonstrates about educator practice and progress toward goals. Support educators to reflect on their evidence by providing a few questions to briefly respond to; these should be connected to what the district/ school wants to learn about educator practice. Resources ESE Training Materials and Forms
CollectionToolkit.docx