Wethersfield Teacher Evaluation and Support Plan

Orientation to Teacher EvaluationApril 2013

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Connecticut Educator Evaluation Timeline

• In June 2012, the State Board of Education formally adopted the guidelines for Connecticut’s Educator Evaluation and Support model (SEED).

• During 2012-13 several CT districts are piloting SEED. • Districts required to submit plan to CSDE April 15.• Districts are required to implement their new Educator

Evaluator Plan July 2013. • Committee is drafting Wethersfield plan and adjusting

as information is becoming available from the state.

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Wethersfield

• A committee was formed in December 2012• Consisted of:

– Teachers selected by WFT (elementary, middle and high rep)– Administrators– Central Office administrators– Board of Education representatives

• Committee is tasked to:– Implement CT’s System for Educator Evaluation and

Development (SEED)– Meet requirements of new legislation – Finalize a new Teacher Evaluation process for Wethersfield Public

Schools based on SEED

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Wethersfield’s Plan

• Core Requirements (mandated legislation)• SEED Requirements • Wethersfield Teacher Evaluation Plan is closely

aligned to SEED, but changes have been made that meet state standards (core requirements)

• Committee is currently drafting new Teacher Evaluation Plan to submit to CSDE and BOE

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When teachers succeed, students succeed

* Research has proven that no school-level factor matters more to students’ success than high quality teachers.

* Quality teacher evaluation drives:• valuable collaboration between evaluators and teachers• effective instruction• continuous teacher improvement • high standards for all learners

* No single measure can tell the full story about a teacher’s performance.

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Teacher Evaluation Criteria

 

Student Growth and Development

45%

Whole School Student Learning Indicator

5%

Observation of Teacher Performance and Prac-

tice40%

Parent Feedback10%

Teacher Rating

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Summary of Teacher Evaluation Criteria

* Observations of Performance & Practice (40%)1 goal

 * Parent Feedback via survey (10%)

1 goal * Student Growth and Development (45%)

2 Student Learning Objectives (SLOS) 

* Whole School Student Learning Indicators (5%)1 goal

 

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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).

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Criteria #1 – 40%Teacher Performance and Practice

 Forty percent (40%) of a teacher’s evaluation shall

be based on observations of teacher Practice and Performance.

Requirements of Evidence:1. Teacher sets one goal (aligned to rubric).

Goal provides focus for:a. Observation(s) b. Artifacts, conferences

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Number of Observations Implementation Year 

Teacher Category Number of Observations

All TeachersIn the first year of implementation, all teachers should be observed 5 times: 3 formal observations and 2 informal observations in order to capture baseline data.

• Formal Observation:• Pre-conference• Scheduled• Minimum 30 minutes• Post Conference • Written feedback

• In-Formal Observation:• Unscheduled• Minimum 10 minutes• Followed by feedback

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Number of ObservationsSubsequent Years

 

Below Standard and Developing

3 formal observations; 2 of which include a pre-conference and 1 informal observation

First and Second Year Non-Tenured Teachers

3 formal observations; 2 of which include a pre-conference and 1 informal observation

Proficient and Exemplary

1 formal observation and 2 informal observations, including non-classroom observations or reviews of practice

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Criteria #2 – 10%Whole School Parent Feedback Survey

Ten percent (10%) of a teacher’s evaluation shall be based on whole

school parent feedback via survey.  Process focuses on:

1. Conducting whole-school parent survey2. Determining school-level parent goals based on survey

feedback3. Teacher and evaluator identifying one related parent

engagement goal4. Measuring progress

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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%)

Outcome Rating(50%)

Practice Rating(50%)

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

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Criteria #3 – 45%Student Growth and Development

 One half (22.5%) of the indicators of academic growth

and development used as evidence of whether goals/objectives are met shall be based on:

*The state test for those teaching tested grades and subjects (or)

*For other grades and subject areas another standardized indicator where available. 

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Criteria #3 - Continued…Student Growth and Development

  For the other half (22.5%) of the indicators of academic

growth and development, there may be:* A maximum of one additional standardized

indicator, if there is mutual agreement 

* A minimum of one non-standardized indicator 

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Criteria - #3 Creating (S)tudent (L)earning (O)bjectives

Will your students take the CMT or CAPT in

your subject area?

Will your students take another standardized assessment or district

assessment?

Set one standardized SLO and one non-standardized SLO

Set two non-standardized SLOs

NO

NO

YES

YES

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Student Learning Objectives

Student Learning Objectives will support teachers in using a planning cycle.

SLO Phase 1:Learn about this year’s students

SLO Phase 2:Set goals for

student learning

SLO Phase 3:Monitor students’ progress

SLO Phase 4:Assess student

outcomes relative to goals

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(I)ndicators of (A)cademic (G)rowth and (D)evelopment (IAGDs)

Each of the 2 SLO’s must include at least one IAGD.

IAGDs:1. Specific evidence2. Quantitative targets3. Demonstrate whether the objective was met

  

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Example of SLOs

The following are examples of Student Learning Objectives:

Teacher Category Student Learning Objective

Eighth Grade Science My students will master critical concepts of science inquiry.

High School Visual Arts My students will demonstrate proficiency in applying the five principles of drawing.

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Examples of IAGDs

Teacher Category SLO IAGDEighth Grade Science

My students will master critical concepts of science inquiry.

1. 78% of my students will attain at least a 4 on the CMT section concerning science inquiry.

2. My students will design an experiment that incorporates the key principles of science inquiry. 90% will score a 3 or 4 on a scoring rubric focused on the key elements of

science inquiry.

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Examples of IAGDs - Continued

Teacher Category SLO IAGDHigh School Visual Arts

My students will demonstrate proficiency in applying the five principles of drawing.

1. 85% of students will attain a 3 or 4 in at least 4 of 5 categories on the principles of drawing rubric designed by visual arts teachers in our district.

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Criteria #4 – 5%Whole School Learning Indicator

Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators.

Purpose:  Teachers are part of a learning community, as such, responsibility for learning is shared among all of the school’s staff. This measurement is designed to reflect the importance of this shared responsibility. 

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Teacher Evaluation Process

The target date for Goal Setting & Planning is October 15

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

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Levels of PerformanceLegislated

Four Levels of Performance

4 Exemplary - Substantially exceeding indicators of performance3 Proficient - Meeting indicators of performance2 Developing - Meeting some indicators of performance but not others1 Below standard - Not meeting indicators of performance

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Illustration of Steps to Final Rating

Student Growth and Development

(45%)

Whole-school Student Learning

Indicators(5%)

Observations of Performance and

Practice (40%)

Practice Rating(50%)

Parent Feedback

(10%)

Outcome Rating(50%)

The matrix (on the next slide) is used in order to get a holistically determined Summative Rating (100%)

(Reviewed when outcomes and practice are discrepant)

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Summative Rating Matrix to Final Rating

Teacher Practice Related Indicators Rating

Exemplary

Proficient

DevelopingBelow

Standard

Student Outcomes Related Indicators Rating

Exemplary

Exemplary Exemplary

Proficient

Gatherfurther

information

Proficient

Proficient

Proficient

Proficient

Gatherfurther

information

Developing

Proficient

Developing

Developing

Below

Standard

Below

Standard

Gatherfurther

information

Below

Standard

Below Standard

Below

Standard

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Support and Development for Teachers

Evaluation-based Professional Growth Plan

Improvement and Remediation PlanCareer Development and Growth

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Support and Development for Teachers

Linked to evaluation process outcomes related to:- student learning- observation of professional practice- results of stakeholder feedback

 Can occur at multiple points during the year Linked to performance levels

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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