State and District Perspectives: Putting Policy into Practice Educator Evaluation and Assessment

1. Mike State and District Perspectives: Putting Policy into Practice Educator Evaluation and Assessment

2. Mike Policy & Practice Integration: How it all fits together:

3. Mike 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

4. Senate Bill 10-191 Mike • A system to evaluate the effectiveness of licensed personnel to improve the quality of education. • Improve instruction. • Serve as a measurement of 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.

5. Critical Effects of S.B. 10-191 Mike • 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 growth of their students • Prohibits placement of teachers • Makes non-probationary status “effective” 50 % forced “portable”

6. Critical Effects of S.B. 10-191 Mike 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 earned service earned effectiveness lost ineffectiveness

7. Tensions • validity vs. reliability • all students vs. sampling • local scoring vs. outside scoring • summative vs. formative • holistic vs. analytic • stand-alone vs. embedded • one-year’s growth vs. differences in resources (instructional time, etc.) • mandate by edict vs. preparation through professional development Moving Through Tensions Guiding principles to assist in making sense of the requirements through practical implementation

8. Principles of Implementation Mike • 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

9. Principles of Implementation Mike • 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.

10. Principles of Implementation Mike • 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 • Turn and Talk • Why is it important to understand these principles?

11. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Courtney 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

12. Principal Quality Standards

13. Tensions • validity vs. reliability • all students vs. sampling • holistic vs. analytic • stand-alone vs. embedded • one-year’s growth vs. differences in resources (instructional time, etc.) • mandate by edict vs. preparation through professional development Moving Through Tensions Application guidance to assist and/or provide choices in making sense of the requirements through practical implementation

14. Application of Quality Standards Courtney • Each quality standard includes “elements” — which provide a more detailed description of the knowledge and skills needed for each standard. • All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements. • Some districts are using their own locally developed standards after completing a crosswalk of their standards to the state’s quality standards and elements. These districts must provide assurances that they are meeting all additional requirements of SB 10-191.

15. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Courtney 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

16. Principal Evaluations Courtney 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 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. Evaluated using the following: (1)data included in the school performance framework; and (2) at least one other measure of student academic growth.

17. Components of the Principal Rubric Courtney Quality Standard Rating levels Element of the standard Professional Practices

18. Courtney Not Evident describes practices of a principal 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 principals 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 outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

19. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Dawn 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

20. Teacher Quality Standards Dawn

21. Tensions • validity vs. reliability • all students vs. sampling • holistic vs. analytic • stand-alone vs. embedded • one-year’s growth vs. differences in resources (instructional time, etc.) • mandate by edict vs. preparation through professional development Moving Through Tensions During the feedback timeline, considerations are collected to build guidance to assist and/or provide choices in making sense of the requirements through practical implementation

22. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Dawn 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

23. Teacher Evaluations Dawn VI. Responsibility for student academic growth I. Mastery of content II. Establish learning environment III. Facilitate learning IV. Reflect on practice V. Demonstrate leadership • 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. 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.

24. Components of the Teacher Rubric Dawn Rating levels Quality Standard Element that aligns with standard Professional Practices

25. Dawn 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.

26. Principal and Teacher Performance Evaluation RatingsAfter CDE develops the state model system and an evaluation scoring matrix, the State Board will adopt definitions for each rating. Dawn

27. Districts decide… Mike

28. Denver Public Schools and LEAP LEAP - Leading Effective Academic Practice Educator Effectiveness Pilot in DPS

29. LEAP Overview • The district and the DCTA have worked in collaboration with DPS teachers and school leaders to develop a new teacher performance assessment system. • Through their work on Design Teams, teachers and principals applied the guiding principles from the focus groups to develop recommendations for a meaningful system of observation, feedback, support and evaluation for teachers.

30. LEAP – Multiple Measures

31. The LEAP Framework • In an ongoing effort to ensure that the Framework for Effective Teaching is an educator developed and tested tool, a primary goal of this year's pilot was to give DPS educators the opportunity to use the Framework and then provide feedback to guide further refinements prior to the 2012-13 LEAP pilot. • The revised 2012-13 Framework encompasses the common feedback themes identified throughout the 2011-12 LEAP pilot. The full Framework for Effective Teaching Evidence Guide is available to download on the DPS LEAP website.

32. Peer ObservationThird-Party Feedback With First-Hand Knowledge • Peer Observation is the component of LEAP that provides teachers with the opportunity to engage in reflective conversations and receive honest, open feedback with a peer or colleague who has similar teaching experience. • The Peer Observer role is a new position to DPS but one that has been used effectively in school districts across the country for a number of years. Peer Observers are fellow teachers who have been hired specifically for this role because they are recognized for their experience and expertise in content, classroom instruction, student achievement, and best practices. 

33. Peer Observers • Peer Observers will be matched as closely as possible to the content or grade level of the teacher they are observing so they can provide feedback and support that is specific and relevant. Peer Observers will provide a third-party, outside perspective combined with first hand experience with the realities of teaching.  • Music Peer Observer classroom video clip: http://youtu.be/H-67UxQsRDQ http://youtu.be/LnYuIsUYhCA

34. Music Appendix sample Masterful Content delivery • I.1 - Refer to indicator • I.2 - Students provide performance rationale (self and others) - Students answer questions aligned to music • I.3 - Teacher uses music instructional methods to support the Standards (i.e. Orff, Kodaly, Suzuki, etc.)

35. Student Outcomes Components Category 1: State-mandated common assessment Category 2: District-approved common assessments Category 3: English language acquisition Category 4: Teacher/team developed assessment Category 5: School-wide measure Purpose: - Accountability to state - Capture longitudinal growth Example: TCAP Purpose: - Capture incremental growth - Inform instruction Example: Interim assessments Purpose: - Account for high number of ELLs Example: CELA Purpose: - Allow for flexibility in the demonstration of student achievement Example: Core curriculum Purpose: - Account for collective responsibility - Capture multiple areas of growth Example: SPF