Evaluation Team Progress

Collaboration Grant 252

Standards of Professional Practice. The state adopted Model Core Teaching Standards and Educational Leadership/Administrator Standards define what teachers and administrators should know and be able to do to ensure that every student is ready for college, careers and engaged citizenship in today’s world.

Differentiated (4) Performance Levels. Teacher and administrator performance on the standards of professional practice are measured on four performance levels. ODE will provide districts approved research-based rubrics aligned to the state adopted standards.

Multiple Measures. Multiple sources of data are used to measure teacher and administrator performance on the standards of professional practice. Evaluators look at evidence from three categories: professional practice, professional responsibilities, and student learning and growth.

Evaluation and Professional Growth Cycle. Teachers and administrators are evaluated on a regular cycle of continuous improvement that includes self reflection, goal setting, observations, formative assessment and summative evaluation.

Aligned Professional Learning. Relevant professional learning opportunities to improve professional practice and impact on student learning are aligned to the teacher’s or administrator’s evaluation and his/her need for professional growth.

Senate Bill 290 Requirements

LCSD Professional Growth Cycle

Self Assessment

Goal SettingOct. 15

Observations & Other EvidenceNov. 30

Mid-Year Review

Jan.

Observations & Other EvidenceJan. 31

Summative EvaluationMarch 15

Probationary Teachers: 1 Formal Observation EVERY year and a minimum of 3 Informal Observations EVERY year. Summative/Evidence Conference EVERY year.

Contract Teachers: On Year: A minimum of 4 Informal Observations,

Collection of Evidence, Goal Setting, Summative/Evidence Conference

Off Year: A minimum of 2 Informal Observations, Teacher Collection of Evidence, Goal Setting

Self Assessme

ntSeptemb

er Reflect on Danielson’s

Framework and rate your performance considering strengths and areas for growth.

Goal SettingOct. 15

Review Self-Assessment and write one Professional Growth Goal based on area for growth.

Using student data, write two Student Learning Objectives in S.M.A.R.T. format.

Professional growth activities and support needed to meet your goals.

Student Learning Objective

(SLO)

Student/School Learning Objectives(SLO) are detailed, measurable goals for student academic growth to be achieved in a specific period of time (typically an academic year),based on prior student learning data, and developed collaboratively by educators and their supervisors

Student Learning Objectives

Must be rigorous and meet the S.M.A.R.T. criteria: Specific, Measurable, Attainable, Relevant and Timely

Each teacher must establish at least two student learning objectives from at least two of the following three categories OAKs or National Standardized Tests Common national, regional, district developed

measures Classroom or school wide measures

Student Learning Objectives Con’t

Teachers who are responsible for student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11) will use state assessments as one measure and will also select one or more additional measures

Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards

Self Assessmen

t

Goal Setting

Observations

Mid-Year Review

Observations

Summative

Evaluation

The SLO Process includes a

continuous cycle where teachers

create and implement

teaching and learning strategies and then monitor student progress through ongoing

formative assessment.

Student Learning Objective

(SLO)

Initial Conference

Aligned Professional Learning Opportunities

Mid-Year Review

Post Conference – On Year and Probationary

Observations & Other EvidenceNov. 30

Artifacts Formative Assessments PLC’s Principal Evidence 1 Formal Observation-

Probationary 2 Informal (min.)

Walkthroughs-On Year 1 Informal (min.)

Walkthroughs – Off Year

Mid-Year

ReviewJanuar

y

Review and Reflect on Professional Growth Goal and two SLO’s

Support from Administrator

Principal Evidence Teacher Evidence

Observations & Other EvidenceJan. 31

Artifacts Formative Assessments PLC’s Principal Evidence 1 (min.) Informal

Walkthrough- Off Year 2 (min.) Informal

Walkthroughs – On Year

Summative

Evaluation

Review and consider Self-Assessment

Review Goals from the year.

Reflect on strengths and areas for growth.

Begin generating ideas for new goals.

Overall Performance Rating.

On Year/Off Year:Evidence Submission

On Year: Summative/Evidence Conference – March 15

LCSD Professional Growth Cycle

Self AssessmentSeptember

Goal SettingOct. 15

Observations & Other EvidenceNov. 30

Mid-Year ReviewJanuary

Observations & Other EvidenceJan. 31

Summative EvaluationMarch 15

Beginning in January 21 Administrators/21 Teachers All Buildings Stipend for participating

teachers and administrators January 30th Training SLO’s Pilot includes full cycle, SLO’s, all

reviews, evidence gathering, weighted and matrix models and Aligned Professional Learning

Participating teachers and administrators will document and provide feedback for Evaluation Team’s review in May

The PilotSelf

Assessment

Feb.

Goal Setting

Feb.

Observations & Other EvidenceFeb/March

Mid-Year Review

Beginning of April

Observations & Other EvidenceApril/May

Summative Evaluation

May

Survey Monkey in May Goal setting process Matrix vs. Weighted Model Number of observations Student Learning Objectives Rubrics/Process Aligned Professional Learning Anything else that might improve the

process

Pilot Feedback

APL-Aligned Professional Learning

Weighted Model

   

Student Learning and Growth Goals (SLOs)

 

Professional

Practice &

Professional

Responsibilitie

s

Ratings 

Unsatisfactory

 

 Basic

 Proficient

 Distinguish

ed 

 Unsatisfactory

 

 Unsatisfacto

ry

 Unsatisfacto

ry

 Unsatisfacto

ry

 Unsatisfactory

 Basic

 

 Basic

 Basic

 Basic

 Basic

 Proficient

 

 Basic

 Proficient

 Proficient

 Proficient

 Distinguished

 

 Proficient

 Distinguishe

d

 Distinguishe

d

 Distinguishe

d

Matrix Model

Collaboration Grant ODE Statewide Meeting April 10 Evaluation Team will attend the Train the Trainer

workshop with Jorie Wilson on April 25. The Evaluation Team will make recommendations

for the 2013/14 school year based on feedback from pilot teachers and administrators.

CLS Training/Danielson’s Model Training Week of June 17

Danielson’s Book and Framework will be provided for all licensed staff.

Trainings on Goal Setting and SLO’s fall 2013

Next Steps