Educator Support and Evaluation Guide Documents/DESD... · Educator Support and Evaluation Guide. 2 | P a g e Evaluation Cycle ... (Category 2) Measures of learning specific to social,

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This guide represents a collaborative effort between the Douglas ESD and the DESDA to support and evaluate licensed educators in the Douglas ESD.

Key Points:

This guide was created to meet Oregon’s educator evaluation requirements as outlined in OAR 581-022-1723, Senate Bill 290 and House Bill 3474.

Effective performance is the expectation for educators. While educators may have some areas of Highly Effective, and may strive for, Highly Effective performance, it is understood that Effective performance meets the expectations of the Douglas ESD.

This system provides both supports for professional improvement and evaluative elements. The supports provided are to be used by the educator for his/her personal growth.

Contents

Evaluation Cycle .......................................................................................................................................................................... 2

Evaluation Timeline .................................................................................................................................................................... 4

Standards and Rubrics ............................................................................................................................................................. 5

Forms ............................................................................................................................................................................................... 7

Douglas ESD Goals Sheet: Direct Service to Students ............................................................................................. 9

Douglas ESD Goals Sheet for Related Service Personnel .................................................................................... 12

Calculating Summative Educator Evaluation ........................................................................................................... 16

Evaluation Summary Page .............................................................................................................................................. 19

Specialist Rubrics .................................................................................................................................................................... 20

Appendices ................................................................................................................................................................................. 20

Educator Support and Evaluation Guide

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Evaluation Cycle

DEFINITIONS

Probationary Educators: This is an annual cycle mandated for and probationary educators. This cycle includes two annual student learning growth goals and a professional goal written in collaboration with the educator’s supervisor. In this evaluation cycle educators have the greatest amount of direct support from supervisors. Observations: Within this annual cycle, at least three observations will occur. At least one will be a formal observations. The remaining observations will be informal or formal.

Contract Educators: This is an every other year cycle for contract educators. The cycle includes two annual student learning growth goals and professional goal written in collaboration with the educators’ supervisor. Observations: Within the two year cycle a minimum of two informal observations are to be completed. Supervisor may request a formal observation if needed.

Informal Observation Unannounced drop-in of at least 30 minutes

Recommend written or electronic feedback in a timely manner (3 days). Ideally, the feedback will be on the identified goals,

however, feedback may include any elements of the rubric. Face-to-face may be requested by either the educator or

administrator.

If the evaluator determines there are areas of “improvement necessary” or “does not meet standards” the evaluator and the

educator will meet, preferably face to face, within 48 hours of receiving feedback to discuss strategies for improvement.

Evaluators may conduct longer observations when they or the educator deem necessary.

Self-Assessment using rubric

Goal setting with

principal using rubric

Monitoring of growth

Support

Evaluation

Needs Assessment

Resource & Research

Apply

Review Process

Revise, Redirect, Reteach

Evalute Outcome

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Formal Observation Schedule observation time initiated by educator or supervisor

Pre-Observation Conference

Educator informs evaluator of purpose of lesson

Minimum length of 30 minutes.

Educator and evaluator select/design data collection form appropriate to lesson

Post-conference with a complete Post-Observation Summary Form, in a timely manner

Performance evaluation data is collected.

Self-Assessment: During the self-assessment phase of evaluation, educators will evaluate their performance on the rubric. Educators will self-identify areas of strength and improvement.

Goal Setting: Educators will write two goals and professional goal based on the rubric domains which may originate from district, building, department or grade level goals. When writing these goals, educators are to use the data from the Self-Reflection Worksheet (required), the Student Growth and Professional Goal Setting (required) form and the “How to Write a Smart Goal” instructions. These goals will be agreed upon with and submitted to the supervisor no later than October 15th.

Mid-Year Goal Review: K-12 TSPC licensed educators will meet with their supervisor mid-year to review goals.

Evaluation: By May 31st of each school year, probation and contract on-year educators will receive a summative evaluation from their supervisor on the Supervisor Evaluation summary Form. This form is official and will become part of the educators’ personnel file.

Artifacts/Evidence: Documents used to support performance on rubric. Please see LEGENDS Rubric for examples.

