Teacher Evaluation Overview

CREC Magnet SchoolsTeacher Academy - 2015

CREC SCHOOLS

Agenda

• Welcome• Overview of the CREC Plan• Examine each Category of the

Model

CREC SCHOOLS

Outcomes

• Understand the Guidelines for Educator Evaluation and Support

• Recognize the design principles and requirements for educator evaluation

• Identify the specific categories of educator evaluation

• Understand how you will be evaluated this year

CREC SCHOOLS

When teachers succeed, students succeed.

Research has proven that no school-level factor matters more to

students’ success than high-quality

teachers and leaders.

CREC SCHOOLS

• Based on multiple standards-based measures of performance

• Promote both professional judgment and consistency

• Foster professional dialogue about student learning

• Aligned to effective, evaluation-based professional learning, coaching, and feedback to support teacher growth and development

Educator Evaluation Design Principles

CREC SCHOOLS

Teacher Evaluation Categories

Teacher refers to any person who serves in a position requiring teacher certification but not an 092.

CREC SCHOOLS

Illustration of Core Requirements of Teacher Evaluation 

Student Growth and Development

(45%)

Whole-school Student Learning

Indicators(5%)

Parent Feedback(10%)

Observations of Performance and

Practice(40%)

Student Outcome Rating(50%)

Teacher Practice Rating(50%)

All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).

CREC SCHOOLS

Teacher Evaluation Process

Orientation on process

Teacher reflection and goal-setting

Goal-setting conference

Review goals and performance evidence to date

Mid-year conferences

Teacher self-assessment

Scoring

End-of-year conference

Goal-Setting & Planning Mid-Year Check-in End-of-Year Review

By October 15 January/February By June 2*

*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.

*Target date for End-of Year is one week before the last student day (must be completed by June 30)

CREC SCHOOLS

Teacher Evaluation Process:Setting and Planning Goals

Orientation Process- teachers provided with information about the evaluation process

Teacher Reflection and Goal Setting- Teacher examines student data, prior year evaluation and survey results and Framework for Teaching (Danielson, 2013) and drafts proposed practice goal, a parent feedback goal, & student learning objectives for the school year.

Goal-setting Conference- Administrator and teacher discuss proposed goals and arrive at a mutual agreement.

CREC SCHOOLS

Teacher Evaluation Process:

Mid-year check-ins

Evaluators and teachers review progress toward goals/objectives at least once during the school year.

Review may result in revisions to strategies or approach being used.

A mutually agreed upon mid-year adjustment of student learning goals may be made.

CREC SCHOOLS

Teacher Evaluation Process: End-of-year Summative Review

Teacher Self-assessmentReviews data/evidence collected and submits self-assessment to evaluator

ScoringCategory ratings generate final summative rating

End-of –year ConferenceEvaluator and teacher meet to discuss all evidence and discuss category rating. Teachers are encourage to bring evidence to support achievement of goalsFollowing conference evaluator assigns summative rating and generates summative report.

CREC SCHOOLS

Guidelines and CREC Model

12

Guidelines for Educator Evaluation Goal-Setting

Observation of Teacher Performance & Practice (40%)No required goal/area of focus

Parent OR Peer Feedback (10%)No required goal

Student Growth and Development (45%)At least 1 but no more than 4 goals/objectives with multiple IAGDs

Whole-School Student Learning Indicators and/or Student Feedback (5%)No required goal

CREC

Observation of Teacher Performance & Practice (40%)One Area of Focus based on Danielson Framework for Teaching

Parent Feedback (10%)1 Goal

Student Growth and Development (45%) 2 Student Learning Objectives (SLOs) with at least one IAGD each

Whole-School Student Learning Indicators (5%)No goal

CREC SCHOOLS

Category # 1 Teacher Performance and Practice

• Forty percent (40%) of a teacher’s evaluation shall be based on observation of teacher practice and performance

• Sample Sources of Evidence:

–Observations –Artifacts, Conferences, Reviews of

Practice

Danielson Framework for Teaching

Teacher Practice

CREC SCHOOLS

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Engaging in Professional Responsibilities and Teacher Leadership

