Edutalk public law 90 teacher school leader evaluation systems
Download
1 / 33

EDUTALK: PUBLIC LAW 90 TEACHER & SCHOOL LEADER EVALUATION SYSTEMS - PowerPoint PPT Presentation


  • 72 Views
  • Uploaded on

EDUTALK: PUBLIC LAW 90 TEACHER & SCHOOL LEADER EVALUATION SYSTEMS. July 12, 2012. tonight. Intro Activity PAST: Revisiting Past Work PRESENT: Understanding Systems FUTURE: Next Steps Wrap-Up. Intro activity. Where we are In regards to PL90, on your post-its, please write:

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' EDUTALK: PUBLIC LAW 90 TEACHER & SCHOOL LEADER EVALUATION SYSTEMS' - reed-frazier


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Edutalk public law 90 teacher school leader evaluation systems

EDUTALK: PUBLIC LAW 90TEACHER & SCHOOL LEADER EVALUATION SYSTEMS

July 12, 2012


Tonight
tonight

Intro Activity

PAST: Revisiting Past Work

PRESENT: Understanding Systems

FUTURE: Next Steps

Wrap-Up


Intro activity
Intro activity

  • Where we are

    • In regards to PL90, on your post-its, please write:

      • One Positive Remark

      • One Concern

      • One Question


past

2011 Legislative Session


Sb 1 sea 1 pl 90
Sb 1  sea 1  pl 90


Present
present

Evaluation Systems

RISE

TAP

McREL – See handout

PAR – See handout

A Process for Developing a System: IN-TASS


RISE

  • IDOE-developed model for PL 90

  • Created by the Indiana Teacher Evaluation Cabinet, comprised of a group of educators across the state.

  • Teachers divided into 3 groups:

    • GROUP 1: At least ½ of classes taught receive Indiana Growth Model data

    • GROUP 2: Less than ½ of classes taught receive Indiana Growth Model data

    • GROUP 3: No classes receive Indiana Growth Model data (High school teachers)


Rise two major components
RISE: two major components

Professional Practice

Student Learning


Rise evaluators
RISE: evaluators

Who assesses teacher performance on the Teacher Effectiveness Rubric?

  • Each teacher assigned to a Lead/Primary Evaluator

  • Secondary Evaluators recommended; not required

  • All evaluators must be trained in RISE

    • Min. 24 hours of training


Rise professional practice cycle
RISE: professional practice cycle

  • Professional Development Goals

  • Teachers set beginning of year professional development goals (specific & measurable), using RISE rubric

  • Pre-Conference (OPTIONAL)

  • Before observation to discuss lesson and class.

  • Extended Observation (REQUIRED)

  • At least 2 per year (1 each semester)

  • At least 40 min, may span 2 class periods

  • Lead evaluator must conduct at least one

  • Mid-Year Conference (OPTIONAL)

  • Teachers reflect on progress to goal with evaluator

  • Summative Conference (REQUIRED)

  • Discuss year-long performance leading to summative rating

  • Short Observation (REQUIRED)

  • At least 10 min; 3 per year (spread across both semesters); unannounced

  • Lead evaluator must conduct at least one

  • No conferencing unless requested by teacher

  • Post Conference (REQUIRED)

  • Completed within 5 school days after each extended observation


Rise teacher effectiveness rubric
RISE: teacher effectiveness rubric

Teacher Effectiveness Rubric

After a teacher has receive 5 evaluations for the year (2 extended, 3 short), summative rubric scores for each of the domains are weighted by the following system. Note the emphasis on instruction.


Rise indiana growth model igm data
RISE: indiana growth model (igm) data


Rise student learning objectives
RISE: student learning objectives

Student Learning Objectives

PRE-APPROVED (must be used if available):

TIER 1 (most confidence):

State Assessment (ISTEP, ECA, LAS Links, etc.)

TIER 2: Common Corporation Assessments (created or purchased)

Must be approved by evaluator:

TIER 3:Common School Assessments (created/purchased)

TIER 4:Classroom Assessment

Class Objective: E.g. Students will achieve 80% mastery of 11th grade ELA standards.

Targeted Objective: E.g. These 5 students will achieve 40% growth of standards 1, 2, 3, 4.

