CONNECTICUT STATE DEPARTMENT OF EDUCATION1

2 When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers and leaders.

CONNECTICUT STATE DEPARTMENT OF EDUCATION 3 …we need to define effective practice. To support teachers… …we need accurate, useful information about teachers’ strengths and areas in need of development. …we need to provide on-going opportunities for growth throughout the career continuum through effective professional learning and other types of support. …we must develop systems for meaningful recognition of accomplishment throughout the career continuum.

Based on multiple standards-based measures of performance Promote both professional judgment and consistency Foster professional dialogue about student learning Aligned to effective, evaluation-based professional learning, coaching, and feedback to support teacher growth and development Ensure feasibility of implementation CONNECTICUT STATE DEPARTMENT OF EDUCATION4 Educator Evaluation Design Principles

CONNECTICUT STATE DEPARTMENT OF EDUCATION5 Teacher Evaluation Categories

ANNUAL TEACHER RATING CONNECTICUT STATE DEPARTMENT OF EDUCATION6 OUTCOME RATING Teacher Evaluation Categories PRACTICE RATING

Teacher Evaluation Process  Orientation on process  Teacher reflection and goal-setting  Goal-setting conference  Review goals and performance to date  Mid-year conferences  Teacher self- assessment  Scoring  End-of-year conference CONNECTICUT STATE DEPARTMENT OF EDUCATION7 Goal-Setting & Planning Mid-Year Check-in End-of-Year Review By November 15, 2012January/February 2013By June 30, 2013* *If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.

Why evaluation matters Supporting great educators – Key to developing, supporting and improving the effectiveness of educators as well as recognizing the outstanding performance of our most effective teachers and leaders Teachers have a profound influence – An effective teacher can change the course of a student’s life. Research shows that one of the most important school-based factors influencing a student’s achievement is the quality of his or her teacher. Focus on regular feedback – When the feedback is specific and actionable and delivered in a constructive, non- confrontational manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work – all of which contribute to higher quality academic performance. Multiple measures of effectiveness – To determine overall educator effectiveness, the Connecticut System for Educator Evaluation considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback. CONNECTICUT STATE DEPARTMENT OF EDUCATION8

Setting Student Learning Objectives Planning Cycle CONNECTICUT STATE DEPARTMENT OF EDUCATION9 Learn about students Set goals for student learning Monitor students’ progress Assess student outcomes Step 1 Step 2 Step 3 Step 4

What are Student Learning Objectives? CONNECTICUT STATE DEPARTMENT OF EDUCATION10 A long-term academic goal Broad statements about the knowledge and skills that students will demonstrate as a result of instruction; Address the central purpose of the teacher’s assignment; Take into account baseline data on student performance; Pertain to a large proportion of a teacher’s students; Reflect content mastery or skill development; Reflect attainable but ambitious goals for student learning; and Are measured by indicators of academic growth and development (IAGDs).

What are IAGDs? CONNECTICUT STATE DEPARTMENT OF EDUCATION11 Measurements of student outcomes Are based on results of assessments, which may include standardized and non-standardized measures; May require consultation with colleagues with more expertise to determine appropriate measures and targets; Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and There must be at least one IAGD per SLO.

Principals that support effective SLOs CONNECTICUT STATE DEPARTMENT OF EDUCATION12 SLOs are most effective when they fully support the goal of raising achievement for all students Informed by and help drive district priorities An integral part of an educator’s practice Encourages systematic and strategic instructional decisions Measures of student learning should be fair and comparable across all educators Rigorous and ambitious SLOs used with data = higher academic performance

Measuring student outcomes CONNECTICUT STATE DEPARTMENT OF EDUCATION13

SCHOOL LIBRARY PROGRAMS INFLUENCE LEARNING OUTCOMES AND STUDENT ACHIEVEMENT WHEN:  Library media specialists collaborate with classroom teachers to teach and integrate literature and information skills into the curriculum.  Library media specialists partner with classroom teachers on projects that help students use a variety of resources, conduct research, and present their findings. CONNECTICUT STATE DEPARTMENT OF EDUCATION14

What is Assessment? CONNECTICUT STATE DEPARTMENT OF EDUCATION15

Quality assessments will… CONNECTICUT STATE DEPARTMENT OF EDUCATION16 Parallel the learning Allow students to demonstrate their learning of the content Produce consistent results Measure what it is intended to measure Measure increases in student learning between two points in time

Think, pair, share… What assessments are you currently using? CONNECTICUT STATE DEPARTMENT OF EDUCATION17

Linking Common Core Standards To be ready for college, workforce training, and life in a technological society students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. *Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. CONNECTICUT STATE DEPARTMENT OF EDUCATION18

SLO Approval What is the baseline data? What does it tell you about the need for the SLO? Which standards are addressed? What is the student population? Are there any special considerations? What is the interval of instruction? What should students know and be able to do at the end of instruction? How will the outcomes be measured? What is the goal for student achievement? CONNECTICUT STATE DEPARTMENT OF EDUCATION19

Levels of Performance CONNECTICUT STATE DEPARTMENT OF EDUCATION20 Exemplary 4 Substantially exceeding indicators of performance Proficient 3 Meeting indicators of performance Developing 2 Meeting some indicators of performance but not others Below Standard 1 Not meeting indicators of performance Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..

Stefan Pryor Commissioner, CT State Department of Education 21CONNECTICUT STATE DEPARTMENT OF EDUCATION Dr. Sarah Barzee Chief Talent Office Contact the CSDE Talent Office Hotline at: or Visit us online: Claudine Primack Education Consultant Talent Office