l'(t'Vacfo Dc•p,1rtn1L'nt of Education

Building Capacity of School Administrators to Support the Needs

of English Learners using the NEPF

Kristin Withey & Kathleen Galland-Collins Office of Educator Development and Support Department of Education – State of Nevada

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Guiding Questions

• Where in the NEPF does it address effective practices for teaching and assessment of ELs?

• What will school administrators look for to determine that the teachers are using appropriate methods in class?

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Overview

• Examine the NEPF to identify where it addresses practices for the teaching and assessment of English learners

• Review the ELD standards and examine the current connection with the NEPF

• Engage in discussion around the use of the NEPF as a tool for administrators to determine whether teachers are using appropriate methods to support English learners

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INTRODUCTION AND BACKGROUND

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What is the Nevada Educator Performance Framework (NEPF)?

• A set of standards and indicators reflecting what educational personnel need to know and be able to do to foster student learning and growth

• A system of accountability to inform human capital decisions

• A system of support and empowerment to grow educator’s instructional practice through a continuous improvement cycle

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NEPF Goals

• Foster student learning and growth • Improve educator's instructional practice • Inform human capital decisions based on a

professional growth system • Engage stakeholders in the continuous

improvement and monitoring of a professional growth system

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Legislative Context

AB 222 (2011) Required SBE to establish statewide performance evaluation system

Four performance levels

Inclusion of student achievement data from statewide assessments at 50%

Created Teachers and Leaders Council (TLC) to guide development

SB 407 (2013) AB 447 (2015) AB 320 (2017)

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Framework Development Background • Teachers and Leaders Council • 16 member multi-disciplinary group: educators, parents & policymakers

• Charged with developing evaluation framework

• Started with the creation of teacher and administrator models

• Initial framework deliberated across a 15-month process with input from experts

• Implementation started 2013 (validation and professional development)

• First year of implementation was 2015-2016 (no student outcome measures

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Status of NEPF for SY 2018-2019

Fourth Year of Implementation • Building Administrator • Teacher

First Year of Implementation • School Counselor • School Nurse • School Psychologist • School Social Worker • Speech Language

Pathologist • Teacher-Librarian

Pilot Study Year • Principal Supervisor • Educational Audiologist

NDE personnel working with stakeholders to develop a Tool Kit and Rubric to support local monitoring

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Teacher NEPF Framework

2018-2019 Teacher NEPF

Educational Practice 60%

Instructional Practice 45%

Professional Responsibilities

15%

Student Performance

40%

Student Learning Goal 40%

• Instructional Practice: teacher behavior during facilitation of learning

• Professional Responsibilities: teacher behavior outside of instruction to influence and prepare for student learning and to promote effectiveness of school community.

*Found on page 29 of ‘2018-2019 Protocols’ 10

Teacher Standards • Instructional Practice

– New Learning is Connected to Prior Learning and Experience – Learning Tasks have High Cognitive Demand for Diverse Learners – Students Engage in Meaning-Making through Discourse and

Other Strategies – Students Engage in Metacognitive Activity to Increase

Understanding of and Responsibility for Their Own Learning – Assessment is Integrated into Instruction

• Professional Responsibilities – Commitment to the School Community – Reflection on Professional Growth and Practice – Professional Obligations – Family Engagement – Student Perception

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School Administrator NEPF Framework

2017-2018 School Administrator

NEPF

Educational Practice 60%

Instructional Leadership Practice 45%

Professional Responsibilities

15%

Student Performance

40%

Student Learning Goal 40%

• Instructional Leadership: administrator behavior as instructional leader, specifically while monitoring teacher performance.

• Professional Responsibilities: administrator responsibilities that support improvements in teachers’ practice as well as providing the structural supports to ensure teacher success.

*Found on page 25 of ‘2018-2019 Protocols’ 12

School Administrator Standards • Instructional Leadership – Creating and Sustaining a Focus on Learning – Creating and Sustaining a Culture of Continuous

Improvement – Creating and Sustaining Productive Relationships – Creating and Sustaining Structures

• Professional Responsibilities – Manages Human Capital – Self-Reflection and Professional Growth – Professional Obligations – Family and Community Engagement

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NEPF Evaluation Cycle

More information can be found in the 2018-2019 Protocols available here: http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Educator_Ef fectiveness/Educator_Develop_Support/NEPF/Tools_Protocols/NEPFTeach er_Admin_Protocolsrev.pdf 14

Educator Self-Assessment

• Materials: Self-Assessment Tool and wide range of evidence (including previous evaluations if applicable)

• Actions: educator assesses his/her practice based on the levels of performance.

* Found on page 7 of ‘2018-2019 Protocols’ 15

Goal Setting and Plan Development

• Set proposed goals, including but not necessarily limited to: – One Student Learning Goal (SLG), and – One Professional Practice Goal (PPG) related to

improving the educator’s own practice that supports the achievement of the SLG

• Develop action steps for each goal • Record evidence to be used

Pages 8-9 of ‘2018-2019 Protocols’ ‘Goal Setting Protocols’ can be found in Appendix A pages 20-24 16

Evidence Review

• Observation/Evidence Review Tool: – Evaluator reviews evidence – Identifies corresponding NEPF Standards and

Indicators.

