SESS - SEED

Report
CONNECTICUT STATE
DEPARTMENT OF EDUCATION
Connecticut’s System for Educator
Evaluation and Development
Bureau of Special Education
September 18, 2013
Connecticut State Department of Education
Agenda
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identifying Acronyms
PEAC Core Requirements
Student and Educator Support Specialists
History of SESS Work Group
Content of the Infamous White Papers
Connecticut’s System for Educator Evaluation
Student Learning Outcomes (SLOs)
Resources
Next Steps
Connecticut State Department of Education
Thank You!
Thanks to all who contributed to the SESS
Work Group, the practitioners who met with
our SESS Work Group members, the
facilitators, CSDE colleagues, and many critical
friends
We have come a long way – we have a long
way to go
Connecticut State Department of Education
Acronyms
• PEAC-Performance Evaluation Advisory
Council
• SEED-Connecticut’s System for Educator
Evaluation and Development
• SESS-The Student and Educator Support
Specialists' Work Group
• SLO-Student Learning Objectives
• IAGDs-Indicators of Academic Growth and
Development
Connecticut State Department of Education
PEAC
The Performance Evaluation Advisory Council
(PEAC)
• Work Groups Started Meeting in 2010 (Teacher,
Administrator, Implementation, SESS)
• Developed the Guidelines for Educator Evaluation
• Adopted by the State Board of Education on June 27,
2012
Connecticut State Department of Education
The Student and Educator Support
Specialists' Work Group (SESS)
The Working Group Represented Multiple
Disciplines
• This group consists of some of the individuals
who are included in the non-tested grades and
subjects category, but not all
• It is important to note that 69% of teachers
are not in the grades or subjects where state
testing applies (Goe, 2012).
Connecticut State Department of Education
Student and Educator
Support Specialists
•
•
•
•
•
•
•
•
•
•
•
•
ELL Teachers
Social Workers
School Psychologists
Library Media Specialists
Counselors
Speech Language Pathologists
Math/ELA Coaches
PTs/OTs
Nurses
Special Educators
Transition Coordinators
Others?
• How can learning
objectives be
articulated for these
professionals?
• What tools are available
to measure the
objectives?
Connecticut State Department of Education
History of SESS Work Group
• Membership
• Designed to address non-tested grades and
subjects that were defined as “caseload
educators”
• Decision points – non- certified staff such as
PT, OT, Nurse
• Where do special education teachers fit in?
Connecticut State Department of Education
Caseload Educators
• Those individuals that have multiple groups of
students or adults with whom they are
responsible for working. Their caseload may
consist of all of the students in the school (e.g.
library media specialists), a select group of
students in the school (e.g. school
psychologists), the educators in the school
(e.g. literacy coaches), or with families (e.g.
school social workers).
Connecticut State Department of Education
Caseload Educators
• Often do not have their own classroom
• May be assigned to more than one building
• Often are not directly responsible for content
instruction
• Often have an “indirect” impact on learning
• Provide supports, services, conditions that
maximize students’ opportunity to learn
(Goe, 2012)
Connecticut State Department of Education
Connecticut Guidelines for
Educator Evaluation
….because of the unique nature of the roles fulfilled by
Student and Educator Support Specialists, the goalsetting process may differ based on the individual
educator’s job description and responsibilities. While
these educators may have an indirect impact on
student achievement, their primary responsibility may
not be directly linked to student achievement
outcomes.
~Connecticut Guidelines for Educator Evaluation, pg. 24
Connecticut State Department of Education
Recommendations
• Develop a series of white papers, specific to each
discipline, designed by practitioners
• Use the new evaluation and DEVELOPMENT
system to focus on the need for additional
supports for members of these disciplines
• Work with CSDE and state professional
organizations to increase opportunities for
Complementary Observers with expertise in field,
development of induction programs, mentors and
regional supports
Connecticut State Department of Education
Guidance Documents for SESS
• Overview of titles and roles
• Sample SLOs and IAGDs
• Recommendations for customizing the
observation rubric
• Recommendations for gathering staff, student
and parent feedback
• Resources
• Credits
Connecticut State Department of Education
Your District has Options
• The recommendations from the group are
guiding how to implement the SEED Model
with SESS providers
• Your district may be implementing the SEED
Model, a hybrid of the SEED model, or one
developed by your district
• Your district will need to determine how you
will customize your model for your SESS
providers
Connecticut State Department of Education
Job Descriptions
• It is critically important prior to the evaluation
process that the educator and administrator
have a clear job description and
understanding of the role the discipline
specific educator will play in the school in the
upcoming year – without this – you can not
define the SLOs or IAGDs.
