EDUCATOR EVALUATION PILOT

1. EDUCATOR EVALUATION PILOT August 5-12, 2011

2. Overview • The “Big Picture” • Where are we headed? • Where have we been? • How will we get there? • Previewing the Agenda • Next Steps

3. Where Are We Headed?

5. VISION:West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

6. Where Have We Been?

7. Historical Perspective

8. How Will We Get There?

9. Clear Expectations • Embrace the Opportunities: • Be “early adopter” • Engage in professional development • Work as part of a collaborative team • Provide input to policy makers

10. Importance of Leadership • Communicate • http://wvde.state.wv.us/teacherevalpilot/index.php • Partner • Participate in the research study • Problem-solve

11. Agenda • Expectations for Training • Conceptual Framework Overview • Self-Assessment • Observation • Evidence • Student Learning Goals • Professional Conduct • Summative Rating and Student Growth

12. What are the Next Steps?

13. Teacher Evaluation Training Dates • Fall and Spring Training • On site visits • Ongoing Technical Assistance

14. Future Perspective

15. Thank You! Amelia Davis Courts aadavis@access.k12.wv.us

16. Expectations for Professional Development

17. Expectations for Professional Development • Expectations for us • Well prepared • Clarity • Consideration of the audience • Expectations for you • Active participation • Regular feedback • Focused attention

18. A New Evaluation System: The Rationale

19. Converging Forces New Teaching Standards Weak Evaluation System Federal Encouragement

20. Conceptual Framework Overview

21. Levels of Performance

22. Table Task • Share one activity with distinguished performance, one activity with unsatisfactory performance

23. Enjoy a stretch break!

24. Self Assessment – Advanced Progression

25. Table Tasks • Share reaction to critical standard elements • What is new? • What is familiar? • What implications does the Self Assessmenthave for individual professional development?

26. Observation

28. Table Tasks • Which critical standard elements could be observed? • Which critical standard elements could not be observed? • What elements do you still need to know about to fully understand the teacher’s performance?

29. Some specifics about observation • Not the evaluation • Initial Progress-4, Intermediate-2, Advanced if requested • Class period or minimum of 30 mins • One piece of a two-part conversation • Will be supported by evidence and conversation • Elements that contribute to the research

30. Evidence

31. Table Tasks • Discuss the evidence examples • Identify additional evidence by category for each critical standard element • Even though none are required, which kinds of evidence would be considered essential? • Which ones could be brought to conference with principal?

32. Enjoy lunch! Be ready to rock ‘n roll at 1:00 p.m.

33. Evidence For Self Assessment

34. Table Tasks • What types of evidence were able to be used for more than one critical standard element? • Were you able to identify evidence that did not fit one of the categories? • Were any common among the table? • Does the evidence convincingly support the rating?

35. Setting Student Learning Goals

36. Table Tasks • Work with a partner to develop a student learning goal for your content • Share goal with table • Discuss improvements, as necessary

37. Enjoy a stretch break!

38. Professional Conduct

39. Professional Conduct Takeaways • Professional conduct is the expectation • Three point rubric • Not calculated into summative evaluation • Select areas of concern may be addressed without an improvement plan • An Unsatisfactory rating should not be given in the pilot • A Below Standard rating only with documentation

40. Summative Rating & Student Growth

41. An Overview of the System The 5 Professional Teaching Standards • 80% of the total summative rating • Each critical standard element (CSE) has been given equal importance • Goal is to provide as much feedback as possible. • In addition to a single summative rating, there are overall Standard ratings, as well. • Standard ratings are based on the preponderance of ratings at the CSE level (14 total ratings). • Information is entered at the CSE level • CSE ratings range from • Unsatisfactory • Emerging • Accomplished • Distinguished

42. An Overview of the System How the pieces add up Critical Standard Elements 1.1 Critical Standard Elements 1.1 Standard 1 Critical Standard Element 1.1 Math School Growth Score Math School Growth Score Standard 2 Critical Standard Elements 4.1 Critical Standard Elements 5.1 Critical Standard Element 4.1 Critical Standard Elements 5.1 Critical Standard Element 5.1 Overall Rating Standard 3 Standard 6 Critical Standard Elements 3.1 Critical Standard Elements 3.1 Critical Standard Element 3.1 Critical Standard Elements 2.1 Critical Standard Elements 2.1 Critical Standard Element 2.1 Standard 4 Student Learning Goal Student Learning Goal Standard 7 Student Learning Goal Standard 5

43. An Overview of the System A break down of the Critical Standard Elements. The preponderance of evidence points to an overall rating of accomplished The intent of providing standard ratings at both the standard and CSE level is to help one identify areas of best practice and need!

44. An Overview of the System The Standard of Student Learning • Based on: • Very Low Growth • Lower Growth • Typical Growth • Higher Growth

45. An Overview of the System • The Standard of Professional Conduct • A required component of the system • Does not contribute to the overall rating • Is considered an important part of the process

46. An Overview of the System How the pieces add up Critical Standard Elements 1.1 Critical Standard Elements 1.1 Standard 1 Critical Standard Element 1.1 Math School Growth Score Math School Growth Score Standard 2 Critical Standard Elements 4.1 Critical Standard Elements 5.1 Critical Standard Element 4.1 Critical Standard Elements 5.1 Critical Standard Element 5.1 Overall Rating Standard 3 Standard 6 Critical Standard Elements 3.1 Critical Standard Elements 3.1 Critical Standard Element 3.1 Critical Standard Elements 2.1 Critical Standard Elements 2.1 Critical Standard Element 2.1 Standard 4 Student Learning Goal Student Learning Goal Standard 7 Student Learning Goal Standard 5

47. Checking for Understanding

48. Closing Remarks