TEACHER AND LEADERSHIP EVALUATION AND LEARNING WALKS Dr. Christine Carver, Associate Superintendent of Human Capital Development Stephen Foresi, Director of Human Capital Development

Learning Targets When we are finished you will be able to: Describe the implications of the Education Reform Act on Teacher and Leadership Evaluation and plans to revise the current evaluation process. Explain the purpose and procedure for learning walks.

WHAT ARE THE LEGISLATED PIECES OF THE TEACHER AND LEADERSHIP EVALUATION? Connecticut’s System for Educator Evaluation and Development

An Act Concerning Educational Reform An Act Concerning Educational Reform, goes into effect July 1, The Act contains some substantial reforms based on six key principles. Enhances access to early childhood experiences for Connecticut’s lowest performing schools. Authorizes intensive interventions and supports to turn around Connecticut’s lowest performing schools. Expands access to high-quality school models, including traditional schools, magnets, charters and others. Removes “red-tape” and other barriers to success, especially in high performing schools and districts. Ensures that schools are home to the very best teachers and principals through a system that values skills and effectiveness. Delivers more resources to districts with the greatest needs, provided they embrace key reform efforts.

Why the focus on teacher and leadership effectiveness? Effective Instructional Practices Improved Student Outcomes

Teacher Evaluation Leader Evaluation Instructional Effectiveness Student Learning Outcomes 45% Teacher Practice 40% Parent or Peer Feedback 10% School-Wide Student Learning or Student Feedback 5% Instructional Leadership Student Learning Outcomes 45% Leadership Practices 40% Teacher Effectiveness 5% Stakeholder Feedback 10% Exemplary 4 Proficient 3 Developing 2 Below Standard 1

Who is on the committee to revise the Teacher and Leader Evaluation Plan? Teacher Evaluation Plan Stephen Foresi (Facilitator) Jennifer Bates Christine Carver Wendy Crouse Melissa Delaney Brian Hartley Jodi Klimas Jamie McLaughlin Pamela Muraca Maureen Plourd Jamie Rodriguez Laura Speranza Debra St. Jean Kate Tibbitts Andrea Yukna Leader Evaluation Plan Christine Carver (Facilitator) Luz Antonio Frank Cardona Heidi Florian Stephen Foresi Dorothy Franco-Reed Holly Garavel Mike Gaydos Jill Hinton Sabrina Lavieri Colleen Love Holly Miotke Pamela Muraca Elizabeth Norwell Clare Salerno Jeremy Visone

LEARNING WALKS (classroom observations)

What is the purpose of the learning walks? 1. Develop consistent definition and expectations for effective instruction. 2. Ensure consistency among evaluators when evaluating teachers. 3. Develop a system to monitor and support the implementation of the high yield instructional strategy (DIP –Learning Targets).

Learning Walks What are the expectations for the learning walks and how will I get feedback on my practice?

Instructional Focus Where?Who ?Date/Times Learning Targets Newington High School Group 1 - Christine Carver (Facilitator ), Deb St. Jean, Jim Wenker, Joanne Vasil, Dena Tompkins, Nicole DeRonck, Mike Gaydos, Sabrina Lavieri, and Dr. Collins October 3, :00 to 11:00 Group 2 - Stephen Foresi (Facilitator), Jamie Lussier, Joan Mastrocola, Sheila Houlihan, Terra Piela Enzo Zocco and Wendy Crouse Learning Targets Ruth Chaffee Stephen Foresi (Facilitator), Jeremy Visone, Rick DeBellis, Pamela Muraca and Dr. Collins November 5, 2012 John Paterson Christine Carver (Facilitator), Deb Grainsky, Jen Michno, Wendy Crouse and Sabrina Lavieri Learning Targets Elizabeth Green Stephen Foresi (Facilitator), Jen MichnoNovember 8, 2012 Anna Reynolds Christine Carver (Facilitator), Jeremy Visone Learning Targets John Wallace Stephen Foresi (Facilitator), Kristen Freeman, Luz Antonio, Dorothy Franco-Reed and Sabrina Lavieri December 3, 2012 Martin Kellogg Christine Carver (Facilitator), Dave Milardo, Jason Lambert., Pamela Muraca, Wendy Crouse and Dr. Collins