Calculating Effectiveness Ratings

1. Calculating Effectiveness Ratings September 2011

2. Core Values of TEAM Providing educators with a system of frequent and constructive feedback will support continuous improvement among our educators and students. Supporting teachers� individual strengths and development needs will result in improved instruction and student learning. Recognizing and learning from our most effective educators will improve instruction, recruitment, retention and training across the state. Combining observation data with student data generates a complete view of a teacher�s effectiveness in the classroom. 2 TEAM and other evaluation models are based on several core values that are aimed at improving teacher practice to improve student performance. Frequent and constructive feedback Individualized professional development Measuring student learning TEAM and other evaluation models are based on several core values that are aimed at improving teacher practice to improve student performance. Frequent and constructive feedback Individualized professional development Measuring student learning

3. Components of the Rating 3 The combination of the observation scores, rating on the Professionalism domain, student growth and achievement are combined to generate a final score. The following slides outline how this final rating will be calculated. The combination of the observation scores, rating on the Professionalism domain, student growth and achievement are combined to generate a final score. The following slides outline how this final rating will be calculated.

4. Calculating the Rating 4 The final effectiveness rating is calculated through the state data system. The evaluator enters all observation data and the data needed for the 15% achievement measure. The growth data does not need to be entered. The TEAM data system will do the final calculations to generate the final effectiveness rating. The final effectiveness rating is calculated through the state data system. The evaluator enters all observation data and the data needed for the 15% achievement measure. The growth data does not need to be entered. The TEAM data system will do the final calculations to generate the final effectiveness rating.

5. Calculating the Rating After the total score is calculated, it is then translated to an effectiveness rating: 5 Though the TVAAS data will not be available at the time of the End-of-Year conference, the educator and evaluator will have enough information to discuss the range of scores, potential ratings and goals for the upcoming school year.Though the TVAAS data will not be available at the time of the End-of-Year conference, the educator and evaluator will have enough information to discuss the range of scores, potential ratings and goals for the upcoming school year.

6. Effectiveness Rating Performance Levels The final ratings will differentiate educators into five effectiveness groups: 6 Each effectiveness rating is a level of effectiveness in the classroom. Meeting Expectations (3) is an indication of success in the classroom � a final score of a 3 suggests solid instruction in the classroom and students made a year�s progress. Each effectiveness rating is a level of effectiveness in the classroom. Meeting Expectations (3) is an indication of success in the classroom � a final score of a 3 suggests solid instruction in the classroom and students made a year�s progress.

7. Teacher Effectiveness Descriptors Significantly Above Expectations (425-500): A teacher at this level exemplifies the instructional skills, knowledge, and responsibilities described in the rubric, and implements them without fail. He/she is adept at using data to set and reach ambitious teaching and learning goals. He/she makes a significant impact on student achievement and should be considered a model of exemplary teaching. Above Expectations (350-424.99): A teacher at this level comprehends the instructional skills, knowledge, and responsibilities described in the rubric and implements them consistently. He/she is skilled at using data to set and reach appropriate teaching and learning goals and makes a strong impact on student achievement. At Expectations (275-349.99): A teacher at this level understands and implements most of the instructional skills, knowledge, and responsibilities described in the rubric. He/she uses data to set and reach teaching and learning goals and makes the expected impact on student achievement. Below Expectations (200-274.99): A teacher at this level demonstrates some knowledge of the instructional skills, knowledge, and responsibilities described in the rubric, but implements them inconsistently. He/she may struggle to use data to set and reach appropriate teaching and learning goals. His/her impact on student achievement is less than expected. Significantly Below Expectations (Under 200): A teacher at this level has limited knowledge of the instructional skills, knowledge, and responsibilities described in the rubric, and struggles to implement them. He/she makes little attempt to use data to set and reach appropriate teaching and learning goals, and has little to no impact on student achievement. 7

8. End-of-Year Conference Review the score on the Professionalism domain and discuss evidence. Review overall observation ratings and discuss final qualitative score. If available, review the outcomes of the selected Achievement Measure and score based on scaling done during the fall conference. Discuss the range of potential effectiveness ratings. 8 Each educator and evaluator will have an end-of-year conference to discuss: The observation scores and final qualitative score The Professionalism rating If available - the final rating of the achievement measure based on the scaling determined during the fall conference Range of potential final effectiveness rating Each educator and evaluator will have an end-of-year conference to discuss: The observation scores and final qualitative score The Professionalism rating If available - the final rating of the achievement measure based on the scaling determined during the fall conference Range of potential final effectiveness rating