Today’s ground rules. . .

1. TeacherExcellence Support System(TESS)Leader Excellence and Development System (LEADS) Law and Process for Administrators2015-16

2. Today’s ground rules. . . TESS Welcome 2014

3. A G E N D A

4. Learning Outcomes • Develop a working knowledge of the TESS & LEADS • Become familiar with the responsibilities of implementation • Identify personal next- steps

5. Why Teacher Support and Leader Development? Defining the Effective Teacher: Current Arguments in Education, Tim Markley, November, 2004 TESS Foundation 2014

6. TESS Foundation 2014

7. TESS/LEADS begins. . . • State Statute – Act 1209 of 2011 • Arkansas’ ESEA Flexibility Plan: Federal waiver from NCLB • TESS Law – Act 709 of 2013 (Section 4) • Analyze student growth at every phase • Require annual evidence of student growth – artifacts and external assessments • Use clearly defined domains, ratings, and components • TESS Law—Act 1091 of 2015 TESS Foundation 2014

8. TESS Rules • ADE promulgates Rules and Regulations • Written to clarify requirements for implementation • A time of public comment and Arkansas State Board approval • Fast find: TESS icon under Helpful Websites on Arkansased.gov TESS Foundation 2014

9. Changes to TESS Law • Professional Learning Plan is changed to Professional Growth Plan • Professional Development Plan is defined as the overall school district plan and Professional Growth Plan is the individual educator’s plan • The timing of summative evaluations is changed to every four years (instead of three) • Informal observations are encouraged, but are no longer mandatory

10. New to the ADE Website. . . TESS & LEADS Handbook • http://www.arkansased.gov/divisions/human-resources-educator-effectiveness-and-licensure/office-of-educator-effectiveness/teacher-evaluation-system Required to show to teachers and staff (1 Hour) Com Memo LIC-15-026 • http://adesharepoint2.arkansas.gov/memos/Lists/Approved%20Memos/DispForm2.aspx?ID=1516

11. AR-TESS Teacher Tracks Track 1 Probationary/ Novice* Track 2 Interim Teacher Appraisal Process • Year 3: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • SUMMATIVE EVALUATION MEETING - summative rating results over all components • 2A: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • SUMMATIVE EVALUATION MEETING - summative rating results over all components Track 3 Intensive Support Status • SUMMATIVE EVALUATION • COLLABORATIVE INTENSIVE PGP – review and/or revise often • MAY INCLUDE INFORMAL AND FORMAL OBSERVATIONS • FREQUENT TEACHER & EVALUATOR CONFERENCES • Note: Teacher may remain in this track for two semesters; and two additional semesters may be added if improvement is observed. • 2B3: INTERIM APPRAISAL • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • END OF YEAR REVIEW - performance rating results based on PGP goals • Year 2: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included: may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • SUMMATIVE EVALUATION MEETING - summative rating results over all components • 2B2: INTERIM APPRAISAL • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • END OF YEAR REVIEW - performance rating results based on PGP goals • Year 1: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – Develop PGP • SUMMATIVE EVALUATION MEETING - summative rating results over all components • 2B1: INTERIM APPRAISAL • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • END OF YEAR REVIEW - performance rating results based on PGP goals Student growth will be a component of the educator’s overall rating. Student growth data will be available after the performance rating is established each year, in both summative and interim appraisal tracks. *1) A first year teacher is both a novice and probationary teacher. 2)"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in this state for three (3) years or a teacher who has been given credit for a prior service in another school district shall be deemed to have completed the probationary period; however, an employing school district may, by a majority vote of the directors, provide for one (1) additional year of probationary status. Arkansas Code: § 6-17-1502 TESS does not conflict with, nor replace the Arkansas Teacher Fair Dismissal Act (ATFDA). Revised 7/15/15

