Educator Evaluation RESA Training Sessions Summer 2013

Educator Evaluation RESA Training Sessions Summer 2013
Educator Evaluation
RESA Training Sessions
Summer 2013
Historical Perspective
2012-13
2011-12
2010
Revised
Evaluation System
Task
2009
Piloted
Standards Forces
Adopted
Pilot
expands
2013-14
Statewide
Implementation
to 136
Demonstration
Schools
Meeting Objectives
• Participants will understand and be
able to implement all components of
the new evaluation framework.
• School leadership teams will plan how
to support their colleagues in
understanding and implementing the
components of the new evaluation
framework at their schools.
Overview of Agenda
• Hour 1: Overview and Self Reflection
• Hour 2: Goal Setting
• Hour 3: Evidence and Plans for
Continuous Improvement
• Hour 4: Summative Evaluation
Leadership Team Planning
Resources & Tools
http://wvde.state.wv.us/evalwv
Resources & Tools
• http://wvde.state.wv.us/evalwv
• Graphic Organizer for Notes
What? When? Why?
VISION:
West Virginia will have a
comprehensive and equitable
evaluation system that clearly
articulates, measures,
rewards, and develops
educator effectiveness to
increase student learning
VISION:
_________ school will have a
comprehensive and equitable
evaluation system that clearly
articulates, measures,
rewards, and develops
educator effectiveness to
increase student learning
Evaluation System for Teachers
Four
Performance
Levels
Advanced
Progression
6+ years
Intermediate
Progression
4-5 years
Initial
Progression
1-3 years
Distinguished
Accomplished
Emerging
Summative Evaluation Conference
Unsatisfactory
Four
Performance
Levels
School Leader and Counselor
Distinguished
Accomplished
Emerging
Unsatisfactory
Summative Evaluation Conference
Elevator Speech
• What is the component?
• When does it occur?
• Why is it important?
ELEVATOR SPEECH
ACTIVITY
1. Green = Speaker
2. Pink = Listener
3. 1 minute speech:
What? When? Why?
4. Switch cards and
find another
person
Performance
Levels
Evaluation System
Distinguished
Accomplished
Emerging
Evaluator Completes _________ (???)
Unsatisfactory
Performance Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Levels of Performance
Distinguished
Accomplished
Emerging
Unsatisfactory
Distinguished
performance
describes
professional teaching
that engages
students to be highly
responsible for their
own learning.
Performing at this
level involves
contributing to the
professional learning
of others through
teacher leadership.
Accomplished
performance
describes
professional teaching
that exhibits mastery
of the work of
teaching while
improving practice
and serving the
professional
community.
Emerging
performance
represents teaching
that demonstrates
knowledge and skills
to implement
essential elements
albeit not always
successfully at times.
Unsatisfactory
performance
describes teaching
that does not convey
sufficient
understanding of
concepts or the
successful
implementation of
essential elements.
Levels of Performance
Distinguished
Accomplished
Emerging
Unsatisfactory
Distinguished
performance
describes
professional
teaching that
engages students to
be highly
responsible for their
own learning.
Performing at this
level involves
contributing to the
professional learning
of others through
teacher leadership.
Accomplished
performance
describes
professional
teaching that
exhibits mastery of
the work of teaching
while improving
practice and serving
the professional
community.
Emerging
performance
represents teaching
that demonstrates
knowledge and skills
to implement
essential elements
albeit not always
successfully at times.
Unsatisfactory
performance
describes teaching
that does not convey
sufficient
understanding of
concepts or the
successful
implementation of
essential elements.
WV Professional
Teaching Standards
• The five Professional Teaching Standards used
in the evaluation system are derived from the
West Virginia Professional Teaching Standards
• www.wvde.state.wv.us/evalwv
– Click Teacher menu link
– Click Teacher Evaluation Rubrics
Self-Reflection
Due October 1st
Educator Self-Reflection
Educator Self-Reflection
Self-Reflection Rubric 2.2
Online System
Hands-On Activity
• Navigate to the Educator Evaluation
Online System – Demo Area
http://wveis.k12.wv.us/teachers
Why Do Educators Self- Reflect?
