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Elizabeth School District C-1. We believe that students are at the heart of everything we do. Pilot Educator Evaluation System For BOE and Staff Review Spring 2013. Educator Effectiveness in Colorado. - PowerPoint PPT Presentation
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Elizabeth School District C-1
We believe that students
are at the heart of everything we do.
Pilot Educator Evaluation System
For BOE and Staff Review
Spring 2013
Educator Effectiveness in Colorado
Every child in every community deserves excellent classroom teachers and building leaders.
Why Focus on Educator Effectiveness?
“We know that the quality of our educators is by far the single most important factor in driving
student achievement and closing the achievement gap.”
-Kati Haycock, Good Teaching Matters – How Well Qualified Teachers Can Close the Gap, Education Trust. 1998
Educator Effectiveness Research
Educators who dedicate themselves to student success…
Effective educators are proven to be the single most important school based factor in every student’s chance to succeed.
Educator EffectivenessContinuous Improvement
The new system acknowledges the central role of teachers and provides the opportunity to reflect and refine their practice in order to continually meet the needs of their students.
The system uses multiple measures to determine student growth and assess professional practice.
What is Senate Bill 191?S.B. 10-191 was passed in 2010. It changes the way principals and teachers are supported and evaluated, with the ultimate goal of ensuring college and career readiness for all students. The bill: Provides for a system to give feedback to educators aimed at
continuously improving their performance and student results. Requires educator evaluations be based on statewide standards of
practice and student learning over time. Changes non-probationary status from one that is earned based upon years of
service to one the is earned based upon three consecutive years of demonstrated effectiveness
Provides that non-probationary status may be lost based upon consecutive years of ineffectiveness.
Requires that all teachers and principals be evaluated at least 50 percent on the academic growth of their students.
Key PrioritiesCDE worked with a variety of stakeholders throughout the design and development of the Colorado State Model Evaluation System. The process focused on five key priorities: Data should inform decisions, but human judgment will always be
an essential component of evaluations The implementation and evaluation of the system must embody
continuous improvement The purpose of the system is to provide meaningful and credible
feedback that improves performance The development and implementation of evaluation systems must
continue to involve all stakeholders in a collaborative process Educator evaluations must take place within a larger system that is
aligned and supportive
Evaluation CycleThe year-long cycle includes regular conversations between the principal and teacher. It is not a one-time event or observation, but rather……a process that focuses on continuous improvement of the skills, knowledge and student outcomes of the person being evaluated. The cycle allows districts to determine how many observations are included prior to the mid-year and final reviews.
Evaluation CycleThe cycle includes, but is not limited to: Annual orientation to the system and tools Educator self-assessment Review of annual goals and performance plan A mid-year review An evaluator assessment An end-of-year review A final rating Goal-setting and performance planning for the next school
year
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Principals
Definition of Principal Effectiveness
I. Strategy II. Instruction III. Culture
V. Managemen
tIV. Human Resources
VI. External Developmen
tVII. Student
Growth
50% Professional Practice Standards 50% Student Growth Measures Weighting: How Much
Does Each Standard Count Towards Overall
Performance?
Number and Percentage Other Measures of TeachersAligned with CDEGuidelines
School Performance Other Measures Framework Aligned with CDE Guidelines
Weighting:Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance StandardsIneffective Partially Effective Effective Highly Effective
Quality Standards
Principal Quality Standards I: Principals demonstrate
strategic leadership.
II: Principals demonstrate instructional leadership.
III: Principals demonstrate
school culture and equity leadership.
IV: Principals demonstrate
human resource leadership.
V: Principals demonstrate managerial leadership.
VI: Principals demonstrate external
development leadership.
VII: Principals demonstrate
leadership around student academic
growth.
Principal Evaluations
50% Student
Academic Growth
50% Professional Practice
Quality Standards I-VI:I. Strategic leadershipII. Instructional leadershipIII. School culture/equity leadershipIV. HR leadershipV. Managerial leadershipVI. External development leadership
Evaluated using: (1) teacher input; (2) teacher evaluation ratings; and (3) teacher improvement.
