Meets Expectations - Darien Public Schools

Report
Teacher Evaluation Process
TEACHER WORKSHOP
JUNE 21, 2013
Philosophy of TE& PD Is Unchanged
 improve student learning as a shared goal;
 define a framework of professional skills, knowledge and
competencies for all teachers;
 increase opportunities for teachers’ collaboration, selfreflection and personal growth related to individual and
district objectives;
 differentiate supervision for teachers requiring
additional support and guidance;
 provide effective programs of professional development
to support high quality instruction and target
professional growth opportunities for both new and
experienced teachers.
Foundations for TE & PD Is Unchanged
 Connecticut’s Common Core Standards that establish
high expectations for student learning in Connecticut;
 Connecticut’s Common Core of Teaching (2010) which
defines effective teaching practice;
 Common Core of Leading: Connecticut’s Leadership
Standards (2010) which reflect national leadership
standards;
 National Pupil Personnel Standards documents which
establish a critical link among effective teaching,
professional learning and increased student
achievement.
CSDE TE & PD Process Changed
CEA worked with the state to create this plan.
1. Evaluate practice and outcomes
2. Link professional development to
evaluations
3. Link teacher evaluation to
administrator evaluation
Teacher Evaluation Process
November 15
GoalSetting &
Planning
Orientation on process
Goal-setting
conference
January/February
June
Mid-Year
Conference
End-ofYear
Review
Review goals
Performance to date
Mid year communication
Teacher selfassessment
Scoring
End of year conference
This process is similar to our current evaluation process
except for the mid-year check-in for all staff.
Teacher Evaluation Components
Two main components each with
2 sub-components for a total of 4 ratings.
Teacher Practice Rating
Student Outcome Rating
Observation/
Performance
40% Student Growth/
Development
Parent Feedback
10% Whole School
Learning
50%
45%
5%
50%
Rating System
Each of the 4 components receive a rating.
4-Level Matrix Rating System
4
Exceeds
Expectations
Substantially exceeds indicators of
performance
3
Meets
Expectations
Meets indicators of performance
2
Needs
Improvement
Meets some indicators of performance
but not others
1
Unsatisfactory
Does not meet indicators of performance
Orientation & Goal Setting
 Revisit orientation to the revised TEPD process in
the fall
 Encourage teachers to collaborate in their PLCs to
create goals:


Teacher Practice goal: similar to our student learning goal
Student Outcome goals: 1 goal with a standard measure, 1 with
a non-standard measure (can use same goal for both)

