West Virginia Educator Evaluation Pilot Participant Update Division of Educator Quality and System Support West Virginia Department of Education Webinar Meeting August 2012

Overview Revisions to the System for Self-Reflection Rubrics (Teachers and Leaders) Timelines (Teachers and Leaders) Plans to Support Continuous Improvement Research Findings Student Learning Goals New Resources

VISION: West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

Continuing Journey

Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

Self Reflection Educators on all progressions complete self reflection by October 1.

Revised Rubric - Teachers Standard 4 – Professional Responsibilities for Self Renewal Requires implementing best practices gained through professional development to improve unsatisfactory performance rating.

Revised Rubric – School Leaders Standard 5 – Professional Growth and Retention of Quality Staff Creates accountability for school leaders to manage and/or conduct evaluations and help support professional growth.

Timeline – Teachers October 1 Complete self reflection November 1 Submit learning goals May 1 Submit evidence of student learning goals June 1 Complete summative performance rating

Timeline – School Leaders October 1 Complete self reflection Submit goals July 1 Complete summative performance rating

Plans to Support Continuous Improvement

Rationale Comprehensive system of support Culture based on trust, support and professional growth Active role for educators Time and resources

Focused Support Plan Proactive, preventative Area(s) of concern in one or more performance standards Support meets individual needs

Focused Support Plan Essential Components: Identified area of concern with reference to the standard(s) to be addressed Expectations for change 9 week timeline for implementation Resources for support, including referral to other educators

Focused Support Plan Nine Weeks Decision 1.Standard met-removed from plan 2.Adequate progress – another Focused Support Plan 3. Inadequate progress – Corrective Action Plan

Corrective Action Plan 18 weeks Unsatisfactory performance shown in a completed evaluation Inadequate progress on focused support plan Certain instances may require immediate action Determinative

Corrective Action Plan Essential components: Identified area of unsatisfactory performance with reference to the standard(s) to be addressed Expectations for change Timeline for implementation Resources for support, including referral to other educators

Student Learning Goals S.M.A.R.T. Goals 1.Two data points 2.Rigorous 3.Comparable across classrooms

Two Data Points Clear Beginning and End – Quarter – Semester – Academic Year Results by May 1 Results by May 1 Examples of Assessments DIBELS ® Teacher-Created Pre- and Post-Test Problem-Based Unit

Measures of Progress WESTEST II data cannot be used as a measure of progress of student learning within a goal.

Rigorous West Virginia’s Next Generation Standards West Virginia Content Standards and Objectives Challenging to all learners

Rigorous Elementary Rigorous: Non-literary as well as literary texts Inappropriate: Focus solely on literary texts Secondary Rigorous: Argumentative writing Inappropriate: Expository writing

Comparable Across Classrooms

Professional Development Resources

Parking Lot

Thank you very much!