Quality Standard VII:VII. Leadership around student academic growth
Evaluated using: (1) SPF data; and (2) at least one other measure of student academic growth.
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
I. Know Content
50% Professional Practice Standards 50% Student Growth MeasuresWeighting: How Much Does Each Standard
Count Towards Overall Performance?
Observations of Other Measures Teaching Aligned with
CDE Guidelines
State Other Assessments Other Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines
Match of test to teaching assignmentsWeighting:
Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance?
Performance StandardsIneffective Partially Effective Effective Highly Effective
Quality StandardsII. Establish
EnvironmentIII. Facilitate
LearningIV. Reflect on
PracticeV.
Demonstrate Leadership
VI. Student Growth
Appeals Process
Teacher Quality StandardsI: Teachers
demonstrate mastery of and
pedagogical expertise in the
content they teach.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content
that he or she teaches. The secondary teacher has knowledge of literacy and
mathematics and is an expert in his or her content endorsement area(s).
II: Teachers establish a safe, inclusive, and
respectful learning environment for a diverse population
of students.III: Teachers plan and deliver
effective instruction and create an
environment that facilitates learning for their students.
IV: Teachers reflect on their practice.
V:Teachers demonstrate leadership.
VI: Teachers take responsibility for student academic
growth.
Teacher Evaluations
50% Professional Practice
50% Student
Academic Growth
Quality Standards I-V:I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership
Evaluated using: (1) observations; and (2) at least one of the following: student perception measures, peer feedback, parent/guardian feedback, or review of lesson plans/student work samples. May include additional measures.
Quality Standard VI:VI. Responsibility for student academic growth
Evaluated using: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessments; and (4) where applicable, Colorado Growth Model data.
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Not Evident Partially Proficient Proficient(Meets State Standard) Accomplished Exemplary
Element c: Teachers engage students as individuals with unique interests and strengths.
The teacher: Has low-level expectations for
some students. Uses data for instructional
decision making on an infrequent basis.
The teacher: Monitors students for
level of participation. Encourages students to
share their interests. Challenges students to
expand and enhance their learning.
. . . andThe teacher: Asks difficult questions
of all students. Scaffolds questions. Gives wait time
equitably. Flexibly Groups
students. Assumes that all
students will meet or exceed expectations.
Modifies instruction to assure that all students: Understand what is
expected of them. Are challenged to meet
or exceed expectations. Participate in
classroom activities with a high level of frequency and quality.
Take responsibility for their work.
Have the opportunity to build on their interests and strengths.
. . . andStudents: Actively participate in
all classroom activities. Monitor their own
performance for frequency of participation.
Seek opportunities to respond to difficult questions.
. . . andStudents: Select challenging
content and activities when given the choice in order to stretch their skills and abilities.
Encourage fellow students to participate and challenge themselves.
Quality Standar
d
Element that
aligns with
standard
Rating
levels
Professional Practices
Components of the Educator Rubrics
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient Accomplished Exemplarya. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used
to establish these attributes, and facilitating their integration into the life of the school community.
Vision, mission, values, beliefs and goals of school are: Not evident or familiar
to staff and other stakeholders.
Developed by school administrators working in relative isolation.
Not integrated into the life of the school community.
Vision, mission, values, beliefs and strategic goals of school are: Developed through a
collaborative process with staff and other stakeholder groups.
Publicly available at the school.
Part of routine school communications with staff and other stakeholders.
Routinely updated.
. . . andEstablishes strategic goals for students and staff that are: Focused on student
achievement. Based on the analysis of
multiple sources of information.
Aligned with district priorities.
Measurable. Rigorous. Concrete.
. . . and Staff incorporate
identified strategies in their instructional plans to assure that students achieve expected outcomes.
. . . and Staff and other
stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals.
Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals.
Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them.
The focus of Partially Proficient and Proficient levels is what principals do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels.
