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South Dakota’s Teacher Effectiveness ModelFebruary 20, 2015
Presented byDr. Sally Crowser and John Swanson, TIE
Today’s Outcomes
1. Increased clarity about South Dakota’s Teacher Effectiveness Model.
2. Experience using Teachscape Learn to explore the Framework for Teaching.
3. Increased awareness of artifacts associated with all domains of the Framework for Teaching.
Hot Springs School District Priority Components
1c Setting Instructional Outcomes1e Designing Coherent Instruction2b Establishing a Culture for Learning3c Engaging Students in Learning4a Reflecting on Teaching4c Communicating with Families
http://jswanson.tie.wikispaces.net/Presentations
Review of Teacher Effectivenessand SLO Process
Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning
Domain 1 Domain 2 Domain 3 Domain 4
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
• At Least 8 Components Chosen Based on District or School Priorities
South Dakota Framework for Teaching Student Growth
SLOs
State Assessments(as one measure if available)
District Assessments
Evaluator-Approved Assessments
Professional Practice Rating Growth Rating
Below Expectations Meets Expectations Exceeds Expectations
Differentiated Performance Categories
The Recommended
Model!
Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning
Domain 1 Domain 2 Domain 3 Domain 4
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
• At Least 8 Components Chosen Based on District or School Priorities
South Dakota Framework for Teaching
Professional Practice Rating
Below Expectations Meets Expectations Exceeds Expectations
Differentiated Performance Categories
Student Growth
SLOs
Growth Rating
SLOs
State Assessments(as one measure if available)
District Assessments
Evaluator-Approved Assessments
Summative Scoring Matrix
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review✪
Sample Growth Goal
For the 2014-15 school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments.
This example is the end result of working through
the SLO development.
SLO Process Guide
Establishes tiered expectations for student growth for groups of students. The educators define what growth looks like for each group of students.
Growth Goals
Differentiated Growth
Based on quality baseline data and educator-determined definition of mastery. Goal is structured based on percent of students attaining mastery.
Class Mastery
Teams of teachers agree to work collaboratively and share responsibility/accountability for student learning for a content area, grade level or school.
Shared Performance
Teacher Student Growth Rating
PERFORMANCE
CATEGORY DESCRIPTION
Low Less than 65% goal attainment
Expected 65% to 85% goal attainment
High 86% to 100% percent attainment
Growth Rating
Growth Rating
Growth Rating
•
Scores for 80% Goal• Sample SLO: At the end of the term, all students will show
measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 80% of all students will obtain a score of 26 or better on the exam. (26 is considered average).
Low Less than 65% goal attainment (.80 x .65 = Less than 52%)
Expected 65% to 85% goal attainment (.80 x .65 = 53%) (.80 x .85 = 68%)
High 86% to 100% percent attainment (.80 x .86 = 69%) (.80 x 100 = 80%)
Scores for 70% Goal
• Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 70% of all students will obtain a score of 26 or better on the exam. (26 is considered average).
Low Less than 65% goal attainment (Less than 46%)
Expected 65% to 85% goal attainment (46% - 59%)
High 86% to 100% percent attainment (60% - 70%)
Summative Scoring Matrix
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review✪
Teacher A
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review✪
Teacher B
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review✪
JudgmentRating Subject
to Review
Teacher C
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review✪
JudgmentRating Subject
to Review
Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning
Domain 1 Domain 2 Domain 3 Domain 4
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
• At Least 8 Components Chosen Based on District or School Priorities
South Dakota Framework for Teaching
Professional Practice Rating
Below Expectations Meets Expectations Exceeds Expectations
Differentiated Performance Categories
Student Growth
SLOs
Growth Rating
SLOs
State Assessments(as one measure if available)
District Assessments
Evaluator-Approved Assessments
Hot Springs School District Priority Components
1c Setting Instructional Outcomes1e Designing Coherent Instruction2b Establishing a Culture for Learning3c Engaging Students in Learning4a Reflecting on Teaching4c Communicating with Families
Fixed Mindset: Intelligence is static.
Growth Mindset: Intelligence can be developed.
What Does It Mean to Establish a Culture For Learning?
1. Teachers and students hosting high expectations for both learning and hard work.
2. Students and teachers both expend the effort in learning and thinking.
3. The classroom becomes an atmosphere that supports learning and hard work.
? 5%
Reading 10%
Audio/Visual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing 75%
Teach Others/Immediate Use 90%
Teachscape
http://login.teachscape.com
Expert Pairs1. Use Teachscape to learn as much as you can about
your component in the time available.2. Prepare a 5 minute report to help others learn
about your component. Make sure your report includes the following information, at a minimum:
3 “Most Important Points” about the component
2 Examples of Classroom Practice which exemplify the component.
1 piece of evidence that could be collected about the component.
Regroup by COLOR
Sharing Groups
1. Share the following about your component: 3 “Most Important Points” about the
component 2 Examples of Classroom Practice which
exemplify the component. 1 piece of evidence that could be collected
about the component.
2. Hear what Danielson says about the component.
Evidence for Which Domain?
Teacher Lesson Plans Discipline Referrals Class Website Professional Development Activities Community Partnerships
“The greatest danger for most of us is not
that our aim is too high and we miss it, but
that it is too low and we reach it.”
Michelangelo
Today’s Outcomes
1. Increased clarity about South Dakota’s Teacher Effectiveness Model.
2. Experience using Teachscape Learn to explore the Framework for Teaching.
3. Increased awareness of artifacts associated with all domains of the Framework for Teaching.
http://jswanson.tie.wikispaces.net/Presentations
Handouts/PPThttp://bit.ly/SDDay1SLO
SLO Livebinder Content:http://tinyurl.com/nn3tznr