Teacher Evaluation System for Florida’s Charter Schools

1. Name of School Teacher Evaluation System for Florida’s Charter Schools An Overview: The State Model

2. What do we need to know about educator evaluation in charter schools?

3. Purpose of Evaluation For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district. Florida Statutes Section 1012.34 (1) (a).

4. This New Approach to Evaluation • Supports three processes: • Self-Reflectionby the teacher on current proficiencies and growth needs. (What am I good at? What can I do better?) • Feedback from the evaluator and others on what needs improvement. • An annual summative evaluation that assigns one of the performance levels required by law (i.e., Highly Effective, Effective, Needs Improvement / Developing, or Unsatisfactory).

5. Student Learning Leader & Teacher Performance

6. Objectives for Today Examine foundational statutes and rules related to teacher evaluation systems. FEAPs – Florida Educator Accomplished Practices Common Language High Effect Size Practices Review the requirements in the evaluation system. Discuss the timelines and logistics for implementation of the system.

7. Objectives for Today Examine and discuss the additional metric: deliberate practice Discuss and understand performance metrics Value-added measure Instructional practice

8. Today’s Agenda • Part I: Foundational Information • Part II: Requirements • Part III: Contemporary Research • Part IV: The State Model • Part V: Logistics & Support

9. Foundational Information

10. Rewards states leading the way in comprehensive, coherent, statewide education reform across four key areas: • Adopting standards and assessments that prepare students to succeed in college and the workplace • Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction • Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most • Turning around their lowest-performing schools.

11. Florida worked diligently to bring together broad statewide support from superintendents, school board members, teachers, and teacher associations for the Race to the Top application.

12. Senate Bill 736: Student Success Act

13. SB 736 Requires • DOE approve school district evaluation systems & monitor for compliance • DOE provide requirements and criteria for evaluation systems • Charter schools comply with provisions related to performance evaluations

14. SB 736 Requires • District evaluation systems • Support effective instruction & student learning growth • Provide appropriate instruments, procedures, and criteria for continuous improvement • Use data from multiple sources including input from parents

15. SB 736 Requires • Four levels of performance • (highly effective, effective, *needs improvement, unsatisfactory) • At least **50% of the evaluation is based on student learning growth • Based on contemporary research • Indicators based on each of the FEAPS

16. SB 736 Requires • DOE annual reports to the public on performance ratings including the percent of teachers and leaders receiving each rating • School reports to parents when their child’s teacher or principal has received unsatisfactory ratings for two consecutive years

17. SB 736 Requires • The state Board of Education shall adopt rules… to establish uniform procedures for the submission… and approval of evaluations of teachers and leaders.

18. SBE Rule 6A-5.065 The Educator Accomplished Practices Florida's core standards for effective educators. The Educator Accomplished Practices are based upon three (3) foundational principles; high expectations, knowledge of subject matter and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

19. Teacher Evaluation Requirements

20. Florida Educator Accomplished Practices (FEAPS)

21. Common Language of Instruction The Common Language Project is a process to refine conversations in ways that increase the clarity of exchanges and deepen common understanding of the work in progress. ADMR TM (p.40)

22. Common Language …a tool of master practitioners in any profession that is used to facilitate effective communications about the essential concepts and practices of the profession.

23. Examples of Common Language • Causal Instructional Strategies • Key strategies revealed by research to have the highest probability of impacting student learning when used appropriately and in appropriate instructional contexts. These are the controllable actions in a school that impact student learning. DOE Form No. EQEVAL-2012-4 ADMR TM (p.40)

24. Examples of Common Language • Learning Goal(s) • A learning goal is a statement of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified. The rubric form guides learners in self-assessment of progress toward mastery of the goal and guides teachers in tracking student progress and providing feedback on progress toward accomplishing the goal. • DOE Form No. EQEVAL-2012-4 ADMR TM (p.40)

25. High-Effect Size Practices Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.

26. High-Effect Size Strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A-5.065, F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and constitute priority issues for faculty development and deliberate practice. A listing of these high-effect size strategies will be posted for district use on www.fldoe.org/profdev/pa.asp.

