Created for Ball-Chatham Teachers by Jill Larson, Assistant Superintendent

 Illinois Professional Teaching Standards  Social and Emotional Learning Standards  Test of Academic Proficiency  Literacy and Reading Initiatives  Common Core Standards  Teacher Performance Evaluation  Accountability

Teacher and Leader Effectiveness

 Test of Academic Proficiency – (Basic Skills)  ACT/SAT including writing – ACT score of 22  Content Tests  Teacher Performance Assessments  Professional Teaching Assessments

 Three Certificates: 1. Educator License with Stipulations 2. Professional Educator License 3. Substitute License Starting Date – June 1, 2013

 PERA (2010) – Performance Evaluation Reform Act  IPTS (2010) – Illinois Professional Teaching Standards  PDP – Professional Development Plan

 Modules 1 – 5 for Teachers  Modules 1 – 5 for Administrators  Purpose:  Be familiar with the Framework for Teaching  Recognize sources of evidence from the District selected framework  Interpret evidence against the rubrics for each component’s levels of performance  Calibrate their judgments against those of their colleagues and Master Score

 By September 1, 2012, all Illinois school districts must adopt the following 4 performance categories:  Excellent  Proficient  Needs Improvement  Unsatisfactory

 2012 – 2013 SY: CPS in at least 300 schools  2013 – 2014 SY: Districts that receive SIG  2014 – 2015 SY:  2015 – 2016 SY: Districts in the lowest 20%  2016 – 2017 SY: Ball-Chatham (See teacher eval committee rep or principal for this handout)

 By statue, 70% of the Teacher Evaluating rating is based on “Professional Practices” that accesses the teacher’s planning, instructional delivery, and classroom management in addition to teacher attendance and competency in the subject matter taught.  By statue, 30% of the Teacher Evaluation rating is comprised of academic data and other indicators of “Student Growth”.

 Tenured  Non-Tenured

 A minimum of 2 observations shall be required each evaluation cycle, of which 1 must be a formal observation  Formal observations include both pre- and post-observation conferences  Clearly defined expectations as outlined in the district’s evaluation plan that is aligned to IPTS  Ongoing conversations based on evidence by both teacher and evaluator (data logs, reflection forms, lesson planning, student work, formal and informal observations

 A minimum of 3 observations shall be required each evaluation cycle, of which 2 must be formal observation  Formal observations include both pre- and post-observation conferences  Clearly defined expectations as outlined in the district’s evaluation plan that is aligned to IPTS  Ongoing conversations based on evidence by both teacher and evaluator (data logs, reflection forms, lesson planning, student work, formal and informal observations

 A Professional Development Plan (PDP) is developed within 30 school days after a summative rating  The PDP is developed by the evaluator in consultation with the teacher including evidence of progress/achievements of goal as well as supports that the district will provide  Does not have a minimum and maximum timeframe  If the teacher has corrected the performance areas, return to regular evaluation cycle

 A minimum of 3 observations shall be required each evaluation cycle, of which 2 must be a formal observation  Formal observations include both pre- and post-observation conferences  Clearly defined expectations as outlined in the district’s evaluation plan that is aligned to IPTS  Ongoing conversations based on evidence by both teacher and evaluator (data logs, reflection forms, lesson planning, student work, formal and informal observations

 A Remediation is developed within 30 days after a summative rating  A consulting teacher is selected by the evaluator who has 5 years of experience and an excellent rating on the last evaluation  Timeframe – 90 school days with a midpoint and final evaluation during and at the end evaluation period  If the teacher has corrected the performance areas receiving a proficient or excellent rating, they return to regular evaluation cycle

Years 1 – 3 Non-TenuredYear 4 Non-Tenured Minimum of 3 observations with 2 formal Formal observations include both pre- and post-observation conferences Clearly defined expectations as outlined in the district’s evaluation plan that is aligned to IPTS Ongoing conversations based on evidence by both teacher and evaluator (data logs, reflection forms, lesson planning, student work, formal and informal observations

Years 1 – 3 Non-TenuredYear 4 Non-Tenured In 2 out of the last 3 years of non- tenured status, teacher must have a summative rating of “proficient” or “excellent” In fourth year of non-tenured status, teacher must have a summative rating of “proficient” or “excellent” Eligible for early tenure if teacher has a summative rating of “excellent” during first 3 years

 Written Notice  Rubric  Summary of the manner in which measures student growth and professional practice to be used in the evaluation related to the performance evaluation ratings of “excellent”, “proficient”, “needs improvement”, and “unsatisfactory”.  A summary of the district’s procedures related to the provision of professional development or remediation in the event a teacher receives a “needs improvement” or “unsatisfactory” rating.

