001Test test test. Audio test on the outside. Is everyone ready for us to get started? Michelle is not coming tonight, so it will just be the three of us. Hello everybody. Thanks for joining us. Today is Tuesday, October 28th, 2025, and this is a special meeting for the Litfield Elementary School District governing board. I hereby call this meeting to order. The first item on the agenda will be the pledge of allegiance. If you could please stand and join us. Thank you. Next, we're going to take a moment of silent reflection. Okay. Uh, next we're going to move on to the adoption of the agenda and consideration of the consent agenda. I'll see if anybody has any items they would wish to pull off of consent. Miss Moran, >> no items to remove. Mr. Mike, >>
002no items for me. >> None for me either. Then I will move to adopt the agenda as presented as to the order of business items and approve the consent agenda as presented. >> I'll second. >> Having a first for Miss Moran and a second for Mr. Mike. I'll call for the vote. Miss Moran. >> Yay. >> Mr. Mike. >> Yay. >> I'm also a yay. Motion passes. Okay. With that, we are going to move on to our discussion items uh which will be the Lichfield educator evaluation framework. This is going to be by Dr. Davidson, Jennifer Benjamin, Dr. Dy, a bunch of people. >> Madame President, almost the whole team. So, thank you uh board members for being here tonight and for giving us a chance to share some of the work behind the evaluation
003process and tools that we have going on. Um certainly am proud of the work that uh Miss Benjamin and Dr. Dooy are leading alongside Miss Satderfield and and a variety of other team members. I think you'll learn about that tonight. But um just a reminder that this is part of one of my goals and that is to just continue to explore a cascading system for evaluations from the superintendent to the classified staff or from the classified staff to the superintendency. So, um, thank you again and I'll turn it over to Miss Benjamin. >> Good evening, Madam President, members of the governing board. We are really excited to be able to talk about the educator evaluation framework. This has been a labor of love by so many people in this room as well as some committee
004work. So, let's try it again. There we go. The purpose of the presentation is to just remind you that our evaluation system is aligned to the Lichfield learner attributes of communication, character, teamwork, problem solving, continuous learner, and content expert. We have drafted that to model the Lichfield learner traits, the Lichfield leader traits, and now we have this um working with our educator evaluation framework. We're also going to talk about the timeline that was put into this work and some of the people that have helped create it and the outcomes of the Lichfield um uh leader and learner and educator evaluation framework as well as um next steps the Lichfield learner attributes uh fit with everything that we're doing along with the Lichfield educator framework. So it is a part of readiness, resources and relationships fitting
005into all three of those buckets as we begin to build the evaluation tool. So our timeline of this work, we started it in the spring of 2025 with an invitation to the entire district. Um all teachers and educators were invited to be a part of the committee. We ended with so probably about 18 that were interested in being part of that. Uh we met four times throughout uh the year and into the summer as well. We had four instructional coaches, six elementary teachers with two of those being special education teachers, four middle school teachers with one of those being a special education teachers, two principles and one director. Um during that time we met together. We talked about the Lichfield uh learner attributes. We also reviewed the Lichfield leader evaluation that we were working with
006so that we could make sure that it was aligned and cascading. Um and from there we had our committee help build what do those things look like and and how will this help them to improve receiving feedback and also looking at their professional growth and professional development in the district. Um in October we brought this draft to our lead meeting which is our principles and educational directors for feedback from them. Also in October we were able to bring it to our future leaders um group which is another group of teachers who are interested in becoming the next leaders of the district. Just as a reminder, some of the language for the cascading. We've got um it's hard to read. We've got the indicators, which are parts of the the descriptors, the 1.1, 1.2. We've got
007the domains, which are the Licha learner traits, and then we've got the objectives, which are the things within the framework. So, we wanted to make sure that you just remembered what that looks like and sounds like. Um the importance of having a common language is that we are having this from the leader traits to the educator traits and we're also currently working on our classified evaluation framework too which will have the same language. And now I'm going to turn this over to Dr. Ducey. Good evening governing board members. Um so Miss Benjamin brought us to the outcome of this work. Um having everyone work together to identify that we were going to use the domains of the Lichville learner traits along with each indicator that mirrors the leader framework and then the descriptors are what's
008unique and different based on the role. So in this link if I can have maybe tech help me and click on the picture of the the picture, the actual picture of that framework. There we go. Perfect. Thank you. So, this should be recognizable based on the work that we did with the leader framework. Um, on the far left side, you'll see the tabs which have each domain which the Lichfield leader framework as well as the educator framework and also will be the classified framework. Um what I will point out is you can see when we get to domain six which is content expert um you'll notice that it does get broken out even further because based on what that educator role is um their um their indicators and descriptors for the domain of content expert
