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Educator Effectiveness in Wisconsin A summary of the design, development and implementation of the Wisconsin Educator Effectiveness System

Sheila J. Briggs @sjbriggs on Twitter

Assistant State Superintendent Division for Academic Excellence Department of Public Instruction

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Overview

• Purpose of Wisconsin’s Educator Effectiveness System

• Design & Development of the System

• Educator Practice & Student Outcomes

• Managing the Evaluation Process

• Pilot Feedback and Changes to the System

• Implementation

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Purpose and Context of EE System

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• Research shows that teacher and leader effectiveness are the two most important school factors influencing student achievement.

• A new research-based evaluation system is needed to identify and support educator effectiveness in Wisconsin.

The Bottom Line

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Standards & Instruction • What and how should kids learn?

Assessments and Data Systems • How do we know if they learned it?

School and Educator Effectiveness • How do we ensure that students have

highly effective teachers and schools?

School Finance Reform • How should we pay for schools?

Every Child a Graduate College & Career Ready

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How do we ensure kids have highly effective teachers and schools?

Replace broken No Child Left Behind requirements with a new state accountability and support system;

Replicate best practices from high-performing schools and provide support to improve the lowest-performing schools;

Advance a fair and robust educator evaluation system.

School and Educator Effectiveness

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Braided Efforts

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Design & Development of the System

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• State Superintendent’s Educator Effectiveness Design Team convened in December 2010 • Agrees upon Educator Effectiveness (EE) Framework in

November 2011

• State legislation (Act 166) • Endorses the EE system established by Design Team • Requires all Wisconsin districts to implement the EE System by

2014-2015

• Federal push: (July 2012) ESEA Waiver approval • ESEA waiver includes three reform initiatives: standards and

assessments, the school accountability system, and the Educator Effectiveness System

The EE Movement

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EE Design Team established the system framework and guiding principles in 2011

American Federation of Teachers (AFT) Association of Wisconsin School Administrators

(AWSA) Office of the Governor Professional Standards Council (PSC) Wisconsin Association of Colleges of Teacher

Education (WACTE) Wisconsin Association of Independent Colleges &

Universities (WAICU) Wisconsin Association of School Boards (WASB) Wisconsin Association of School District

Administrators (WASDA) Wisconsin Department of Public Instruction (DPI) Wisconsin Education Association Council (WEAC)

EE Workgroups are developing the various components of the system, fulfilling the established design

Teacher Practice Workgroup (2012)

Principal Practice Workgroup (2012)

SLO Workgroup (2012)

Measurement Workgroup (2013)

Data & Reporting Workgroup (2013)

Teachscape Workgroup (2013)

IHE Workgroup (2013)

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Supporting the Process Wisconsin Center for Educational Research (WCER), UW-Madison

• Strategic Management of Human Capital project • Value-Added Research Center

American Institutes for Research (AIR) • Great Lakes West (GLW) • National Comprehensive Center for Teacher Quality (NCCTQ)

Further Informing the Work: • Wisconsin participation in the State Consortium on Educator

Effectiveness (SCEE) as part of the Council of Chief State School Officers (CCSSO)

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Guiding Principles of the System

An educator evaluation system must deliver information that: • Guides effective educational practice that is aligned with

student learning and development • Documents evidence of effective educator practice • Documents evidence of student learning • Informs appropriate professional development • Informs educator preparation programs • Supports a full range of human resource decisions • Is credible, valid, reliable, comparable, and uniform

across districts

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• Wisconsin’s EE System is an evaluation and support system focusing on professional growth and development—from pre-service through service—that leads to improved student learning.

• Ultimately, the system is aimed at helping students succeed in order to graduate college and career ready, in alignment with the State Superintendent’s strategic plan, Agenda 2017.

• Designed by Wisconsin educators for Wisconsin educators.

• Designed to evaluate both principals and teachers through a fair, valid and reliable process using multiple measures across two main areas: educator practice and student outcomes.

• Developed and implemented thoughtfully, over time, using feedback from educators to refine the system.

In short, what is the EE System?

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• The EE System balances educator practice (observations, artifacts, etc.) with student outcomes (student learning objectives, value-added scores, graduation rates, etc.).

• Multiple measures, multiple data points and multiple years will all be factored into an educator’s final rating.

