Educator Effectiveness Summit: SB 191 Into Action Colorado State Model for Educator Evaluation March 5, 2012 Toby King Consultant Evaluation and Support Mike Gradoz Consultant Evaluation and Support Colorado Department of Education

Senate Bill 10-191 A system to evaluate the effectiveness of licensed personnel to improve the quality of education. Improve instruction. Serve as a measurement of professional growth and continuous improvement. Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non probationary status, dismissal, and nonrenewal of contract.

Definition of Principal Effectiveness Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data- driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

Components of an Effective Evaluation System 1. Evaluation System Goals 2. Stakeholder Investment and Communication Plan 3. Selecting Measures 4. System Structure 5. Evaluators 6. Data Integrity 7. Using Results & Professional Development 8. System Evaluation

Principal Quality Standards I: Principals demonstrate strategic leadership. II: Principals demonstrate instructional leadership. III: Principals demonstrate school culture and equity leadership. IV: Principals demonstrate human resource leadership. V: Principals demonstrate managerial leadership. VI: Principals demonstrate external development leadership. VII: Principals demonstrate leadership around student academic growth.

Application of Quality Standards Each quality standard includes “elements”—which provide a more detailed description of the knowledge and skills needed for each standard. All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements. Districts that use their own locally developed standards must crosswalk those standards to the state’s quality standards and elements, and be able to report for each principal and teacher (1) a final performance evaluation rating, and (2) performance results for each quality standard.

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Principal Evaluations 50% Professional Practice 50% Student Academic Growth I. Strategic leadership II. Instructional leadership III. School culture/equity leadership IV. Human resource leadership V. Managerial leadership VI. External development leadership VII. Leadership around student academic growth Measured using multiple measures on multiple occasions, including tools that capture: (1) teacher input; (2) number and percentage of teachers with each; and (3) number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan. Evaluated using the following: (1)data included in the school performance framework; and (2) at least one other measure of student academic growth.

Components of the Principal Rubric Standard I: Principals Demonstrate Strategic Leadership Not Evident Partially Proficient Proficient Accomplished Exemplary School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community. Vision, mission, values, beliefs and goals of school are: Not evident or familiar to staff and other stakeholders. Developed by school administrators working in relative isolation. Not integrated into the life of the school community. Vision, mission, values, beliefs and strategic goals of school are: Developed through a collaborative process with staff and other stakeholder groups. Publicly available at the school. Part of routine school communications with staff and other stakeholders. Routinely updated. . . . and Establishes strategic goals for students and staff that are: Focused on student achievement. Based on the analysis of multiple sources of information. Aligned with district priorities. Measurable. Rigorous. Concrete. Staff incorporate identified strategies in their instructional plans to assure that students achieve expected outcomes. Staff and other stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals. Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals. Quality Standard Rating levels Element of the standard Professional Practices

Examples of artifacts Rating points *Artifact is required for all principals and assistant principals. Examples of Artifacts That May Be Used to Support Rating: Evidence Provided by Artifact: Unified Improvement Plan* Teacher Feedback* Parent Feedback Student Feedback Supervisor Feedback Meeting agendas, minutes, and rosters Quarterly Reports to SAC Teacher Lesson Plans Minutes of Planning Sessions Teacher Turnover Rates Emails and memos to staff Descriptions of processes and procedures ICAP Parent newsletters School vision, mission, and goals Business and/or community resource agreements Ratings: (# points per rating at this level) NE (0) PP (1) P (2) A (3) Ex (4) Total Points 0 to 2 points = Not Evident 3 to 6 points = Partially Proficient 7 to 10 points = Proficient 11 to 14 points = Accomplished 15 to 16 points = Exemplary Overall Rating for Standard I = _________________ School Vision, Mission, and Strategic Goals School Improvement Plan Leading Change Distributive Leadership Evaluator Comments: Response of Principal/Assistant Principal Being Evaluated: Evidence provided by artifacts Examples of artifacts Rating points Evaluator’s comments Ratings and point equivalents Rating Scale Principal comment section

Standard I: Principals Demonstrate Strategic Leadership Not Evident Partially Proficient Proficient Accomplished Exemplary School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community. Vision, mission, values, beliefs and goals of school are: Not evident or familiar to staff and other stakeholders. Developed by school administrators working in relative isolation. Not integrated into the life of the school community. Vision, mission, values, beliefs and strategic goals of school are: Developed through a collaborative process with staff and other stakeholder groups. Publicly available at the school. Part of routine school communications with staff and other stakeholders. Routinely updated. . . . and Establishes strategic goals for students and staff that are: Focused on student achievement. Based on the analysis of multiple sources of information. Aligned with district priorities. Measurable. Rigorous. Concrete. Staff incorporate identified strategies in their instructional plans to assure that students achieve expected outcomes. Staff and other stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals. Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals. Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them. The focus of Partially Proficient and Proficient levels is what principals do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

Rubric Rating Levels Standard Not Evident Partially Proficient Accomplished Exemplary Element Professional Practices 1 Does not meet state standard but is making progress toward meeting standard. Does not meet state standard and is not making progress toward meeting standard. 2 Meets state standard. 3 Exceeds state standard. 4 Significantly exceeds state standard.

