Post on 22-Feb-2016
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Educator EvaluationRESA Training
July and August 2012
Where Have We Been?
Historical Perspective
2009 Standards Adopted
2010-11 Evaluation
Task Forces
2011-12 Revised System Piloted2010
Federal Policy
2012-13 Demonstration
Schools
Where Are We Headed?
VISION:West Virginia will have a
comprehensive and equitable evaluation system that clearly
articulates, measures, rewards, and develops educator effectiveness
How Will We Get There?
Overview of Agenda
• AM – Working through each component of revised system
• 10:00 -Break• 12:15- Lunch
– Parking Lot
• PM - Leadership Team Planning
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%
• Participants will understand and be able to implement all components of the new evaluation framework.
• School leadership teams will plan how to support their colleagues in understanding and implementing the components of the new evaluation framework at their schools.
Meeting Objectives
Four Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Evaluation System for Teachers
Levels of PerformanceDistinguished Accomplished Emerging Unsatisfactory
Distinguished performance describes professional teaching that engages students to be highly responsible for their own learning. Performing at this level involves contributing to the professional learning of others through teacher leadership.
Accomplished performance describes professional teaching that exhibits mastery of the work of teaching while improving practice and serving the professional community.
Emerging performance represents teaching that demonstrates knowledge and skills to implement essential elements albeit not always successfully at times.
Unsatisfactory performance describes teaching that does not convey sufficient understanding of concepts or the successful implementation of essential elements.
West Virginia’s Got Talent!
Levels of PerformanceDistinguished Accomplished Emerging Unsatisfactory
Distinguished performance describes professional teaching that engages students to be highly responsible for their own learning. Performing at this level involves contributing to the professional learning of others through teacher leadership.
Accomplished performance describes professional teaching that exhibits mastery of the work of teaching while improving practice and serving the professional community.
Emerging performance represents teaching that demonstrates knowledge and skills to implement essential elements albeit not always successfully at times.
Unsatisfactory performance describes teaching that does not convey sufficient understanding of concepts or the successful implementation of essential elements.
Four Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Evaluation System for TeachersAdvanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
62%11%
27%
ProgressionsAdvanced Intermediate Initial
Progressions Distribution of Pilot
772 Teachers
Four Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Evaluation System for TeachersAdvanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Elements of the Professional Teaching Standards
Standard 1 – Curriculum and Planning1.1 The teacher demonstrates a deep and
extensive knowledge of the subject matter.
1.2 The teacher designs standards-driven instruction using state-approved curricula.
1.3 The teacher uses a balanced assessment approach to guide student learning.
Elements Cont.
Standard 2 – The Learner and the Learning Environment
2.1 The teacher understands and responds to the unique characteristics of learners.
2.2 The teacher establishes and maintains a safe and appropriate learning environment.
2.3 The teacher establishes and maintains a learner-centered culture.
Elements Cont.
Standard 3 – Teaching3.1 The teacher utilizes a variety of
research-based instructional strategies. 3.2 The teacher motivates and engages
students in learning, problem solving and collaboration.
3.3 The teacher adjusts instruction based on a variety of assessments and student responses.
Elements Cont.Standard 4 – Professional Responsibilities
for Self-Renewal4.1 The teacher engages in professional
development for self-renewal that guides continuous examination and improvement of professional practice.
4.2 The teacher actively engages in collaborative learning opportunities for self-renewal with colleagues.
Elements Cont.Standard 5 – Professional Responsibilities for
School and Community5.1 The teacher participates in school-wide
collaborative efforts to support the success of all students.
5.2 The teacher works with parents, guardians, families and community entities to support student learning and well-being.
5.3 The teacher promotes practices and policies that improve school environment and student learning.
Elements Cont.
Standard 6 – Student Learning6.1 The work of the teacher results in
measurable progress of student learning of state-approved curricula.
Standard 7 – Professional Conduct7.1 The teacher demonstrates professional
conduct as defined in law, policy and procedure at the state, district, and school level.
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)
Self Reflection
Self Reflection
Break!
Four Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Evaluation System for TeachersAdvanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Observation (2)
Observation (4)
None Required*
Self Reflection (standards/rubrics)
Observation• Not the evaluation• Initial Progression-4, Intermediate-2,
Advanced-if requested• One class period or minimum of 30
minutes • Supported by evidence and
conversation
Four Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Evaluation System for TeachersAdvanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Evidence
Self Reflection (standards/rubrics)
Observation (2)
Observation (4)
None Required*
Evidence• Evidence is provided to support
performance level determination
• To be distinguished, evidence must be noted in the system
• Evaluators record data using the Observation form
Evidence
When is Evidence Needed?1. For Distinguished
• Evidence must be noted in the system for a distinguished rating on either/both the self-reflection and/or the evaluation.