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Evaluation Timeline

Probationary/Contract (on-year) Educators

Contract Educators (off-year)

Required Documents

August

Educator In-service of Evaluation

and Supervision Process

Educator In-service of Evaluation

and Supervision Process

Rubric (self-evaluation)

September

Goal Setting

Informal visits and formal

observation begin

Goal Setting

Douglas ESD Goal Setting Form Rubric

October

*Submit written goal (October

15th)


observation begin

Submit written goal (October 15th) Douglas ESD Goal Setting Form Rubric

November


observation Rubric

December/January

Mid-year goal review


observation

Douglas ESD Goal Setting Form Rubric

February


observation

Board action on

renewal/extension

Rubric

March


observation

*Notification of

Employment March

15

Rubric

April


observation Rubric

May

Summative Evaluation

Conference

*Final Evaluation Report May 31st

Final goals assessment

concluded

Douglas ESD Goal Setting Form Calculating Goal Setting Form Rubric

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Standards and Rubrics

The rubric documents will be used many times throughout evaluation year. First, it will be used for self-reflection. It may also be used by the educator prior to the final evaluation meeting for additional self-reflection and monitoring of growth and development. Also, it will be used by the administrator as part of the informal and formal observations and final evaluation conference. The rubric was created around the Model Core Teaching Standards (OAR 581-022-1724). The Model Core Teaching Standards are grouped into four domains of teaching: (A) The Learner and Learning, (B) Content, (C) Instructional Practice, and (D) Professional Responsibilities. The Model Core Teaching Standards include: (A) The Learner and Learning

Standard # 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

(B) Content Standard # 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard # 5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

(C) Instructional Practice

Standard # 6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies

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The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

(D) Professional Responsibility

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard # 10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. The Model Core Teaching Standards are further explored in the following resource: http://www.ccsso.org/Documents/2011/InTASC_Stds_MS_Word_version_4_24_11.doc

Douglas ESD has chosen to use the state-adopted InTASC standards. The LEGENDS rubric will be used to evaluate effectiveness in meeting the standards.

http://www.ccsso.org/Documents/2011/InTASC_Stds_MS_Word_version_4_24_11.doc

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Forms

Goals (G)

Below are suggested steps in using the tools and documents in this evaluation. Please see the Goal Checklist for Educators and Supervisors for guidance on writing goals.

Goal Setting information for K-12 TSPC Teachers

Teachers in Non-Tested Grades and Subjects

Teachers in non-tested grades and subjects (and grades 3 and 11 in ELA and math) may use measures from Category 2 for both of their goals. They may also use Category 1 measures as an option.

Goal Setting information for all other certified staff.

Other licensed personnel (related services) may use measures of learning specific to students they

serve as well as to social, emotional, behavioral, or skill development (Categories 2) or indirect

measures of achievement.

Types of Measures for Student Learning and Growth for Teacher Evaluations

Category Types of Measures Guidance

2

Other Assessments

Commercially developed assessments that include pre- and post-measures

Locally developed assessments that include pre- and post-measures

Results from proficiency-based assessment systems

Locally-developed collections of evidence, i.e. portfolios of student work that include multiple types of performance

Same assessment and administration guidelines are used district-wide or school-wide

Assessments meet state criteria

Goals scored using statewide Goal Scoring Rubric

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Table 2: Matching Educators with Appropriate Measures Personnel Teachers.

Personnel Roles Include, but not

limited to:

Appropriate Measures

Personnel who directly serve students.

EI/ECSE Teachers ODE Certified Teachers

JDEP Teacher

TLC Teachers

Measures of learning specific

to goal area (Category 2)

Assess students in goal

area(s) being measured and

taught by that educator

Speech Language Pathologists

Vision/Hearing Specialist

Measures of learning specific to goal area (Category 2) Measures of learning specific to social, emotional, behavioral, or skill development (Categories 2) Indirect measures of student learning such integration into environment.

Related Services Personnel

School Psychologist

Occupational Therapist

Physical Therapist

Nurse

Teacher on Special Assignment

Instructional Coach

Behavior Specialist

Measures of their impact on program goals.

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Douglas ESD Goals Sheet: Direct Service to Students

GOAL 1

Go

al-S

ett

ing

Co

nfe

ren

ce

Content Standards/Skills

Assessments

Category 2 __________________________________________________________________________

Context/Students

Baseline Data

Student Growth Goal (Targets)

Rationale

Strategies

Professional Learning and Support

Educator: School: Date:

Administrator: Year in Cycle: Year 1: Gs Year 2: Gs only

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GOAL 2

Content Standards/Skills

Assessments

Category 2 __________________________________________________________________________

Context/Students

Baseline Data

Student Growth Goal (Targets)

Rationale

Strategies


Sign-Off at Initial Collaborative Meeting: Date: __________ Teacher: ____________________________ Principal: _________________________

Professional Growth Goal(s)

Strategies


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* K-12 TSPC Staff only.

