Embed Size (px)
Citation preview
West Virginia Educator Evaluation
Pilot Participant Update
Division of Educator Quality and System SupportWest Virginia Department of Education
Webinar MeetingAugust 2012
Overview
Revisions to the System for 2012-13• Self-Reflection• Rubrics (Teachers and Leaders)• Timelines (Teachers and Leaders)• Plans to Support Continuous ImprovementResearch Findings • Student Learning GoalsNew Resources
VISION:West Virginia will have a
comprehensive and equitable evaluation system that clearly
articulates, measures, rewards, and develops educator effectiveness
Continuing Journey
Four Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Evaluation System for TeachersAdvanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Self Reflection (standards/rubrics)
2 Student Learning Goals
School-wide Growth - Reading School-wide Growth - Mathematics
80%
15%
Evidence
Observation (2)
Observation (4)
None Required*
5%
Self Reflection
Educators on all progressions complete self reflection by October 1.
Revised Rubric - Teachers Standard 4 – Professional Responsibilities for Self Renewal
Requires implementing best
practices gained through professional
development to improve
unsatisfactory performance rating.
Revised Rubric – School Leaders Standard 5 – Professional Growth and
Retention of Quality Staff
Creates accountability for school leaders to
manage and/or conduct evaluations
and help support professional growth.
Timeline – Teachers October 1• Complete self reflection
November 1• Submit learning goals
May 1• Submit evidence of student
learning goals
June 1• Complete summative
performance rating
Timeline – School Leaders
October 1• Complete self
reflection• Submit goals
July 1• Complete summative
performance rating
Plans to Support Continuous Improvement
Rationale
• Comprehensive system of support
• Culture based on trust, support and
professional growth
• Active role for educators
• Time and resources
Focused Support Plan
• Proactive, preventative
• Area(s) of concern in one or
more performance standards
• Support meets individual needs
Focused Support PlanEssential Components:• Identified area of concern with
reference to the standard(s) to be addressed
• Expectations for change• 9 week timeline for implementation• Resources for support, including
referral to other educators
Focused Support PlanNine Weeks
Decision
1. Standard met-removed from plan
2. Adequate progress
– another Focused Support Plan
3. Inadequate progress
– Corrective Action Plan
Corrective Action Plan
• 18 weeks• Unsatisfactory performance shown in
a completed evaluation • Inadequate progress on focused
support plan• Certain instances may require
immediate action• Determinative
Corrective Action Plan
Essential components:• Identified area of unsatisfactory
performance with reference to the standard(s) to be addressed
• Expectations for change
• Timeline for implementation
• Resources for support, including referral to other educators
Student Learning GoalsS.M.A.R.T. Goals
1. Two data points
2. Rigorous
3. Comparable across classrooms
Two Data Points
• Clear Beginning and End
– Quarter
– Semester
– Academic Year
• Results by May 1
• Examples of Assessments
DIBELS®
Teacher-Created Pre- and Post-Test
Problem-Based Unit
Measures of Progress
WESTEST II data cannot be used as a
measure of progress of
student learning
within a goal.
Rigorous
• West Virginia’s Next Generation Standards
• West Virginia Content Standards and Objectives
• Challenging to all learners
Rigorous
Elementary
Rigorous:Non-literary as well as literary texts
Inappropriate:Focus solely on literary texts
Secondary
Rigorous:Argumentative writing
Inappropriate:Expository writing
Comparable Across Classrooms
Professional Development Resources
Parking Lot
Thank you very much!