009will be differentiated. So for example, our reading specialists and math specialists will have a specific content expert, student success criteria as well as their job roles and responsibilities, instructional coaches, behavior coaches, student adviserss because um those folks are under a teacher contract and they will also use the same instrument but that content expert will be differentiated for them. For this part, I will say we are still working on drafting, but we did want to bring at least the draft tonight to open it up for discussion and any feedback so that we can continue to refine this specific work. But I just wanted to point this out just so that you can see that the domains and indicators and descriptors for all of the domains up to content expert are exactly the same. No matter what
010educator role you have, the content expert is differentiated based on the variety of roles that our educators perform for the district. >> Yes. So another thing that I'll point out in the content expert section, that is where the observation feedback lives for educators. So when we talk about best instructional practices as we're observing them being implemented, that lives in the content expert. part of our tool. The other parts of the domains, communication, character, teamwork, problem solving, continuous learner, those are all attributes that combine to make the evaluation for the employee. So content expert is about those observations of those best practices for instruction and then the rest of the domains are the evaluation of the employee to give them feedback on those domains. So I'll pause for a second. >> Yeah, absolutely. >> Can I
011ask a question on that? Okay. So what I think I hear you saying is we are giving instructional feedback throughout the year based on observations of the classroom and what we're seeing. Yes. >> And then when we do the evaluation, all of that feedback is included and then we're taking opportunity to look at other things that would go into overall teacher effectiveness but aren't necessarily part of the observation process. >> Exactly. Okay. Thank you. >> And then again just the notes on there educator observations will be under content expert and that will be aligned to policy 4-103 which is the cadence that we must follow based on the trust polic. for how frequently we observe classroom instruction. So, it's either that one or two times. In addition to walking through, we're also been doing walkthroughs,
012as you know, with our lift form. The lift form is content expert. So, really, our teachers will recognize the content expert and the observation part of this framework as something that they've already been working on and getting feedback on. Um, because it is the same language as our walkthrough. as well. So, which that'll be really nice alignment um in helping them continuously grow and reach those higher levels of thinking, student ownership, classroom environment, um interventions, you know, all all that type of thing. So, the lip form is already been introduced last year and this year we actually are using it digitally. >> Okay. Can I ask a follow up on that as well? Okay. So, since we've been using the lift form for a while, is that form doing what you want it to do.
013>> Are you seeing feedback that you think is valuable? The teachers are seeing impact from that feedback because obviously it takes a lot of time when you're doing the these walkthroughs and then to provide the feedback and we want that to be as effective as possible. So what are your thoughts on the effectiveness of the lift form as it stands today? Have you tweaked it along the way? Tell me more about that process. >> Yes. So absolutely the lift form has been modified, refined, more evidence put in it. I will say now that we've operationalized it with our classroom mosaic platform, we still need to drill down to that data and we have not done that yet. Um, so I I will probably have to come back and circle back with you where our strengths
014are, where our needs are. I will say based on last year's analysis of where we were with the lift form attributes, we saw the I'll tell you what the needs are and I tell you where the needs are. There's celebrations with the other elements, right? But the needs are really that questioning um that thinking in the classroom where the students are owning the thinking um and also that student ownership of the learning goal. So those are areas that we already identified last year based on those observations. So to answer your question, we haven't analyzed it in the digital platform, but it definitely has engaged all of our educators around the same common langage of what we're looking for as the best practices in tier one instruction. And because of that, we can really have more
015in-depth conversations about what we want to work on, how we want to improve um and looking at student engagement. And so really talking in the same looking for the same things, right? If you're just walking through, why are you walking through? What are we looking for? So we've really given a lot of agency to the principles guiding coalitions to even pick out parts of the lift that maybe they're going to really focus on doing walkthroughs and giving feedback on engagement or thinking or maybe they're going to do the whole lift, but we've really allowed them to take agency to own that based on their scorecard goals and what they're seeing the needs of their campus to be. So, so to give give a circle back to like kind of put that whole answer in one
016big package. We have seen improvements in the way that we talk about tier one instruction and the quality of tier one instruction. And now we have a very set way to collect data to be able to drill down and make meaning of that new data. >> Miss man, can I also add to that? Sorry, I caught you. Um, the other beautiful thing is because we now have that common language around tier one, we can also reinforce it in things as simple as our pietors. So when we go in and we're just in there for a few short minutes, it's a very small version of the lift form as a whole, but then when we're all meeting together at the end of the day, we can speak to some data and to some trends from that
