Educator Effectiveness SB 191 Into Action Transition Leadership Institute

1. Educator Effectiveness SB 191 Into Action Transition Leadership Institute Colorado Department of Education

2. Together We Can VisionAll students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce. MissionThe mission of CDE is to shape, support, and safeguard a statewide education system that prepares students for success in a globally competitive world.

3. Students Globally competitive workforce • Ensure every student is on track to graduate postsecondary and workforce ready. • Ensure students graduate ready for success in postsecondary education and the workforce. • Increase achievement and national/international competitiveness for all students. Great teachers and leaders • Increase and support the effectiveness of all educators. • Optimize the preparation, retention, and effectiveness of new educators. • Eliminate the educator equity gap. Outstanding schools and districts • Increase school and district performance. • Foster innovation and expand access to a rich array of high quality school choices for students. Best state education agency in the nation • Develop and implement CDE’s strategic direction. • Increase customer satisfaction with CDE’s communication, services, and systems. • Attract and retain outstanding talent to CDE. Educators Schools/ Districts State GOALS

4. Students Educators Schools/ Districts

5. Expanding Student Learning

6. What’s on Your Mind?

7. Purposes of S.B. 10-191 Mike • A system to evaluate the effectiveness of licensed personnel to improve the quality of education. • 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.

8. Critical Effects of S.B. 10-191 • Requires statewide minimum standards for what it means to be an _________ teacher or principal • Requires that all teachers and principals be evaluated at least _____on the academic ______ of their students • Prohibits _____ placement of teachers • Makes non-probationary status ________ “effective” 50 % growth forced “portable”

9. Critical Effects of S.B. 10-191 annual • Requires ______ evaluation of all teachers and principals • Changes non-probationary status from one that is ______ based upon years of ______ to one that is ______ based upon three consecutive years of demonstrated ___________ • Provides that non-probationary status may be ___ based upon two consecutive years of ____________ service earned earned effectiveness lost ineffectiveness

10. Priorities of Implementation • Human judgment • Data should inform decisions, but human judgment will always be a part of the process • Processes and techniques are recommended to improve individual judgment and minimize errors and bias • Embodiment of continuous improvement by monitoring • Pilot and rollout intended to capture what works and what doesn’t • Changes in assessment practices and tools • Emerging research and best practices

11. Priorities of Implementation • Providing credible and meaningful feedback with: • Actionable information • Opportunities for improvement • Idea that this is a process and not an event • Involves all stakeholders in a collaborative process • Families, teachers, related service providers, administration, school board, etc.

12. Priorities of Implementation • Takes place within a larger, aligned and supportive system • All components of the system must serve to increase the number of educators and students who are successful

13. Timeline of Implementation Mike

14. Table of Contents • Top 10 District Readiness Questions • Evaluation Process • Principal Quality Standards • Teacher Quality Standards • Student Academic Growth • District Decisions • Content Collaboratives • Pilot/Partner Districts • Rubric Components • Rubric Basics • Scoring the Rubric

15. Top 10 District Readiness Questions • Key questions to help determine how close district systems are to the new requirements in the law • May help to guide future work or modifications needed to current system

16. Strategic Partnerships/ Committees CDE’s Educator Effectiveness Unit Strategic Partnerships/ Committees Equity Initiatives Recruitment Effectiveness Management Increase and support the effectiveness of all educators Talent Pipeline Attract and develop the best educators Retention Educator Preparation Educator Effectiveness Leadership Team Vision: Effective educators for every student and effective leaders for every school Licensure Evaluation And Support Hiring/ Placement Induction Professional Dev. Policy, Metrics and Monitoring Measures of educator effectiveness and student postsecondary and workforce readiness

17. Contact Us • CDE Staff • Katy Anthes: Executive Director • Anthes_K@cde.state.co.us • Toby King: Director • King_T@cde.state.co.us • Mike Gradoz • Gradoz_M@cde.state.co.us • Jean Williams • Williams_J@cde.state.co.us • Britt Wilkenfeld • Wilkenfeld_B@cde.state.co.us • Dawn Pare • Pare_D@cde.state.co.us • Courtney Cabrera • Cabrera_C@cde.state.co.us • Sed Keller • Keller_S@cde.state.co.us • Bob Snead • Snead_B@cde.state.co.us • Chris Vance • Vance_C@cde.state.co.us • Tara Boertzel • Boertzel_T@cde.state.co.us • Amy Skinner • Skinner_A@cde.state.co.us • Katie Lams • Lams_K@cde.state.co.us

18. 2. Annual Orientation 1. Training 9. Goal-Setting and Performance Planning 3. Self-Assessment 8. Final Ratings 4. Review of Annual Goals and Performance Plan Educator Evaluation Cycle 7. End-of-Year Review 5. Mid-Year Review 6. Evaluator Assessment

19. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness Quality Standards I. Strategy II. Instruction VI. External Development IV. Human Resources V. Management III. Culture VII. Student Growth 50% Professional Practice Standards50% Student Growth Measures Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards IneffectivePartially EffectiveEffectiveHighly Effective

20. Principal Quality Standards • Quality Standard I:Principals demonstrate strategic leadership. • 4 elements • Quality Standard II:Principals demonstrate instructional leadership. • 5 elements • Quality Standard III:Principals demonstrate school culture and equity leadership. • 4 elements • Quality Standard IV:Principals demonstrate human resource leadership. • 3 elements • Quality Standard V:Principals demonstrate managerial leadership. • 6 elements • Quality Standard VI: Principals demonstrate external development leadership. • 2 elements • Quality Standard VII: Principals demonstrate leadership around student growth 7 Standards, 24 elements Note: Standard VII is NOT included as a part of determination of ratings on professional practice.

