1. Evaluation: An Opportunity to leverage learning at all levels School Board Presentation – May 22, 2013

2. Topics we will cover 1.Rationale for change 2.Scope of Work 3.Seven Principles of an Effective Evaluation System Teachers Principals 4.Questions and Answers

3. I. Teacher Evaluation: Professional Capital There is widespread agreement now that of all the factors inside the school that affect children’s learning and achievement, the most important is the teacher – not standards, assessments, resources, or even the school’s leadership, but the quality of the teacher.

4. I. Teacher Evaluation Why Have a Teacher Evaluation System? 1. Accountability 2. Growth An aligned and effective system will produce improved student performance.

5. Resources and Research Professional Capital – Transforming Teaching in Every School by Andy Hargreaves and Michael Fullan Missouri Department of Elementary and Secondary Education National Council on Teacher Quality yearly reports “Building Teacher Quality in the Kansas City, Missouri School District” by the National Council on Teacher Quality – 2010 “Ensuring Fair and Reliable Measures of Effective Teaching”, Culminating Findings from the MET Project’s Three-Year Study New Teacher Project

6. I. Teacher Evaluation Rationale and Background No Child Left Behind waiver – June 29, 2012 Seven Principles of Effective Evaluation

7. Scope of Work January, 2013- Began discussions about changes to current evaluation system with about 75 teachers and administrators February, 2013 - Conference call with DESE May, 2013 - Working Group identified Summer of 2013 - Working Group will develop evaluation system 2013-14 School Year – Pilot revise evaluation system, conduct professional development for all evaluators and staff, inform parents and community 2014-15 – Implement new evaluation system

8. I. Teacher Evaluation Essential Principles of Effective Evaluation Measures educator performance against research-based, proven practices associated with the improvement of student performance Uses multiple ratings to differentiate levels of performance Highlights a probationary period of adequate duration to ensure sufficient induction and socialization support for new teachers and leaders Includes measures of growth in student learning as a significant part of the evaluation of professional practice at all levels Provides ongoing, timely, deliberate and meaningful feedback on performance relative to research-based targets Requires standardized, periodic training for evaluators to ensure reliability and accuracy Utilizes the results and data to inform decisions regarding personnel, employment determinations and policy regarding employment

9. I. Teacher Evaluation 1. Research-based proven practices Practices are research-based and proven (Marzano and Hattie) Aligned to Senate Bill 291 Students actively participate and are successful in the learning process Various forms of assessment are used The teacher is prepared and knowledgeable of the content The teacher uses professional communication The teacher keeps current on instructional knowledge The teacher acts as a responsible professional

10. I. Teacher Evaluation 2. Differentiates levels of an educator’s performance Each level is discrete & measureable and provides direction for growth Includes at least 3 levels Levels of growth rather than years of service Must ensure opportunities for the improvement of effective practice

11. I. Teacher Evaluation 3. Probationary period support novice educators Complies with Missouri statute indicating 5 years Focuses on practices particularly significant for novice educators Use the state’s mentor standards Should provide intensive induction and socialization support

12. I. Teacher Evaluation 4. Includes measures of growth in student learning The ultimate goal of educators is the improvement of student performance. Formative and summative measures Multiple measures of student performance A positive change in student achievement between two or more points in time, should be included as a significant part of the evaluation process. A balanced approach is most sensible when assigning weights to form a composite measure.

13. I. Teacher Evaluation 5. Meaningful feedback is provided Multiple Assessment KCPS used to measure growth in student learning in SY13: Acuity A, B, C DRA2 Ed Performance Series Teacher Made – Formative Assessments End-of-Unit Assessments Mock EOC State Assessment

14. I. Teacher Evaluation 5. Meaningful feedback is provided Student data was returned in a timely manner Data was reported by building and by classroom Data Teams provided opportunities for meaningful feedback and real time data to review and use for their grade level goals. Individualized instruction, specific and detailed Buildings continue to grow on how to make instructional decision and strengthen their practice.