017day that correspond to what the principles and their teams are looking at as well. So it's a um to use our term from earlier, it's cascading and there's a lot of power to that. Another thing is our teaching and learning department has dedicated our cross district trainings this year all around the lift and um teachers having the choice and maybe the principal helps coach that choice but teachers for the greater number of them do have a choice but it's all focused on those best practices of tier one instruction that are incorporated into the lift. So, not only have we introduced the common language, we're giving feedback of the common language, but they're also getting specialized train training in certain aspects of the lift during the times that teaching and learning brings the whole district together
018and does those breakouts, which is a feedback we got last year. I don't know if you remember the feedback about academic ambassadors. Um, so we took feedback from that and really um dug deep into what would really benefit our teachers across the district with the same common language with the >> Okay. And then can you just back up one other step for me? So how often do walkthroughs that a lift is filled out? How often does that happen? And who is normally doing that in a regular classroom? >> So the cadence of it we've left up to the principles as their scorecard action steps. They've identified as a team who is walking through and giving feedback. if it's, you know, engaging their whole guiding coalition, if it's engaging different teachers on their campus, their mentors,
019um, and then the cadence that they want to. Right now, I will tell you, since we implemented classroom mosaic digitally where we can actually see these walkthroughs, you know, actually look across the district. Um, we have over 400 walkthroughs documented across all of our schools. So, um, so I would have to come back to you and maybe put in a Friday update, um, to break it down by school. Okay. Um, so I Okay, because I'm not an educator. Never have been. So I'm thinking since this is an evaluation tool that it would be a principal doing this, but you're saying it could be a peer. It could be a fellow teacher on their in their grade or that sort of thing that's coming in to to fill this out >> For the walkthroughs. Yes. But
020you're saying the walkthroughs are what go into then the evaluation as evidence? >> They they could the walkthroughs could, but that would only be the evaluator's walkthroughs that would go as evidence. I will I will say that. Yes. Um Okay. But what I was pointing out when I said the evaluation has the lift form is that the content expert in our educator framework is the lift. And so the teachers are going to quickly recognize that what they're working on in that quality tier one instruction. They've already they've already become familiar with the language, the the examples, what it looks like, how to improve upon it. So really, it's going to help the transition when we talk about what we're observing. They've already kind of gotten a little preview, okay, of what is actually in the
021content expert. Now, that will be a more formal observation, right? When we actually open up an observation in classroom mosaic. That'll be, you know, a pre-conference observe, do the postconference, and depending on um what what type of teacher you are, you might have one or you might have two of those observations. Okay. And those are formal observations. >> Yes. Those are ones we're required to do, right? Okay. So, tell me what classroom mosaic is. >> Classroom mosaic is a digital platform that allows us to build all our forms, all our how we want to collect the data. So it's just basically a platform, our evaluations in it, our walkth through, we have our PLC walkthrough forms, we have our guiding coalition. I know we we've shared over time like some of the documents that we've
022created on Google um to collect data as we're visiting sites. Now all of that is housed in classroom mosaic. So it's basically one platform that we're able to put all the things that we're looking for in the PLC process and evaluations and walkthroughs and guiding coalition. Our scorecard eventually will live in there too. Um it the digital form of it lives in there but we're actually going to build the scorecard in classroom mosaic starting next year but it basically is one platform to define continuous improvement um for all leaders and employees. Thank you. So, what's next? Um, we will be bringing this back to you hopefully in December with any other feedback that you have, any other feedback that um that we get from our different groups that we've been working with. Um, we are
023going to complete the artifacts and evidence by descriptor. Remember, it goes domain, indicator, descriptor. We want to really create a bank of evidence for each descriptor to really make it really yeah really known by both the evaluator and the person being evaluated. What are example evidences that live in your daily work that could be um evidence for each descriptor. And then we're also going to continue to build out the glossery. Um really important we use all these terms. We need to make sure we clearly define them. So new understand that so that we all don't forget the meaning of them too, right? Like we're all on the same page. Um and then also um the content expert positions as I already described, those are still being built out. We started with just a um third
024grade teacher, right? We have that built out, but what what does it look like a content expert for a reading specialist, a math specialist, because that does need to be differentiated because their roles are a little different in that content expert section of their evaluation and then as Miss Benjamin already explained we've also already started and Merfeld has been pivotal in this work as well is um is working on the classified evaluation again with the same rhythm of we have the same domains we're seeing if all the indicators still make sense for our variety of classified and then um and then building out the domains and then the content expert so you can imagine the classified when we come back to you'll have you know there might be content expert for transportation folks then um