Ye

ar-E

nd

Go

al C

on

fere

nce

End-of-Year Data

Reflection on Results

Professional Growth Plan Implications

Teacher Signature: Date: Administrator/Evaluator Signature: Date:

Mid

-Ye

ar

Re

vie

w

Collaborative Mid-Course Data Review of Gs & PG What progress has been made?

Are you collecting evidence?

Strategy Modification What adjustments need to be made to my strategies?

Educator Signature: Date: Administrator Signature: Date:

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Douglas ESD Goals Sheet for Related Service Personnel

GOAL 1

Context

Baseline Data

Goal (Targets)

Rationale

Strategies


Educator: School: Date:

Administrator: Year in Cycle: Year 1: Gs Year 2: Gs only

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GOAL 2

Context

Baseline Data

Goal (Targets)

Rationale

Strategies


Sign-Off at Initial Collaborative Meeting: Date: __________ Teacher: ____________________________ Principal: _________________________

Professional Growth Goal(s)

Strategies


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Ye

ar-E

nd

Go

al C

on

fere

nce

End-of-Year Data

Reflection on Results

Professional Growth Plan Implications

Teacher Signature: Date: Administrator/Evaluator Signature: Date:

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Scoring Goals

The following tools are used to score goals to determine the educator' impact in the summative

evaluation.

Goal Scoring Rubric

This goal scoring rubric is used for scoring individual goals based on evidence submitted by the

teacher and supervisor/evaluator. This rubric applies to both teacher and administrator evaluations.

Highly Effective This category applies when approximately 90% of target audience met the target(s) and

approximately 25% of target audience Level 4 \ exceeded the target(s). This category

should only be selected when a substantial number of target audience surpassed (Highest, the overall level of attainment established by the target(s). Goals are very rigorous yet attainable , and differentiated (as appropriate) for all target audience

Effective This category applies when approximately 90% of target audience met the target(s). Results within a few points, a few percentage points, or a few target audience on either side of the target(s) should be considered "met''. The bar for this category should be high and it should only be selected when it is clear that all or almost all target audience met the overall level of attainment established by the target(s). Goals are rigorous yet attainable and differentiated (as appropr iate) for all target audience.

Improvement Necessary

This category applies when 70-89% of target audience met the target(s), but those that missed the target missed by more than a few points, a few percentage points or a few target audience. Goals are attainable but might not be rigorous or differentiated (as appropriate) for all target audience.

Does Not Meet This category applies when less than 70% of target audience meet the target(s). If a substantial proportion of target audience did not meet the target(s), the goal was not met. Goals are attainable, but not rigorous.

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Calculating Summative Educator Evaluation

Please transpose the standard and goal score in the appropriate box below. There is a maximum of ten standards educators could be measured on. Please only score the appropriate standards for the specialist area. Please use the overall score matrix to identify the performance category for both the individual standard and overall score. Once the overall score for both professional practice and goals is determined, find the final summative score for each educator using the matrix on the next page.

Standard Score

Effectiveness of Standard 1:








Effectiveness of Standard9:


Total Score:

y-axis score

Y-Axis: Professional Practice and Professional Responsibilities {PP/PR)

First, the evaluator will need to determine the combined performance level for PP/PR

based on data from the district's rubric. The evaluator will already have gauged the

educator's performance on each standard/performance indicator on the rubric with four

performance levels. For example, LEGENDS Licensed has 29 components. The evaluator

will then:

1. Add up all component scores to get the total points possible;

2. Divide by the number of components;

3. Get a rating between 1 and 4 for PP/PR;

4. Use the following thresholds to determine PP/PR level:

5.

3.6 - 4.0 = 4 PP/PR 2.81- 3.59 =3 PP/PR 1.99 - 2 .8 = 2 PP/PR* < 1.99 = 1PP/PR

*PP/PR Scoring Rule: If the educator scores

two’s in any PP/PR component and his/her average score falls between 1.99-

2.499, the educator's performance level cannot be rated above a 1.

6. Find the PP/PR performance level (1-4) on the Y-axis of the matrix.

Performance Category Highly Effective 4 Effective 3 Improvement Necessary 2 Does Not Meet Standard 1

Rubrics Number of Indicators

Behavior Specialist 19

Early Intervention Teacher 52

Health Nurse 20

Instructional Coach 20

K-12 Teacher 29

OT/PT 19

School Psychologist 31

SLP 19

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X-Axis: Growth {G)

After the educator's PP/PR performance level is determined, their Professional Growth Plan

and summative performance level is then found by looking at the educator's rating on goals.

