2012 secondary curriculum teacher in service
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2012 Secondary Curriculum Teacher In-Service. August 9, 2012. Agenda. Welcome Introduction to Compass Teacher Evaluation Rubric Student Learning Targets Overall Teacher Rating Transitional Curriculum. The Purpose of Compass. Compass is intended to ensure:

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2012 Secondary Curriculum Teacher In-Service

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2012 secondary curriculum teacher in service

2012Secondary CurriculumTeacher In-Service

August 9, 2012


Agenda

Agenda

  • Welcome

  • Introduction to Compass

  • Teacher Evaluation Rubric

  • Student Learning Targets

  • Overall Teacher Rating

  • Transitional Curriculum


The purpose of compass

The Purpose of Compass

Compass is intended to ensure:

• Teachers set meaningful goals for students;

• Teachers and leaders collaboratively evaluate

student progress relative to goals;

• Teachers receive specific feedback on their

performance to drive improvement; and

• Teachers, administrators, and district leaders

have annual effectiveness data to inform

decision‐making


Compass process components

Compass Process & Components

Set goals Evaluate Use Data

-for Educators Observation Performance to inform

-for Student and Feedback -student growth Human

-Prof. Practice Capital

Decisions


Compass process components1

Compass Process & Components

Two components of evaluation

STUDENT GROWTH PROFESSIONAL

MEASURES PRACTICE

MEASURES

- Value Added Model

or- Observations

- Student Learning Targets


Teacher evaluation rubric

Teacher Evaluation Rubric

  • The Louisiana Department of Education (LDOE) has adopted Charlotte Danielson’s Framework for Effective Teaching as its official teacher support and evaluation tool.

  • However, Louisiana’s Teacher Rubric is an abridged version of the nationally-recognized model.


Five key components of the louisiana teacher evaluation rubric

Five Key Components of the Louisiana Teacher Evaluation Rubric

  • Setting Instructional Outcomes

  • Managing Classroom Procedures

  • Using Questioning and Discussion Techniques

  • Engaging Students in Learning

  • Using Assessment in Instruction

    (BREAK)


Calculating rubric score

Calculating Rubric Score

  • The Compass Rubric consist of 5 Components

  • Teacher is rated 1-4 on each of the 5 components for a possibility of 20 pts.

  • To calculate the score, the sum of the ratings for the 5 components is divided by 5. This will find the average, or the teachers rating on the on the observation rubric.


Compass rating

Compass Rating

Average ScoreRating

3.60-4.0 HIGHLY EFFECTIVE

2.60-3.40 EFFECTIVE:PROFICIENT

1.60-2.40 EFFECTIVE:EMERGING

0.0-1.40 INEFFECTIVE


Student learning targets slt

Student Learning Targets(SLT)

  • An SLT is a measureable goal for student achievement over a given period of time that reflects an ambitious, but reasonable, expectation of growth.

  • SLT’s are developed through collaborative effort between the teacher and the evaluator.

  • In tested grades and subjects, the Value Added Model will take precedents over the SLT in the teacher’s overall evaluation.


Four steps to writing strong slts

Four Steps to Writing Strong SLTs

  • Step 1: Define the Content

  • Step 2: Identify the Assessment & Collect Baseline Data

  • Step 3: Identify the Student Group

  • Step 4: Set the Growth Target & Aligned Scoring Plan


Define the content

Define the Content

  • Teachers should define the content that is most important for students to learn during their time in that particular class or course.

    ° Prioritize content that is aligned to the Common Core StateStandards whenever possible.

    ° Look to other national, state, or local standards in identifying thecontent that students should learn by the end of the course.


Identify the assessment collect baseline data

Identify the Assessment & Collect Baseline Data

  • Teachers identify the most appropriate assessment to measure students’ mastery of the identified content.

    ° Refer to the LDOE Common Assessment List or specific district guidance.

    ° If a common assessment is unavailable, teachers and evaluators agree on the most appropriate assessment. When no or few common assessments are available, consider collaboratively designing assessments at the school- or district-level.

  • Teachers gather baseline data about students’ starting points. Data sources may include:

    ° Pre-test aligned to the final assessment

    ° Diagnostic exam designed to assess students’ readiness for new content

    ° Analysis of data from the end of the previous course or year


Identify the student group

Identify the Student Group

  • SLTs may be set for:

    ° Entire classes of students

    ° Multiple sections of the same course

    ° Smaller groups, such as the lowest performing students

  • Teachers should try to address the majority of theirstudents across their two or more SLTs

  • Teachers should prioritize academic content areas mostaligned to the Common Core.


Set the growth target aligned scoring plan

Set the Growth Target & Aligned Scoring Plan

  • For each target, teachers will set the expectation forstudent growth, a goal that is ambitious – a bit of a stretchfor students – but still attainable.

  • Then, teachers and evaluators agree on a well-definedscoring plan for the SLT, as exemplified on the next slide.


Slt aligned scoring plan

SLT Aligned Scoring Plan

  • Insufficient attainment :

    The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. (by more than 10-15 %)

    (1)

  • Partial attainment of the target:

    The teacher has demonstrated some impact on student learning but did not meet the target.(10-15% below target)

    (2)

  • Full attainment of the target:

    The teacher has demonstrated full impact on student learning by meeting the target or exceeding it by a small amount. (10-15%)

    (3)

  • Exceptional attainment of the target:

    The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a substantial amount. (more than 10-15%)

    (4)


Overall teacher rating

Overall Teacher Rating

  • To calculate a teacher’s overall score:

    Professional Practice Student Growth Final

    (observation) + (VAM or SLT) = Evaluation

    Score

    2

    Each component generates a score from 1.0 – 4.0


For more information

For more information

  • http://www.danielsongroup.org/default.aspx

  • http://www.louisianaschools.net/topics/ppmltr.html


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