025maintenance folks like so so really differentiating that it's a cascading system but it also allows us to really drill down and give specific feedback for this specific role that you have >> can I ask a clarifying question on the completing the artifacts of evidence so will this be will there be options for this so I hear you saying there's going to be a drop down menu but will there be options to attached things, an open-ended box. >> Yes. >> Okay. Because I just think back to this old report card system we had where >> the commentary had to be one of these canned phrases and it really pigeonhold people into saying certain things that they would have liked to have more flexibility to say. So you'll have the drop downs as maybe like a most
026common types of evidence, but then you'll have the opportunity if someone has other evidence outside of those to offer that as evidence. >> Yep. And um Classroom Mosaic already has it set up for us for the leaders that they can actually upload evidence and they actually attach it to whatever descriptor that they they have identified that is. They can do pictures, Google Docs. I mean they can upload anything. And we have actually evidence for our leaders, you know, showing them, you know, hey, this is I'm already seeing that you have evidence for this descriptor, so I'm going to upload that evidence. In January, Classroom Mosaic is also adding an AI component, which the AI will just be about what we put in the system, not outwardly, just what's in the system. And so, if you
027can kind of picture when you go to do that final evaluation for any employee, you're able to all of their artifacts and evidence and pull it out and and use the AI components to really, you know, write a well written evaluation with evidence to support your ratings that you're giving the employee. >> Okay. Let me ask a follow-up question to that since we're talking about that um the process. So, if I'm the educator being evaluated in my third grade classroom, am I providing the evidence or is my principal providing the evidence? Is this a self-evaluation or only my leader is evaluating my performance? It could be both. Your leader could be pulling evidence. Okay? And you could also be providing evidence especially when you're talking about the domains that aren't the observation but over time
028like okay let's say teamwork one of the descriptors is is you work with a team with an established agenda with outcomes and using data well you as an educator might upload your digital your your dashboard that you have used all year to plan with your team to use the data so you may upload that as evidence to show hey here's my artifacts that I am working and I am meeting the that descriptor. So, it could be both. The observation, the content expert portion is going to be mainly the evaluator because they're the ones doing the observing, right? They're going to be observing, looking for that evidence. But the collaboration of evidence comes from the full evaluation. >> Okay? So, when you're talking about communication, for example, teachers would say, "This was my weekly email I
029sent out." Exactly. That sort of thing. Okay? So there's opportunity for both parties to submit evidence and and the thought is that people would do it along the way. >> Yes. >> Okay. So as you're doing something, you're like, "Hey, this matches with this. I'm going to go ahead and do that now so that it's not a bunch of work." Okay. Exactly. Okay. Thank you. >> And then similar to the requirements for the leader framework, we're are required um to have at least a certain percentage which is the 33% that has to come from student success. So when you look at the framework under content expert you'll see that we've already built out using that growth coefficient and I think you'll recognize too that that growth coefficient is higher than it has been in the
030past because we really want to see more growth than we have in the past. and in looking at how our educators have performed over time, those are realistic based on the school the schools and grades and classes that are getting high growth and high proficiency. So, it's not off the mark at all. We worked really hard with Brian to make sure that um we identified growth coefficients that were realistic but also higher expectations because if the kids aren't growing then from year after year they're going to keep being behind with their proficiency. So so that student success indicator in content expert that talks about the growth coefficient um that is 33% of the evaluation. So the evaluation is not completed until after we analyze all that data and then we can plug that growth coefficient
031in to give them their score in that area which is 33% of their full evaluation. >> Can I ask a question about that? >> Sure. >> Um you're talking about how we're basically setting a higher bar now which I am all for. Do our teachers understand that because this will probably change you're giving us in the future about where our teachers are further. >> The committee members absolutely understood that as we were building this. This is something that we have not started using with teachers yet. We're going to be doing training after it's approved um and then it won't start until next year. So, that is something that we're going to really need to be very clear and um and make sure the teachers understand that what we're asking them to do is to accomplish
032is still realistic. And it also If you're effective, that is still a positive. Just because you don't get highly effective or even if you're developing in this area, you're developing your skills and your art of teaching and your in your science of teaching. Um, to call someone highly effective in the way they accomplish student success should reflect highly effective outcomes. And so, so yes, it is something that we're going to to help our field understand um that we are setting a realistic goal, but we also want to ensure that kids are growing, >> right? I fully support what you're doing and I I'm glad that we're doing it. I think that raising the bar is a good thing. Um I just know it will be a shift for our staff from what they're used to