Connecticut State Department of Education
SLOs and IAGDs for SESS
This is hard work – people all over the country are struggling
with developing rigorous yet attainable SLOs and IAGDs:
• Need to use baseline data to establish targets for student
outcomes (IAGDs)
• Need to identify the formal and informal measurements we
are using
• Need to define the population to set targets
• Consider thinking collaboratively – what other colleague(s)
can use their content/discipline expertise to work with me
to increase/accelerate student progress and possibly share
SLO results
• Use the new SLO development guide as a resource!
Connecticut State Department of Education
Recommendations for Customizing
the Observation Rubric
The most difficult and churning issue:
• Some of the groups thought the current Common
Core of Teaching Rubric for Effective Teaching was
appropriate for their discipline
• Other disciplines (School Counselors, SLPs,
School Psychologists and Social Workers)
recommended using rubrics established by
national associations
• The CSDE understands the need to use national
guidance for these disciplines
Connecticut State Department of Education
Crosswalk CCT and Framework
CCT Foundational Skills
5 Domains
SESS Framework-Draft
5 Domains
2. Classroom Environment, Student
Engagement and Commitment to
Learning
3. Planning for Active Learning
4. Instruction for Active Learning
5. Assessment for Learning
6. Professional Responsibilities and
Teacher Leadership
2. Environment, Student
Engagement and Commitment to
Learning
3. Planning for Active Learning
4. Service Delivery
5. Assessment for Service Delivery
6. Professional Responsibilities and
Leadership
Connecticut State Department of Education
The Challenges
• How many rubrics can one evaluator be expected to
use, much less master?
• Does each evaluator have to be calibrated for each
rubric?
• Does every rubric need to be validated?
• Can the nationally designed tool be used and still
provide the necessary requirements to meet the CT
legislative requirements (i.e. four point rating scale,
final summary score, number of domains)?
• Will the district selected data management system
accommodate more than one observation rubric?
Connecticut State Department of Education
The Solution
• Short Term: For those using the state model,
we have developed a modified Common Core
of Teaching Rubric for use with SESS educators
• Long Term: Work with constituent groups to
take the content from the national tools and
adapt them to meet core requirements
Connecticut State Department of Education
The Big Picture
• This is an evaluation and DEVELOPMENT
process.
• The CSDE and the field want to set the highest
standards possible for each discipline yet
ensure the system is fair and accurate.
• The CSDE and the field need to look at what
supports are needed in order to get district
programs and staff to meet the highest
standards established.
Connecticut State Department of Education
PILOT DISTRICTS/CONSORTIA OF
DISTRICTS- 2012-13
Bethany
Litchfield/Region 6
Branford
Norwalk
Bridgeport
Waterford
Columbia/Eastford/Franklin
Sterling
Capitol Region Education
Council
Windham
Windsor
Connecticut State Department of Education
Connecticut State Department of Education
Priorities of the New Educator
Evaluation System
•
Place student learning at the center – student learning is central to the evaluation
and development of educators
•
Fosters an ethos of collaboration and dialogue
•
Promote growth and development – provide all educators with immediate
feedback and opportunities that support continuous growth and improvement
through collaboration
•
Every educator is an active participant in an evaluation process that supports
collaboration and informs professional learning
•
Shifts the focus of school and district administrators to instructional leadership
•
System for documenting teacher effectiveness based on multiple data sources
•
Structures in place for support and growth across the educator continuum
Connecticut State Department of Education
Educator Evaluation Categories
Connecticut State Department of Education
Educator Evaluation Categories
OUTCOME
RATING
ANNUAL
TEACHER
RATING
PRACTICE
RATING
Connecticut State Department of Education
Educator Evaluation Process
Goal-Setting & Planning
 Orientation on
process
 Teacher reflection
and goal-setting
 Goal-setting
conference
By November 15, 2013
Mid-Year Check-in
End-of-Year Review
 Review goals
and performance
to date
 Teacher selfassessment
 Mid-year
conferences
 End-of-year
conference
January/February 2014
 Scoring
By June 30, 2014*
*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.
