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Transcript of Wethersfield Teacher Evaluation and Support Plan Wethersfield Teacher Evaluation and Support Plan...
Wethersfield Teacher Evaluation and Support Plan
Orientation to Teacher EvaluationApril 2013
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Connecticut Educator Evaluation Timeline
• In June 2012, the State Board of Education formally adopted the guidelines for Connecticut’s Educator Evaluation and Support model (SEED).
• During 2012-13 several CT districts are piloting SEED. • Districts required to submit plan to CSDE April 15.• Districts are required to implement their new Educator
Evaluator Plan July 2013. • Committee is drafting Wethersfield plan and adjusting
as information is becoming available from the state.
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Wethersfield
• A committee was formed in December 2012• Consisted of:
– Teachers selected by WFT (elementary, middle and high rep)– Administrators– Central Office administrators– Board of Education representatives
• Committee is tasked to:– Implement CT’s System for Educator Evaluation and
Development (SEED)– Meet requirements of new legislation – Finalize a new Teacher Evaluation process for Wethersfield Public
Schools based on SEED
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Wethersfield’s Plan
• Core Requirements (mandated legislation)• SEED Requirements • Wethersfield Teacher Evaluation Plan is closely
aligned to SEED, but changes have been made that meet state standards (core requirements)
• Committee is currently drafting new Teacher Evaluation Plan to submit to CSDE and BOE
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When teachers succeed, students succeed
* Research has proven that no school-level factor matters more to students’ success than high quality teachers.
* Quality teacher evaluation drives:• valuable collaboration between evaluators and teachers• effective instruction• continuous teacher improvement • high standards for all learners
* No single measure can tell the full story about a teacher’s performance.
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Teacher Evaluation Criteria
Student Growth and Development
45%
Whole School Student Learning Indicator
5%
Observation of Teacher Performance and Prac-
tice40%
Parent Feedback10%
Teacher Rating
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Summary of Teacher Evaluation Criteria
* Observations of Performance & Practice (40%)1 goal
* Parent Feedback via survey (10%)
1 goal * Student Growth and Development (45%)
2 Student Learning Objectives (SLOS)
* Whole School Student Learning Indicators (5%)1 goal
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Illustration of Core Requirements of Teacher Evaluation
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators(5%)
Parent Feedback(10%)
Observations of Performance and
Practice(40%)
Student Outcome Rating(50%)
Teacher Practice Rating(50%)
All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).
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Criteria #1 – 40%Teacher Performance and Practice
Forty percent (40%) of a teacher’s evaluation shall
be based on observations of teacher Practice and Performance.
Requirements of Evidence:1. Teacher sets one goal (aligned to rubric).
Goal provides focus for:a. Observation(s) b. Artifacts, conferences
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Number of Observations Implementation Year
Teacher Category Number of Observations
All TeachersIn the first year of implementation, all teachers should be observed 5 times: 3 formal observations and 2 informal observations in order to capture baseline data.
• Formal Observation:• Pre-conference• Scheduled• Minimum 30 minutes• Post Conference • Written feedback
• In-Formal Observation:• Unscheduled• Minimum 10 minutes• Followed by feedback
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Number of ObservationsSubsequent Years
Below Standard and Developing
3 formal observations; 2 of which include a pre-conference and 1 informal observation
First and Second Year Non-Tenured Teachers
3 formal observations; 2 of which include a pre-conference and 1 informal observation
Proficient and Exemplary
1 formal observation and 2 informal observations, including non-classroom observations or reviews of practice
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Criteria #2 – 10%Whole School Parent Feedback Survey
Ten percent (10%) of a teacher’s evaluation shall be based on whole
school parent feedback via survey. Process focuses on:
1. Conducting whole-school parent survey2. Determining school-level parent goals based on survey
feedback3. Teacher and evaluator identifying one related parent
engagement goal4. Measuring progress
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Illustration of Core Requirements of Teacher Evaluation
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators(5%)
Parent Feedback(10%)
Observations of Performance and
Practice(40%)
Outcome Rating(50%)
Practice Rating(50%)
All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).
