August 5-12, 2011 EDUCATOR EVALUATION PILOT

Overview The “Big Picture” – Where are we headed? – Where have we been? – How will we get there? Previewing the Agenda Next Steps

Where Are We Headed?

VISION: West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

Where Have We Been?

Historical Perspective 2009 Standards Adopted 2011 Evaluation Task Force Worked 2012 Revised System Piloted

How Will We Get There?

Clear Expectations Embrace the Opportunities: Be “early adopter” Engage in professional development Work as part of a collaborative team Provide input to policy makers

Importance of Leadership Communicate – /index.php /index.php Partner – Participate in the research study Problem-solve

Agenda Expectations for Training Conceptual Framework Overview Self-Assessment Observation Evidence Student Learning Goals Professional Conduct Summative Rating and Student Growth

What are the Next Steps?

Teacher Evaluation Training Dates Fall and Spring Training On site visits Ongoing Technical Assistance

Future Perspective 2009 Standards Adopted 2011 Evaluation Task Force Worked 2012 Revised System Piloted 2013 Begin Statewide Scale Up

Thank You! Amelia Davis Courts

Expectations for Professional Development

Expectations for us – Well prepared – Clarity – Consideration of the audience Expectations for you – Active participation – Regular feedback – Focused attention

A New Evaluation System: The Rationale

Converging Forces

Conceptual Framework Overview

Levels of Performance DistinguishedAccomplishedEmergingUnsatisfactory 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.

Table Task Share one activity with distinguished performance, one activity with unsatisfactory performance

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Self Assessment – Advanced Progression

Table Tasks Share reaction to critical standard elements – What is new? – What is familiar? What implications does the Self Assessment have for individual professional development?

Observation

Table Tasks Which critical standard elements could be observed? Which critical standard elements could not be observed? What elements do you still need to know about to fully understand the teacher’s performance?

Some specifics about observation Not the evaluation Initial Progress-4, Intermediate-2, Advanced if requested Class period or minimum of 30 mins One piece of a two-part conversation Will be supported by evidence and conversation Elements that contribute to the research

Evidence

Table Tasks Discuss the evidence examples Identify additional evidence by category for each critical standard element Even though none are required, which kinds of evidence would be considered essential? Which ones could be brought to conference with principal?

Enjoy lunch! Be ready to rock ‘n roll at 1:00 p.m.

Evidence For Self Assessment

Table Tasks What types of evidence were able to be used for more than one critical standard element? Were you able to identify evidence that did not fit one of the categories? Were any common among the table? Does the evidence convincingly support the rating?

Setting Student Learning Goals

Table Tasks Work with a partner to develop a student learning goal for your content Share goal with table Discuss improvements, as necessary

Enjoy a stretch break!

Professional Conduct

Professional Conduct Takeaways Professional conduct is the expectation – Three point rubric – Not calculated into summative evaluation Select areas of concern may be addressed without an improvement plan An Unsatisfactory rating should not be given in the pilot A Below Standard rating only with documentation

Summative Rating & Student Growth

An Overview of the System The 5 Professional Teaching Standards 80% of the total summative rating Each critical standard element (CSE) has been given equal importance Goal is to provide as much feedback as possible. – In addition to a single summative rating, there are overall Standard ratings, as well. – Standard ratings are based on the preponderance of ratings at the CSE level (14 total ratings). – Information is entered at the CSE level – CSE ratings range from Unsatisfactory Emerging Accomplished Distinguished

An Overview of the System How the pieces add up Critical Standard Elements 5.1 Critical Standard Element 5.1 Critical Standard Elements 2.1 Critical Standard Element 2.1 Critical Standard Elements 1.1 Critical Standard Element 1.1 Critical Standard Elements 3.1 Critical Standard Element 3.1 Critical Standard Elements 4.1 Critical Standard Element 4.1 Standard 6 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 7 Overall Rating Math School Growth Score Student Learning Goal Math School Growth Score Student Learning Goal

An Overview of the System A break down of the Critical Standard Elements. StandardRating Standard 1Accomplished CSE 1.1Emerging CSE 1.2Accomplished CSE 1.3Accomplished Standard 2Emerging CSE 2.1Accomplished CSE 2.2Emerging CSE 2.3Emerging The preponderance of evidence points to an overall rating of accomplished The intent of providing standard ratings at both the standard and CSE level is to help one identify areas of best practice and need!

The Standard of Student Learning An Overview of the System StandardRating Student Learning (Std. 6)Accomplished Student Learning Goals Accomplished Goal 1A Goal 2E Standardized School Growth Scores Accomplished Math GrowthAccomplished RLA GrowthEmerging Based on: Very Low Growth Lower Growth Typical Growth Higher Growth Based on: Very Low Growth Lower Growth Typical Growth Higher Growth

The Standard of Professional Conduct – A required component of the system – Does not contribute to the overall rating – Is considered an important part of the process An Overview of the System

How the pieces add up Critical Standard Elements 5.1 Critical Standard Element 5.1 Critical Standard Elements 2.1 Critical Standard Element 2.1 Critical Standard Elements 1.1 Critical Standard Element 1.1 Critical Standard Elements 3.1 Critical Standard Element 3.1 Critical Standard Elements 4.1 Critical Standard Element 4.1 Standard 6 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 7 Overall Rating Math School Growth Score Student Learning Goal Math School Growth Score Student Learning Goal

Checking for Understanding

Closing Remarks