Educator Evaluation Pilot

1. Educator Evaluation Pilot July 19-21, 2011 Stonewall Resort, Roanoke, West Virginia

2. Overview • The “Big Picture” • Where are we headed? • Where have we been? • How will we get there? • Two Day Agenda • Next Steps

3. VISION:West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

4. Where Have We Been?

5. Historical Perspective

6. Importance of Leadership • July 20-21 – Stonewall Resort • ALL Pilot schools leadership team members • Principals and all assistant principals • Title I Directors and/or Assistant Superintendents • Teacher Leaders • Central office representative for non SIG pilot schools

7. Clear Expectations • Embrace the Opportunities: • Be “early adopter” • Engage in professional development • Work as part of a collaborative team • Provide input to policy makers • Participate in the research study • Communicate, partner and problem-solve

8. Day 1 Agenda • Expectations for Training • History Evaluation Creation • Conceptual Framework Overview • Self-Assessment • Observation • Student “Growth”

9. Day 2 Agenda • SMART Goals and Collaboration • Student Learning Goals • Professional Conduct • Research • Performance Assessment

10. What are the Next Steps?

11. Teacher Evaluation Training Dates • August 6-12 – Regional Training • Participants: all teachers, administrators and transformation specialists • Fall and Spring Training • On site visits • Ongoing Technical Assistance

12. Historical Perspective

13. Thank You!

14. Expectations for Professional Development

15. Expectations for Professional Development • Learning Target • Understand how the new evaluation system works to be able to implement the processes yourself and to be able to assist others in school • Strategies to accomplish the goal • Hands-on activities • Multiple opportunities to master content • Collaboration with tablemates

16. Expectations for Professional Development • Expectations for us • Well prepared • Clarity • Consideration of the audience • Expectations for you • Active participation • Regular feedback • Focused attention

17. Teacher Evaluation Creation Task Force Members’ Perspective

18. Evaluation Perceptions & Experiences

19. Table Tasks • Describe most recent evaluation experience • What was the purpose? What feedback was provided? What was your role in the process? • What are the challenges of teacher evaluation (not including time)? • What will you need to learn to make this PD beneficial?

20. A New Evaluation System: The Rationale

21. A New Evaluation System:The Rationale • Learning Target: Know • the three drivers behind a revised evaluation system for principals and teachers

22. Converging Forces New Teaching Standards Weak Evaluation System Federal Encouragement

23. Conceptual Framework Overview

24. Conceptual Framework Overview • Learning Targets: Understand • the nexus between the WVPTS and the Critical Standard Elements; • how levels of teacher performance are defined with rubrics; • the tiered evaluation system with progressions based on experience

25. Levels of Performance

26. Table Tasks • Share one activity with distinguished performance, one activity with unsatisfactory performance

27. Levels of Performance

28. Self Assessment – Advance Progression

29. Self Assessment – Advance Progression • Learning Targets: • Identify individual performance within the established rubrics

30. Table Tasks • Share an insight from doing this activity about individual performance • Share reaction to critical standard elements • What implications does this have for individual professional development

31. Table Tasks • Discuss perception of how comfortable teachers with 6+ years of experience will be completing self assessment • Discuss how this process could be used in relation to the PD plan for of the school • Discuss how this process could be used in collaborative teams.

32. Observation

33. Observation • Learning Targets: • Understand that observation is formative and offers a window into instructional performance; • Understand that observation, though limited, is informative about certain key aspects of instruction

34. Some specifics about observation • Not the evaluation • Initial Progress-4, Intermediate-2, Advanced if requested • Class period or minimum of 30 mins • One piece of a two part conversation • Will be supported by evidence and conversation • Elements that contribute to the research

35. Table Tasks • What does observation tell you about the critical standard elements? • What elements do you still need to know about to make a fair and accurate assessment about performance?

36. Evidence

37. Evidence • Learning Targets: • Understand that the educator plays an active role in demonstrating performance level by providing evidence; • Identify and classify evidence

38. Table Tasks • Share the kinds of evidence that were generated. • Were any common among the table? • Discuss whether you agree that evidence “presented” was acceptable. • Even though none are required, which ones would be considered essential? • Which ones should be brought to conference with principal?

39. Evidence For Self Assessment

40. Table Tasks • Share the kinds of evidence that were generated. • Were any common among the table? • Does the evidence convincingly support the rating? • Discuss whether you agree that evidence “presented” was acceptable. • Even though none are required, which ones would be considered essential?

41. Student Growth 101 Juan D’Brot Executive Director Office of Assessment and Accountability

42. Student Growth 101 • Learning Targets: • Understand how the school-wide growth measure is developed

43. The WV Growth Model:Changing Conversations about Education Juan D’Brot Executive Director Office of Assessment and Accountability

44. WV Growth Model • What questions? • Purpose • Status vs. growth • What student growth data looks like • What school growth data looks like

45. First… A challenge! Stop me for questions…

46. Asking the Right Questions… • Until you’ve defined the question, you cannot examine the appropriate data. • Why? • Different data answer different questions • Different questions lead to different conversations

47. Fact #1: …increased use of student assessment data as a “significant factor” in (insert favorite accountability topic here…) • But what student data? That leads us to start asking questions… • But what questions? • Whose questions?

48. Whose Questions? WHY? To answer questions about the student How? By not declaring a verdict. Instead, by changing the conversation… • Researchers • Administrators • Teachers • Parents • Policymakers • Business Leaders • Community Members • Guardians

49. Components of the System should Align with the Purpose of the System • The revised teacher evaluation system is intended to do what? • Change conversations • Provide support and direction • Identify areas of best practice and need • The revised consideration of student learning (growth) is intended to do what? • Change conversations • Provide direction • Reframe evidence of student learning

50. Bigger Question: How do we align the revision of both systems? …Fact #2