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Mike. State and District Perspectives: Putting Policy into Practice Educator Evaluation and Assessment. Mike. Policy & Practice Integration: How it all fits together:. Mike. Strategic Partnerships/ Committees. CDE’s Educator Effectiveness Unit. Strategic Partnerships/ Committees.

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Presentation Transcript
slide1

Mike

State and District Perspectives:

Putting Policy into Practice

Educator Evaluation

and

Assessment

slide2

Mike

Policy & Practice Integration: How it all fits together:

slide3

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

senate bill 10 191
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.
critical effects of s b 10 191
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”

critical effects of s b 10 1911
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

tensions
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

principles of implementation
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
principles of implementation1
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.
principles of implementation2
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?
slide11

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

tensions1
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

application of quality standards
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.
slide15

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

principal evaluations
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.

components of the principal rubric
Components of the Principal Rubric

Courtney

Quality Standard

Rating levels

Element of the standard

Professional Practices

slide18

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.

slide19

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

tensions2
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

slide22

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

teacher evaluations
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.

components of the teacher rubric
Components of the Teacher Rubric

Dawn

Rating levels

Quality Standard

Element that aligns with standard

Professional Practices

slide25

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.

slide26

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

denver public schools and leap

Denver Public Schools and LEAP

LEAP - Leading Effective Academic Practice

Educator Effectiveness Pilot in DPS

leap overview
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.
the leap framework
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.
peer observation third party feedback with first hand knowledge
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. 
peer observers
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

music appendix sample
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.)
student outcomes components
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