15. I. Teacher Evaluation 5. Meaningful feedback is provided Encourages improvement of practice Feedback should be:  Tied to specific teacher standards  Immediate (as close to the time data is collected as possible)  Specific and detailed  Focused on specific data and evidence about the teacher’s practice, pedagogical content, efforts to strengthen their practice, and student learning outcomes  Constructive, rather than critical

16. I. Teacher Evaluation 5. Meaningful feedback is provided (continued) Types of Feedback that is effective ”Met Study” and National Comprehensive Center for Teacher Quality Student survey data Videos Observations Artifacts Student assessments Portfolios

17. II. Principal Evaluation Evaluating the Evaluators Improving student learning requires effective practice:  In the Classroom  In the Leadership of School

18. II. Principal Evaluation Evaluating the Evaluators Transforming Schools requires both teachers and school leaders to embrace the concept of: Power With not Power Over ~~ Hargraves & Fullan, Professional Capital, 2012

19. II. Principal Evaluation Evaluating the Evaluators—Present & Future Effective Evaluation is:  Formative in Nature  Aligns with Standards  Builds a Culture of Informing Practice  Includes Multiple balanced Measurements  Promotes Learning

20. II. Principal Evaluation Evaluating the Evaluators—Present & Future Evaluation System is based on the National Interstate School Leaders Licensure Consortium Standards ( ISLLC)  Vision, Mission, Goals  Teaching & Learning  Management & Organizational Systems  Collaboration with Stakeholders  Ethics & Integrity  Professional Development

21. II. Principal Evaluation Evaluating the Evaluators—Present & Future Data Consults—Three Observations—Staff Meetings, MoSig Presentations, Parent Meetings, Walkthroughs, Leadership Meetings, Student Assembly Personal Professional Development Plan:  Standards to be Improved  Plan for Improvement—Action Plan & Timeline  Support Needed to Accomplish Goals

22. II. Principal Evaluation Evaluating the Evaluator: Future Incorporate the State Professional Development Component Align the Rating Percentages with the Teacher Evaluation System Contract with The New Teacher Project to provide Professional Development for Principals Submit a grant proposal for School Leadership Development Incorporate the learning from National Institute for School Leaders

23. I. Teacher Evaluation 6. Training of evaluators Clear, constructive and timely feedback must be provided Master teachers, peers or other 3rd party people will be used Videos will be one of the methods we will use in training evaluators to be effective. “Met Study”

24. Lesson observed by own administrator = 45 min Lesson observed by peer observer = 45 min Three 15-minute lessons observed by three additional peer observers = 45 min A and B denote different observers of the same type A B A B B

25. I. Teacher Evaluation 7. Evaluation results and data informs decision-making Guide district’s decisions on recognition and intervention Inform policies that impact the extent of student learning Implementing specific procedures in evaluation systems will be increased trust in the data and the results. “Met Study” Use highly effective teachers in leadership roles Have an established protocol for dismissal for those teachers that have sustained unacceptable performance. Teacher evaluation policy should reflect the purpose of helping all teachers improve, not just low-performers. NCTQ

26. 26 Brochure FAQs Pilot Project Orientation Meetings A Webinar a Week Evaluation Instruments Supporting Documents Companion Documents Research & Proven Practices

27. Professional Development Provide appropriate resources for professional growth after feedback sessions. (PD 360) District will provide job-embedded PD on specific strategies Instructional and District coaches will provide targeted PD Collaboration time and data teams will will provide PD

28. Can evaluation improve teaching? YES – Teacher evaluation has changed and the role of the principal has changed as well: the focus now is on evidence, not merely good judgment. With the right tools, systems, and support, it should be possible to help improve teaching performance and student learning outcomes, not just measure them. Principals play an essential role in the success of that vision. “Principal Leadership – March, 2013”