Human Capital Management Office of Human Resources Office of Professional Development & Evaluation

 Outcome of M-DCPS systemic implementation of Human Capital Management initiatives  Legislative mandates  Educator Evaluation  Compensation  Alignment of teacher evaluation and professional development  Integrity of the evaluation process  Consistent lens on professional practices across all observers/evaluators  Inter-Rater Reliability Certified Assessor Training Tool - CATT

Calibration of all IPEGS observers in Certified Assessor Training Tool - CATT  Principal Master Trainers trained by Dr. James Stronge (author of IPEGS)  344 Principals were CATT trained and calibrated in Summer 2014  All Assistant Principals scheduled for CATT training in Fall 2014 (October – December)  Monthly CATT Training Sessions for new administrators beginning January 2015

CATT Training  Multi-day training on IPEGS Performance Standards and making summative decisions  Focus on inter-rater agreement and consistency  Capturing observable behavior during an observation  Writing observation comments on the OSF  Reviewing of multiple sources of evidence for SPE  Maintaining fidelity to the IPEGS Rubrics  Providing effective feedback to improve instruction Certified Assessor Training Tool - CATT

Certified Assessor Training Tool (CATT) Online platform (My Learning Plan ELEVATE) supports:  Training of IPEGS observers  Consistency of training delivery  Assessing the effectiveness of the IPEGS training  Monitoring of inter-rater reliability of IPEGS observers  Initial calibration and ongoing re-training  Hosting of secure calibration videos and resources

 Engage in ongoing collegial conversations centered on the professional practices  Rollout of performance-standard-specific training modules  Development and Implementation of the Teacher Quality Development Tool (TQDT)  CATT Phase II Summer Institute (Summer 2015) Looking Ahead To increase and maintain fidelity of IPEGS implementation, M-DCPS will: Certified Assessor Training Tool (CATT)

The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners. Collegial Conversation Performance Standard 4 Instructional Delivery & Engagement

Sample Performance Indicators Engages students in individual work, cooperative learning, and whole-group activities Remains current in content/subject area and professional practices Delivers instruction in a culturally, linguistically, and gender-sensitive manner Establishes positive and timely interactions that are focused upon learning Performance Standard 4 Instructional Delivery & Engagement

Sample Performance Indicators (continued) Paces instruction according to appropriate curriculum and needs of students Adjusts instruction to meet students’ needs Integrates available technology in the classroom, as appropriate (FL Statute (3)(a)4 Connect students’ prior knowledge, life experiences, and interests, as appropriate, to learning goals Performance Standard 4 Instructional Delivery & Engagement

Highly Effective The professional’s work is exceptional, in addition to meeting the standard Effective The description is the actual performance standard Developing/Needs Improvement Unsatisfactory 8 percentage points6 percentage points4 percentage points2 percentage points The teacher consistently optimizes learning by engaging all groups of students in higher- order thinking and by effectively implementing a variety of appropriate instructional strategies and technologies. The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners. The teacher attempts to use instructional strategies or technology to engage students, but is often ineffective or needs additional content knowledge. The teacher lacks content knowledge or fails consistently to implement instructional strategies to academically engage learners. Performance Standard 4 Instructional Delivery & Engagement

 Discuss what language in the rating rubric clearly distinguishes each performance level,  Write examples of observable behaviors at each of the four rating levels (Highly Effective, Effective, Developing/Needs Improvement, and Unsatisfactory) for your assigned PS 4 indicator, and  Prepare to share out. Rating Rubric Activity With your team…

Highly Effective The professional’s work is exceptional, in addition to meeting the standard Effective The description is the actual performance standard Developing/Needs Improvement Unsatisfactory 8 percentage points6 percentage points4 percentage points2 percentage points Consistently Highly effective High-level All Students The description is the actual performance standard Attempts to Often does not Inconsistent Often ineffective Fails to Consistently fails to Lack of No evidence of Does not Rating Rubric Common Terminology

The comments should paint a clear picture of what was observed. For example:  “The teacher demonstrated errors in content knowledge during the observation lesson. Specifically, the teacher failed to identify and correct errors in student responses to teacher questions.”  “There was evidence that the teacher consistently provided all students with access to subject-relevant web-based resources and print materials, including resources in the students’ home languages, to support project-based learning.”  “The lesson included a variety of instructional activities to address different students’ learning needs.” Writing Descriptive IPEGS OSF Comments

 Must be specific and detailed  May be either positive or negative  Should give the essence of what was observed in relation to the applicable performance standards  Should provide relevant, logical, and plausible support  Should reflect appropriate word choice, specificity, depth, relevance, and thoroughness  Should provide a basis for collegial conversations between the professional and the assessor Comments on the OSF…

Ms. Enid Weisman, Chief Human Capital Officer Dr. Ana Rasco, Assistant Superintendent, Human Resources Jorge L. Garcia, Assistant Superintendent, Labor Relations Performance Evaluation Team Tricia M. Fernandez, Administrative Director Milly Gonzalez, Executive Director Dr. Donna Riley, Director Ada Fernandez-Vicaria, Director Charlie Caldwell, Technical Support Office of Human Capital Management Office of Human Resources Office of Professional Development & Evaluation