System Balance

50%

50%

Educator Practice Student Outcomes

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Principal and Teacher Outcome Measures

22.5%

22.5%

2.5% 2.5%

50%

State Assessment Growth

School Learning Objectives

Schoolwide Reading Growth/Graduation Rates

District Choice

Principal Practice

45%

2.5% 2.5%

50%

Student Learning Objectives

Schoolwide Reading Growth/Graduation Rates

District Choice

Teacher Practice

Principal Process Teacher Process

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Educator Practice

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Standards & Rubrics

Teacher Practice (InTASC) • Standards: Interstate Teacher Assessment and Support Consortium

Teaching Standards • Rubric: Framework for Teaching (Charlotte Danielson) Principal Practice (ISLLC) • Standards: Interstate School Leaders Licensure Consortium Standards • Rubric: Wisconsin Framework for Principal Leadership

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Why These Rubrics?

Teacher Practice (InTASC) • The Framework for Teaching has a rigorous research background,

including content validity and criterion validity. It is aligned with the InTASC Standards, and now with the Common Core, and widely used throughout Wisconsin and the nation.

Principal Practice (ISLLC) • Wisconsin Framework for Principal Leadership, after lengthy review of

other principal effectiveness rubrics, was developed by Wisconsin educators. It is aligned with ISLLC and has a strong focus on educator talent management, instructional leadership, and principal influence on working conditions.

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What Do the Rubrics Cover?

Danielson Framework for Teaching

Domain 1: Planning & Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Wisconsin Framework for Principal Leadership

Domain 1: Effective Educators • Human Resource Leadership • Instructional Leadership

Domain 2: Leadership Actions •Personal Behavior

• Intentional and Collaborative School Culture

• School Management

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Student Outcomes

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Student Outcomes

•Student/School Learning Outcomes (SLOs) •Standardized Assessments •School-wide Literacy or Graduation •District Choice

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Student / School Learning Objectives (SLOs)

• SLOs are an annual goal-setting process . • Student Learning Objectives are teacher

developed goals. School Learning Objectives are principal developed goals.

• Goal alignment.

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Managing the Evaluation Process

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Technology to Manage the System

• Teaching is complex and so is evaluating it. • DPI is contracting with Teachscape to provide a research-based

platform to manage the evaluation process. • Teachscape will be available to all Wisconsin educators. Each

teacher and principal will see their own personalized Teachscape dashboard.

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What is Teachscape?

• Teachscape is a powerful software platform that

trains educators

certifies evaluators

facilitates the observation and data collection process

provides a video-rich library of professional resources

• For more info, visit www.teachscape.com

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Certified Evaluators via Teachscape

• Administrators who will be evaluating educators must be certified by passing the Framework for Teaching proficiency test before evaluating any staff member.

• Certification test was developed as a scientifically sound test for assessing classroom observers.

• Assesses observers’ knowledge of the Framework for Teaching and ability to make accurate judgments of teaching practice.

• Two part assessment takes approximately 5-7 hours. • Measures observer judgment across content areas: English language

arts, mathematics, science, social studies • Grades K–5, 6–8, K–8, 9–12, K–12 versions of the test

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Effectiveness Coach

Schools and districts have the option of identifying an Effectiveness Coach to be a local system coordinator who guides educators through the EE System. Possible activities:

• Assist with observations, helping to manage the process • Serve as an instructional coach, supporting teacher evaluation • Serve as a leadership coach, supporting principal evaluation • Provide data facilitation, supporting SLO component • Liaise for EE communications and EE processes, serving as

point person for school/district .

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Pilot Participant Feedback: Ongoing Improvement

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SLOs

• Powerful, yet demanding • Principal capacity and Rating cycles • Development of Livebinders

• SLO Toolkit • Coaching Conversations

• Deep Dive Modules

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Communication and Support

• Increase local implementation support • Contract with CESAs • Develop DPI positions with focus on

communications • Leveraging Social Media

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Training

• Training locally delivered and supported • Change in training allows cost-savings, focus more

funds on supports (CESA and PRMG) • Change in training plans to model ongoing, job-

embedded PD

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Full Pilot Adjustments

• CESA Pilot Networking Opportunities • Implementation Coaches • Feedback requests on website • Katie Twitter Chats, Wednesdays at 7:30 pm • External Evaluator: Curtis Jones, UW-Milwaukee

• Principal Capacity • Effectiveness Coaches • Scoring of Observations • Modifications/Guidance to the System for certain mandated

“teachers” and “principals”

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Teachscape Updates

• WI Principal Workflow has been uploaded into the system

• Technical support has been increased by 50% and will maintain a staffed Wisconsin support line since December 11

• Improved artifact collection processes and capabilities • Feedback process is in place for revising TS • Coming soon: new functionality to manage/maintain

user setup and accounts locally.

