Educator Effectiveness: Connecting Coursework to Career Success / End of Year Self-Assessment

May 15, 2014

• Introductions and Gallery Walk• Senate Bill 10-191 Information

• Purposes and Definition of Teacher Effectiveness

• Educator Quality Standards – Teacher and Principal• Educator Quality Standards • Evaluation Process• Rubric Structure and Scoring

• Application to Your STP Experience• Reflection: Self-Assessment• Strengths and Celebrations• Goal-Setting (individual and collective)• Role Play!

Agenda

Learning Targets

Professional Practice: I can describe the State Model Evaluation System, including:

• The evaluation process• Components of the rubric• Rubric structure and scoring

I can self assess my professional practices and set goals based on the quality standards and elements.

Measures of Student Learning:I can generate ideas for measuring

student learning in my classroom.

Gallery Walk

In your journal, respond to the following prompts:• If you could talk to any artist, living or

dead, who would it be?• What is the most creative lesson/

educational experience you have seen or experienced?

• What is the most interesting / meaningful / creative assessment you have seen?

Building the Greatest Education System in the Nation

Colorado’s P-20 SystemEvery Student, Every Step of the Way

Start Strong

Read by Third Grade

Stay on Track

Graduate Ready

Effective Teachers and Leaders

Accountable and Continuously Improving Schools and Districts

Purposes of S.B. 10-191

A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes.

Provide meaningful feedback for professional growth and continuous improvement.

Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.

State Council for Educator Effectiveness• All students in Colorado will have effective

teachers in their classrooms and effective leaders in their schools. Evaluation provides teachers and principals with clear expectations for their performance and with ongoing feedback and support needed to improve performance.

-Council Vision Statement, April 13, 2011

Definition of Teacher Effectiveness

Eff ecti ve Teachers in the state of Colorado have the knowledge, ski l ls , and commitments needed

to provide excel lent and equitable learning opportuniti es and growth for a l l students. They str ive to support growth and development, c lose achievement gaps and to prepare diverse student populati ons for postsecondary and workforce success. Eff ecti ve Teachers faci l i tate mastery of content and ski l l development, and employ and

adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need accelerati on. They also develop in students the ski l ls , interests and abi l iti es necessary to be l i felong learners, as wel l as for democrati c and civ ic parti cipati on. Eff ecti ve Teachers communicate high expectati ons to students and their fami l ies and uti l ize diverse strategies to engage them in a mutual ly supporti ve teaching and learning environment. Because eff ecti ve Teachers understand that the work of ensuring meaningful learning opportuniti es for a l l students cannot happen in isolati on, they engage in col laborati on, conti nuous refl ecti on, on-going learning and leadership within the profession.

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Teachers

Definition of Teacher Effectiveness

I. Know Content

50% Professional Practice Standards 50% Student Growth MeasuresWeighting: How Much Does

Each Standard Count Towards Overall Performance?

Observations of Other Measures Teaching Aligned with

CDE Guidelines

State Other Assessments Other MeasuresSummative for Non-tested Aligned with 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 StandardsIneffective Partially Effective Effective Highly Effective

Quality StandardsII. Establish

EnvironmentIII. Facilitate

LearningIV. Reflect on

PracticeV. Demonstrate

LeadershipVI. Student

Growth

Appeals Process

Structure of EvaluationTeacher Evaluations

50% Professional Practice

50% Student Academic Growth

Quality Standards I-V:I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership

Evaluated using: (1) observations; and (2) at least one of the following: student perception measures, peer feedback, parent/guardian feedback, or review of lesson plans/student work samples. May include additional measures.

Quality Standard VI:VI. Responsibility for student academic growth

Evaluated using: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessments; and (4) where applicable, Colorado Growth Model data.

Principals have an evaluation system aligned and almost identical

to the teacher system

Elements of the Standard

Teacher Quality Standards

PerformanceRating Levels

Elements of the Standard

Professional Practice is Not Observable

Professional Practices

Professional Practice is Observable

State Model Rubric Basics

Cumulative in contentEach level of the rubric represents an increase

in the quality, intensity, consistency, breadth, depth, and complexity of practice

Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes

Standards basedOutlines the practices that you must meet to be at

standard

Teacher Quality Standards

• Work in triads:• Read the assigned standard and each element.• Record a practice or two that brings this element to life in the classroom. What might you see a teacher doing?

• Record what students would be doing to reflect this practice (Standards 1-3) or artifacts that would support the practices (Standards 4-5).

• Be prepared to share your responses• What are common themes among the standards?• What aha’s did you have?• What questions do you have?

Reflecting On Your Practice: Self-Assessment

• Using the Self-Assessment Rubric, place a check beside the professional practices that you employ in your teaching.

Professional Practice is Observable during a classroom observation.

Professional Practice is Not Observable during a classroom observation.

Scoring the Rubric

Determining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices.

1. Rating the Elements2. Rating the Standards3. Determining the Overall Professional Practices

Rating

Reading the Rubric

Look for the first unchecked professional practice.Move one column back to identify the rating for the element.

Understanding the Scoring “Business” Rule

Look for the first unchecked professional practice.Move one column back to identify the rating for the element.

Determining the Element Rating

Look for the first unchecked professional practice.Move one column back to identify the rating for the element.

Determining the Element Rating

Reflecting On Your Practice: Self-Assessment• Review your Self-Assessment Rubric, and determine an

overall rating for each Element and Standard.• After determining your overall ratings for each Standard,

record them in the shaded box for each Standard.• Then, return to Standard I and list 2-3 strengths you are

bringing into the teaching profession related to that Standard. Then, list 1-2 professional growth goals related to the Standard that will inform the continuous improvement of your craft. Repeat this process for Standards II-V.• Complete this on the STP Intern Self-Assessment form.• Email your completed self-assessment rubric and form to Lisa

Higby.

Supporting Career Success• In our efforts to prepare effective educators,

Stanley Teacher Prep has aligned self-assessment processes that are designed to nurture the continuous development of teachers with the State Model Evaluation System.

• This will prepare you for your initial conference with your evaluator during your first year of teaching.

2. Annual

Orientation

3.Self-

Assessment

4.Review of

Annual Goals and

Performance Plan

5.Mid-Year Review

6.Evaluator

Assessment

7.End-of-Year

Review

8.Final Ratings

9.Goal-Setting

and Performance

Planning

1.Training

1.Training

Evaluation Process Principal/AssistantPrincipals and Teachers

May 15Within the first two weeks of

school.

End of September.

Prior to the beginning of

Spring Semester

Train: Prior to the beginning of

School.Orient: Within

the first week of School.

End of MayMid-JuneEnd of June

Role Play!• Principal

• Invite the conversation.• E.g., “Tell me about your professional successes and

goals…”

• Teacher• Share one strength and professional goals.

• Reflection• How did this conversation inform your thinking about

teacher evaluation?

An Ethic of ExcellenceI believe that the work of

excellence is transformational. Once a student sees that he or

she is capable of excellence, that student is never quite the same.

There is a new self-image, a new notion of possibility. There is an

appetite for excellence. After students have had a

taste of excellence, they’re never quite satisfied with less;

they’re always hungry.