Educator Evaluation and Support System Model Refinements School Year

2 Goals for Model Refinements:  Make the scoring approach more transparent-move away from the matrix  Put a greater emphasis on practice  Reduce the weight of student learning  Place greater value on the Professional Growth Goal (PGG) Goals of Refinements

3 Scoring Approach Feedback from both evaluators and teachers regarding the matrix:  Not transparent  No specific weights can be assigned  Difficult to understand

4 Model Refinement:  All educator evaluation systems in RI will use a points system  The points will range from points  Scoring bands will determine the Final Effectiveness Rating (FER) Scoring Approach

5 Feedback from both evaluators and teachers regarding weights:  A greater emphasis needs to be placed on professional practice  Student learning should be reduced System Weights

6 Model Refinement: System Weights

7 Professional Practice: Classroom Environment 25% 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior Professional Practice: Instruction 25% 3a: Communicating with Students 3b: Using Questioning/Prompts and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction RI Model Specific Refinements

8 Professional Responsibilities Refinements:  Rubrics are now based on 4 levels  An additional component was added to include scoring the Professional Growth Goal RI Model Specific: Professional Responsibilities

9 RI Model Specifics: Professional Practice RI Teacher Model Points Classroom EnvironmentInstructionStudent LearningProfessional Responsibilities 25% of 400 points 30% of 400 points20% of 400 points 100 points total 120 points total80 points total Component SumPointsWeighted PointsComponent SumPointsWeighted PointsSLO CombinationPointsWeighted PointsComponent Sum Points Weighted Points Exceeded (4) Exceeded (4) Exceeded (4) Met (3) Met (3) Met (3) Exceeded (4) Nearly Met (2) Met (3) Nearly Met (2) Exceeded (4) Not Met (1) Nearly Met (2) Nearly (2) Met (3) Not Met (1) Nearly Met (2) Not Met (1) Not Met (1) Not Met (1)