Educator Effectiveness: Connecting Coursework to Career Success
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Educator Effectiveness: Connecting Coursework to Career Success / End of Year Self-Assessment May 15, 2014. Agenda. Introductions and Gallery Walk Senate Bill 10-191 Information Purposes and Definition of Teacher Effectiveness Educator Quality Standards – Teacher and Principal

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Agenda

Educator Effectiveness: Connecting Coursework to Career Success / End of Year Self-AssessmentMay 15, 2014


Agenda

Agenda

  • Introductions and Gallery Walk

  • Senate Bill 10-191 Information

    • Purposes and Definition of Teacher Effectiveness

  • Educator Quality Standards – Teacher and Principal

    • Educator Quality Standards

    • Evaluation Process

    • Rubric Structure and Scoring

  • Application to Your STP Experience

    • Reflection: Self-Assessment

    • Strengths and Celebrations

    • Goal-Setting (individual and collective)

    • Role Play!


Learning targets

Learning Targets

  • Professional Practice:

    • I can describe the State Model Evaluation System, including:

      • The evaluation process

      • Components of the rubric

      • Rubric structure and scoring

    • I can self assess my professional practices and set goals based on the quality standards and elements.

  • Measures of Student Learning:

  • I can generate ideas for measuring student learning in my classroom.


Gallery walk

Gallery Walk

In your journal, respond to the following prompts:

  • If you could talk to any artist, living or dead, who would it be?

  • What is the most creative lesson/ educational experience you have seen or experienced?

  • What is the most interesting / meaningful / creative assessment you have seen?


Building the greatest education system in the nation

Building the Greatest Education System in the Nation


Agenda

Colorado’s P-20 SystemEvery Student, Every Step of the Way

Effective Teachers and Leaders

Accountable and Continuously Improving Schools and Districts


Purposes of s b 10 191

Purposes of S.B. 10-191

  • A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes.

  • Provide meaningful feedback for professional growth and continuous improvement.

  • Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.


State council for educator effectiveness

State Council for Educator Effectiveness

  • All students in Colorado will have effective teachers in their classrooms and effective leaders in their schools. Evaluation provides teachers and principals with clear expectations for their performance and with ongoing feedback and support needed to improve performance.

    -Council Vision Statement, April 13, 2011


Definition of teacher effectiveness

Definition of Teacher Effectiveness

Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.


Agenda

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Teachers

Definition of Teacher Effectiveness

Quality Standards

I. Know Content

II. Establish Environment

V. Demonstrate Leadership

III. Facilitate Learning

IV. Reflect on Practice

VI. Student Growth

50% Professional Practice Standards50% Student Growth Measures

Observations of Other Measures Teaching Aligned with

CDE Guidelines

Weighting: How Much Does Each Standard Count Towards Overall Performance?

State Other Assessments Other Measures

Summative for Non-tested Aligned with Assessments Areas CDE Guidelines

Match of test to teaching assignments

Weighting:

Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance Standards

IneffectivePartially EffectiveEffectiveHighly Effective

Appeals Process


Structure of evaluation teacher evaluations

Structure of EvaluationTeacher Evaluations

  • Evaluated using: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessments; and (4) where applicable, Colorado Growth Model data.

Evaluated using: (1) observations; and (2) at least one of the following: student perception measures, peer feedback, parent/guardian feedback, or review of lesson plans/student work samples. May include additional measures.

Quality Standards I-V:

I. Mastery of content

II. Establish learning environment

III. Facilitate learning

IV. Reflect on practice

V. Demonstrate leadership

Quality Standard VI:

VI. Responsibility for student academic growth

Principals have an evaluation system aligned and almost identical to the teacher system


Agenda

Performance

Rating Levels

Teacher Quality Standards

Elements of the Standard

Professional Practices

Professional Practice is Observable

Elements of the Standard

Professional Practice is Not Observable


State model rubric basics

State Model Rubric Basics

  • Cumulative in content

  • Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice

  • Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes

  • Standards based

    • Outlines the practices that you must meet to be at standard


Teacher quality standards

Teacher Quality Standards

  • Work in triads:

    • Read the assigned standard and each element.

    • Record a practice or two that brings this element to life in the classroom. What might you see a teacher doing?

    • Record what students would be doing to reflect this practice (Standards 1-3) or artifacts that would support the practices (Standards 4-5).

  • Be prepared to share your responses

    • What are common themes among the standards?

    • What aha’s did you have?

    • What questions do you have?


Reflecting on your practice self assessment

Reflecting On Your Practice: Self-Assessment

  • Using the Self-Assessment Rubric, place a check beside the professional practices that you employ in your teaching.

Professional Practice is Observable during a classroom observation.

Professional Practice is Not Observable during a classroom observation.


Scoring the rubric

Scoring the Rubric

Determining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices.

  • Rating the Elements

  • Rating the Standards

  • Determining the Overall Professional Practices Rating


Reading the rubric

Reading the Rubric


Understanding the scoring business rule

Understanding the Scoring “Business” Rule

Look for the first unchecked professional practice.

Move one column back to identify the rating for the element.


Determining the element r ating

Determining the Element Rating

Look for the first unchecked professional practice.

Move one column back to identify the rating for the element.


Determining the element rating

Determining the Element Rating

Look for the first unchecked professional practice.

Move one column back to identify the rating for the element.


Reflecting on your practice self assessment1

Reflecting On Your Practice: Self-Assessment

  • Review your Self-Assessment Rubric, and determine an overall rating for each Element and Standard.

  • After determining your overall ratings for each Standard, record them in the shaded box for each Standard.

  • Then, return to Standard I and list 2-3 strengths you are bringing into the teaching profession related to that Standard. Then, list 1-2 professional growth goals related to the Standard that will inform the continuous improvement of your craft. Repeat this process for Standards II-V.

    • Complete this on the STP Intern Self-Assessment form.

    • Email your completed self-assessment rubric and form to Lisa Higby.


Supporting career success

Supporting Career Success

  • In our efforts to prepare effective educators, Stanley Teacher Prep has aligned self-assessment processes that are designed to nurture the continuous development of teachers with the State Model Evaluation System.

  • This will prepare you for your initial conference with your evaluator during your first year of teaching.


Agenda

2.

Annual Orientation

1.

Training

9.

Goal-Setting and Performance Planning

3.

Self-Assessment

Evaluation Process

Principal/Assistant

Principals and Teachers

End of June

End of May

Train: Prior to the beginning of School.

Orient: Within the first week of School.

Prior to the beginning of Spring Semester

End of September.

Within the first two weeks of school.

May 15

Mid-June

8.

Final Ratings

4.

Review of Annual Goals and Performance Plan

7.

End-of-Year Review

5.

Mid-Year Review

6.

Evaluator Assessment


Role play

Role Play!

  • Principal

    • Invite the conversation.

    • E.g., “Tell me about your professional successes and goals…”

  • Teacher

    • Share one strength and professional goals.

  • Reflection

    • How did this conversation inform your thinking about teacher evaluation?


An ethic of excellence

An Ethic of Excellence

I believe that the work of excellence is transformational. Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence. After students have had a taste of excellence, they’re never quite satisfied with less; they’re always hungry.


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