12. AR-LEADS Categories Probationary/ Novice Category InquiryCategory Summative Evaluation Year • Professional Growth Plan Monitored and Revised • Formative Assessment Conferences • Summative Evaluation Conference Over all required functions; PGP is revised based on feedback from evaluations IntensiveCategory Interim Appraisal (Non-Summative Years) • PGP Focus on and review throughout the year Collect evidence and artifacts Reflect on Progress Revise as needed • Conversations Focus on PGP and evidence • End of Year Conference Professional Growth Plan and performance rating results based on functions outlined in PGP • Intensive Growth Plan (IGP) Develop based on identified areas of need • Multiple Formative Assessment Conferences and Observation of PGP Progress Multiple conferences between principal/supervisor to monitor progress • Summative Evaluation Conference to discuss final ratings (formative work of IGP considered) Note: An administrator may remain in the Intensive Category for up to 2 consecutive semesters. Two additional semesters may be added if progress is observed. -Interim Appraisal is 3 years of the 4 Year Inquiry Category cycle -Student Growth Data will be included in an Administrator’s Yearly Rating Revised 7/15/15

13. TESSLegal Requirements Quick Reference www.Arkansased.gov

14. PGP • Informal • Formal • Additional Artifacts • Mid-Year Review • Summative • End of Year Review • Final Ratings Report

15. TESS Objectives Arkansas Code 6 -17-2802 • Provide a transparent and consistent teacher evaluation system that ensures effective teaching and promotes professional learning • Provide feedback and a support system supporting teachers improvement in professional knowledge and skills, as well as improving student learning • Provide a basis for making teacher employment decisions • Provide links between evaluationprocedures and curricular standards, professional development, targeted instructional support • Inform policymakers on benefits of a consistent evaluation and support system in regard to improving student achievement • Increasethe awareness of parents and guardians of students concerning the effectiveness of teachers

16. TESS Composite Data: Arkansas School Performance Reports 2018-2019 TESS Foundation 2014

17. Charlotte Danielson: • “An effective system of teacher evaluation accomplishes two things: • it ensures quality teaching • it promotes professional learning. • The quality of teaching is the single most important determinant of student learning. • A school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality. • Therefore, the system developed for teacher evaluation must have certain characteristics; it must be rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching.” TESS Defining Danielson 2014

18. GOOD TEACHING • Can be defined • Can be observed • Creates evidence TESS Defining Danielson

19. Framework for Teaching Design Teacher Practices – What teachers do and how well they do the work of teaching. Results– What teachers accomplish; typically, how well their students learn. TESS Defining Danielson 2014

20. THEMES • Appropriate use of technology • Attention to individual student needs • Cultural competence • Developmental appropriateness • Equity • High expectations • Student acceptance of responsibility TESS Defining Danielson 2014

21. TESS for Licensed Teachers and others Gifted Coordinators Instructional Specialists Library Media Specialists School Counselors School Psychologists Speech-Language Pathologists Notes: ‘Teacher’ = non-licensed classroom teacher working at public charter schools. Pre-school teachers are not required to attend, but districts/co-ops may include them. TESS Foundation 2014

22. Specialty Area Rubrics • Rubrics for the following specialty areas are available • School Counselor • Library Media Specialist • School Psychologist • Gifted Coordinator • Instructional Specialist • Speech Language Pathologist • Based on Danielson’s Framework for Teaching

23. Framework for Teaching 4 22 76 TESS Defining Danielson

24. TESS Annual Process Data Gathering Professional Growth Plan Use of Evidence Results Evaluation Planning Summative Evaluation/End of Year Conference Informal Evaluations & Evidence Collected Rating of Practice & Evidence Pre and Post Observation Conferences TESS Process 2014

25. Observation Evidence 1. An observed aspect of the classroom environment. 2. Non-evaluative statements of observed teacher or student behavior. 3. Numeric information about time, student participation, resource use, etc. 4. Verbatim scripting of teacher or student comments. TESS Process 2014

26. Levels of Performance Not No Not clear Unaware Does not respond Poor Not congruent Consistent High quality Timely Accurate Appropriate Clear Effective High expectations Some Attempts to Limited Moderate Uneven Inconsistent Rudimentary All students Highly effective Entirely appropriate Adapted for individual students Fully aligned Extensive 26 TESS Defining Danielson

27. Professional Growth Plan Requirement • A major component of TESS • Identifies professional learning outcomes to advance the teacher’s professional skills • Clearly links professional development activities and the teacher’s individual professional learning needs identified through the observation process • Plan requires at least ½ of the professional development hours required by law or rule are related to one or more of the following: • Teacher’s content area • Instructional strategies applicable to the teacher’s content area • The educator’s identified needs TESS Process 2014

