Educator Evaluation RESA Training July and August 2012

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

Leadership Team Planninghttp://wvde.state.wv.us/evalwv/

http://wvde.state.wv.us/evalwv/

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


6+ years


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


6+ years


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


6+ years


4-5 years

Initial Progression

1-3 years


Self Reflection

Break!

Four Performance

Levels

Distinguished

Accomplished

Emerging

Unsatisfactory


6+ years


4-5 years

Initial Progression

1-3 years

Observation (2)

Observation (4)

None Required*


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


6+ years


4-5 years

Initial Progression

1-3 years

Evidence


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


6+ years


4-5 years

Initial Progression

1-3 years




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


6+ years


4-5 years

Initial Progression

1-3 years




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 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

Leadership Team Planninghttp://wvde.state.wv.us/evalwv/

http://wvde.state.wv.us/evalwv/

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


6+ years


4-5 years

Initial Progression

1-3 years




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

Educator Evaluation RESA Training July and August 2012

Documents

Transcript of Educator Evaluation RESA Training July and August 2012