The Leadership and Learning Center ® Teacher Evaluation System for Florida’s Charter Schools An...
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The Leadership and Learning Center ® Teacher Evaluation System for Florida’s Charter Schools An Overview: Florida Consortium of Public Charter Schools Evaluation Model Name of School
The Leadership and Learning Center ® Teacher Evaluation System for Florida’s Charter Schools An Overview: Florida Consortium of Public Charter Schools
The Leadership and Learning Center Teacher Evaluation System
for Floridas Charter Schools An Overview: Florida Consortium of
Public Charter Schools Evaluation Model Name of School
Slide 2
What do we need to know about educator evaluation in charter
schools?
Slide 3
Purpose of Evaluation For the purpose of increasing student
learning growth by improving the quality of instructional,
administrative, and supervisory services in the public schools of
the state, the district school superintendent shall establish
procedures for evaluating the performance of duties and
responsibilities of all instructional, administrative, and
supervisory personnel employed by the school district. Florida
Statutes Section 1012.34 (1) (a).
Slide 4
This New Approach to Evaluation Supports three processes:
Self-Reflection by the teacher on current proficiencies and growth
needs. (What am I good at? What can I do better?) Feedback from the
evaluator and others on what needs improvement. An annual summative
evaluation that assigns one of the performance levels required by
law (i.e., Highly Effective, Effective, Needs Improvement /
Developing, or Unsatisfactory).
Slide 5
Leader & Teacher Performance Student Learning
Slide 6
Objectives for Today Examine foundational statutes and rules
related to teacher evaluation systems FEAPs Florida Educator
Accomplished Practices Common Language Review the requirements in
the evaluation system Discuss the timelines and logistics for
implementation of the system
Slide 7
Objectives for Today Examine and discuss the additional metric:
professional growth Discuss and understand performance metrics
Value-added measure Instructional practice
Slide 8
Todays Agenda Part I: Foundational Information Part II:
Requirements Part III: Contemporary Research Part IV: Charter
School Consortium Model Part V: Logistics & Support
Slide 9
Foundational Information
Slide 10
Rewards states leading the way in comprehensive, coherent,
statewide education reform across four key areas: 1.Adopting
standards and assessments that prepare students to succeed in
college and the workplace 2.Building data systems that measure
student growth and success, and inform teachers and principals how
to improve instruction 3.Recruiting, developing, rewarding, and
retaining effective teachers and principals, especially where they
are needed most 4.Turning around their lowest-performing
schools.
Slide 11
Florida worked diligently to bring together broad statewide
support from superintendents, school board members, teachers and
teacher associations for the Race to the Top application.
Slide 12
Senate Bill 736: Student Success Act
Slide 13
SB 736 Requires DOE approve school district evaluation systems
& monitor for compliance DOE provide requirements and criteria
for evaluation systems Charter schools comply with provisions
related to performance evaluations
Slide 14
SB 736 Requires District evaluation systems Support effective
instruction & student learning growth Provide appropriate
instruments, procedures, and criteria for continuous improvement
Use data from multiple sources including input from parents
Slide 15
SB 736 Requires Four levels of performance (highly effective,
effective, *needs improvement, unsatisfactory) At least **50% of
the evaluation is based on student learning growth Based on
contemporary research Indicators based on each of the FEAPS
Slide 16
SB 736 Requires DOE annual reports to the public on performance
ratings including the percent of teachers and leaders receiving
each rating School reports to parents when their childs teacher or
principal has received unsatisfactory ratings for two consecutive
years
Slide 17
SB 736 Requires The state Board of Education shall adopt rules
to establish uniform procedures for the submission and approval of
evaluations of teachers and leaders.
Slide 18
SBE Rule 6A-5.065 The Educator Accomplished Practices Florida's
core standards for effective educators. The Educator Accomplished
Practices are based upon three (3) foundational principles; high
expectations, knowledge of subject matter and the standards of the
profession. Each effective educator applies the foundational
principles through six (6) Educator Accomplished Practices. Each of
the practices is clearly defined to promote a common language and
statewide understanding of the expectations for the quality of
instruction and professional responsibility.
