Educator Effectiveness SB 191 Into Action Transition Leadership Institute

Educator EffectivenessSB 191 Into Action

Transition Leadership Institute

Colorado Department of Education

VisionAll students in Colorado will become educated and

productive citizens capable of succeeding in a globally competitive workforce.

MissionThe mission of CDE is to shape, support, and safeguard a

statewide education system that prepares students for success in a globally competitive world.

Together We Can

Globally competitive workforce•Ensure every student is on track to graduate postsecondary and workforce ready.•Ensure students graduate ready for success in postsecondary education and the workforce.•Increase achievement and national/international competitiveness for all students.

Great teachers and leaders•Increase and support the effectiveness of all educators.•Optimize the preparation, retention, and effectiveness of new educators.•Eliminate the educator equity gap.

Outstanding schools and districts•Increase school and district performance.•Foster innovation and expand access to a rich array of high quality school choices for students.

Best state education agency in the nation•Develop and implement CDE’s strategic direction.•Increase customer satisfaction with CDE’s communication, services, and systems. •Attract and retain outstanding talent to CDE.

Students

Educators

Schools/ Districts

State

GOALS

Driving Questions

What do we want students, educators, schools, and districts to know and be able to do?

How will we know if expectations are met?

How will we respond when help is needed and to support continued growth?

Colorado Academic Standards

Assessments

• RTI• PBSI• Targeted interventions• IEPs

Educator quality standards

Educator evaluations

• Induction• Mentoring• Professional development plans• Remediation plans

Performance indicators

School and district performance frameworks

• Unified planning• Priority• Turnaround

Students Students

EducatorsEducators

Schools/DistrictsSchools/Districts

Expanding Student Learning

What’s on Your Mind?

Purposes of S.B. 10-191• A system to evaluate the effectiveness of

licensed personnel to improve the quality of education.

• Provide meaningful feedback for professional growth and continuous improvement.

• Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.

Critical Effects of S.B. 10-191

• Requires statewide minimum standards for what it means to be an _________ teacher or principal

• Requires that all teachers and principals be evaluated at least _____on the academic ______ of their students

• Prohibits _____ placement of teachers

• Makes non-probationary status ________

“effective”

50 % growth

forced

“portable”

Critical Effects of S.B. 10-191

• Requires ______ evaluation of all teachers and principals

• Changes non-probationary status from one that is ______ based upon years of ______ to one that

is ______ based upon three consecutive years of

demonstrated ___________• Provides that non-probationary status may be ___

based upon two consecutive years of

____________

annual

earned service

earned

effectiveness

lost

ineffectiveness

Priorities of Implementation

• Human judgment – Data should inform decisions, but human judgment will always

be a part of the process – Processes and techniques are recommended to improve

individual judgment and minimize errors and bias

• Embodiment of continuous improvement by monitoring– Pilot and rollout intended to capture what works and what

doesn’t– Changes in assessment practices and tools– Emerging research and best practices

• Providing credible and meaningful feedback with:– Actionable information– Opportunities for improvement– Idea that this is a process and not an event

• Involves all stakeholders in a collaborative process– Families, teachers, related service providers, administration,

school board, etc.


• Takes place within a larger, aligned and supportive system– All components of the system must serve to increase the

number of educators and students who are successful


Timeline of Implementation

Table of Contents

• Top 10 District Readiness Questions

• Evaluation Process• Principal Quality Standar

ds• Teacher Quality Standard

s• Student Academic Growt

h

• District Decisions• Content Collaboratives• Pilot/Partner Districts • Rubric Components• Rubric Basics• Scoring the Rubric

Top 10 District Readiness Questions

• Key questions to help determine how close district systems are to the new requirements in the law – May help to guide future work or modifications

needed to current system

http://www.cde.state.co.us/EducatorEffectiveness/downloads/EESummit3_2012/CDE_EE_TransitionToolkit.pdf

Measures of educator effectiveness and student postsecondary and workforce readiness

Effectiveness ManagementIncrease and support the

effectiveness of all educators

Talent PipelineAttract and develop the best

educators

Strategic Partnerships/ Committees

Strategic Partnerships/ Committees

CDE’s Educator Effectiveness Unit

Policy, Metrics and Monitoring

Recruitment

Educator Preparation

Licensure

Hiring/ Placement Induction

ProfessionalDev.

