New Haven, A City of Great Schools MOVING FROM COMPLIANCE TO COHERENCE IN EVALUATION AND DEVELOPMENT: THE IMPACT OF THE E3 PROGRAM NEW HAVEN PUBLIC SCHOOLS – February,

New Haven, A City of Great Schools NHPS School Change Vision and Strategy 2 What is the Vision for Transforming Our System? Students learning through meaningful and coherent experiences in individual classrooms, among different classrooms, and in the rest of their lives Schools as the centers for learning, where teams of adults take collective and empowered responsibility for students, working separately and together to move students from where ever they start to the highest performance levels, collaborating without fault The district and schools acting to support development, adaptation, and innovation TalentCommunity & Parents Adults in the system will be managed as professionals to encourage collaboration, empowerment, and responsibility for outcomes The work of the school system will be as aligned as possible with the parents, community organizations and agencies who work on behalf of our students What is important about our approach? Coherent and comprehensive reform strategy, connecting and innovating across the range of challenges that face our students and schools Collaborative work with teachers and other stakeholders, setting a tone of collective responsibility and building long-term sustainability. Designed for persistence, to ensure sustainable and ongoing change to address the many complex challenges facing student learning in New Haven Students To prepare students for their life, the district will provide structured support both for rigorous academics and personal developmental Each school will be organized and supported on its own unique path to success Portfolio of Schools

New Haven, A City of Great Schools NHPS Timeline for School Reform and Educator Evaluation 3 Launch of joint reform discussions, with contract negotiations overlapping and in parallel, and establishment of joint beliefs Summer 2009 NHFT reform contract agreement (Approved by 855 to 42) including evaluation Multi-party design committees created by contract agreement (Reform, Teacher Evaluation and Development or TEVAL, and Survey – also PEVAL), with Teacher Committees in parallel; recommendations and approval in Spring SY First school learning environment survey, including 360 feedback on school leadership; District surveys on central office effectiveness and on evaluation and coaching Launch of new school year with revised NHPS evaluation and development systems; ongoing discussions and refinement in Reform Committee and through bi-weekly meetings SY Mounting pressure for school reform in New Haven from all stakeholders – officials, parents, teachers, and community SY On-going feedback loops, refinement through multiparty discussions, and trainingOngoing Initial principal professional development for new evaluation system (12 month)Summer 2010 Development of Professional Educator Program (TIF grant), awarded in OctoberSummer 2012 Second year of NHPS evaluation and development system, including launch of Talent Ed web platform in January; ongoing discussions and refinement SY

New Haven, A City of Great Schools NHPS Timeline for Professional Educators Program 4 Talent Council formed to govern the TIF grant, which is comprised of 3 New Haven Federation of Teacher (NHFT) and 3 School Administrator Association (SAA) members; district office chairs November 2012 Teacher Facilitator role created; selection conducted; training by National Academy for Advanced Teacher Education (NAATE) Garth Harries begins as Superintendent Summer 2013 NHFT + SAA contract negotiations launched Career Trajectories creates and implements Curriculum Facilitator and Super Tutor expanded roles Spring year, $53 million Teacher Incentive Fund grant awarded to build Professional Educators Program (PEP) October 2012 On-going feedback loops, refinement through multiparty discussions and program evaluation; NHFT and SAA contract implementation Ongoing NHFT member vote to ratify contract, ; SAA ratifies contract October 2013 Student Support Facilitator expanded role implemented Talent Director hired July 1, 2014 November 2013 July 1, 2013 Summer 2014 Administrator expanded roles implemented Winter 2014 NHFT contract negotiations complete with incremented tied to effectiveness and with an additional 93 hours of teacher time added to the school year August 2013

New Haven, A City of Great Schools Key Design Features of NHPS Evaluation Systems 5 Professional Feedback Process Evaluation Components Fair and consequential decisions The heart of evaluation and development system are periodic conferences, designed to pull together different sources of information and allow for frank and professional development conversations This requires work *both* on instructional eye *and* on adult leadership & coaching techniques Evaluation includes multiple measures: student learning growth (defined through goal setting conference), instructional or leadership practices (teacher-developed rubric) and professional values (teacher-developed rubric) Professional staff evaluated using a 5 part scale, from needs improvement to exemplary, on each component Relative weighting of factors in final evaluation depends on how clear and consistent the student learning growth is over time and across assessments For exemplary and needs improvement teachers, instructional practice observations are validated by 3rd party evaluations Climate survey includes 360 feedback on leadership practices, including fairness of evaluation Design FeatureSummary

New Haven, A City of Great Schools Teacher Evaluation and Development Focuses in 3 Areas 6 The new evaluation and development system will use multiple sources of information to assign each teacher’s evaluation ratings and determine targeted development opportunities. At the end of each year, all teachers will be assigned a rating that indicates their level of performance for each component on the following scale: Student learning outcomes Teacher instructional practice Teacher professional values Growth in student learning (i.e., growth on state, district, or other assessments) and attainment of academic goals that are rigorous and aligned to standards Instructional manager judgments of observed teacher performance in the domains of Planning and Preparation, Classroom Practice, and Reflection Instructional manager judgments of observed teacher behavior that address a set of characteristics including professionalism, collegiality and high expectations for students. ComponentMeasured By Exemplary (5) Strong (4) Effective (3) Developing (2) Needs Improvement (1) Instructional Practice Performance Continuum Professional Values Performance Continuum Conference Goal Setting Materials Materials