Slide 19
Teacher Evaluation Requirements
Slide 20
In Accordance with F.S. 1012.34 evaluation systems must
Slide 21
F.S. 1012.34 Support effective instruction Use student learning
growth results to create school improvement plans Provide
appropriate instruments, procedures and criteria for continuous
quality improvement of the professional skills Include a mechanism
to examine performance data from multiple sources
Slide 22
F.S. 1012.34 Identify special evaluation procedures and
criteria Differentiate among four levels of performance Provide
training for individuals with evaluation responsibilities Include a
process for monitoring and evaluating the effective and consistent
use of the system Post the system on the charter school website
within thirty (30) days of approval
Slide 23
Florida Educator Accomplished Practices (FEAPS)
Slide 24
The Common Language Project is a process to refine
conversations in ways that increase the clarity of exchanges and
deepen common understanding of the work in progress. ADMR TM (p.40)
Common Language of Instruction
Slide 25
Common Language a tool of master practitioners in any
profession that is used to facilitate effective communications
about the essential concepts and practices of the profession.
Slide 26
Causal Instructional Strategies Key strategies revealed by
research to have the highest probability of impacting student
learning when used appropriately and in appropriate instructional
contexts. These are the controllable actions in a school that
impact student learning. DOE Form No. EQEVAL-2012-4 ADMR TM (p.40)
Examples of Common Language
Slide 27
Learning Goal(s) A learning goal is a statement of what
learners will know and/or be able to do. In teaching situations,
effective teachers state learning goals in a rubric (or scale)
format where ascending levels of proficiency of the goal are
specified. The rubric form guides learners in self-assessment of
progress toward mastery of the goal and guides teachers in tracking
student progress and providing feedback on progress toward
accomplishing the goal. DOE Form No. EQEVAL-2012-4 ADMR TM (p.40)
Examples of Common Language
Slide 28
High-Effect Size Practices Contemporary research reveals a core
of instructional and leadership strategies that have a higher
probability than most of positively impacting student learning in
significant ways.
Slide 29
High-Effect Size Strategies Are components within the core
standards and expectations described in the FEAPs (Rule 6A- 5.065,
F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and Constitute priority
issues for faculty development and deliberate practice. A listing
of these high effect size strategies will be posted for district
use on
www.fldoe.org/profdev/pa.asp.www.fldoe.org/profdev/pa.asp
Slide 30
High-Effect Size Practices Classroom teachers need a repertoire
of strategies with a positive effect size so that what they are
able to do instructionally, after adapting to classroom conditions,
has a reasonable chance of getting positive results.
Slide 31
What works BEST? Hattie, J. (2009) Visible Learning. Rutledge.
New York
Slide 32
Research Framework for the Consortium Model
Slide 33
Research frameworks pre-approved by the Department are: -Based
on contemporary research -Aligned with the Student Success Act, the
FEAPs or FPLS, as appropriate
Slide 34
The Florida state model relies on: Behavioral Framework
strategies to establish a core repertoire of teaching competencies
Constructivist methods for planning instructional units, collegial
work on adapting core strategies to local conditions, and
deliberate practice work for deepening expertise.
Slide 35
____ Charter School Evaluation Model The Charter School
Consortium Model
Slide 36
The Florida Evaluation System for Teachers should Reflect
teacher performance across all elements (4 domains) Account for
teachers experience levels Assign weight to the domain with
greatest impact on student achievement Acknowledge deliberate
practice by measuring teacher improvement over time on specific
elements within the framework
Slide 37
FCPCS Performance Indicators Instructional Design & Lesson
Planning The Learning Environment Instructional Delivery &
Facilitation Assessment Continuous Professional Improvement
Professional Responsibility & Ethical Conduct Based on the
Florida Educator Accomplished Practices (FEAPs)
50% of a teachers performance score comes from the ratings on
FEAPs Instructional Practice & Professional Ethics 50% Student
Growth / VAM 50%
Slide 41
Student Growth Measure? The Student Success Act requires the
inclusion of student learning growth measures in teacher
evaluations, and it tasks the education commissioner with
identifying and implementing student growth models.