Evaluation And

Support

Retention

Equity Initiatives

Vision:Effective educators

for every student and effective leaders for

every school

Contact Us

• CDE Staff– Katy Anthes: Executive Director

• [email protected]– Toby King: Director

• [email protected]– Mike Gradoz

• [email protected]– Jean Williams

• [email protected]– Britt Wilkenfeld

• [email protected]– Dawn Pare

• [email protected] – Courtney Cabrera

• [email protected]

–Sed Keller • [email protected]

–Bob Snead• [email protected]

–Chris Vance• [email protected]

–Tara Boertzel• [email protected]

–Amy Skinner• [email protected]

–Katie Lams• [email protected]

mailto:[email protected]






1.Training

1.Training

Educator Evaluation Cycle

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Principals

Definition of Principal Effectiveness

I. Strategy II. Instruction III. CultureV.

Management

IV. Human Resources

VI. External Development

VII. Student Growth

50% Professional Practice Standards 50% Student Growth Measures

Weighting: How Much Does Each Standard

Count Towards Overall Performance?

Number and Percentage Other Measures of Teachers Aligned with CDE

Guidelines

School Performance Other Measures Framework Aligned with CDE

Guidelines

Weighting:Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance Standards

Ineffective Partially Effective Effective Highly Effective

Quality Standards

Principal Quality Standards• Quality Standard I: Principals demonstrate strategic leadership.

– 4 elements• Quality Standard II: Principals demonstrate instructional leadership.

– 5 elements• Quality Standard III: Principals demonstrate school culture and equity

leadership.– 4 elements

• Quality Standard IV: Principals demonstrate human resource leadership.– 3 elements

• Quality Standard V: Principals demonstrate managerial leadership.– 6 elements

• Quality Standard VI: Principals demonstrate external development leadership.– 2 elements

• Quality Standard VII: Principals demonstrate leadership around student growth

7 Standards, 24 elements

Note: Standard VII is NOT included as a part of determination of ratings on professional practice.


Framework for System to Evaluate Teachers

Definition of Teacher Effectiveness

I. Know Content




Observations of Other Measures Teaching Aligned with

CDE Guidelines

State Other Assessments Other Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines

Match of test to teaching assignments





Quality StandardsII. Establish Environment

III. Facilitate Learning

IV. Reflect on Practice

V. Demonstrate Leadership

VI. Student Growth

Appeals Process

Teacher Quality Standards• Quality Standard I: Teachers demonstrate mastery of and pedagogical

expertise in the content they teach.– 6 elements

• Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

– 6 elements• Quality Standard III: Teachers plan and deliver effective instruction and create

an environment that facilitates learning for their students.– 8 elements

• Quality Standard IV: Teachers reflect on their practice. – 3 elements

• Quality Standard V: Teachers demonstrate leadership. – 4 elements

• Quality Standard VI: Teachers take responsibility for Student Academic Growth.

– 2 elements

6 Standards, 29 elements

Note: Standard VI is NOT included as a part of determination of ratings on professional practice.


Framework for System to Evaluate Principals

Definition of Principal Effectiveness

I. Strategy II. Instruction III. CultureV.

Management

IV. Human Resources

VI. External Development

VII. Student Growth




Number and Percentage Other Measures of Teachers Aligned with CDE

Guidelines

School Performance Other Measures Framework Aligned with CDE

Guidelines





Quality Standards

Principal EvaluationsVII. Leadership around student academic growth

Evaluated using the following: (1)data included in the school performance framework; and (2) at least one other measure of student academic growth.

I. Strategic leadershipII. Instructional leadershipIII. School culture/equity leadershipIV. Human resource leadershipV. Managerial leadershipVI. External development leadership

Measured using multiple measures on multiple occasions, including tools that capture: (1) teacher input; (2) number and percentage of teachers with each; and (3) number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.


Framework for System to Evaluate Teachers

Definition of Teacher Effectiveness

I. Know Content




Observations of Other Measures Teaching Aligned with

CDE Guidelines

State Other Assessments Other MeasuresSummative for Non-tested Aligned with Assessments Areas CDE Guidelines

Match of test to teaching assignments





Quality StandardsII. Establish Environment

III. Facilitate Learning

IV. Reflect on Practice

V. Demonstrate Leadership

VI. Student Growth

Appeals Process

Teacher Evaluations

VI. Responsibility for student academic growth

Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.

I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership

Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.

Districts decide…

Content Collaboratives• P-12 educators from around the state are gathering to identify and

create high-quality assessments, which are aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations.

• The Content Collaboratives, CDE, along with state and national experts, will establish examples of student learning measures within each K – 12 content area including:

Cohort I

Dance Drama & Theatre Arts MusicReading, Writing and

Communicating

Social Studies Visual Arts

Cohort II

Physical Education Science World Languages Comprehensive Health

Mathematics

Pilot then peer

review

NationalResearchers

I: Jan-Mar 2012II: Jun-Aug 2012

I: Feb-May 2012II: July-Nov 2012

I &II: Feb-Dec 2012

I & II: Aug 2012- Aug 2014

I: Aug 2013II: Aug 2014

Researchers gather existing fair, valid and reliable measures for

Consideration.

