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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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2012Secondary CurriculumTeacher 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:

• 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

Set goals Evaluate Use Data

-for Educators Observation Performance to inform

-for Student and Feedback -student growth Human

-Prof. Practice Capital

Decisions


Compass Process & Components

Two components of evaluation

STUDENT GROWTH PROFESSIONAL

MEASURES PRACTICE

MEASURES

- Value Added Model

or- Observations

- Student Learning Targets


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

  • Setting Instructional Outcomes

  • Managing Classroom Procedures

  • Using Questioning and Discussion Techniques

  • Engaging Students in Learning

  • Using Assessment in Instruction

    (BREAK)


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

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)

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

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

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


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