Slide 42
The Value-Added Model (VAM) Value-added is a statistical model
that uses student- level growth scores to differentiate teacher
performance in the area of student learning growth.
Slide 43
The Value-Added Model (VAM) A students predicted performance
serves as the target. A student who meets or exceeds his target has
a positive impact on the teachers evaluation, and a student not
making his target has a negative impact.
Slide 44
The Value-Added Model (VAM) The percent of students whose
performance is equal to or higher than predicted forms the
foundation for the student growth score in the evaluation
system.
Slide 45
VAM Scores Students who meet their expected performance level
Students who fall below their expected performance level Students
who exceed their expected performance level
Slide 46
The Value-Added Model (VAM) This overall percent is transferred
to a scale which provides a rating for the teacher at highly
effective, effective, needs improvement/ developing, or
unsatisfactory.
Slide 47
Recorded Webinar for Charter Schools with Kathy Hebda, Deputy
Chancellor for Education Quality, and Adam Miller, Charter Schools
Director, on the Florida Value-Added Model (VAM) is available at
http://www.floridaschoolchoice.org/Information/Charter_Schools/
(bottom of page). This presentation provides an overview of
Floridas Value- Added Model and how it should be used for teacher
evaluations. Floridas Value Added Model
Slide 48
Teachers of Classes with FCAT Instructional Practice &
Professional & Job Responsibilities 50% Student Growth Measure
FL VAM 50%
Slide 49
Non-FCAT Teachers Instructional Practice 50% VAM 30% Other SGMs
20% Student Growth 50%
Slide 50
Professional Growth Plans (PGP) 3 Components Included Below
Student academic growth goals included in the teachers overall
performance score Measurable objectives to meet the goals that
clearly identify the expected change in professional practice An
evaluation plan to determine the effectiveness of the professional
development
Slide 51
Professional Growth: The Process Administrators and teachers
meet at the beginning of the year to analyze data, determine goals
& targets, and plan professional development. At mid-year a
review is held to promote discussion and reflection, and to monitor
progress toward the goal using formal and/or informal data. At the
end of the year, a final review of the PGP is held with each
teacher to examine student data, evidence of participation in PD,
subsequent implementation of PD and determination if PD was
effective based on the goals. Areas for continued growth are also
discussed.
Slide 52
Scoring Professional Growth Plans To calculate the employees
TOTAL PGP RATING, add the Totals for each Student Learning Target
and divide by 2. TOTAL SCORE ON INDIVIDUAL PROFESSIONL GROWTH PLAN
= ______ 3.6 - 4.0 = Highly Effective; 3.0 - 3.5 = Effective; 2.0 -
2.9 = Needs Improvement / Developing 1.0 - 1.9 =
Unsatisfactory
Slide 53
Teachers of Subjects or Grades NOT Assessed with State
Assessments Instructional Practice & Professional Ethics
50%
Slide 54
Logistics How will our system work?
Slide 55
Implementation Components & Timelines Completion of
Self-Assessment on the Indicators Teacher & Principal meet to
Review Self Assessment & Establish Performance Goals Data
Collection and Progress Monitoring Mid-Year Review and Evaluation
Summative Review and Evaluation During the summer or early fall
Throughout the Year End of first semester End of Year
Slide 56
Our Plan to Support Teacher Learning and Development
Slide 57
The FCPCS will offer the following professional development
sessions in 2013-14 Overview of SB 736 and the FCPCS Evaluation
System Understanding the Florida Educator Accomplished Practices
Framework of the FCPCS Evaluation System Utilizing the Rubric
Evaluating Student Services, Curriculum Support &
Personnel/Media Specialists Processes and procedures for evaluating
Instructional Personnel Providing specific and timely feedback
Conference protocols and forms, meeting requirements &
maintenance of records Scoring Rules and Calculations Use of forms
and instruments Procedures for training employees Providing
employees with support and assistance