The level of performance on goal will be determined by scoring the goals using the Oregon Goal

scoring rubric (see page 13). All educators will set two goals annually. Educators on a two year

evaluation cycle will select two of the four goals collaboratively with their evaluator to be

included in their summative evaluation. 1. Score the SLG goals using the Goal Scoring Rubric

2. Get a rating between 1and 4 for Goal;

3. Use the thresholds below to determine Goal level;

4. Find the goal performance level (1-4) on the Axis of the matrix.

Level 4 Level 3 Level 2 Level 1

Each goal scores:

4 and 4

Any of these

combinations of scores

on the two goals:

3 and 3

3 and 4

4 and 2

Any of these

combinations scores on

the two goals:

2 and 2

2 and 3

3 and 1

4 and 1

Any of these

combinations scores on

the two goals:

1 and 1

1 and 2

Top 2 G outcomes Score

Goal 1

Goal 2

x-axis score

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The Oregon Matrix for Summative Evaluations for Teachers and Administrators

In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersects with Goal (G) culminating in a Professional Growth Plan and summative performance level. When there is a discrepancy between the PP/PR level and G level, further inquiry is triggered to explore and understand the reasons for the discrepancy.

Y-A

XIS

: Co

mb

ine

d R

atin

g o

n P

rofe

ssio

nal

Pra

ctic

e an

d P

rofe

ssio

nal

Re

spo

nsi

bili

ties

(P

P/P

R)

LEVEL 4 (Highest)

COLLEGIAL PLAN With focus on Goals

*SLG INQUIRY due to LOW level of fidelity between measures

3

FACILITATIVE or COLLEGIAL PLAN With focus on Goals Determined post inquiry

*G INQUIRY due to only SOME level of fidelity between measures

3 or 4

FACILITATIVE PLAN Educator leads development of Professional Growth Plan

GOOD level of fidelity between measures

4

FACILITATIVE PLAN Educator leads development of Professional Growth Plan

HIGHEST level of fidelity between measures

4

LEVEL 3

COLLEGIAL or CONSULTING PLAN With focus on Goals Determined post inquiry

*SLG INQUIRY due to SOME level of fidelity between measures

2 or 3

COLLEGIAL PLAN With focus on Goals


3

COLLEGIAL PLAN Educator and evaluator collaboratively develop Professional Growth Plan


3

COLLEGIAL PLAN Educator and evaluator collaboratively develop Professional Growth Plan


3

LEVEL 2

CONSULTING PLAN With focus on Goals

Evaluator consults with the educator and guides development of Professional Growth Plan


2

CONSULTING PLAN With focus on Goals

Evaluator consults with the educator and guides development of Professional Growth Plan


2

CONSULTING PLAN Evaluator consults with the educator and guides development of Professional Growth Plan GOOD level of fidelity between measures

2

COLLEGIAL or CONSULTING PLAN Determined post inquiry

*PP/PR INQUIRY due to only SOME level of fidelity between measures

2 or 3

LEVEL 1 (Lowest)

DIRECTED PLAN With focus on Goals

Evaluator determines Professional Growth Plan


1

DIRECTED PLAN With focus on Goals

Evaluator determines Professional Growth Plan


1

CONSULTING or DIRECTED PLAN Determined post inquiry

*PP/PR INQUIRY due to only some level of fidelity between measures

1 or 2

CONSULTING PLAN Evaluator consults with the educator and guides development of Professional Growth Plan

*PP/PR INQUIRY due to only LOW level of fidelity between measures

2

LEVEL 1 (Lowest)

LEVEL 2

LEVEL 3

LEVEL 4 (Highest)

X-AXIS: Rating on Goals

*Ratings in these areas require an inquiry process in order to determine a summative performance level and Professional Growth Plan.

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Evaluation Summary Page

OVERALL RATING:

Highly Effective

Effective

Improvement Necessary

Does Not Meet Standards

4 3 2 1

OVERALL COMMENTS BY SUPERVISOR:

OVERALL COMMENTS BY EDUCATOR:

Administrator’s signature: Date:

Educator’s signature: Date:

(Educator’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)

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Specialist Rubrics

Rubrics are link below. Please select the link that corresponds to your role.

Speech Language Pathologist

Occupational & Physical Therapist

Nurse

Behavioral Specialist

Instructional Coach/Teacher on Special Assignment

K-12 Teacher

EI/ECSE Teacher

Appendices

Smart Goal Diagram

Goal Checklist for Educators & Supervisors

http://www.salkeiz.k12.or.us/sites/default/files/salkeiz/SMART_Goal_Diagram.pdf