Teachers - Wethersfield Public Schools

Report
Wethersfield Teacher Evaluation and
Support Plan
Orientation to Teacher Evaluation
April 2013
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
Teacher Rating
Parent Feedback
10%
Observation of
Teacher
Performance
and Practice
40%
Student Growth
and
Development
45%
Whole School
Student
Learning
Indicator
5%
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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%)
Student Outcome
Rating
(50%)
Observations of
Performance and
Practice
(40%)
Parent Feedback
(10%)
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
All Teachers
Number of Observations
In 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 Observations
Subsequent Years
First and Second 3 formal observations; 2 of which include a preYear Nonconference and 1 informal observation
Tenured Teachers
Proficient and
Exemplary
1 formal observation and 2 informal observations,
including non-classroom observations or reviews
of practice
Below Standard
and Developing
3 formal observations; 2 of which include a preconference and 1 informal observation
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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 survey
2. Determining school-level parent goals based on survey
feedback
3. Teacher and evaluator identifying one related parent
engagement goal
4. Measuring progress
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Illustration of Core Requirements of
Teacher Evaluation
Student Growth and
Development
(45%)
Whole-school
Student Learning
Indicators
(5%)
Outcome Rating
(50%)
Observations of
Performance and
Practice
(40%)
Parent Feedback
(10%)
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
YES
Will your students take
the CMT or CAPT in
your subject area?
Set one standardized SLO and
one non-standardized SLO
YES
NO
Will your students take
another standardized
assessment or district
assessment?
Set two non-standardized SLOs
NO
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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 evidence
2. Quantitative targets
3. 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
Eighth Grade
Science
SLO
My students will master
critical concepts of science
inquiry.
IAGD
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
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science inquiry.
Examples of IAGDs - Continued
Teacher Category
SLO
High School My students will
Visual Arts demonstrate proficiency
in applying the five
principles of drawing.
IAGD
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 Performance
Legislated
Four Levels of Performance
4 Exemplary - Substantially exceeding indicators of
performance
3 Proficient - Meeting indicators of performance
2 Developing - Meeting some indicators of performance
but not others
1 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%)
Outcome Rating
(50%)
Observations of
Performance and
Practice
(40%)
Parent
Feedback
(10%)
Practice 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
Student Outcomes Related
Indicators Rating
Teacher Practice Related Indicators Rating
Below
Standard
Exemplary
Proficient
Developing
Exemplary
Exemplary
Exemplary
Proficient
Gather
further
information
Proficient
Proficient
Proficient
Proficient
Gather
further
information
Developing
Proficient
Developing
Developing
Below
Standard
Below
Standard
Gather
further
information
Below
Standard
Below
Standard
Below
Standard
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Support and Development for Teachers
Evaluation-based Professional Growth
Plan
Improvement and Remediation Plan
Career 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
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