Called SLO – student learning objective
 Goal setting conference with administrator
Teacher Evaluation Components
Two main components each with
2 sub-components for a total of 4 ratings.
Teacher Practice Rating
Student Outcome Rating
Observation/
Performance
40% Student Growth/
Development
Parent Feedback
10% Whole School
Learning
50%
45%
5%
50%
Teacher Practice Rating
Observation/Performance (40%)
 number and type of observations based on Teacher
Category
 a teacher evaluation rubric ( like our Communication
Framework) will guide determination of practice ratings
Parent Feedback (10%)
 based on parent survey given to all parents about
instruction and learning at each school
Teacher Category
Teacher Category Number of Observations
First and Second
3 formal in-class observations
Year Novice Teachers 1 informal review of practice
Unsatisfactory or
Needs Improvement
3 formal in-class observations
1 informal review of practice
Meets or Exceeds
Expectations
3 observations or
reviews of practice
1 of 3 is formal in-class observation
Ratings for Teacher Practice - Rubric
 Observations of practice will be rated by rubric
 Rubric contains Domains and sub categories
 Sub categories have descriptors for each matrix
rating
 Domains and Sub-Categories are similar to our
current Communication Framework
 Domains 1, 3 and 4 pertain to direct observations.
Domains 2 and 5 relate to informal reviews of
practice.
Sample Teacher Practice Goal
 Goal (Elementary):
As a result of my implementation of the
Workshop Model in Reading, students will be
able to select books at their “just right” level.
 Goal (Secondary):
As a result of my implementation of the science
inquiry model, students will be able to
independently design and conduct experiments
and analyze the results.
Domain 1: Classroom Environment, Student
Engagement and Commitment to Learning
1a:
1b:
1c:
1d:
Creating a positive learning environment that
is responsive to and respectful of the learning
needs of students
Promoting student engagement and shared
responsibility for learning
Promoting appropriate standards of behavior
Maximizing instructional time by effectively
managing routines and transition
Domain 2: Planning for Active Learning
2a:
2b:
2c:
Planning of instructional content is aligned
with standards, builds on students' prior
knowledge and provides for appropriate level
of challenge
Planning instructional strategies to actively
engage students in the content
Selecting appropriate assessment strategies to
monitor ongoing student progress
Domain 3: Instruction for Active Learning
3a:
3b:
3c:
Implementing instructional content for
learning
Leading students to construct new learning
through use of active learning strategies
Monitoring student learning, providing
feedback to students and adjusting instruction
Domain 4: Assessment for Learning
4a:
4b:
4c:
Formative and summative assessment for
learning
Assessment criteria and feedback to improve
student performance and responsibility for
learning
Comprehensive data analysis, interpretation
and communication
Domain 5: Professional Responsibility
and Teacher Leadership
5a:
5b:
5c:
5d:
Engaging in continuous professional growth to
impact instruction and student learning
Collaborating to develop and sustain a
professional learning environment to support
student learning
Communicating and collaborating with colleagues,
students and families to develop and sustain a
positive school climate and support student
learning
Conducting oneself as a professional
Sample From Teacher Practice Rubric
DOMAIN 2: Planning for Active Learning
Indicator Unsatisfactory
Needs
Meets
Improvement Expectations
Exceeds
Expectations
2c.
Selecting
appropriate
assessment
strategies to
monitor
ongoing
student
progress
Selecting or
designing
assessment
strategies that at
times do not
measure progress
towards or
attainment of
learning
outcomes
In addition to
meets
expectation
characteristics:
Selecting or
designing
performancebased
assessments that
enable students
to generalize
learning to new
contexts
Selecting or
designing lessonbased assessments
that insufficiently
measure progress
towards or
attainment of
learning outcomes
Selecting or
designing lessonbased
assessment
strategies that
are aligned with
instruction and
measure
progress towards
and contribute to
attainment of
learning
outcomes
Parent Survey (10%)
 Distributed and collected by district for the school.
 Rating is included in all teacher and administrators
evaluation calculations
 Generic items on survey (examples):
1. I feel welcome at this school.
2. I have attended at least one meeting/event at school this year.
3. Teachers have high expectations for my child/ren.
4. Teachers talk to me about how my child/ren are doing in class.
Teacher Evaluation Components
Two main components each with
2 sub-components for a total of 4 ratings.
Teacher Practice Rating
Student Outcome Rating
Observation/
Performance
40% Student Growth/
Development
Parent Feedback
10% Whole School
Learning
50%
45%
5%
50%
Student Outcome Rating
Student Growth and Development 45%
 1 or more goals with Indicators of Academic Growth
& Development
 22.5% using standardized measures
 22.5% using non-standardized measures
Whole School Learning (5%)
 Each building will establish an aggregate rating for
student performance
Sample SLO-Standardized
Teacher
Categor
y
Student Learning
Objective
Indicators of Academic Growth and
Development
8th
Grade
Science
My students will master
critical concepts of
science inquiry.
1. 78% of my students will score at the Meets
Expectations or higher level on the science
CMT in March 2013.
4th
Grade
My 22 students will
demonstrate improvement
in or mastery of reading
comprehension skills
by June 2013.
1.
All 17 (77%) students assessed on the standard
CMT will maintain proficiency, goal or
advanced performance, or will gain a
proficiency band on 4th grade CMT Reading in
March 2013.
2. All 5 students (23%) assessed on the MAS for
Reading CMT will achieve at the proficient or
goal level on 4th grade CMT Reading MAS in
March 2013.
Sample SLO-Non-Standardized
Teacher
Student Learning
Category
Objective
8th Grade My students will
Science
master critical
concepts of science
inquiry.
High
School
Visual
Arts
My students will
demonstrate
proficiency in
applying the five
principles of
drawing.
Indicators of Academic Growth and
Development (at least one is required)
1. 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.
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.
Ratings for Student Outcomes
Exceeds
Expectations
(4)
Meets
Expectations
(3)
All or most students met or substantially exceeded the
target(s) contained in the indicator(s).
Most students met the target(s) contained in the
indicators within a few points on either side of the
target(s).
Many students met the target(s) but a notable
Needs
percentage missed the target by more than a few points.
Improvement
However, taken as a whole, significant progress towards
(2)
the goal was made.
A few students met the target(s) but a substantial
Unsatisfactory
percentage of students did not. Little progress toward
(1)
the goal was made.
Whole School Learning (5%)
Teacher and Administrators will be evaluated on student
learning. It accounts for 5% of teacher rating and 45 % of
an administrator’s rating.
 This
rating comes from the school performance
index (SPI) in the state report
 This rating comes from a school-based target for
student learning
All administrators and staff in a school will receive
this rating as part of their evaluation.
Calculation of Final Rating
Component
Teacher Practice
•Observations +
•Parent Feedback
Rating
Meets Expectations
Meets expectations
Meets expectations
Student Outcome
Meets Expectations
•Student Growth +
Standard – meets expectations
Non standard – meets expectations
•Whole School
Meets expectations
Final Rating
Meets Expectations
Summative Rating Matrix
Student Outcomes
(Student Growth + Whole
School Learning)
Teacher Practice (Observation + Parent Feedback)
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Unsatisfactory
Exceeds
Expectations
Exceeds
Expectations
Exceeds
Expectations
Meets
Expectations
Gather
further
information
Meets
Expectations
Meets
Expectations
Meets
Expectations
Meets
Expectations
Needs
Improvement
Meets
Expectations
Needs
Improvement
Needs
Improvement
Gather
further
information
Unsatisfactory
Unsatisfactor
y
Gather
further
information
Unsatisfactory Unsatisfactory Unsatisfactory

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