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:
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.
2012Secondary CurriculumTeacher In-Service
August 9, 2012
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
Set goals Evaluate Use Data
-for Educators Observation Performance to inform
-for Student and Feedback -student growth Human
-Prof. Practice Capital
Two components of evaluation
STUDENT GROWTH PROFESSIONAL
- Value Added Model
- Student Learning Targets
3.60-4.0 HIGHLY EFFECTIVE
° 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.
° 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.
° 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
° Entire classes of students
° Multiple sections of the same course
° Smaller groups, such as the lowest performing students
The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. (by more than 10-15 %)
The teacher has demonstrated some impact on student learning but did not meet the target.(10-15% below target)
The teacher has demonstrated full impact on student learning by meeting the target or exceeding it by a small amount. (10-15%)
The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a substantial amount. (more than 10-15%)
Professional Practice Student Growth Final
(observation) + (VAM or SLT) = Evaluation
Each component generates a score from 1.0 – 4.0