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Implementing the System

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Educator Effectiveness Timeline Stage 1

Developing Stage 2 Piloting

Stage 3 Implementing

November 2011- August 2012

Framework released Component development Workgroups and Coordinating Council begin

Sept 2012- June 2013

Developmental Pilots (600 educators trained) Developmental work continues System training Teachscape contract begins

Sept. 2013- June 2014

Full Pilot (1200 new educators trained) Pilot Evaluations System refinement Continued system training

July 2014-June 2015

All districts required to implement EE System. Statewide training continues

Continuous Improvement

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DPI Included Roles Flowchart

http://ee.dpi.wi.gov/files/ee/pdf/Flowcharttoidentifymandatededucators.pdf

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• All districts in Wisconsin are required to begin implementing the EE System in 2014-15.

• Districts that participate in pilot activities will have more time and training under their belts by 2014-15.

• Regardless of pilots, all educators are strongly encouraged to begin the process of understanding the EE System, educating their staff and community, and conducting in-depth planning for 2014-15.

Statewide Implementation (2014-15)

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INSERT VISUAL

STEP

1 Orientation

STEP

2 Overview

STEP

3 EEP Process

INTRODUCTION

STEP

4 EEP Process

DEEP DIVE

System Training: Required for DPI Model

Feb Apr/May August

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All Districts

• Create Implementation Planning Team • Review, share with staff, and schedule for the

statewide training plan for full statewide implementation in 2014-15

• Communicate about Educator Effectiveness System

• When licenses are provisioned, begin rater training and certification

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• Guidance available now: • Principal Process Guide (for the evaluation of principals) • Teacher Process Guide (for the evaluation of teachers) • Communications Toolkit includes the EE Readiness Tool • EE website, EE News, EE Twitter • SLO training and database of SLO examples by grade and content area

• Guidance in development: • Capacity Study

Support & Guidance

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• State Support • Funding Teachscape • Funding regional support and liaising with Implementation Coaches • Coordinating trainings for pilots, implementation, Teachscape, etc.

• Regional Support (CESAs): • Technical Assistance – mainly phone and web-based support • Implementation Coaches – mainly in-person support – will serve as the local

point of contact, and will liaise with DPI.

• Urban District Support: • Implementation Coaches identified for five largest districts (Green Bay,

Kenosha, Madison, Milwaukee, and Racine) will serve as the local point of contact, and will liaise with DPI.

Support & Guidance

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New or Updated Training Tools

• Livebinders • SLO Toolkit • Coaching Conversations

• Balanced Assessment Frameworks and the SLO process Infobrief and PD

• Teachscape Splash Page Screencasts • Maximizing social media--@KatharineRainey

• Pinterest, Twitter, Google + • “Consistent Statewide”, “Still in Development”, “Flexible”

documents

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Key Resources

• Educator Effectiveness Website: http://ee.dpi.wi.gov/ • District Administrator Toolkit: http://ee.dpi.wi.gov/tools/dist-admin-toolkit • Local Communication Toolkit: http://ee.dpi.wi.gov/tools/local-comm-toolkit • Flowchart to Identify Mandated Educators:

http://ee.dpi.wi.gov/files/ee/pdf/Flowcharttoidentifymandatededucators.pdf

• Using Educator Effectiveness to Inform Human Resource Decisions: http://ee.dpi.wi.gov/files/ee/pdf/HumanResourceConsiderations.pdf

• Teachscape Splash Page: http://marketing.teachscape.com/WICustomerSetup

• CESA Implementation Coaches

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Contact Us

• For more information or for questions on the EE System, please contact us!

Educator Effectiveness Team Wisconsin Department of Public Instruction email: educator.effectiveness@dpi.wi.gov web: http://ee.dpi.wi.gov/ twitter: @KatharineRainey