Technical Steering Committee creates

frameworks and design principles for collaboratives to use

in reviewing and creating measures.

Committee reviews recommendations of

collaboratives.

Piloting and peer review of

measures.

Aug 2012-Aug 2013: Cohort I piloting & peer

review

January 2013-Aug 2014: Cohort II piloting & peer

review

Measures placed in online

Education Effectiveness

Resource Bank for voluntary use.

Collaboratives use protocol to review

researchers’ measures for

feasibility, utility and gaps.

Prepare to fill gaps.

Provide recommendations to Technical Steering

Committee.

Cohort I & II: Flow Chart of Work

Colorado Content

Collaboratives

Technical Steering

Committee

Future WorkBank

Pilot Partner Integration • Testing elements of

the state’s new model evaluation system

• Representative of the various sizes, student demographics and geographic differences across Colorado

• Provide valuable feedback on the quality of the model system

• Working with already developed local performance evaluation system

• Provide valuable information on the process for aligning existing evaluation systems to the rules developed by the State Board of Education

• Implementing all of the following:

• Colorado Academic Standards and aligned instructional materials

• Professional development

• Annual performance evaluations

Working in collaboration with the Colorado Legacy Foundation

Collaborating Districts

Collaborating Districts• PILOT SITES: These districts will pilot the state model evaluation

system starting with the Principal Evaluation protocols during the 2011-12 school year.

PerformanceRating Levels

Elements of the Standard Professional

Practices

Teacher Quality Standards

Elements of the Standard

Professional Practice is Observable

Professional Practice is Not Observable

Teacher User’s Guide, Page 25

Evaluator Comments

Summary of Ratings for the Standard

Evidence Provided by Artifacts

Examples of Artifacts

Standard Rating Scale

Teacher’s Response to Evaluation


Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Not Evident Partially ProficientProficient

(Meets State Standard)Accomplished Exemplary

Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

There is inadequate evidence that the Teacher:

Uses assessment feedback to guide adjustments to instruction.

oHas explicit student outcomes in mind for each lesson.

The Teacher:

OInstructs and assesses required skills OAdvances students’ content knowledge and skills.

OAligns instruction with academic standards and student assessment results..

. . . . and

The Teacher:

OMonitors instruction against student performance and makes real-time adjustments.

OEncourages students to take academic risks.OMakes sure students meet learning objectives while increasing proficiency levels.

. . . and

Students:

OMonitor their level of engagement.

OConfer with the Teacher to achieve learning targets.

. . . and

Students:

Strive to:OAddress their learning needs.Close gaps between their level of performance and that of other students.

oTake academic risks.

Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.

Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.

The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.

The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.


State Model Rubric Basics• Cumulative in content• Each level of the rubric represents an increase

in the quality, intensity, consistently, breadth, depth, and complexity of practice

• Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes

• Standards based– Outlines the practices that you must meet to be at

standard

Scoring the RubricDetermining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices.

1. Rating the Elements

2. Rating the Standards

3. Determining the Overall Professional Practices Rating

Look for the first unchecked box.Move one column back* to identify the rating for the element.

*Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

Rubric Rating LevelsStandard

Not Evident Partially Proficient

Proficient Accomplished Exemplary

Element

Professional Practices





0Does not

meet state standard and is not making

progress toward meeting

standard.

1Does not

meet state standard

but is making

progress toward meeting

standard.

3Exceeds state

standard.

2Meets state

standard.

4Significantly

exceeds state standard.

Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Performance Rating Level:(Number of Points)

NE(0)

PP(1)

P(2)

A(3)

Ex(4)

Total Points

a. Provides instruction aligned with the CO Academic Standards; the District’s organized plan of instruction; and the individual needs of students.

b. Demonstrates knowledge of student literacy development in reading, writing, speaking and listening.c. Demonstrate knowledge of mathematics and understands how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.d. Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate evidence- based instructional practices and specialized character of the disciplines being taught.e. Develops lessons that reflect the interconnectedness of content areas/disciplines.

f/. Makes instruction and content relevant to students and takes actions to connect students’ background and contextual knowledge with new information being taught.

Total Points

Determining the Overall Standard Rating: 0 to 5 points = Not Evident6 to 10 points = Partially Proficient11 to 15 points = Proficient16 to 20 points = Accomplished21 to 24 points = Exemplary

Overall Rating for Standard I:

Proficient

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Educator Effectiveness SB 191 Into Action Transition Leadership Institute

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