Connecticut State Department of Education
Levels of Performance
Exemplary
• Substantially exceeding indicators of performance
4
Proficient
• Meeting indicators of performance
3
Developing
• Meeting some indicators of performance but not others
2
Below Standard
• Not meeting indicators of performance
1
Each district shall define effectiveness and ineffectiveness utilizing a pattern of
summative ratings derived from the new evaluation system..
Connecticut State Department of Education
Student Growth and
Development (45%)
Connecticut State Department of Education
What are Student Learning
Objectives?
• Broad statements about the knowledge and skills that
students will demonstrate as a result of instruction;
• Address the central purpose of the educator’s assignment;
• Take into account baseline data on student performance;
• Reflect content mastery or skill development;
• Reflect attainable but ambitious goals for student learning;
• Are measured by indicators of academic growth and
development (IAGDs); and
• Are standards-based.
Connecticut State Department of Education
Setting Student Learning Objectives
Planning Cycle
Connecticut State Department of Education
Strategic SLOs
School
Reform
District and
School
Improvement
Plans
Data Teams
and Needs
Assessments
School
Leadership
Governance
SLO
Development
Indicators of Academic Growth
and Development
• The specific evidence, with a quantitative target, that will
demonstrate whether the objective was met
• Each indicator should make clear:
1. What evidence will be examined,
2. What level of performance is targeted; and
3. What proportion of students is projected to achieve the
targeted performance level.
• Indicator statements should follow SMART Goal language:
Specific/Strategic, Measurable, Aligned/Attainable, Resultsoriented and Time bound
Connecticut State Department of Education
Goal Setting for Student Growth and
Development (45%)
• Student Learning Objective focus statement
Description of the general learning content to be covered
• Baseline Data
• The population of students addressed by SLO
Grades, sub-groups, caseload
•
•
•
•
•
Standards Addressed
Interval of instruction/time
Assessments
Indicator(s) of Academic Growth an Development
Strategies and tier interventions
Connecticut State Department of Education
Rubric for Observation of Performance
and Practice (40%)
Connecticut State Department of Education
Connecticut State Department of Education
Connecticut State Department of Education
Connecticut State Department of Education
Resources
• All are located on the SEED website:
www.connecticutseed.org
• White papers
• Modified CCT observation rubric for SESS
• A crosswalk of the CCT rubric and the SESS
rubric
• A copy of this PowerPoint that you can
customize for use in district
Connecticut State Department of Education
Resources
• CT SEED website www.connecticutseed.org
• Student and Educator Support Specialists White Papers
NEW
by Discipline, 2013
• SESS Framework Rubric
NEW
• A crosswalk of the CCT rubric and the SESS rubric
• 2013 SEED Handbook
• Connecticut Guidelines for Educator Evaluation (Core
Requirements)
• CCT Rubric for Effective Teaching
• CSDE-Approved Trainer List
• Evaluation Toolkit (including SLO guidance document)
Connecticut State Department of Education
Next Steps
Phase Two of the Work:
1. Convene practitioner based work
group to refine SLO and IAGD examples
2. Convene practitioner based work groups
to look at national standards against the
Common Core of Teaching
3. Work with SDE to focus on enhancing
supports and resources
Connecticut State Department of Education
Thank You
CT State Department of Education:
Kimberly Traverso, LPC, Education Consultant
[email protected]
Capitol Region Education Council – CREC
Deborah Richards, SLP, Director of Student Services
[email protected]
Connecticut State Department of Education

similar documents