28. Goals for PGP What

29. Provide Data • Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work • Data have no meaning beyond that which we make of them • Shared meaning develops from collaboratively exploring, analyzing, and interpreting data

30. Goal Planning WHAT

31. Goals and PGP HOW

32. LEADS PGP Questions based on data

33. LEADS Ratings

34. LEADS Meeting Notes

35. Artifacts/Evidence • No minimum required by the state • Use only to enhance evidence • Especially important on 2B1, 2B2, 2B3 years • Use Additional Artifacts throughout the year • Rename the artifacts with the component represented • If a pdf or picture--double click under rename, tag, add comment and save • Appears in e-portfolio and can be used for summative or end of year reviews

36. TESS Process 2014

37. TRACK 1: Novice/Probationary Teachers All Track 1 Teachers have a summative evaluation over all framework components. Teachers may be in Track 1 for one to three years depending on teaching experience and district policy. • NOVICE TEACHER • Less than 3 years teaching experience. • In Track 1 for 3 years • PROBATIONARY TEACHER • New to district • Teachers are Probationary 1 year unless district policy provides for additional years. Note: Formative observations can focus on targeted growth areas. Formal observation on all components. Summative Evaluation on all components. TESS Process 2014

38. TRACK 2: Interim Teachers Appraisal Track 2 Teachers are in a 3-year cycle which means one of three years is a Summative Evaluation year. The other two years are focused on the teacher’s Professional Growth Plan Goals. • 2A: SUMMATIVE EVALUATION YEAR • Multiple informal observations • Formal observation on all components • 2B1, 2B2 & 2B3: INTERIM APPRAISAL YEARS • Evaluated on PGP Components • Teachers move from 2B2 to 2B1, then 2A Note: Teachers may be moved to a different track at any time by administrative decision in consideration of observations and PGP work. TESS Process 2014

39. TRACK 3: Intensive Support Teachers Track 3 teachers need intense, targeted assistance to correct areas of concern from observations or teacher performance. • Placement is data-based. • Teachers may have received ‘Unsatisfactory’ or ‘Basic’ in the majority of components of a domain. • Teachers have received ‘Unsatisfactory’ in any one domain. • Placement may occur at any time from Track 1 or Track 2A. Note: TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair Dismissal Act. TESS Process 2014

40. Formal Evaluation Reminders • Formal Observation (around December/January) is required with a Pre- and Post-Conference. • Only ONE Formal is required for Track 1 (each year) and Track 2A; however, additional formals may be necessary. • All Domains and Components are included. • Formal Observation includes a minimum observation 75% of the class period for regular classes and 45 minutes of block periods. • Evidence from Formative Observations is included in the final Summative Evaluation Year rating established by the Evaluator before Summative Evaluation Conference. TESS Process 2014

41. Formal Evaluation (cont’d) • Only credentialed, licensed administrators complete Formal Observations. • Others who are TESS trained may complete formative observations. • Summative Evaluation Ratings are given for each Domain and a total Summative Rating. TESS Process 2014

42. Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation. Talk About Teaching! Charlotte Danielson 2009, Corwin Press TESS Defining Danielson 2014

44. How Ratings Will Be Determined in 17-18 and Reported in 18-19

45. TESS-Ready Administrator TESS Process 2014

46. TESS/LEADS-Ready District • Ensures proper training and testing for school/ district personnel • Provides clear and consistent communication concerning TESS/LEADS implementation following appropriate district policies • Provides appropriate support for building-level leaders in TESS/LEADS planning and implementation • Demonstrates implementation of TESS/LEADS with fidelity TESS Process 2014

47. TESS Teacher Training • Requirements for teacher training in the Danielson Framework for Teachers are established at the school/district level. • Decisions about on-going training should be based on previous evaluations, professional learning, and/or a needs assessment. • Remember – New teachers must be trained in the evaluation system to be used. Use care in omitting component training. TESS Process 2014

48. The Arkansas Department of Education posted a one (1) hour video up-date on TESS for viewing by all teachers and administrators on Arkansased.gov

49. Allow the language of the rubric to become the language of your communication. . . • Use it for your Goals • Use it with your Artifacts and tagging - Using the rubric works -

50. Professional Development AIMM (mentoring) Educator Evaluation TESS Data Literacy Student Growth Disciplinary Literacy CCSS Implementation TESS Defining Danielson 2014