21. 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 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

22. Teacher Quality Standards • Quality Standard I:Teachers demonstrate mastery of and pedagogical expertise in the content they teach. • 6 elements • Quality Standard II:Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. • 6 elements • Quality Standard III:Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. • 8 elements • Quality Standard IV:Teachers reflect on their practice. • 3 elements • Quality Standard V:Teachers demonstrate leadership. • 4 elements • Quality Standard VI:Teachers take responsibility for Student Academic Growth. • 2 elements 6 Standards, 29 elements Note: Standard VI is NOT included as a part of determination of ratings on professional practice.

23. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness Quality Standards I. Strategy II. Instruction VI. External Development IV. Human Resources V. Management III. Culture VII. Student Growth 50% Professional Practice Standards50% Student Growth Measures Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards IneffectivePartially EffectiveEffectiveHighly Effective

24. Principal Evaluations I. Strategic leadership II. Instructional leadership III. School culture/equity leadership IV. Human resource leadership V. Managerial leadership VI. External development leadership VII. Leadership around student academic growth Evaluated using the following: (1)data included in the school performance framework; and (2) at least one other measure of student academic growth. Measured using multiple measures on multiple occasions, including tools that capture: (1) teacher input; (2) number and percentage of teachers with each; and (3) number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.

25. 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

26. Teacher Evaluations I. Mastery of content II. Establish learning environment III. Facilitate learning IV. Reflect on practice V. Demonstrate leadership VI. Responsibility for student academic growth • Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures. Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.

27. Districts decide…

28. P-12 educators from around the state are gathering to identify and create high-quality assessments, which are aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations. The Content Collaboratives, CDE, along with state and national experts, will establish examples of student learning measures within each K – 12 content area including: Content Collaboratives

29. Cohort I & II: Flow Chart of Work Pilot then peer review Colorado Content Collaboratives Bank National Researchers Technical Steering Committee Future Work I: Jan-Mar 2012 II: Jun-Aug 2012 I: Feb-May 2012 II: July-Nov 2012 I &II: Feb-Dec 2012 I & II: Aug 2012- Aug 2014 I: Aug 2013II: Aug 2014 Researchers gather existing fair, valid and reliable measures for Consideration. Collaboratives use protocol to review researchers’ measures for feasibility, utility and gaps. Prepare to fill gaps. Provide recommendations to Technical Steering Committee. Technical Steering Committee creates frameworks and design principles for collaboratives to use in reviewing and creating measures. Committee reviews recommendations of collaboratives. Piloting and peer review of measures. Aug 2012-Aug 2013: Cohort I piloting & peer review January 2013-Aug 2014: Cohort II piloting & peer review Measures placed in online Education Effectiveness Resource Bank for voluntary use.

30. Collaborating Districts

31. Collaborating Districts • PILOT SITES:  These districts will pilot the state model evaluation system starting with the Principal Evaluation protocols during the 2011-12 school year.

33. Teacher Quality Standards Performance Rating Levels Elements of the Standard Elements of the Standard Professional Practices Professional Practice is Observable Professional Practice is Not Observable Teacher User’s Guide, Page 25

34. Examples of Artifacts Evidence Provided by Artifacts Summary of Ratings for the Standard Standard Rating Scale Evaluator Comments Teacher’s Response to Evaluation Teacher User’s Guide, Page 25

35. Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them. The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes. Teacher User’s Guide, Page 26

36. State Model Rubric Basics • Cumulative in content • Each level of the rubric represents an increase in the quality, intensity, consistently, 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

37. 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

39. Look for the first unchecked box. Move one column back* to identify the rating for the element. *Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

40. Look for the first unchecked box. Move one column back* to identify the rating for the element. *Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

41. Look for the first unchecked box. Move one column back* to identify the rating for the element. *Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

42. Look for the first unchecked box. Move one column back* to identify the rating for the element. *Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

43. Look for the first unchecked box. Move one column back* to identify the rating for the element. *Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

44. Look for the first unchecked box. Move one column back* to identify the rating for the element. *Note: if there are any boxes checked on the right side of the red line, the lowest rating is Partially Proficient

45. Rubric Rating Levels 0 Does not meet state standard and is not making progress toward meeting standard. 1 Does not meet state standard but is making progress toward meeting standard. 2 Meets state standard. 3 Exceeds state standard. 4 Significantly exceeds state standard.

46. ♦ 2 ♦ 3 1 ♦ 2 ♦ ♦ 3 2 ♦ 13 Proficient