Teacher Development and

Evaluation/Q-Comp
Inter-rater Agreement Training
January 22, 2018
Welcome and Introductions

Tracy Mena
RAS Q-Comp Coordinator
&
Kelley Spiess
Bloomington Teacher Evaluation
Coordinator
 Outcomes
● Review for understanding our TD&E /Q-Comp
history, purpose and agreements

● Share strategies and create questions to promote

purposeful planning of student engagement in
learning in Domain One

● Create examples of proficiency for each

component in Domain Two

● Examine the language and expectations for

successful delivery of instruction in Domain Three
 Norms
● Begin and end on time

● Stay engaged: cell phones and email

during breaks or emergency

● Presume positive intentions

● Remain focused on the topic or task

 Teacher Development and
Evaluation

TD&E History

Inter-rater Language
122A.40 Teacher Development and Evaluation
Subd. 8.Development, evaluation, and peer coaching for
continuing contract teachers.
Must require qualified and trained evaluators such as
school administrators to perform summative evaluations
and ensure school districts and charter schools provide for
effective evaluator training specific to teacher
development and evaluation;
 Q-Comp
● Q-Comp History

● Inter-rater Language
RAS MOU
Peer Coaches will attend two four-hour
workshops on inter-rater reliability between
observation cycles with the Q Comp Coordinator
and administrators.
 Our Common Purpose
Assure that all students have high
quality educators E-12.

Ensure that all educators are supported

and encouraged to grow in their
professional practice.

Ensure that educators receive common

indicators of proficiency that allow them
to grow in their professional practice.
 Our Common Agreements

The Observation Process

● 30 minute pre-conference
● 45 minute live observation
● 30 minute post conference
Common forms
● PGP
● pre/post form
● RAS Lesson Plan Template
Common timelines
● 3 trimesters-fall, winter, spring
 The Rubric(s)

Domain 1: Planning (artifacts)

Domain 2: Environment (observed)

Domain 3:Delivery & Practice(observed)

Domain 4: Professionalism (artifacts)

 Domain 1: Planning

Components:
1a: Demonstrating knowledge of content and
pedagogy
1b: Demonstrating knowledge of students
1c: Setting instructional outcomes
1d: Demonstrating knowledge of resources
1e: Designing coherent instruction
1f: Designing student assessments
 Domain 1 Artifacts
On Chart Paper
● At your table discuss and create a
list of artifacts for each component
in domain 1

● List some indicators of a best

practice lesson that meet
proficiency requirements for each
component in domain 1.
 Gallery Walk

In your cohort rotate through the

various group charts

Do you notice anything new?

 Domain 1 Strategies

Think/Pair/Share - index cards

What questions can you ask in a pre

conference when Domain One -
Planning is the focus?
(Focus on student engagement and
assessment.)
Break
 Domain 2: Environment

2a: Creating an environment of

respect and rapport
2b: Establishing a culture for learning
2c: Managing classroom procedures
2d: Managing student behavior
2e: Organizing physical space
 Domain 2 Activity

1. Using 5 different Post-it notes, write an

indicator of proficiency for each
component.
2. Place your Post-it on the chart paper
indicated by the component posted around
the room.
3. When directed, rotate in a gallery walk with
your cohort and read through the indicators
for each component.
UsEC/Elementary Middle School High School/ABE
Examples
 Table Discussion

What are the indicators that a class has a

high level of respect and rapport?
How does an educator set up the students
to be engaged and learn at high levels?
What evidence demonstrates(shows) a well
managed class?
What processes are in place to avoid
student disruptions?
How do students move around the
classroom and utilize the space for
learning?
Break
 Culturally Responsive
Teaching

Listen to the Silence

 Domain 3 Activity

3a: Communicating with students

3b: Using questioning and discussion
techniques
3c: Engaging students in learning
3d: Using assessment in instruction
3e: Demonstrating flexibility and
responsiveness
 Domain 3 Activity

Divide into groups of 4-6 people and go

to your grade level (HS, MS, Elem.) chart
paper posted around the room
● What are you currently seeing
around instruction as you observe
in the classroom?
● What do you want to see around
instruction as you observe in the
classroom?
 Table Talk

What kind of support and resources

do educators need to instructionally
meet the needs of all students?

Whole group share

 Domain 4 Professionalism

4a: Reflecting on teaching

4b: Maintaining accurate records
4c: Communicating with families
4d: Participating in a professional
learning community
4e: Growing and developing
professionally
4f: Showing professionalism
 Domain 4

Coaches role/Administrators role

Review the artifact list by component

● Are there additional items to
include as artifacts - post its
● What is a current challenge in
domain 4?
 Closing and Exit Ticket

On an index card write your role

administrator/coach

What educational level do you work

with? (pre-K, elementary, MS, HS,
adult)
 Exit Ticket

What is the most significant thing you

learned today?

What questions do you still have?

How can we build on this session for

follow up learning?
I