Teacher Evaluation & Developing Goals Glenn Maleyko, Executive Director, Ph.D Haigh Elementary September 8, 2014

Multiple Measures for Teacher Effectiveness Dearborn Framework for Teacher Evaluation Professional Responsibilities Professional Practice Student Growth 5Standards5Standards

Teacher Evaluation Weights to Comply with State Legislation 75% will be based on Observation Protocol and the 5 Standards for Effective Teaching. This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards. Professional Responsibilities are included as one of the standards.

Teacher Evaluation Weights to Comply with State Legislation Student Growth Data (25%) The administrator and teacher will meet to determine growth measures that follow the weighted formula listed below.

Growth Data Formula Measures 5% District growth based on state accountability measures 10% Building Growth based on state or building or district common assessments 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments

Building Measures Examples Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments. Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore. High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.

Classroom Measures Examples Performance or product measures or other formative assessments, pre and post tests are required

Dearborn Teacher Evaluation Weights “Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )

Developing Student Growth Goals Student growth” refers to the change in students’ knowledge and skills over time 1.Determine needs from District/building/classroom assessment 2.Create specific learning goals based on pre- assessment 3.Implement teaching and learning strategies (discuss with principal) 4.Monitor student progress through ongoing formative assessment 5.Determine whether students achieved the goals

Developing Student Growth Goals Monitor services and progress: How are your students progressing toward the goal you set? How do you know? Which students are struggling/exceeding expectations? What are you doing to support them? What additional resources do you need to support you as you work to achieve your goal for your students? Are there any student attendance issues substantial enough to affect your student growth objectives? Are ELL, Title I, SE, RTI students receiving the services they are entitled to?

Dat a Reports Examples SRI DRA STAR Math Proficiency Targets_ can be used as district or building measures Proficiency Targets NWEA, Norm Referenced Assessment

Non Observable Domain…... A domain that we do not typically see from observation directly. They can be best demonstrated through: Record keeping (Such as data for RTI meetings, PTC, etc) Behavior/ Phone/communication log Letter to parents /Involvement in school programs and initiatives Documents from professional development Suggested to gather evidence through interview, artifacts, and teacher’s self reflection

Sample Goals Maples See Maples Samples: ment/d/1lbObp_PZu1E4Y2z2pb1SozK0MRKzS1NH4RM znW5iU_w/edit

Professional Growth Goals Using the Gap area(s) identified through self Assessment, write a professional growth goal that answers: 1.How has my self reflection and assessment informed this goal? 2.What professional development will help me accomplish my Professional Growth Goal? 3.What do I want to change about my instruction that will effectively impact student learning 4.What are the measures of success I can use? 5.How will achieving my professional growth goal improve student learning and engagement? 6.How might I team with colleagues and seek support staff assistance to achieve my goal?

Professional Growth Goal is based on Self Assessment; However it must directly correlate with: Classroom Environment & Instruction Relevance to the school’s specific area of focus Should involve relevant colleagues

Discuss in Groups 1. How are teachers/other staff doing with developing goals? 2. What are some examples of good goals? 3. What recommendations or questions do you still have?

Teachscape  We have over 70 Administrators that have passed the assessment. We are now starting the third cohort  In order to pass it requires between hours of training.

Proposed Legislation in Lansing  Bill has passed the House and the Senate. Separate items. Coming out of committee for a resolution.  State kicked the can down the road.  Dearborn Evaluation Committee will meet this summer to discuss changes.  Looking at Danielson Model

Weighted Evaluation Timeline  Percentage remain at 25 percent during the next three academic years: ; ; and  Then in school year, the student growth component would be raised to 50 percent.

Student Growth

Multiple Observations  Require that a teacher be observed at least 2 times each year  unless the teacher had received a rating of effective or highly effective on the two most recent evaluations.  One observation must be unannounced  Written Feedback must be provided within 30 days.

Danielson Training  Student Engagement August 19th, Optional for those who signed up  Participants will understand the critical attributes of student engagement and be able to identify what it looks like and sounds like in a classroom 

Danielson Training  Learning Focused Conversations: August 20th or 21st. All Administrators that evaluate teachers attended this training.   Explore learning focused conversations that are data-driven for developing expertise and improving professional practice   Engage with a continuum of learn focused interactions   Apply templates and tools for planning and reflecting

HB 5224 Administrator Evaluation 3 Choices  The school advance administrator evaluation instrument developed by  Reeves and McNeill for the Michigan Association ofSchool Administrators;  the Reeves Leadership Performance Rubric;  or the Marzano Framework