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March 9, 2011 – Waterfront Place Hotel, Morgantown, WV
Spring Conference for Federal Directors & Chief Instructional
Leaders
Good Morning!
Lori Wiggins •WVDE, Office of Professional Preparation•Spanish teacher
• Teaching experience o Spain, NYC & LA
•Administrative experience oHigh School Assistant Principal oMiddle School Principal
Session Topic
West Virginia Professional Teaching Standards (WVPTS): What West Virginia Teachers
Know and Are Able to Do
Objectives
At the conclusion of the West Virginia Professional Teaching
Standards (WVPTS): What West Virginia Teachers Know and Are
Able to Do session, the participants will:
• Be familiar with the WVPTS, their origin, architecture, and influence
• Be informed about the teacher evaluation revision process
• Understand how WV is readying for the federal agenda
Federal Foreshadowing
The Improving Teacher Quality State Grants—a formula program also known as Title II—would be cut to $2.5 billion, from last fiscal year’s level of nearly $3 billion. To tap money for those formula grants, states would be required to come up with a definition of “effective” and “highly effective” teachers and principals that would be rolled into state and local teacher- and principal-evaluation systems. States and districts would also have to make sure effective teachers and leaders were distributed fairly across schools.
Retrieved from: http://www.edweek.org/ew/articles/2011/02/14/21budget_ep.h30.html
Federal Foreshadowing
They [the senators] also want to see new systems for measuring teacher effectiveness that incorporate a number of measures, including student outcome data, to be developed with teacher cooperation. And they want more on-the-job support for teachers, including extra money for those who take on extra responsibilities.
Retrieved from: http://www.edweek.org/ew/articles/2011/03/02/23esea.h30.html?r=269903872
Federal Foreshadowing
Teachers are the single most important resource to a child’s learning. President Obama will ensure that teachers are supported as professionals in the classroom, while also holding them more accountable.
Retrieved from: http://www.whitehouse.gov/issues/education
So, what do you think?
Some Questions
• How will WV satisfy the federal requirements?
• How will teacher candidates be prepared to meet the challenges of 21st century teaching?
• How will the existing educatorforce be retooled to meet 21st century teaching challenges?
Some Answers The West Virginia Professional
Teaching Standards (WVPTS) To which teacher preparation
programs are aligned By which teaching practice is
assessed On which a teacher evaluation is
based Around which professional
development is designed A Sturdy Evaluation System
With a strong teacher induction program
A Picture worth a 1,000 Words
WVPTS
Preparation
Practice
Evaluation
Professional Development
What are professional teaching standards?
CSOs for teachers
Origins of the West Virginia Professional Teaching
Standards• WV Commission for Professional Teaching
Standards initiated
• WV Stakeholder Group - e.g. teachers, teacher organization leaders, higher education representatives, county and building representatives, RESA representatives, WV CPD, business and community members, legislative liaisons, WVBE members and WVDE staff
• National Experts – Charlotte Danielson, LDH, & others
• National Standards – (NCATE, NBPTS, ISTE, InTASC, other state teaching standards
Architecture of West Virginia Professional Teaching
Standards
Standard – Broad statements/constructs
Function – Describes the important functional or procedural parts of the standard
Indicator – Further delineate the functions into observable measures
West Virginia Professional Teaching Standard
ElementsStandard 1: Curriculum & Planning
Standard 2: The Learner & The Learning Environment
Standard 3: Teaching
Standard 4: Professional Responsibilities for Self-Renewal
Standard 5: Professional Responsibilities for School and Community
Decor of West Virginia Professional Teaching
Standards
• Indicator Rubrics – Performance descriptions of the indicator statement
• Levels of Performance
• Distinguished
• Accomplished
• Emerging
• Unsatisfactory
So, what do you think?
• Read your assigned standard statement, the function and indicator statements
• Discuss your perceptions at the table
• Be prepared to share
Institutional Self-Analysis
Program Submission
Program Review
Program Approval
IHE Program Revision
Spring 2010
Spring/ Summer 2011
Fall2011
The Answers Explained
Strategy• Multiple opportunities for exposure to
the message starting Summer 2011
Resources• Hand-Holding
– Flip Chart• Electronic Resources
– Navigable PDF WVPTS– Video Clip
http://wvde.state.wv.us/player.php?m=x&vid=proprep/ProTeachStd
– PPT• Classroom Posters
The Answers ExplainedPractice & Professional
Development Strategy & Resources
The Answers Explained
• WVPTS adopted by WVBE April 2009• Teacher Evaluation Executive
Committee - Established September 2009
• Five meetings• Race To The Top• Special Session Promises & Deadlines• Teacher Evaluation Work Group 1.0 -
Five Meetings• Teacher Evaluation Work Group 2.0
Teacher Evaluation Revision
Task Force Recommendations
The Teacher Evaluation Task Force Executive Committee, in its charge to the Work Group, affirmed that the educator evaluation system should:
• Encourage continuous growth and improvement over time.• Identify quality professional development based on
individual needs.• Provide a linkage to mentoring that is part of a larger
system of induction.• Ensure high-quality instruction focused on increasing
student achievement.• Set high standards for performance for both veteran and
new educators.• Provide a framework to inform all educators about
strengths and weaknesses in performance. • Provide a system that recognizes educators for
distinguished levels of performance.• Address persistent unsatisfactory performance.• Provide a common language for discussion among
educators and supervisors around performance.• Provide assurance that evaluator bias is minimized.• Provide a mechanism for the evaluation system itself to be
evaluated. • Be sustainable, manageable, and effective.