• Take Ownership of Professional Growth
• Establish an Understanding between Evaluator
and Educator.
– What are the expectations set for the
educator?
– Has the educator met those expectations at
the end of the year?
New Year’s
Resolutions
Ensuring Meaningful Goals
S
M
A
R
T
Specific
Measureable
Achievable
Relevant
Timebound
Goal Setting
Due November 1st
Senate Bill 359:
rd
Reading by 3 grade
• The revised Policy 5310 will contain the
requirement for all PK-3rd grade teachers to
focus one of their student learning goals on
reading.
Why Do Educators Set Goals?
PD360 Video
Goals Across the System
• Teacher
• Principal
• Counselor
2 student
learning goals
1 student
learning goal
1 goal around a
professional
standard
Due in system
November 1
2 goals targeted
at performance
improvement
Due in system
November 1
Due in system
November 1
What are the components
of the student learning goals?
•
•
•
•
•
•
Specific Context
Content area
Baseline data
The goal
Strategies
Collaboration
Goal Setting Jigsaw
What are the requirements of the
student learning goals’ MEASURES?
1. Two data points
2. Rigorous
3. Comparable across classrooms
Measures of Progress
Caution
WESTEST 2 data
can be used for
student learning
goals … However
since results are
received AFTER
June 1 deadline
it must be noted
in the system
Rigorous
• West Virginia’s Next Generation
Standards
• West Virginia Content Standards
and Objectives
• Challenging to all learners
Comparable Across
Classrooms
Reviewing Student
Learning Goals
•
•
Reviewing Student Learning Goals
Is the Goal S.M.A.R.T.?
•
Is the goal Specific? If it is a specific goal, you should be able to answer the
following questions:
•
Is the goal measurable? If goal is specific and measurable, one should be
able to establish concrete criteria for measuring progress toward the
attainment of each.
•
Is the goal attainable? Given resources available, goal must be realistic and
attainable. ?
•
Is the goal relevant? Ultimately, goals should help achieve better student
outcome.
•
Is your goal time-bound? Goals should have starting points, ending points,
and fixed durations.
http://wvde.state.wv.us/evalwv/resources.php
Educator Evidence
Educator Evidence
• What is Evidence?
– Materials/Data that support the determination of
a rating
• When should Evidence be Collected?
– Throughout the school year, but must be
completed by Evaluation Conference.
• Why is Evidence Important?
– Provides validity
Educator Evidence
Formal Observations as Evidence
• Initial Progression
Four Annually
• Intermediate Progression
Two Annually
• Advanced Progression
• Not required, but may be requested
Educator Evidence
• Who Collects the Evidence?
– Both the Evaluator and the Educator may
collect evidence.
• When is evidence required?
– If you rate yourself as distinguished
– If your self-reflection differs from the opinion of
your evaluator
– When an “Unsatisfactory” Rating is Given
Educator Evidence
• What is the Difference between
Evidence “Noted in the System” and
“providing” evidence?
“Noted in System” vs. “Providing”
• First Determine if Evidence is Needed.
• If Evidence is Needed:
– Mutually agreed upon Evidence may be “Noted in
the System”.
– Evidence is “Provided” when the Evaluator is not
fully aware of the evidence.
“Noted in the System”
“Provide Evidence”
Educator Evidence
• Are Educators required to upload
Evidence?
– No. The Evidence Form is intended to
document Evidence to be verified.
• How much Evidence is needed?
– Can be as simple as a description with
date/time.
– Portfolios/Binders full of
Documentation are NOT NEEDED!!
Plans to Support Continuous
Improvement
• Culture based on trust, support and
professional growth
• Comprehensive system of support
– Focused Support Plan (FSP)
– Corrective Action Plan (CAP)
When is an FSP Needed?