 Pre-Observation Conference: teacher submits in advance of conference a written lesson or unit plan and/or other evidence of planning for instruction to be observed. Evaluator will discuss and make recommendations for areas of focus during the observation. (CHANGE)

 Observation of Professional Practice:  Informal – no observation requirements are defined by statue.  Formal – minimum of 45 minutes at a time, or a complete lesson, or during an entire class period. Focus upon acquiring evidence of the teacher’s planning, instructional delivery, and classroom management skills.

 Documentation of Professional Practice  Formal – evaluator provides feedback following a formal evaluation to the teacher in writing (electronic or paper)  Informal – evaluator provides feedback to the teacher either orally or in writing (electronic or paper)

 Post-Observation Conference  Evaluator shall meet with the teacher to discuss evidence collected and provide feedback. Teacher may provide additional information or explanation about the lesson presented.  Informal Observation – evaluator must provide the teacher an opportunity to have an in person discussion following observation.

 RIF Joint Committee (SB7)  Equal representation of board and union  Establishes rules for how teachers’ evaluations are categorized for purposes of reductions in forces.

 Evaluation Joint Committee (PERA)  Equal representation of board and union  Establishes the evaluation components. Determines rules for the implementation of the students growth component and for the usage of assessments for each category of teacher.  180 days  Shall consider how certain student characteristics (special ed placement, ELL, low income populations) shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school, and district have on students’ academic achievement

 Assessment - means any instrument that measures a student’s acquisition of specific knowledge and skills.  Student Growth – means demonstrable change in a student’s or group of students’ knowledge or skill, as evidenced by gain and/or attainment on 2 or more assessments between 2 or more points in time.

 Three Types:  Type I Assessment  Type II Assessment  Type III Assessment  District must have 2 types of assessments – 1 type of Type I or II, and 1 Type III OR 2 Type III  The joint committee decides how these are aligned to the school and district’s school improvement plan

 ADMINISTERED BEYOND IL  Standardized  Examples:  MAP  EPAS  Scantron Performance Series  STAR, DIBELS  Iowa Test of Basic Skills  SAT  Advanced Placement  WorkKeys  International Baccalaureate Exams

 ADMINISTERED DISTRICT WIDE  Used on a district wide basis by all teachers in a given grade level or subject area  Examples:  Common Assessments  Curriculum Tests and Assessments designed by textbook publishers

 ADMINISTERED CLASSROOM BASED  Individual  Aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in the course.  Examples:  Teacher created assessments – pre and post assessments  Student work or portfolios  Musical performance  Single grade level teacher made test  Writing assessment with rubric given at beginning and end of year

 May rely on the performance of their associated students on assessments given in another teacher’s classroom.

 District would then have to adopt state model  50%/50%

 Evaluation Committee will determine a timeline based on the implementation date of 2016 and work backwards to 180 days  Can continue to have informal conversations along the way  Building level - continue to tweak what you all do best for students in terms of best practices

 Mandated by SB7  Diagnostic tool for identifying schools’ strengths and weaknesses  Research based x-ray of schools  Developed by University of Chicago for ISBE  All schools in IL will administer– Spring 2013  All teachers and 6 – 12 students  Optional parent component  Providing a more robust picture of school performance on School Report Card beyond test scores

 5 Essential Supports of School Improvement 1. Effective leaders 2. Collaborative teachers 3. Involved families 4. Supportive environment 5. Ambitious instruction

 The University of Chicago found that schools strong on 3 or more of the 5 essentials are 10 times more likely to make substantial gains in reading and math.

 Survey Administration – February 1 – March 31, 2013  15 to 20 minute survey  Scoring – April – May 2013  Reporting to districts and principals – June 2013  Reporting to the NEW version of State Report Card – October 2013

1. The principal makes clear to the staff his or her expectations for meeting instructional goals. 2. Teacher feel responsible when students in this school fail. 3. Teachers work closely with parents to meet students’ needs. 4. I feel safe and comfortable with my teachers at this school. 5. Students build on each other’s ideas during discussion.

 

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.” - Dr. Hiam Ginott

 Growth Through Learning Module 1 and 5  IASA Conference Materials, October 2012  ISBE Website  LUDA Conference Materials, October 2012  Miller, Tracy, and Braun School Law Update  Sangamon County ROE #51 Materials