27. High-Effect Size Practices Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results.

28. What works BEST? Hattie, J. (2009) Visible Learning. Rutledge. New York

29. Contemporary Research on Teacher Evaluation

30. Research frameworks pre-approved by the Department are: • Based on contemporary research • Aligned with the Student Success Act, the FEAPs or FPLS, as appropriate

31. Research Frameworks for Instructional Evaluation Behavioral Framework Based on research and meta-analyses by Dr. Robert Marzano, Dr. John Hattie, and other research findings that identify instructional strategies or behaviors that, done correctly and in appropriate circumstances, have a positive probability of improving student learning.

32. Constructivist Framework Based on research and meta-analyses by Dr. Charlotte Danielson, Dr. Albert Miller, and other research findings that focus on principles and methods of instruction designed to generate knowledge and meaning from an interaction between their experiences and their ideas.

33. Comprehensive Framework Based on a merger of both Behavioral and Constructivist insights into quality instruction. Relies on Behavioral Framework strategies to establish a core repertoire of teaching competencies and Constructivist methods for planning instructional units, collegial work on adapting core strategies to local conditions, and deliberate practice work for deepening expertise.

34. The Florida state model relies on: • Behavioral Framework strategies to establish a core repertoire of teaching competencies. • Constructivist methods for planning instructional units, collegial work on adapting core strategies to local conditions, and deliberate practice work for deepening expertise.

35. ____ Charter School Evaluation Model Florida State Model

36. The Model is Based on Contemporary Research New research conducted in 2012 by Learning Sciences International and the Marzano Research Laboratory has examined the reliability of classroom observations using the Marzano Teacher Evaluation Model. The results of four studies demonstrated positive correlations between the Marzano Teacher Evaluation Model and student learning, with the first three focusing on state test scores.

37. The Florida State Model for Evaluation for Teachers … Reflects teacher performance across all elements (4 domains) Accounts for teachers’ experience levels Assigns weight to the domain with greatest impact on student achievement (Domain 1) Acknowledges deliberate practice by measuring teacher improvement over time on specificelements within the framework

38. Florida State ModelFramework for Teacher Evaluation Total 60 Elements www.stlucie.k12.fl.us/

39. Sample Evidence to Support Rating Source: St. Lucie County School District Teacher Performance Appraisal System Documents, 2012 • Formal observation(s) • Informal Observations • Student Interviews/Surveys • Videos of classroom practice • Artifacts (e.g. student work, letters from parents) • Pre-observation conference • Lesson Planning Documents • Evidence of differentiation • Artifacts (e.g. student work samples, assessments, scales, rubrics) Domain 4: Collegiality & Professionalism • Self-assessment • Post-observation conference • Individual Professional Development Plan (IPDP) • Conferences • Student Work Samples • Professional Learning Community Agendas • Participation in School Activities Log • Lesson Study Agendas • Documentation of Parent Involvement/Communication • Leading Professional Development

40. Converting Formative to Summative Ratings Formative Ratings State Required Ratings

41. Data Collection for Status Score Totals 12 32 17 0 61

42. Proficiency Scales by Experience Category 1 Teachers: 1-3 years experience Category 2 Teachers: 4 or more years Category 3 Teachers: 10 or more years (optional) Source: SB 763, 2011/St. Lucie County School District Teacher Performance Appraisal System Documents, 2012

43. State Model Evaluation Metrics Instructional Practice 50%

44. Deliberate Practice for Teachers The end result is year to year development of instructional expertise giving rise to improved student achievement year to year. Teachers take the lead Collaborate with the principal to identify personal growth goals Leaders provide structure, resources, and feedback for ongoing practice

45. Deliberate Practice Protocol

46. State Model Evaluation Metrics Instructional Practice 50% Source: SB 763, 2011

47. Student Growth Measure? The Student Success Act requires the inclusion of student learning growth measures in teacher evaluations, and it tasks the education commissioner with identifying and implementing student growth models.

48. The Value-Added Model (VAM) Value-added is a statistical model that uses student-level growth scores to differentiate teacher performance in the area of student learning growth.

49. The Value-Added Model (VAM) A student’s predictedperformance serves as the target. A student who meets or exceeds his target has a positive impact on the teacher’s evaluation, and a student not making his target has a negative impact.

50. The Value-Added Model (VAM) The percent of students whose performance is equal to or higher than predicted forms the foundation for the student growth score in the evaluation system.