Definition of Teacher Effectiveness Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.

Teacher Quality Standards I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches. II: Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students. III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. IV: Teachers reflect on their practice. V:Teachers demonstrate leadership. VI: Teachers take responsibility for student academic growth.

Application of Quality Standards Each quality standard includes “elements”—which provide a more detailed description of the knowledge and skills needed for each standard. All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements. Districts that use their own locally developed standards must crosswalk those standards to the state’s quality standards and elements, and be able to report for each principal and teacher (1) a final performance evaluation rating, and (2) performance results for each quality standard.

Teacher Evaluations 50% Professional Practice 50% Student Academic Growth VI. Responsibility for student academic growth I. Mastery of content II. Establish learning environment III. Facilitate learning IV. Reflect on practice V. Demonstrate leadership Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model. Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.

Components of the Teacher Rubric Quality Standard Rating levels Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Not Evident Partially Proficient Proficient (Meets State Standard) Accomplished Exemplary Element c: Teachers engage students as individuals with unique interests and strengths. The teacher: Has low-level expectations for some students. Uses data for instructional decision making on an infrequent basis. Monitors students for level of participation. Encourages students to share their interests. Challenges students to expand and enhance their learning. . . . and Asks difficult questions of all students. Scaffolds questions. Gives wait time equitably. Flexibly Groups students. Assumes that all students will meet or exceed expectations. Modifies instruction to assure that all students: Understand what is expected of them. Are challenged to meet or exceed expectations. Participate in classroom activities with a high level of frequency and quality. Take responsibility for their work. Have the opportunity to build on their interests and strengths. Students: Actively participate in all classroom activities. Monitor their own performance for frequency of participation. Seek opportunities to respond to difficult questions. Select challenging content and activities when given the choice in order to stretch their skills and abilities. Encourage fellow students to participate and challenge themselves. Element that aligns with standard Professional Practices

Evidence provided by artifact Teacher comment section Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students. The teacher: Collaborates with others infrequently or only as required in order to address identify, understand and address student learning needs. Establishes a classroom environment that is not inviting to families and significant adults in the lives of students. Maintains appropriate and respectful relationships with students and their significant adults. Routinely communicates with parents to better understand student needs. Is sensitive to the diverse family structures in all communication to/about the student. . . . and Provides tools, materials, and guidance significant adults to help students meet education goals. Maximizes the home/school connection by coordinating information from significant adults with colleagues who provide student services. Seeks out services, strategies and resources to meet the diverse needs of students. Students: Take advantage of support services made available to them. In order to deepen their skills and knowledge. Seek out assistance such as tutoring, computer software, advice from specialists, and guidance from fellow students to address learning issues. Examples of Artifacts that may be used: Evidence of Performance: Evidence of performance provided by artifact: Student Achievement Data Student feedback Parent feedback Lesson plans/units of study Feedback from walkthrough observations Instructional activities schedules Student journals/learning logs Student work Anecdotal records Formative and summative assessments of student work Evidence provided by artifact Evaluator comments Examples of Artifacts Teacher comment section Comments (Required for Ratings of “Not Evident” or “Partially Proficient” and recommended for all rating levels). Please indicate the element for which the comment applies if not for the standard as a whole. Comments of person being evaluated. (Optional)

(Meets State Standard) Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Not Evident Partially Proficient Proficient (Meets State Standard) Accomplished Exemplary Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels. The teacher does not: Design instruction to address individual student learning needs. Collaborate with specialists, colleagues and parents to provide understand student needs. The teacher: Designs instruction to address specific learning needs of some groups of students (e.g., ELL, LD, special needs, gifted and talented). Challenges all students with the same frequency and depth and monitors the quality of participation. . . . and Solicits input from parents, colleagues, specialists, and others to understand students’ learning needs. Implements individualized plans for the content and delivery of instruction. Uses multiple strategies to teach and assess students. Adapts instructional strategies to meet student needs. Students: Actively participate in all classroom activities. Articulate an awareness of their learning needs. Reflect about their learning and make adjustments to accommodate their learning needs. Seek out ways to cope with learning differences and apply coping skills to classroom situations. Share coping strategies and with fellow students. Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them. The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.

