Presentation Transcript

1. New Teacher Evaluation. What you need to know about -SB-191 -1338 Council CCEA Evaluation Committee Andrew Burns (West) Gerry Camilli (CTHS) Jeri-Sue Dean (PEA) Lisa Farley (EHS) Maria Heymans (SHHS) Robin Lopez (Ponderosa) Patricia McConaghy (CIM) Monte Reynolds (Estate) Tim Reyes (OHS) Kim Sakowsky (EHS) Shelley Stancer (PMS)
2. 2012-2015 Work of Content Collaboratives
3. 2012-2015 Work of Content Collaboratives
4. SB-191 State law requirements: Conduct performance evaluations for all teachers and principals at least once each school yearstarting in 2012-13 school year Base at least half of each teacher’s and principal’s evaluation on multiple measures of students’ academic growth (TCAP, as appropriate, plusother growth data).
5. SB-191 State law requirements: Requires all teachers and principals in one of the performance standards, “highly effective”, “effective”, “partially effective”, or “ineffective”. Award non-probationary status to teachers with three consecutive years of “effective” performance and remove it for those who are not “effective” for two consecutive years.
6. sB-191 State law requirements: Consider factors such as student mobility and the numbers of students with disabilities or at risk of failing school. Require mutual consent of teachers and principals to teacher assignments. Factor in teacher effectiveness before seniority when considering district-level layoffs.
7. State Framework for Teacher Evaluation All districts shall evaluate the performance of teachers using an evaluation system that includes the components of the State Framework for Teacher Evaluation Systems: Must meet or exceed SB 191 requirements 1. Definition 2. Quality Standards and elements 3. Measuring Performance and Weighting Results 4. Scoring Framework 5. Performance Standards 6. Appeals
8. School district personnel councils (1338) Current law 22-9-107 school district personnel evaluation councils require every school district to have an advisory school district personnel evaluation council. Since SB 191 requires districts to implement the evaluation system created by the State Council for Educator Effectiveness, this means that your district will need a functioning council to do this work. Many districts combined this council with other existing committees or this council existed on paper but was not functioning. Implementation of 191 can be done using your 1338 council, but it may require an expansion of that council’s roles/charges beyond the current law. Or, you may have a separate council that will deal with implementation of 191, but your 1338 council still should exist and meet the requirements of the law stated below.
9. School district personnel councils (1338) At a minimum, as appointed by the BOE, said council shall consist of: One teacher; One administrator; One principal from the school district; One parent with a child in the school district; and One resident of the district who does not have a child in the school district The council may be composed of any other school district committee having proper membership (i.e. District Accountability Committee, Evaluation Task Force, Professional Concerns…). Duties of the council: Shall consult with local board as to fairness, effectiveness, credibility, and professional quality of the licensed personnel performance evaluation system. Shall conduct a continuous evaluation of the system
10. 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
11. Teacher Quality Standards The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. IV: Teachers reflect on their practice. II: Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students. V: Teachers demonstrate leadership. III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. VI: Teachers take responsibility for student academic growth.
12. 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
13. Teacher Evaluations VI. Responsibility for student academic growth Refers to outcomes on a measure that are attributed to an individual licensed person, e.g. DRA2 growth measures for a 1st Grade Teacher’s students 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. Refers to outcomes on a measure are attributed to two or more licensed personnel, e.g. 10th gr. Math TCAP – All Secondary math teachers in school
14. Need to have everything in each column to move up
15. 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.
16. Teacher Evaluation Cycle
17. Districts decide…
18. SB-191 allows individual school districts decision making power on:
19. How much weight or value each of the five teaching standards has.
20. How teachers with multiple preps or endorsements be evaluated for student  growth
21. Who will be included as evaluators. (SB-191 does allows for peer evaluators)
22. What the remediation process will be for a teacher who is deemed ineffective in one or more areas of the observation tool or student growth.
23. How artifacts of student growth regarding student/family accountability (ex: attendance, lack of student motivation or performance despite documented interventions) will be factored into the evaluation equation.
24. Setting up school district personnel councils (1338’s) and determining what role they play in determining how teacher evaluations and student performance will be measured district-wide or school-based.