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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