Rubric Rating Levels Standard Not Evident Partially Proficient Accomplished Exemplary Element Professional Practices 1 Does not meet state standard but is making progress toward meeting standard. Does not meet state standard and is not making progress toward meeting standard. 2 Meets state standard. 3 Exceeds state standard. 4 Significantly exceeds state standard.

Principal and Teacher Performance Evaluation Ratings After CDE develops the state model system and an evaluation scoring matrix, the State Board will adopt definitions for each rating. Highly Effective Effective Partially Effective Ineffective

District decides measures Standards I-V: use observation plus at least one other method Standard VI: select multiple measures appropriate to teaching assignment District decides weights On each Standard I-V districts may weight priority standards more Standard VI must count for at least 50% of total score District decides data collection procedures Standards I-V: Must occur with enough frequency to create a credible body of evidence Standard VI: Must occur with enough frequency to create a credible body of evidence District aggregates measures Aggregate professional practice scores into a single score on Quality Standards I-V Aggregate student growth measures into a single score on Quality Standard VI District uses State Scoring Framework Matrix to determine Performance Standard

Content Collaborative The Content Collaboratives are a group of educators tasked with creating and disseminating standards-based assessment and instructional materials for use in the classroom. These groups are a key piece in determining how to measure non-state tested subject matter for use in the new educator evaluation system. The Content Collaboratives and Colorado Department of Education, along with state and national experts, will establish examples of student learning measures within each content area. These will be piloted in select districts, undergo revision and then be disseminated to all districts. The National Center for the Improvement of Educational Assessment will facilitate and support the work and meetings of the Content Collaboratives. A technical steering committee will ensure the technical reliability of the identified assessments. What’s on the Horizon: January-May 2012: Launch Cohort 1 Content Collaboratives in order to establish measures of student academic growth in Social Studies; Reading/Writing/Communicating; Music; Dance, Drama and Theatre Arts; and Visual Arts Summer 2012: Launch Cohort 2 Content Collaboratives in order establish measures of student academic growth in World Languages; Science; Mathematics; Physical Education; and Comprehensive Health Fall 2012: Launch pilot of Cohort 1 products in districts participating in CDE’s Educator Effectiveness pilot January 2013: Launch pilot of Cohort 2 products in districts participating in CDE’s Educator Effectiveness pilot Bank of example measures identified will begin to populate after the first pilot has concluded (Summer 2013) For more information about assessments, contact Jo O’Brien, assistant commissioner for assessments, research and evaluation at 303-866-6852.

Colorado Content Collaboratives Technical Steering Committee Cohort I & II: Flow Chart of Work Pilot then peer review Colorado Content Collaboratives Bank National Researchers Technical Steering Committee Future Work I: Jan-Mar 2012 II: Jun-Aug 2012 I: Feb-May 2012 II: July-Nov 2012 I &II: Feb-Dec 2012 I & II: Aug 2012- Aug 2014 I: Aug 2013 II: Aug 2014 Researchers gather existing fair, valid and reliable measures for Consideration. Collaboratives use protocol to review researchers’ measures for feasibility, utility and gaps. Prepare to fill gaps. Provide recommendations to Technical Steering Committee. Technical Steering Committee creates frameworks and design principles for collaboratives to use in reviewing and creating measures. Committee reviews recommendations of collaboratives. Piloting and peer review of measures. Aug 2012-Aug 2013: Cohort I piloting & peer review January 2013-Aug 2014: Cohort II piloting & peer review Measures placed in online Education Effectiveness Resource Bank for voluntary use.

Pilot Period 2011 - 2013 Principal and teacher rubrics Measures of student academic growth Use of student growth objectives Collecting teacher input for principal evaluations Collecting student and family perception data Aggregating measures to assign final evaluation ratings Costs of implementation Support structures for small and/or rural districts CDE monitoring methods

Contact Information Katy Anthes Executive Director of Educator Effectiveness anthes_k@cde.state.co.us Michael Gradoz Consultant for Educator Effectiveness gradoz_m@cde.state.co.us Toby King Consultant for Educator Effectiveness king_t@cde.state.co.us Britt Wilkenfeld Data Specialist wilkenfeld_b@cde.state.co.us For more information, please visit: http://www.cde.state.co.us/EducatorEffectiveness/