033and I want to make sure that we're very clear with them on what we're doing and why and that it's not meant to punish anybody or make anybody feel they're not being successful >> and it does not impact any of their performance. Remember, we remove that part of our evaluation system that um that this part of their evaluation is solely just you know impacts that overall rating at 33%. And we did run through some mock number like okay if this had been already in place last year we did run like some different scenarios and we're we're continuing to do that. We gave Brian some new things to run for us just to see where we're at. So if we data is telling us that we should change in any way, absolutely, we'll come back to
034the board and make those changes. But we have looked at the data lots of different ways um to establish what a highly effective growth coefficient is. an effective growth coefficient, a developing and an ineffective grower. I'm trying to imagine my headidence. at the end of each one of those. >> Yes, sir. Yes. So, so each descriptor will have we've built out each. So, it goes domain indicator descriptor, right? So, domain is overall indicators down the side and then descriptors are what lives in the boxes. Highly effective, effective, developing and effective. For each descriptor as an educator, a leader, classified staff member, whoever you may be, whatever role you might have, you will get a rating for that descriptor. So you might be highly effective, you might be effective, you might be developing or ineffective for
035that one descriptor. All of those descriptors are added together and averaged out by each domain and then to give a whole. The only difference would be is as I pointed out in this slide we go is that All the indicators, all the descriptors will be averaged together one through five. And only the student success component of content expert, I want to make sure that I point that out. The student success section is the 33%. Does that make sense? And the digital platform will do all that math for us. >> Yeah. Yeah. And that's great. That's nice. And sometimes um I know the shift I'm enisioning is all the scaven which is the opposite usually of what evaluations are less effective evaluations are usually just like the one time you try to evaluate it based on
036try to give this sometimes or most of the time feeling as far as what I really like how this is allowing the concept of evaluations to turn into like this growth piece or to focus on growth as opposed as opposed to a piece. And then but of course I can see where the language of highly effective effective and developing um you read through these standards. I mean, it's going to be a challenge as as it's rolled out, but you look at some of these standards and I would look at it too, gosh, even if you're developing, you're doing pretty good. Developing sometimes is seen as as a negative slide for all ofbody to say, "Oh, it's highly effective in all of those is crazy." to me. And so I like how this fine pieces are
037kind of our kids where they need to be. So I really I really like everything. It is a it's a lot of stuff, a lot of indicators, a lot of evidence to get there. And so hopefully balancing how that communication looks with how many people are being evaluated by each or how many teachers each evaluator has. I mean this is way better just sometimes a lot more to roll out. So that's my >> but necessary. >> Well and if we we're building the Lichfield um Lichfield learner right for our students content expert is part of that, right, which is our state standards and their student their achievement, but we're also building a well-rounded human, right? Their communication, their problem solving, their continuous learner, um their teamwork, their character. We're doing the same thing for our
038employees. And we're hoping that this instrument will really allow us to pinpoint and celebrate what you're doing really well and help you identify where we can help support you. maybe some of those areas that are developing or ineffective as well. I mean, you might have a couple ineffective areas, right, that we need to help, you know, wrap around those resources, help support you so that you can get there, right? And really, if you look at this framework, it's not anything that our teachers aren't already doing, right? It just really names it and it allows us to really define and give feedback on it to help their growth. >> And I did have question as far as the alignment with the lift because I know I I see what you're doing with with all that stuff
039to build up, but at some point I know we have all these people and I don't know how many people go out together. I guess my my my quick question is at some point that continuous language and feedback to make sure it's building towards the end result of hopefully what the evaluator will be able to to help the teacher get those higher. >> Yeah, that innerator reliability is so important, right? Because that's going to help our leaders grow too and the feedback they give. So, we already have been um I I personally I am doing walkthroughs with principles using the lift um and so once I finish one we schedule the next one. So, and then um we also miss Benjamin actually speak to it. you want to speak to the work um we've done
040with walkthroughs together we've actually had a leader coach from solution tree Jane Ardell come out and she's been working with PLC groups of principles so that um they are able to go into a classroom as an entire PLC with Jane with myself with Katie uh Wood our director of teaching and learning and we can have those conversations about what we saw in that classroom and then we're going out and we're saying okay what did you see what didn't you see what would be the feedback that you're giving. So we have done that with every single PLC group and all of our principles have asked if we can continue to do that. So we will be bringing uh Jane back out and having those continued walks because like you said that is so important to have
041that interator reliability. I know what it's like to be on one campus and a principal you know is really dedicated and and giving strong feedback and maybe another one was not. It was maybe just a little bit more generous and so um making sure that we're just aligned and that we're able to have those conversations is really important. And then similar to the leader framework, this is all together as we explained when everything is all averaged together by each descriptor and with that waiting of the 33% of that student success part of the framework. Um this is where highly effective will live that overall rating of 3.5 to four effective will be three to 3.49 developing so on effective so and this is mirrors what we're doing with the leader framework as well >> and