Domain 1Planning for Active Learning

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

15

Area of Focus

CREC SCHOOLS

Levels of Performance

BELOW STANDARD DEVELOPING PROFICIENT EXEMPLARY

Lack ofUnsafe

HarmfulUnclear

UnawarePoor

Unsuitable

InconsistentPartial

GeneralAttempts

AwarenessModerateMinimal

ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmooth

SolidSeamless

SubtleSkillful

PreventativeLeadershipStudents

TEACHER DIRECTED SUCCESS

TEACHER DIRECTED SUCCESS

STUDENT DIRECTED SUCCESS

STUDENT DIRECTED SUCCESS

16

CREC SCHOOLS

Number of Observations Year 

First and Second year teachers: at least 3 formal, in-class

observations; 2 of which include a pre-conference and ALL of which require a post-conference.Developing /Below Standard teachers: at least 3 formal in-class observations; 2 of which include a pre-conference and all of which include a post-conference.Proficient/Exemplary Teachers: At least 2 formal observations or reviews of practice; 1 of which must be a formal in-class observation.

CREC SCHOOLS

Definition of Formal/Informal Observations

Formal: Observations or reviews of practice that last at least 30 minutes and are followed by a post-conference, which includes both written and verbal feedback.

Informal: Non-scheduled observations or reviews of practice that last at least 10 minutes and are followed by written and/or verbal feedback.

CREC SCHOOLS

Category # 2- Parent Feedback

Ten percent (10%) of a teacher’s evaluation shall be based on parent feedback, including surveys.

Process focuses on: Conducting whole-school parent survey Determine school-level parent focus area based on

survey feedback Teacher and evaluator identifying one related

parent engagement goal Measure progress Determine teacher’s summative rating

CREC SCHOOLS

Parent Feedback GoalExamples: School-Based Goals for Parent Feedback

Examples: Individual Teacher Goals which support School-Based Goals

Increase the percentage of parents who say “Always” to the statement “My child's teacher communicates with parents,” from 68% to 90%.

I will send home progress reports for math with each child every two weeks.

Every other Friday, my 6th grade students will use their work folders to write a brief letter to their parents summarizing their progress in reading and math.

CREC SCHOOLS

Illustration of Core Requirements of Teacher Evaluation 

Student Growth and Development

(45%)

Whole-school Student Learning

Indicators(5%)

Parent Feedback(10%)

Observations of Performance and

Practice(40%)

Student Outcome Rating(50%)

Teacher Practice Rating(50%)

All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).

CREC SCHOOLS

SLOs fit here

How do SLOs fit into the evaluation system?

CREC SCHOOLS

Student Learning Objectives

• Measure a teacher’s impact on student learning within a given interval of time

• Are grounded in and built on teacher practice

• Measure students’ academic growth• Are standards-based

CREC SCHOOLS

Overview of the Process of Setting Student Learning Objectives

SLO

Pha

se I Learn

about this year’s students SL

O P

hase

II Set Goals for Student Learning SLO

Pha

se II

I

Monitor Students’ Progress

Assess student

outcomes relative

relative to goals

SLO

Pha

se IV

CREC SCHOOLS

Illustration of Core Requirements of Teacher Evaluation 

Student Growth and Development

(45%)

Whole-school Student Learning

Indicators(5%)

Parent Feedback(10%)

Observations of Performance and

Practice(40%)

Student Outcome Rating(50%)

Teacher Practice Rating(50%)

All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).

CREC SCHOOLS

Illustration of Core Requirements of Teacher Evaluation 

Student Growth and Development

(45%)

Whole-school Student Learning

Indicators(5%)

Parent Feedback(10%)

Observations of Performance and

Practice(40%)

Student Outcome Rating(50%)

Teacher Practice Rating(50%)

All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).

CREC SCHOOLS

Scoring for Summative

Category Score MultiplierPoints

(Score x Multiplier)

Observation of Teacher Practice 40

Parent Feedback 10

TOTAL TEACHER PRACTICE

Student Growth 45

Whole School Learning Indicator 5

TOTAL STUDENT GROWTH

CREC SCHOOLS

Support and Development Professional Learning Opportunities/Examples

 

Targeted professional development External learning opportunities Differentiated career pathway Coaching Assisting peers Leading data teams Leading professional development Leading book study groups  

28

CREC SCHOOLS

www.crec.org/P21

CREC SCHOOLS

For more information or technical assistance please contact:

School Administrative TeamSchool Complimentary EvaluatorsTEAM MentorGrade Level Team MembersSchool Peers