The focus of Accomplished and Exemplary ratings shifts to the outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.
2013-14 Evaluation PilotComponents of Professional Practices Evaluation: Use of State Model Evaluation RubricInclusion of student perception survey
Conducted and discussed, but not weightedThree similar meeting and observation protocols
New hires, probationary, non-probationaryTwo types of Observations
Drop-in and formal
Drop-in ObservationsAll teachers will receive multiple, drop-in observations each year, a minimum of 9 times for at least 3 minutes. No immediate written feedback is required, although any concerns on the part of the evaluator need to be communicated to the teacher within 48 hours.
Drop-in observations need to be discussed and documented at the mid-year meeting for probationary teachers, and the year-end meeting for non-probationary teachers.
Formal ObservationsDefined as…Typically un-scheduled and un-announced Lasting 30 minutes or moreFollowed by face-to-face feedback Concluded with written summary of the face-to-
face conversation
Formal ObservationsFor an observation to be considered a Formal
Observation under this evaluation system, it must include the following elements:
Communicated/requested at the initial meeting between the principal and teacher or at any other time during the year prior to end of March
Once communicated/requested, Formal Observations are typically un-scheduled and un-announced, with the exception that the principal must tell the teacher at the start of the week that they will doing the Formal Observation that week
Formal ObservationsNew hires – Two formal observations are required
One time/date specific in 1st semesterOne unannounced in 2nd semester
Probationary – One formal observation requiredOne unannounced prior to March
Non-probationary – No formal observations requiredImportant Note: Additional Formal Observations can be requested by all teachers and principals at any time prior to March, and may be time/date specific.
Formal ObservationsA principal can extend a drop-in observation
beyond 3 minutes, including more than 30 minutes, but it will not be considered a Formal Observation unless it had been previously communicated/requested as described above.
If a principal has certain things they are looking for, this will be communicated to the teacher prior to the formal observation.
If the teacher has something they want the principal to look for, this will be communicated to the principal before the observation.
Meetings between Teacher and Principal
Newly Hired Teachers
All newly hired teachers, regardless of experience level, or other status, will have three meetings each year with the principal to review the Professional Practices Rubric, set and review goals, and discuss observations. 1st within 8 weeks of start of school2nd by end of January3rd by end of April
Newly Hired Teachers1st Meeting
Self Evaluation Set Professional Practices Goals Discuss Plans for Observations Discuss and Document Student Outcome Goals
2nd Meeting Principal Assesses Practices Drop-ins are Discussed and Documented Student Growth is Reviewed
3rd Meeting Summative Evaluation on Practices and Growth
Meetings between Teacher and Principal
Probationary Teachers
All probationary teachers, regardless of experience level, or other status, will have three meetings each year with the principal to review the Professional Practices Rubric, set and review goals, and discuss observations. 1st within 6 weeks of start of school2nd by end of January3rd by end of April
Probationary Teachers1st Meeting
Self Evaluation (review of document from Spring) Review Professional Practices Goals Discuss Plans for Observations Discuss and Document Student Outcome Goals
2nd Meeting Principal Assesses Practices Drop-ins are Discussed and Documented Student growth is Reviewed
3rd Meeting Summative Evaluation on Practices and Growth
Meetings between Teacher and Principal
Non-Probationary Teachers
All non-probationary teachers, regardless of experience level, or other status, will have two meetings each year with the principal to review the Professional Practices Rubric, set and review goals, and discuss observations. 1st within 4 weeks of start of school2nd by end of April
Non-Probationary Teachers1st Meeting
Self Evaluation (review of document from Spring) Review Professional Practices Goals Discuss Plans for Observations Discuss and Document Student Outcome Goals
2nd Meeting (only if teacher is not rated effective) Principal Assesses Practices Drop-ins are Discussed and Documented Student Growth is Reviewed
3rd Meeting Drop-ins are Discussed and Documented Summative Evaluation on Practices and Growth
Growth (Student Learning Outcomes)