042then when those are being plugged in as far as how many indicators are there I mean to make sure you know For instance, if there's only two if there's only two indicators within a domain or anything like that, I mean the weight is very overall test. >> We we did with the leader framework and what we decided to do with that is just each descriptor would have a value of four, three, two, or one and they would just be added together and divided by how many they were. It wouldn't how many descriptors or indicators are in communication or character. It would just be an overall score for that part and then the 33% is from that student success. >> Okay. Can I ask a followup question on that on that piece on slide 11? So
043we're saying for the educators our student success indicator is 33% of the total weight and everything else is 67%. Are we also cascading that to principles, district leaders, yourselves? >> Yes. >> Dr. Davidson. >> Yes. >> Okay. >> The classified will not have that and operations does not have because student success is only part of the formula for departments or leaders that are in charge of achievement. Right? So, educational leaders, principles, teachers. So, um so yes, it is mirrored exactly the same. >> Okay. We're not only cascading the common language, but we're cascading our emphasis on student success of being onethird of your overall score. No matter who you are, if you're an educator or leader administrator. Okay. >> So, the only the only difference between an educator and a leader, educational leader, is they
044do have more data points for student success than the educator because really the only one data point that we have ready to complete the evaluation process timely according to trust policy is the growth coefficient from our benchmark. Um the leader instrument has um the other elements that basically make up a school rating. like you're minimally proficient in math your move on reading for third grade. So um which again that is still still averaged together right to give one overall score that you know that is 33. >> Okay I have a couple more questions but I wanted to see if anybody else would like to interject before go ahead. Okay so when I look at the evaluation tool that I know is still worked on and it's going to be put into a drop down format
045and all of that. Not going to lie, it is a lot. So, I'm wondering and a lot of it is is the verbiage. So, it's that common language and so it's repetitive. It's the same two sentences plus the specifics in there. Is there a way to simplify that to say everything under highly effective means strong evidence or you know something to cut down literally the length. Have you talked about that? Tell me how that process kind of came about. We can show that. So you click on that >> because my concern is an instant from teachers to say this is too much. You're adding more to my plate. You know, this is not helping me. you know, I just I want this to be successful and I can see where we're going with this, but
046I can also see there being some push back because it is a lot. >> Yes, I agree. So, um would you go to the very bottom where it says definition of evidence? Definition. Yeah, right there. So to answer your question, highly effective is strong evidence, effective is evidence and developing some evidence. And if you keep scrolling down that page, Ruben ineffective is limited evidence. So this is more globally a key. What does strong evidence mean? What does evidence mean? What does some evidence mean? What does limited evidence mean? This is a guide for the leaders or whoever is evaluating in addition to those artifacts that we talked about for each descriptor. So, I don't know if that's what you're talking about, but each each highly effective is strong evidence. That's how the statement starts out.
047Each effective is evidence, each developing is some evidence, and each ineffective is limited evidence. >> Yes. So, I guess I'm just really talking about format because I mean that's obviously that every every indicator I guess is what you know every what is it descriptor >> descriptor every descriptor is starting the same and every descriptor really has very similar verbiage even inside that so I understand that once they're used to the tool >> yes >> then it'll be like oh yeah stakeholder communication I know what that is >> there's going to have to be training for sure >> okay >> so there's going to be going to have to chunk chunk the evaluation framework and train on each one. And we're doing similar with the leader um with you know their scorecard work is in a
048lot of their um a lot of their descriptors, right? That continuous improvement tracking data. So really letting them see the work you're already doing you can apply as artifacts and evidence for your framework. So yes, there's going to have to be training. There is. Yes. >> Okay. And >> that's why we're not going to start it till next year. We really would like to seek your approval by before the first of the year. And then that way we have the next few months of this year to really start training and getting familiar. The content expert is not going to be the challenge. >> It's the other domains that are going to be more challenging because the content expert is already something they've seen in the walkthroughs and they've been feedback on all year long. So,
049because we really shouldn't be walking through and looking for something different than what we would be looking for in a formal observation, right? That's confusing. Why are you giving different feedback? >> Yes. >> Agreed. Okay. Okay. And then um so we will use time for the during the second half of the year to train both the leaders who will be doing the evaluation as well as the educators who will be receiving that feedback and uploading their artifacts starting next fall >> um to make sure that they understand what this is going to look like. >> Absolutely. And if we feel that we time to develop their competency and their comfort, then we may come back to you and say, "Hey, we're going to start it this time. We're going to spend more time training." But,