Work Group 1.0 AssurancesThe Teacher Evaluation Work Group members mutually
agree that:• The critical standard elements accurately reflect the
West Virginia Professional Teaching Standards.• The critical standard elements collectively represent
what a 21st century teacher should know and be able to do.
• Multiple measures should be used to evaluate teacher performance.
• Clear guidance is necessary to distinguish measures that are required and those that are optional.
• Evidence for performance measures should already be part of teachers’ instructional repertoire—not created solely for evaluation.
• Critical standard elements, rubrics and measures should be field-tested by a cross-section of schools of different sizes at all levels, including both School Improvement Grant and Exemplary, to ensure validity and objectivity.
• The primary purpose of teacher evaluation is to support instruction to maximize student learning.
• Principal evaluation must support teacher evaluation.• Funding, including costs for professional development for
all stakeholders, should be allocated for implementation of the revised evaluation system.
Work Group 1.0 Recommendations
The Teacher Evaluation Work Group recommends that the next Work Group 2.0 consider that:
• Educator evaluation should be constructive and collaborative for all stakeholders.
• Educator evaluation should provide feedback to support professional growth and development.
• Educator evaluation supports improvement in instruction and learning.
• Educator evaluation rubrics and measures must continue to reflect that teacher performance affects student learning.
• Participation by principals in the Work Group should be increased.
• Best practices by the West Virginia Center for Professional Development’s Evaluation Leadership Institute should be incorporated into evaluator training.
• Educator evaluation should ensure that Distinguished performance is not limited by resources.
• Time constraints affect the system as a whole.• Expert, research-based review of rubrics and measures is
required to ensure validity and fit.• Other evaluation models, including those with
nonsupervisory evaluators, should be consulted for coherence.
Work Group 1.0 Report & Recommendations.pdf
Work Group 2.0
• Divided into three (3) subcommittees Rubrics & Evidence, System
Considerations, Professionalism & Student Learning
Work Group 2.0
Rubrics and Evidence Do we have the right number of
elements? Is there alignment among all the
performance levels – do they all “weigh” about the same?
What measures will be used and with which elements – across all rubrics or specific elements?
Work Group 2.0
System Considerations What are the components of a peer
evaluation model? If yes, how will the peer review be combined with the administrator’s review?
Should we have a tiered evaluation system, i.e. one based on content/programmatic level, years of experience, or years of content specific experience? For example, new teachers, accomplished versus those with unsatisfactory performance?
Work Group 2.0
Professionalism and Student Learning
What descriptors would be included with the critical standard element, “The teacher demonstrates professional conduct as defined by state law and district policy?” For examples, punctuality, attendance, adhering to deadlines.
What would be the “critical standard element” that describes student learning?
What would the rubric and acceptable evidence look like for quality evidence of student learning?
Work Group 2.0
• Divided into three (3) subcommittees Rubrics & Evidence, System
Considerations, Professionalism & Student Learning
• Working at a brisk pace Draft finished by May 24, 2011 Pilot in SIG and non-SIG schools,
2011-2012 Statewide implementation, 2012-
2013
Why do we believe we’re working on the right
answers?
Because Linda Darling-Hammond says so. . .
© Linda Darling-Hammond 2010
Changes Needed: An Extreme Makeover for Educator
Evaluation
• Create shared, clear, meaningful standards
• Examine performance with standards-based measures that look at practice, teacher decision making, and student work
• Develop expertise for evaluation and support
• Plan for evaluation, feedback, and follow up coaching and professional development
• Develop structures to support strong professional decisions
• Embed evaluation in a performance-based system of licensing and career advancement
Connection Between the WV Professional Teaching Standards
& Teacher Evaluation
Linda Darling-Hammond – October 20, 2010 Presentation Developing and Assessing Teacher
Effectiveness http://wvde.state.wv.us/teachereval/teagendapres.html
Our Questions
• How will WV satisfy the federal requirements?
• How will teacher candidates be prepared to meet the challenges of 21st century teaching?
• How will the existing educatorforce be retooled to meet 21st century teaching challenges?
Our Answers
WVPTS
Preparation
Practice
Sturdy Evaluation
System
Professional Development
Objectives Met?
At the conclusion of the West Virginia Professional Teaching
Standards (WVPTS): What West Virginia Teachers Know and Are
Able to Do session, the participants will:
• Be familiar with the WVPTS, their origin, architecture, and influence
• Be informed about the teacher evaluation revision process
• Understand how WV is readying for the federal agenda
So, whadya think?
Done?
• Contact information –Lori Wiggins
• For more informationTeachWV:
http://wvde.state.wv.us/teachwv/profstandards.html
Teacher Evaluation:
http://wvde.state.wv.us/teachereval/ WV Department of Education
Thanks!
