Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness Fall 2013 Educator Effectiveness Principal Quality Standards Expert Office Hours

Successful students Prepare students to thrive in their education and in a globally competitive workforce.  Ensure every student is on track to graduate postsecondary and workforce ready.  Increase achievement for all students and close achievement gaps.  Ensure students graduate ready for success in postsecondary education and the workforce.  Increase national and international competitiveness for all students. Great teachers and leaders Ensure effective educators for every student and effective leaders for every school and district.  Increase and support the effectiveness of all educators.  Optimize the preparation, retention, and effectiveness of new educators.  Eliminate the educator equity gap. Outstanding schools and districts Build the capacity of schools and districts to meet the needs of Colorado students and their families.  Increase school and district performance.  Turnaround the state’s lowest performing districts and schools.  Foster innovation and expand access to a rich array of high quality school choices for students. Best education system in the nation Build the best education system in the nation.  Lead the nation in policy, innovation, and positive outcomes for students.  Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.  Attract and retain outstanding talent to CDE. Goals Students Educators Schools/ Districts State

 …out of 178 school districts and 12 BOCES  160 districts/12 BOCES are using the State Model System for teachers and principals  10 districts are using a hybrid system that includes the State Model for evaluating teachers OR principals and a local system for the other group  7 districts have developed their own evaluation systems for teachers and principals  For more information: It’s important because...

Expert Office Hours Objectives  By the end of this session, you will:  be aware of the 2013 updates to the principal rubric in the State Model System.  gain additional familiarity with the Principal Quality Standards  be able to use recent pilot data to determine courses that might offer support for Colorado leaders

 Updates and changes to the Colorado Teacher Rubric  Professional practices  Scoring  Data from the pilots  Collaborative planning and design  Share Out Agenda

 What’s changed in the rubric as a result of feedback from the field?  The current rubric has been shortened in response to feedback from nearly all participants that it felt overwhelming and intimidating due to its size.  The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations.  Redundancies have been eliminated.  The lowest category on the rubric has been changed to “Basic.” Revised Principal Rubric

Rubric Structure and Rating Level Focus 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 Structure and Rating Level Focus The focus of the Basic rating is the educator whose performance does not meet state quality standards. The educator rated as Basic is typically performing at a foundational level. Every educator is expected to perform Basic professional practices in their day-to-day work. The focus of Partially Proficient and Proficient levels is what educators 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 educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

Look for the first unchecked professional practice. Move one column back to identify the rating for the element. Understanding the Scoring “Business” Rule

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.

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness I. StrategyII. Instruction III. Culture V. Management IV. Human Resources VI. External Development VII. Student Growth 50% Professional Practice Standards50% Student Growth Measures Weighting: How Much Does Each Standard Count Towards Overall Performance? Number and Percentage Other Measures of TeachersAligned with CDE Guidelines School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards IneffectivePartially EffectiveEffectiveHighly Effective Quality Standards

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.

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness I. Know Content 50% Professional Practice Standards 50% Student Growth Measures Weighting: How Much Does Each Standard Count Towards Overall Performance? Observations of Other Measures Teaching Aligned with CDE Guidelines State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards IneffectivePartially EffectiveEffectiveHighly Effective Quality Standards II. Establish Environment III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership VI. Student Growth Appeals Process

Principal Standards Teacher Standards Principal and Teacher Quality Standards What did you notice about the alignment between the Principal and Teacher standards?

 Turn and Talk  What courses do you offer to support new principals in meeting the characteristics of an effective leader?  Are there any areas within the Principal Quality Standards that you might want to consider in designing new courses? Principal Effectiveness

 What does our pilot data tell us about support needed in the field? Principal Pilot Data

Highest Rated Standard  Standard 5: Principals Demonstrate Managerial Leadership Summary of Highest Rated Principal Elements

Highest Rated Elements  Element 5b: Conflict Management and Resolution: Principals proactively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students and staff.  Element 4a: Professional Development/Learning Communities: Principals ensure that the school is a professional learning community that provides opportunities for collaboration, fosters Teacher learning and develops Teacher leaders in a manner that is consistent with local structures, contracts, policies and strategic plans.  Element 2b: Instructional Time: Principals create processes and schedules which maximize instructional, collaborative and preparation time.  Element 5f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school provides an orderly and supportive environment that fosters a climate of safety, respect, and well-being.  Element 3b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and emotional health, growth and skill development of every student. Summary of Highest Rated Principal Elements

Lowest Rated Standards  Standard 2: Principals Demonstrate Instructional Leadership  Standard 6: Principals Demonstrate External Development Leadership Summary of Lowest Rated Principal Elements

Lowest Rated Elements  Element 2c: Implementing High-quality Instruction: Principals support Teachers through ongoing, actionable feedback and needs-based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across P-20.  Element 2d: High Expectations for all Students: Principals hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.  Element 1b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement and developmental outcomes for all students, and provides for data-based progress monitoring.  Element 2e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional practices, as identified by research on best practices, in order to support and guide Teachers in data-based decision making regarding effective practices to maximize student success.  Element 6a (tie): Family and Community Involvement and Outreach: Principals design and/or utilize structures and processes which result in family and community engagement, support and ownership for the school.  Element 5a (tie): School Resources and Budget: Principals establish systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy development for all students. Summary of Lowest Rated Principal Elements

 Turn and Talk  What courses do you currently have in place that might address these areas of need?  Are there any areas that you might want to consider in designing new courses? Principal Effectiveness

What questions do you have?

Resources Available

 CDE Educator Effectiveness e-newsletter  Newsletter.asp Newsletter.asp  Stay informed by signing up for this monthly newsletter Additional Communication

Contact Us EE Leadership  Katy Anthes: Executive Director   Toby King: Director   Colleen O’Neil: Director   Jean Williams: Rubric Evaluation Specialist  Colorado Legacy Foundation  Mike Gradoz: Director  Communications  Amy Skinner: Director   Katie Lams   Britt Wilkenfeld: Data Fellow   Tricia Majors: Project Mgr. 

Implementation Support and Development  Courtney Cabrera   Sed Keller   Dawn Paré   Bob Snead   Chris Vance  Contact Us