050you know, the plan that we have is based on an ideal. >> Yeah. >> So, we are willing to pause and regroup if we think it needs more time because we want it to be successful. >> Okay. And one suggestion I would have for that is I understand this is comprehensive but obviously the student success piece is very important. So you know if we needed to phase it out maybe phase with the student success and you know a couple of the domains or something like that whatever we might prioritize when it comes to that sort of thing. My other suggestion would be from a Um because again this seems like we're adding more work to our teachers plates. So, if there could be a recommended time or a set aside time during our early release
051days to allow teachers and um leaders time to input evidence, you know, whether it's once a month, once a quarter, whatever that might look like, you know, to try to also say, you know, yes, we're adding this to your list of things to do, but we're going to give you the time to do that. and we know it's going to take you longer in the beginning. The next year should be easier, you know, those sorts of things. But I'm just I again I know where this is going or where I hope this is going and I think it's going to be amazing. I just want the roll out to be successful and I think the more supports we can put in place and the more we can communicate it to to President Zida's point like
052making sure they know this is coming because we all know this is coming because we've all been talking about it and so you know it just comes down to then making sure that we're communicating that and um you know nobody likes change. We know that but we also know that our previous evaluation tool wasn't very effective. So, um I think this is definitely moving in the right direction and I'm I'm really excited to see where it goes from here. >> Miss Moran, can I add to that as well, please? I think um >> your question around the the amount of indicators, I think over the next few months and as we start not really using it, but continue to build out with our staff, I think it's very possible that if we get feedback from
053them that look, there's duplicates here. The answer is yes. We would certainly bring that back in a finalized product and share that with the board um just to make it more manageable. I think the the points I'd like to highlight around this work are um something that Bridget often says is clear as kind. And I think that that is our intent here with this tool um even that of the administrator just that we're gonna we're going to help define it together first and foremost, but secondly, we're going to train on it. So you know exactly what those artifacts may be and also what everything means when you do have to sit across from an evaluator and learn how they view your performance. So I think that's an important piece. And another piece I think each
054of you spoke to tonight a little bit was data. Having some data that we can use around performance that will drive change, drive professional development. Um all around making a difference at the tier one level that every kid gets a chance to benefit from the positive efforts our our staff are doing. So those are just a few things I wanted to highlight. Thank you. Can I just ask a follow question from Miss Moran was talking about how this is a lot right but based on our previous or I guess it's our current evaluation tool use do we feel like we are asking for more like are there more data points on here are we scoring them on more things than we were before or not? >> The current evaluation system is really the principle is
055just giving feedback on what they've seen. There's very seldom are you asking for um artifacts or evidence. So that's going to be the piece that is a little bit different is that we're actually looking for those things that did happen. Um it might be an after school club that you said that you were doing and that's part of the problem solving or the teamwork, but we're asking for some of that additional. So there could be a bigger lift. I don't know if we'd need to do it once a month, but I'm thinking at least once a semester. What a great time to reflect on the celebration of the work that you have done and an opportunity to think about the future and what you still need to get done before the end of the year.
056So I think it can also be a really really valuable tool with just the reflection piece as well if we build in that time and maybe some um opportunities for questions to think about. >> And what really makes me laugh is having children that have gone through these schools and how how you now can't just say this is my answer. You have to prove your work and and argue it and all of that. I love that our educators are going to have to do that, too. So, I think it's funny in an ironic way. >> So, and our educators already have a scorecard with their common summitive assessment and they're going to really be able to see a deep connection to the work that they're already doing. That that is the artifacts for being a
057problem solver, being a continuous learner. um working as a team, team work. So um so the expectations that we've already established in our structures, they're going to really be able to see and celebrate that when they are getting evaluated. I know I know we've said this before, but again, part of the idea behind this evaluation is that it is going to be easier, if you will, to provide constructive criticism because it's not tied to the financial piece and it's clearer of what success effectiveness in this case I guess or ineffectiveness looks like. So, it won't really be debatable or based on feelings. It'll be based on the actual evidence. And we think providing constructive feed, criticism, feedback, opportunities for growth will then help people actually grow and get there. >> Correct. That's the idea. >>