• Area of Concern Identified
• Proactive, preventative
measure needed
• Support for struggling educator
Focused Support Plan
Components
• Area of concern/standard(s)
identified
• Expectation for change
• Purposeful conversation between
evaluator and educator
• 9 week timeline for implementation
• Specific resources for support
Focused Support Plan
Conclusion of Nine Week Plan
Does evidence demonstrate—
Standard met? Remove from the FSP
Adequate progress? Implement another
Focused Support Plan
Inadequate progress? Move to a
Corrective Action Plan
When is a CAP Needed?
• Inadequate progress on focused support
plan (if applicable)
• Unsatisfactory performance determined
• Misconduct that requires immediate
action (W. Va. Code §18A-2-8) and/or a
CAP
Corrective Action Plan
Components
• Unsatisfactory performance with reference
to the standard(s) to be addressed
• Expectations for change
• 18 Week timeline for implementation
• Specific resources for support
Corrective Action Plan
Conclusion of 18 Week CAP
Does evidence demonstrate—
Standard met? CAP successful
Standard not met? CAP may
not be repeated
Plans for Continuous
Improvement - FAQs
• A Plan for Continuous Improvement
can commence at any time during
the school year
• CAP is determinative and may not be
repeated
SUMMATIVE EVALUATION
Principal’s Perspective
Adding up the pieces…
A break down of the Elements.
Standard
Rating
Standard 1
Accomplished
Element 1.1
Emerging
Element 1.2
Accomplished
Element 1.3
Accomplished
Element 2.1
Emerging
Accomplished
Element 2.2
Emerging
Element 2.3
Emerging
Standard 2
The intent of providing standard ratings at both the standard and
element level is to help one identify areas of best practice and need!
The
preponderance
of evidence
points to an
overall rating of
accomplished
An Overview of the System
How the Pieces Add Up…
Elements1.1
Elements
Element 1.1
Standard 1
Elements 2.1
2.1
Elements
Element 2.1
Standard 2
Elements
3.1
Elements
3.1
Element 3.1
Standard 3
Elements4.1
4.1
Element
Standard 4
R/LA School
Growth Score
Math School
Growth Score
Overall
Rating
Standard 7
Elements
5.1
Elements
5.1
Element 5.1
Standard 5
Standard 6
Student
Learning Goal
Student
Learning Goal
How do we get the School-wide
Growth Score?
It starts with a student
growth score.
Is it enough growth?
How much growth?
From Student to School Growth
» Examine students by grade and by content for the state
» Identify the amount of growth for each student in each
grade across the state (this number is referred to as a
Student Growth Percentile)
» Identify all of the students in the school
» Group all students in the school together, regardless of
grade
» Take the median (middle) growth percentile of all students
in a school for each content.
How is the 5% is calculated?
• There are 3 categories of growth:
– Low
– Typical
– High
• We split low into 2 categories for the educator
evaluation system. This gives 4 categories
– Very low (unsatisfactory)
– Low (emerging)
– Typical (accomplished)
– High (distinguished)
SAMPLE School Evaluation Report
16
14
12
10
Unsatisfactory
8
Emerging
6
Accomplished
4
Distinguished
2
0
Standard Standard Standard Standard Standard Standard
1
2
3
4
5
6
The Road Ahead…
Continued monitoring
Continued changes
Continued collaboration
VISION:
West Virginia will have a
comprehensive and equitable
evaluation system that clearly
articulates, measures,
rewards, and develops
educator effectiveness to
increase student learning
Impact of the System
Leadership Team Planning
• How will your leadership team motivate everyone
to embrace the Educator Evaluation System?
• How will your school make connections between
the evaluation system and other school-wide
initiatives?
• What are some complications that might arise
during the transition at your school? How will you
handle these situations?
• How will you reinforce and support the evaluation
system throughout the school year?
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