For the 1st year of implement-ation, teachers with IGM data are responsible for these objectives for only ONE class


Rise school wide learning
RISE: school-wide learning


Rise summative scoring
RISE: summative scoring

4-- HIGHLY EFFECTIVE (HE): Consistently exceeds expectations

3—EFFECTIVE (E): Consistently meets expectations

2—NEEDS IMPROVEMENT (NI): Room for growth in meeting expectations

1—INEFFECTIVE (I): Consistently fails to meet expectations

Final Score Highly Effective: 3.5 – 4.0 points Effective: 2.5 – 3.49 points

Ranges: Needs Improvement: 1.75 – 2.49 points Ineffective: 1.0 – 1.74 points


Rise resources
RISE resources

  • Indiana Department of Education: http://www.riseindiana.org

    • RISE Evaluation and Development System: Evaluator and Teacher Handbook, Version 1.0.

    • RISE Evaluation and Development System: Student Learning Objectives Handbook.

  • RISE Teacher Modules (Series of short videos)

    • http://www.doe.in.gov/improvement/educator-effectiveness/rise-resources-teachers

    • Email [email protected]

  • Central Indiana Education Service Center (CIESC)

    • Debbie Fish, Professional Learning

    • [email protected]

    • 317-387-7102


Tap

Multiple Career Paths

Ongoing Applied Professional Growth

Elements of Success

Instructionally Focused Accountability

Performance-Based Compensation


Tap multiple career paths
Tap: multiple career paths


Tap ongoing applied professional growth
Tap: ongoing applied professional growth


Tap rubric domains
TAP: Rubric domains

Instructionally Focused Accountability


Tap observation cycle
TAP: observation cycle

Note: TAP uses a 360 degree evaluation model, which means that everyone receives feedback from multiple sources


Tap teacher evaluations
TAP: teacher evaluations


TAP

A teacher’s role determines the weight attributed to each domain in the TAP Rubric


Tap performance based compensation
TAP: performance-based compensation

Performance-Based Compensation

  • Bonus awards distributed in addition to regular salaries.

  • Based on the amount of growth students make in one school year.

  • Indiana TAP schools are allocated $2500/year for each teacher’s compensation plan, but teachers can earn more/ less.

  • Data is only collected for students who have been in the TAP school for at least 126 school days


Tap determining bonus awards
TAP: Determining bonus awards


Tap resources
Tap resources

  • Center of Excellence in Leadership of Learning (CELL), University of Indianapolis: http://cell.uindy.edu/docs/TAP

    • TAP System Overview

    • Frequently Asked Questions

    • Indiana TAP: The System for Teacher and Student Advancement

    • TAP Implementation Manual

  • CELL, University of Indianapolis

    • Jennifer Oliver, Indiana TAP Director

    • [email protected]

    • 317-791-5919


2 more models see handouts
2 more models (see handouts)

McREL Teacher Evaluation System

(ISTA recommended)

http://www.mcrel.org/evalsystems/index.asp

PAR: Peer Assistance and Review

A User’s Guide to Peer Assistance: The Consulting

Teacher’s Role: http://www.gse.harvard.edu/~ngt/par/design/ct_role.html

A User’s Guide to Peer Assistance: The PAR Panel: http://www.gse.harvard.edu/~ngt/par/design/par_panel.html

The Toledo Plan: http://www.tft250.org/the_toledo_plan.htm

Professional Growth System: Teacher Level: http://www.nctq.org/docs/12-07.pdf


In tass process
IN-TASS PROCESS

  • Indiana Teacher Appraisal and Support System

    • A process to guide districts and stakeholders through key decision points in the creation of a system that assesses and supports effective teaching.

    • Not an evaluation model


In tass process1
In-tass process

1

2


In tass process2
In-tass process

4

5

3


In tass process resources
In-tass PROCESS RESOURCES

  • IN Teacher Appraisal System & Support (IN-TASS) http://www.iidc.indiana.edu/index.php?pageId=3503

  • Center for Evaluation and Education Policy (CEEP) Policy Brief (forthcoming!)

  • Center on Education and Lifelong Learning (CELL), IU Bloomington

    • Sandi Cole, Director of CELL

    • [email protected]

    • 812-855-6508



Resources online
Resources online

  • Download soon! www.stand.org/indiana/indiana-resource-center

  • Your feedback is important to us!


ad