Professional Growth & Evaluation Newsletter - Student Growth Reflections

Professional Growth

and Evaluation Newsletter

Professional Growth and Evaluation Newsletter: Student Growth Reflections edition

Several questions have come our way regarding the Student Growth Reflection Questions. As we close the year on evaluations, we want to make sure you have the information needed to complete the Student Growth components this school year.

OSPI revised the 3.2 and 6.2 student growth rubrics for the 2020-2021 school year due to remote learning. Instead of evaluating teachers on the achievement of student growth, the new rubrics evaluate teachers on their reflection of the growth students make. Please note that although you do not need to upload data into eVAL, you still need to collect student growth data in order to reflect on the learning your students made.

To be rated Proficient in Student Growth, teachers need to:

provide evidence of student progress with both formative and summative assessments,
provide evidence of student engagement in assessment of their own learning,
reflect on learning experiences for students, including success factor or barriers
reflection show receptivity to student perceptions of their learning and ideas about next steps for instruction and support.

Click on the graphic below for information about the updated Student Growth Rubrics.

Since the language in the rubric specifically addresses teacher reflection, reflecting on these questions is a crucial piece of the evaluation of student growth goals for this school year. This is your opportunity to demonstrate your work with students and speak to the great work you are doing everyday.

Reflection Questions were created to give teachers a starting point to discuss what they know about student growth during the school year. Teachers can share more about student successes and barriers to learning in their conversations with evaluators.

Reflection Questions for Student Growth 3.2 and 6.2:

What are the assets students bring to their learning?
For students who made no/minimal learning progress, what are some of the possible factors that may have impeded their learning and how do you know? (If students didn’t attend, what knowledge do you have of the students’ situation and why they didn’t show up?)
What do students have to say about how they experienced instruction? What do students see as important to their success? What do students see as factors that may have impeded their learning? What do students think might be helpful?
With these understandings in mind, what are your next steps for these students?
For students who made no/minimal learning progress, what are your next steps for students to ensure they access this important learning?
What are your takeaways as a teacher for the instruction/assessments: what will you do again? Stop doing? Do differently?

Student Growth 8.1:

Although the rubric for Student Growth 8.1 did not change this year, the Professional Growth and Educator Support (PGES) committee drafted and reviewed suggested reflection questions for teachers to use to reflect on their work in 8.1. Responses to these reflection questions can provide evidence that will allow evaluators to score work in 8.1.

Reflection Questions for Student Growth 8.1

Why did you choose your particular 8.1 goal and how did the goal setting process work with your team?
In what ways did your collaboration with colleagues impact your instructional practices?
As your PLC/learning team reflects on the learning outcomes of the instructional period, are there patterns you can identify? Were there barriers or factors that impeded learning for some students? What worked well for students who met or exceeded the learning/goal target.
What are your next steps? Please differentiate based on student success.

The reflection questions have already been loaded into eVAL and may be sent to you by your evaluator. You can respond to the questions in eVAL or share your reflections with your evaluator during the summative conference conversation.

The reference document linked below has been created to walk you through the process of responding to the reflection questions. It was created for both teachers and evaluators.

Questions regarding information found in this newsletter?

Try asking someone in your building first. Who can you ask?

Your principal/evaluator
Your Consulting Teacher
Colleagues
Your SEA building rep

Still stuck?

For assistance with eVAL, send your question(s) to eValHelp@seattleschools.org
For assistance with TPEP or the Danielson Framework, send an email to Lindsay Berger, PGES Program Manager or Alison Bishop, TPEP PD Specialist
For assistance beyond your SEA building rep, contact your SEA Uniserv Rep

This section is for certificated classroom teachers. You will find information to support and help you manage the evaluation process in eVAL.

Uploading Artifacts in eVAL

As you monitor progress toward your student growth goals, you may have artifacts you'd like to upload into eVAL to use as evidence in your evaluation. This video will walk you through the process of uploading evidence into eVAL. If you have a Smart Card, it can be helpful when aligning your evidence to the Danielson components. Remember to share your artifacts with your evaluator when ready.

Viewing your Summative Report

When your evaluator sends the summative evaluation report to you, you can review it in eVAL. By clicking "View Report" you are providing your digital signature of acknowledgement. By adding a final note, you can ensure the report is marked complete and locked.

Summative Evaluation Report for Teachers

Saving all eVAL Data

Every year, for data privacy reasons, all evidence in eVAL is erased in late July. Before the end of the school year, you need to create a zipfile of all your student growth goals, observation reports, summative reports, and any other information you have stored in eVAL.

Find More Information At:

PG&E (mysps)

TPEP (OSPI)

eVAL

Collective Bargaining Agreement (CBA) 2019-2022

Memorandum of Understanding (MOU) 2020-2021

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Seattle Public Schools

Professional Growth & Educator Support/TPEP

Phone: 206-743-3542

These newsletters are archived on the HR website