• Observations are NOT scored

* Found on pages 10-13 of ‘2018-2019 Protocols’ 17

Observations • Educator and evaluator discuss upcoming

observation – Pre/Post Observation Conference Tool

• Evaluator conducts the observation. – Records evidence observed using Observation/Evidence

Review Tool – Identifies corresponding Standards and Indicators.

• Educator and evaluator discuss observation, provide feedback, and identify professional learning needs – Pre/Post-Observation Conference Tool

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Mid-Cycle Goal Review

• Conference held mid-year to discuss: – progress towards attaining goals – performance on all NEPF Standards and Indicators

* Found on page 14 of ‘2018-2019 Protocols’ 19

Summative Evaluation

• Evaluator: – Reviews the tools and relevant evidence

(Observation/Evidence Review Tool) – Determines performance levels (PL) for each

indicator – Inputs PLs into the Summative Evaluation Tool

* Found on pages 15-17 of ‘2018-2019 Protocols’ 20

Summative Rating Tool

• http://www.doe.nv.gov/uploadedFiles/ndedo envgov/content/Educator_Effectiveness/Educa tor_Develop_Support/NEPF/Teacher/6TCHSu mmEvalScoringToolupdatedrev.docx

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Current State of NEPF for ELs

• Focus: – high leverage practice to improve learning

outcomes for all students

• Handout: – Summary of Literature Review – EL-specific references – Teacher Standards ‘diverse learners’

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Dr. Sophia Masewicz and team http://www.doe.nv.gov/English_Language_Learners(ELL)/ELD_Standards/

NEVADA ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS FRAMEWORK

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ELD Standards

• Are used in conjunction with academic content standards

• Articulate the practices, knowledge, and skills students will need

• Promote simultaneous development of language and content

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ELD Standards ELD Standard 1

English language learners communicate for Social and Instructional purposes within the school setting

ELD Standard 2 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts

ELD Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics

ELD Standard 4 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science

ELD Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies

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ELD Instructional Guidance Documents

• Provides clarity for the utilization of the ELD and Academic Content Standards – Reveals connections between NV ELD and NVACS – Highlights alignment with NEPF application of best

practices

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Instructional Guidance Document Development Milestones

Aug. 2017

Advisory Planning

Group

Sept. 2017

Project Overview

and Work shop

Oct. 2017 Work groups

Dec. 2017

Work groups

Jan. 2018 Work

groups

Feb. 2018

Work group Leads

Mar. 2018

Work groups

Jun. 2018

Convene work

groups

Oct. Dec. 2018 ELD

Frame work Pilot

Jan. March 2019

Orient. Webinars

& Revision

of Documen

s

April May 2019 SBE

Approval

May June 2019

Develop Toolkit

Resource Materials

/PD supports

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Crosscutting Correspondence among Content Disciplinary Practices

Mathematics EP1, EP3 and EP7 SP2, SP4 and SP5,

SS1 and SS4

Science EP1, EP2 and EP3

MP3, SS2, SS4, and SS6

Social Studies SP1, EP1 and EP7

MP3 and EP3 SP8 and SP6

ELA MP3 and MP5 SP7 and SP8, SS1, SS2, SS3, SS4, and SS5

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Common Terms • Key Uses of Academic Language

– The type of language used most often in academic and business settings (recount, explain, argue, discuss).

• Student Moves – Proficiency level statements that exemplify what students can do with language at

various English proficiency levels. • Success Criteria

– The learning intention of a lesson that tells students what should know,understand, and be able to do.

• Teacher Moves – Support English learners’ language processing and production to make meaning.

• WIDA Performance Levels – Describe the milestones of language development from level 1 (entering), through

Level 5, Bridging. Level 6, Reaching is the end of the continuum rather than another level of language proficiency.

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1

3 4

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2

3

4

5

6

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1

23

4

5

6 6 6

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4

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3

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NEXT STEPS

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Guiding Questions

• Where in the NEPF does it address effective practices for teaching and assessment of ELs?

• What will school administrators look for to determine that the teachers are using appropriate methods in class?

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Points for Discussion • Can the NEPF be used to build and facilitate

equitable access to high leverage practices for ELs?

• What do today’s activities highlight around the NEPF and Nevada’s population of students identified as English learners?

• What additional resources related to the NEPF are essential moving forward to build the capacity of administrators to ensure that teachers are meeting the needs of ELs?

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For More Information Suggested Resources

• NEPF: http://www.doe.nv.gov/Educator_Deve lopment_and_Support/Nevada_Educat or_Performance_Framework(NEPF)/

• TLC: http://www.doe.nv.gov/Boards_Commi ssions_Councils/Teachers_and_Leaders _Council/

• English Language Development Standards: http://www.doe.nv.gov/English_Langua ge_Learners(ELL)/ELD_Standards/

Contacts

Kristin L. Withey, Ph.D. Education Programs Professional kwithey@doe.nv.gov 702-486-5759

Kathleen Galland-Collins Education Programs Supervisor kgcollins@doe.nv.gov 702-668-4326

Sophia Masewicz, Ed.D. Education Programs Professional smasewicz@doe.nv.gov

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