2. For Discrepancies• If an evaluator disagrees with a rating in the self-reflection,
the individual being evaluated has the opportunity to provide evidence to support his/her self-reflection rating.
• However, the evaluator cannot change the self-reflection.• The evidence provided will be considered by the evaluator
when determining the summative rating.NOTE: The amount of evidence and the necessity of evidence is the same no matter regardless of the teacher’s progression.
How much evidence is enough?
Table Tasks
• Each table will receive a scenario.• Read the scenario together • Using the rubrics, give the teacher a
performance rating for each element of the given standard
• Discuss what evidence you used to determine the rating
Professional Conduct
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 PlanEssential 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
Plans for
Continuous
Improvement
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%
Student Learning GoalsS.M.A.R.T. Goals
1. Two data points
2. Rigorous
3. Comparable across classrooms
ContextWho We Teach
Elementary:Specific
content area
Secondary:Specific period
or class
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
SMARTGoal Analysis
AcuityClassroom
Matrix Report
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
RigorousElementary
Rigorous:Literary as well as non-literary texts
Inappropriate:Focus solely on fiction
Secondary
Rigorous:Argumentative writing
Inappropriate:Expository writing
Comparable Across Classrooms
Build a SMART student learning goal with your table, based on the scenarios and collaborate on how you would achieve this.
Table TaskStudent Learning Goal
Lunch!
Parking Lot
WVEIS Online Tool
http://wveis.k12.wv.us/teachers/
• Tutorials
• Demo site
Summative Rating & Student Growth
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%
An Overview of the SystemHow the pieces add up
Elements 5.1Elements 5.1Element 5.1
Elements 2.1Elements 2.1Element 2.1
Elements 1.1Elements 1.1Element 1.1
Elements 3.1Elements 3.1Element 3.1
Elements 4.1Element 4.1
Standard 6
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 7
Overall Rating
R/LA School Growth Score
Student Learning Goal
Math School Growth Score
Student Learning Goal
Standard 2
Element 2.1
Element 2.2
Element 2.3
An Overview of the SystemA break down of the Elements.Standard Rating
Standard 1
Element 1.1
Element 1.2
Element 1.3
The preponderance of evidence points to an overall rating of accomplished
The intent of providing standard ratings at both the standard and element level is to help one identify areas of best practice and need!
Emerging
AccomplishedAccomplished
Accomplished
Accomplished
Emerging
Emerging
Emerging
Standard 117%
Standard 217%
Standard 317%
Standard 411%
Standard 517%
Standard 6.2 WEST-
EST 2 Schoolwide
Growth Rating
5%
Standard 6.1 Student
Learning Goals15%
Educator EvaluationSummative Rating
What is a Student Growth Percentile?
How much growth?
Is it enough growth?
From Student to School Growth
For whom can we calculate growth?» Only students in grades 4 – 11, in tested subjects» Students must have at least 2 consecutive scores» RLA and Math
How do we aggregate growth to the school?» Identify all of the students in the school» Group all students in the school together, regardless of
grade» Take the median (middle) growth percentile of all students in
a school for each content.
How the 5% is calculated
• What are 3 categories of growth in the report?–Low–Typical –High
How much growth?
Is it enough growth?
How the 5% is calculated• What are 3 categories of growth?
– Low– Typical – High
• For calculating Growth – created 4 categories to align with the 4 Performance Levels– Very low (unsatisfactory) – Low (emerging) – Typical (accomplished)– High (distinguished)
• The 5% is for both Math and Reading performance on WESTEST 2– 2.5% for Math – 2.5% for Reading
Break!
Leadership Team Planning
Assessment of Key Evaluation Concepts
TimelineBeginning of year-October 1stEducators complete a self-reflection and begin
working on student learning goalsBeginning of year-November 1stEvaluators complete first observations for
Initial and Intermediate progressionsEducators submit Student Learning GoalsNovember 1st-January 1stEvaluators complete second observation for
those in the Initial progression
TimelineJanuary 1st-March 1stEvaluators complete third observation for
those in the Initial progressionMarch 1st- May 1stEvaluators complete final observations for
those in the Initial and Intermediate progressions
Educators submit evidence for Student Learning Goals
May 1st-June 1stConvene year-end conferenceComplete Summative Performance Rating
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%
How does the new evaluation system
promote professional growth for educators and
contribute to student learning?
RESA DirectorQuestions: Points of Contact
County, RESA
Closing Remarks