A ccountability

AccountabilityAccountability

Assessment

Parents & Community

PreparingCollege, Career,

& Culturally Ready Graduates

Standards

Support1

for Districts & Schoolsfor Educators

Educator Accountability

Background, Timeline, & Purpose

System Requirements

District Reporting

System Revision

Educator Evaluation Resources

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Background Previous Evaluation Regulations, 1975

Evaluation Statutes, 1996

Significant changes to educator evaluations

Student learning data provides essential information

SFSF Assurances/ESEA Flexibility Waiver3

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Timeline

Help the educator grow professionally

Improve the effectiveness of instruction

Relate to the future employment of the educator

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Purpose

System RequirementsInformation, Evaluation, & Actions

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Educator Evaluation Requirements

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*Two to four valid, reliable measures of student growth including statewide assessments

·Observations (district may select a nationally recognized framework approved by the department)

·Information from parents, students, etc.

·Other information (as determined by the district)

Information Sources Evaluation Components Results & Actions

Professional Learning Focus for district &

teacher.________

Annual Evaluation Alternative for the

following school year

(as determined by the district)

District Support OR

Plan of Professional

Growth (optional)

Plan of Improvement

Proficient or higher on 7 standards and no unsatisfactory ratings.__________Exceeds the districts performance standards (as determined by the district)

Basic on 2 or more standards

Unsatisfactory on 1 or more standard

Student Learning Standard

Professional Practice

Family & Community

Learning Environment

Assessment

Content Knowledge& Instruction

Understanding Student Needs

Differentiation Cultural Standards

Performance Rating on each of the eight (8) standards.

·Unsatisfactory

·Basic

·Proficient

·Exemplary

Information Sources

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Districts:

• may select a nationally recognized observational framework approved by the department or continue to use the observation tools they have previously adopted.

• must have a procedure and a form to collect information concerning an educator’s performance from students, parents, and other stakeholders.

• may use other information like surveys, self-assessments, portfolios, etc. to gather information concerning an educator’s performance.

Qualitative




Information Sources

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Two to four valid, reliable measures of student growth including statewide assessments

Districts must:

• Select appropriate measures of student growth with the input of the educators being evaluated.

• Establish standards and performance levels for student learning data.

• Develop procedures based on objective & measurable criteria to ensure that data used accurately reflects student growth based on the educator performance.

• Use statewide assessment data for teachers who provide instruction in the content areas assessed.

Quantitative

Aligning Information Sources to Evaluation Components

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Information Sources Educator Evaluation Components

Two to four valid, reliable measures of student growth including statewide assessments





ProfessionalPractice

Family & Community

LearningEnvironment

Content Knowledge& Instruction

Assessment

UnderstandingStudent Needs

Differentiation Cultural Standards

Performance Rating on each of the

eight (8) standards.

·Unsatisfactory

·Basic

·Proficient

·Exemplary

Levels of Performance

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Standards

Performance Levels

E P B UUnderstanding Student Needs Differentiation

Content Knowledge & InstructionAssessment


Family & Community


Student Learning

Performance Rating on

each of the 8 standards.

·Unsatisfactory (U)

·Basic (B)

·Proficient (P)

·Exemplary (E)

Training &Inter-rater Reliability

A district’s evaluation training must include training that provides for an assurance of inter‐rater reliability.

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Linking Levels of Performance to Results & Actions

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Professional Learning Focus for district & teacher.

_______________Annual Evaluation Alternative for the

following school year (as determined by

the district)

District Support OR

Plan of Professional Growth (optional)

Plan of Improvement

Proficient or higher on 7 standards and no unsatisfactory ratings______________Exceeds the districts performance standards (as determined by the district)

Basic on 2 or more standards

Unsatisfactory on 1 or more standard

Standards

Performance Levels

E P B UUnderstanding Student Needs Differentiation

Content Knowledge & Instruction

Assessment


Family & Community


Student Learning

Plan of Improvement

If, at the conclusion of a plan of improvement, the educator’s performance does not meet district standards the educator may be non-retained.

Standards

Performance Levels

E P B U


Differentiation


Assessment


Family & Community


Student Learning

Results & Actions

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District Support

or

A Plan of Professional Growth (optional)

If, at the conclusion of a plan of professional growth, the educator’s performance is not proficient or exemplary, the district may place the educator on a plan of improvement.

Standards

Performance Levels

E P B U


Differentiation


Assessment


Family & Community


Student Learning

Results & Actions

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Results & Actions

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Standards

Performance Levels

E P B U


Differentiation


Assessment


Family & Community


Student Learning

Professional Learning Focus

for teachers & district

District ReportingCalculating Educators’ Overall Ratings

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Results vs. ReportingEvaluation Results

Leads to professional learning, district support, and/or plan of improvement

Confidential—between administrator(s) and the individual being evaluated

District Reporting

Educator evaluations provide the information the district will use to calculate the overall rating

Number and percentage of educators at each overall ratings will be reported to the department by each school district beginning in July 2016

Information will only be made available to the public at levels that maintain individual confidentiality

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Overall Rating & Student Learning Data A district will evaluate whether an educator’s overall

performance is exemplary, proficient, basic, or unsatisfactory.

A district may not give an educator an overall performance rating of proficient or higher if the educator has been evaluated to be performing at a level of basic or lower on one or more of the content standards or other criteria for which evaluation is required.

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Overall Rating & Student Learning DataA district shall include student learning data in teacher and administrator’s overall rating according to the following schedule:

• SY 2015‐16 & SY 2016‐17, at least 20%

• SY 2017‐18 at least 35%

• SY 2018‐19 and after, at least 50% 20

Overall Rating

District Reporting School Year 2015-2016 & School Year 2016-2017

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20%


·Exemplary

·Proficient

·Basic

·Unsatisfactory

ContentStandard

80%

Alaska Teacher Standards

Student Learning

Standards

Exemplary Proficient Basic Unsatisfactory

Proficient or higher on all standards

Basic or Unsatisfactory on any one standard



Assessment

Family & Community



Differentiation

Cultural Standards

Rating on each of the 7 ContentStandards.

·Exemplary

·Proficient

·Basic

·Unsatisfactory

System RevisionStakeholders & Next Steps

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Stakeholders

District School Board Administrators Teachers Special Service Providers Students Parents Community members

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Next Steps

Build awareness around new requirements with all stakeholders

Compare existing system to new requirements

Identify gaps

Identify decision points

Develop a transition plan 24


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Contact Information

Sondra MeredithTeacher Education & Certification Administrator(907) [email protected]

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mailto:[email protected]

Documents

A ccountability