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Criteria #3 – 45%Student Growth and Development
One half (22.5%) of the indicators of academic growth
and development used as evidence of whether goals/objectives are met shall be based on:
*The state test for those teaching tested grades and subjects (or)
*For other grades and subject areas another standardized indicator where available.
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Criteria #3 - Continued…Student Growth and Development
For the other half (22.5%) of the indicators of academic
growth and development, there may be:* A maximum of one additional standardized
indicator, if there is mutual agreement
* A minimum of one non-standardized indicator
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Criteria - #3 Creating (S)tudent (L)earning (O)bjectives
Will your students take the CMT or CAPT in
your subject area?
Will your students take another standardized assessment or district
assessment?
Set one standardized SLO and one non-standardized SLO
Set two non-standardized SLOs
NO
NO
YES
YES
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Student Learning Objectives
Student Learning Objectives will support teachers in using a planning cycle.
SLO Phase 1:Learn about this year’s students
SLO Phase 2:Set goals for
student learning
SLO Phase 3:Monitor students’ progress
SLO Phase 4:Assess student
outcomes relative to goals
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(I)ndicators of (A)cademic (G)rowth and (D)evelopment (IAGDs)
Each of the 2 SLO’s must include at least one IAGD.
IAGDs:1. Specific evidence2. Quantitative targets3. Demonstrate whether the objective was met
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Example of SLOs
The following are examples of Student Learning Objectives:
Teacher Category Student Learning Objective
Eighth Grade Science My students will master critical concepts of science inquiry.
High School Visual Arts My students will demonstrate proficiency in applying the five principles of drawing.
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Examples of IAGDs
Teacher Category SLO IAGDEighth Grade Science
My students will master critical concepts of science inquiry.
1. 78% of my students will attain at least a 4 on the CMT section concerning science inquiry.
2. My students will design an experiment that incorporates the key principles of science inquiry. 90% will score a 3 or 4 on a scoring rubric focused on the key elements of
science inquiry.
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Examples of IAGDs - Continued
Teacher Category SLO IAGDHigh School Visual Arts
My students will demonstrate proficiency in applying the five principles of drawing.
1. 85% of students will attain a 3 or 4 in at least 4 of 5 categories on the principles of drawing rubric designed by visual arts teachers in our district.
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Criteria #4 – 5%Whole School Learning Indicator
Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators.
Purpose: Teachers are part of a learning community, as such, responsibility for learning is shared among all of the school’s staff. This measurement is designed to reflect the importance of this shared responsibility.
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Teacher Evaluation Process
The target date for Goal Setting & Planning is October 15
Target date for End-of Year is one week before the last student day (must be completed by June 30)
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Levels of PerformanceLegislated
Four Levels of Performance
4 Exemplary - Substantially exceeding indicators of performance3 Proficient - Meeting indicators of performance2 Developing - Meeting some indicators of performance but not others1 Below standard - Not meeting indicators of performance
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Illustration of Steps to Final Rating
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators(5%)
Observations of Performance and
Practice (40%)
Practice Rating(50%)
Parent Feedback
(10%)
Outcome Rating(50%)
The matrix (on the next slide) is used in order to get a holistically determined Summative Rating (100%)
(Reviewed when outcomes and practice are discrepant)
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Summative Rating Matrix to Final Rating
Teacher Practice Related Indicators Rating
Exemplary
Proficient
DevelopingBelow
Standard
Student Outcomes Related Indicators Rating
Exemplary
Exemplary Exemplary
Proficient
Gatherfurther
information
Proficient
Proficient
Proficient
Proficient
Gatherfurther
information
Developing
Proficient
Developing
Developing
Below
Standard
Below
Standard
Gatherfurther
information
Below
Standard
Below Standard
Below
Standard
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Support and Development for Teachers
Evaluation-based Professional Growth Plan
Improvement and Remediation PlanCareer Development and Growth
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Support and Development for Teachers
Linked to evaluation process outcomes related to:- student learning- observation of professional practice- results of stakeholder feedback
Can occur at multiple points during the year Linked to performance levels
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Support and Development Professional Learning Opportunities/Examples
Targeted professional development External learning opportunities Differentiated career pathway Coaching Assisting peers Leading data teams Leading professional development Leading book study groups