Ride educator evaluation system design
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RIDE Educator Evaluation System Design. ACEES Meeting December 6, 2010. Meeting Agenda. Updates Final Summative Ratings Student Learning Communication Collective Bargaining Agreements Next Steps. Updates. Collaboration with AFT Next steps for ACEES. Post-design phase.

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RIDE Educator Evaluation System Design

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Ride educator evaluation system design

RIDE Educator Evaluation System Design

ACEES Meeting

December 6, 2010


Meeting agenda

Meeting Agenda

  • Updates

  • Final Summative Ratings

  • Student Learning

  • Communication

  • Collective Bargaining Agreements

  • Next Steps


Updates

Updates

  • Collaboration with AFT

  • Next steps for ACEES


Post design phase

Post-design phase

Model synthesis

Model refinement based on testing outcomes and feedback; training begins

Content review and refinement based on feedback

RI Model v.1.0 ready for field testing (test usability)

Working groups wrap up

  • ACEES met its original charge:

  • Review and provide critical feedback to RIDE and the working groups on all key evaluation system deliverables

  • Provide direction to the working groups for overall system development through the design principles

  • ACEES will meet next month to review Version .5

SeptOctNovDecJanFebMarAprMay


Meeting agenda1

Meeting Agenda

  • Updates

  • Final Summative Ratings

  • Student Learning

  • Communication

  • Collective Bargaining Agreements

  • Next Steps


Considerations for final summative ratings

Considerations for final summative ratings

  • The Evaluation System Standards require:

    • 4 different summative rating categories (Highly Effective, Effective, Minimally Effective and Ineffective)

    • Student learning plays a predominant role in reaching a final summative rating

  • All components (professional practice, professional responsibilities and student learning) contribute to the final summative rating in an appropriate manner

FOR DISCUSSION PURPOSES ONLY


Evaluations will be based on multiple sources of information

Evaluations will be based on multiple sources of information

Individual ratings in each of these components will be combined

to produce a final, summative evaluation rating of:

Highly Effective, Effective, Minimally Effective, or Ineffective.


Ride educator evaluation system design

Individual components will be combined using a matrix approach INTERNAL MATRIX VALUES ARE FOR ILLUSTRATIVE PURPOSES ONLY

* For teachers who do not have growth model results, the student learning rating will consist entirely of their goal attainment average.

Sample

Sample

Sample

* For teachers who do not have growth model results, the student learning rating will consist entirely of their goal attainment average.


Discussion questions

Discussion Questions

  • What questions do you have about the matrix approach?

  • To what extent does the matrix approach provide a picture to an educator about his/her performance?

  • Does the matrix help the educator "know" or have an understanding of their performance?

  • What questions or concerns does this raise?


Meeting agenda2

Meeting Agenda

  • Updates

  • Final Summative Ratings

  • Student Learning

  • Communication

  • Collective Bargaining Agreements

  • Next Steps


Ride educator evaluation system design

All teachers will receive a “student learning” rating based on multiple data sources.

Different combinations of data will be available for different teachers. This means that the mix of assessments used may vary from teacher to teacher. However, the “student learning” rating will always be based on more than one data source. Our goal is to create the most complete picture we can of every teacher’s performance.


Overview

Overview

  • Every teacher evaluated under the RI model will be required to set student learning goals for the students that they teach.

  • For teachers without NECAP growth data, these student learning goals will be the primary factor in their student learning rating.

  • Goals will be individualized, but schools and districts will work toward consistency in goal setting process.

  • Opportunity for districts and schools to indentify common assessments and build consistency in goal setting

  • process.


Work session

Work Session

  • With your table group, review the questions on your table.

  • Assign a recorder to take notes.

  • Record your key ideas on chart paper.

    Be prepared to share out with other groups.


Meeting agenda3

Meeting Agenda

  • Updates

  • Final Summative Ratings

  • Student Learning

  • Communication

  • Collective Bargaining Agreements

  • Next Steps


Discussion questions1

Discussion Questions

  • What trends – questions or concerns – are you hearing from the field?

  • Which audiences need more information? What content?

  • How have you addressed concerns?

  • Has it been effective?


Meeting agenda4

Meeting Agenda

  • Updates

  • Final Summative Ratings

  • Student Learning

  • Communication

  • Collective Bargaining Agreements

  • Next Steps


Collective bargaining agreements

Collective Bargaining Agreements


Meeting agenda5

Meeting Agenda

  • Updates

  • Final Summative Ratings

  • Student Learning

  • Communication

  • Collective Bargaining Agreements

  • Next Steps


Next steps

Next Steps

  • Next meeting: January 13, 2011 from 4:30 – 6:30 pm

  • Location: PAFF Auditorium

  • Review of field testing draft of RI Model

  • Review how ACEES feedback has been incorporated

  • West Bay and East Bay forums in January

  • Check for updates:

    www.ride.ri.gov/educatorquality/educatorevaluation


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