058And it gathering this type of data around each of our employees will also allow us as leaders to identify how to support them because support builds accountability. We have to identify how to support and wrap resources around our staff before we ever can really hold them accountable, right? So, we have to tell them what's expected, support them to get there, and then hold them accountable. >> Yeah, that's a good point. I mean, this is going to give you so many more data points to be able because right now we're looking at what was our letter grade, what were the test scores, but there's a lot of gaps in that that we can't fill in right now. So, that's a great point. I was I was just gonna say those pieces that I'm trying to imagine
059going okay I've been a teacher of elementary for three years or four years and then I'm trying to imagine what difference of course the tool you look at blown up but I think better I feel like the usability is better but I I feel like um I'm assuming that if I was a teacher you know I as a teacher the prior years into this upcoming year when it's used I feel like you're going to feel more involved in the process with it because all of those all those there's a lot of stuff that will fall through the gaps or the cracks I should say when people are being evaluated all these all these things and to align the conversation the teachers end as well with their evaluator you know you know go oh you know
0603.1 Yeah, here's a lot of stuff. And it gives them a chance to reflect on those pieces going, "Oh, I do this." And and a lot of teachers are going to sit back and say, "Oh, I do this already." >> You know, there's a lot of stuff or, you know, maybe I do this already, or how can I fine-tune those those pieces? But I feel like the interactive piece is going to really increase between the past to the future. >> Yep. What do we want our kids to learn? What do we want our staff to do, be able to Right? And how do we know that they did it? Right? And that's the evidence, right? Just like we have to measure student growth, we have to measure our employees grow to know what to do
061next. >> Does anybody have any more things? I'm sorry. We're at the end, right? >> And I don't want to give any disillusionment that this is not going to be hard. It is going to And it has been hard work, but it's work that's worth it. Well, I would agree with that because we do a good job. We have done a good job and we get a good result, but in order to get a great result consistently, we've got to be looking at our practices, what we're doing. And that's really what all of this is trying to do. Even though it's going to take some time and there will be a learning curve and there will be bumps along the way. But I hope that everyone will give us the benefit of the doubt that
062we have the best intentions in mind with this, which is the bottom line of student success, but we're trying to put together all those support pieces to your point on how to get there. And we're all in the same boat. Everyone has a similar evaluation. Everyone has similar criteria. And so we're not asking you to do something that I'm not doing. I mean, I don't get evaluated, but um you know, we're we're asking everyone to be held accountable to the same or very similar standards based on their positions. So I think that that is fantastic. This will be my last my statement here for this. I my last thing I wrote down here and I forgot to point out we could have attempted just to take domain six and just generalize it and it could
063you know air quotes a lot easier for stuff but then it wouldn't be teacher centered to specifically look at I mean yeah we want this big alignment on all these different things but there's there's so many specific different things that happen depending on what you're teaching so when you're able to dive down and you guys taking the to I mean after one through five I mean it could have been exhausting trying to align and get that stuff set but then you hit domain six and you look at look at how many breakdowns there are of domain six and and um that I mean didn't take the easy road I but I appreciate that piece and I think in the end it's it's going to really >> on a side note we did an RFP a
064few years ago and chose not to move forward because the only tool mimicked anything even similar was over $100,000 a year. So building this has saved the district a ton of money as well. >> And Miss Ben, if I could chime into Mr. We sought feedback from the classified employees, a an assortment of people in different roles around their tool and they also are very excited to explore what the content expert means to them and and we'll have to do a good job of grouping, right? you can't have one for every single type of job, but yet um they recognize the power of that content expert piece as it relates to their ability to grow and get better in their specific tasks. So, I look forward to sharing that with the board in the future
065as well. >> That's because we're extra here in Mitchfield. I say that all the time. The easy route is not the way we like to do things here and we always go above and beyond and we have amazing people that will make sure that we're doing this right. So, I appreciate all the work that you guys have done, your team has done. I know that this has been a long time coming. You've worked hours and hours and hours and hours and hours and days on this. And we as board members that have been up here, me and Miss Moran, have been wanting this for a long time. So, I know that she definitely appreciates it as much as I do, all the work that you're doing to make this happen because it was needed. And
066I do also appreciate that we are looking at what each of our different teachers are teaching and what our different roles are and how this can be aligned much better for our employees. So I'm prepared for the feedback we're going to get once this really starts rolling out. They're going to all act like they didn't know even though we have been talking about it for years. But I appreciate all the work that you've done. So thank you now before they start getting cranky with you. Did anybody else have any other questions or comments about this item? Did you guys have anything else you need to share with us because you already shared? >> Awesome. Well, thank you so much for sharing that. And uh that's all we have tonight guys. So to the meeting, >>
067I will second a motion from Mr. Mike and a second from Miss Moran. I'll call for vote. Miss Moran. Yay. Mr. Mike. Yay. >> Also yay. Motion passes. Meeting is adjourned. Thanks for joining us everyone.