1. Educator Effectiveness
An Overview

2. I Can.... Describe the Danielson Framework
Identify teacher practices that illustrate the components of Danielson Domains
Complete Teacher Self-Rating
Develop my own PPG
Understand the components of a student SLO

3. Focus is on student learning
Mission and Vision of Wisconsin Educator Effectiveness Evaluation System
To provide students with highly qualified and effective educators (teachers and principals) who positively affect student learning
To provide a fair, valid, reliable state evaluation model that supports continuous improvement of highly effective educator practice (teacher and principal)
Focus is on student learning
2010 began development; 2011 Wi EE System endorsed within WI Act Tony Evers convened a EE development team that included broad representatives from education and education stakeholders to develop the framework.
Educator Effectiveness Evaluation System has been developed for the reasons stated here.

4. Guiding Principles of EE System
Guides effective educational practice that is aligned with student learning and development
Documents evidence of effective educator practice using Danielson’s four domains
Documents evidence of student learning through SLO’s
Improving student learning is the ultimate goal of the system
Informs appropriate professional development.
Supports future Strategic Compensation decisions
Is credible, valid, reliable, comparable, and uniform across schools and districts

5. Components of Professional Practice in the Educator Effectiveness Model
Danielson Framework
Planning and Preparation
Instruction
Classroom Environment
Professional Responsibilities
Danielson Rubric was developed to provide specific description of performance. Charlotte Danielson is a renown educator who has specialized in aspects of teacher quality, evaluation, curriculum planning, performance assessment and professional development. This framework is being used across the nation as part of EE systems.
4 domains: Planning and preparation, classroom environment, instruction and professional responsibilities.
Today, much of our work will to become familiar with the Danielson Framework, what it looks like in the classroom at a proficient level.

6. Luke Lansbury, Director of C&I at Cambria School speaking to a group of new teachers about the value of a common language the Danielson Model provides
Luke Lansbury, Director of C&I speaking to group of new teachers re danielson model and value of common language communicated thru the Danielson. Teachers will know what practices observers are looking for.

7. Understanding the Danielson Framework
What does it look like, sound like, feel like in a classroom? What is the teacher doing? What are the students doing?
Develop anchor charts for your Domain/Component
Rotate to the right and add to the next group's work
You will have "visited" 10 components!
30 Minutes
Distribute/direct to Proficient on Danielson Framework.
Assign a domain and component to groups of 2 or 3. Focus on Domains 2 and 3.
Dance to the right till you have circulated among all 10 spots.

8. Danielson Framework: Proficient Practices
Return to your starting point.
Reflect on the statements/descriptions on your anchor chart.
SHARE OUT: Provide the best descriptor of your component.

9. Keep thinking..... What does basic look like, sound like, feel like?
What does distinguished look like, sound like, feel like?
Share out contrast in proficient / distinguished
basic / distinguished
Share out own differences/contrast in practices and what students are doing in basic and distinguished.

10. Wisconsin Teacher Self-Rating : accessing MLP-print self reflection for them
use Danielson and complete self reflection...helpful in the development of PPG...learn about next
BREAK

11. Professional Practice Goals
Walk through the PPG provided
Develop a PPG based on your Self-reflection and knowledge of Danielson Framework.
For your use as you embark on EEP in your school.
20 minutes
Ryan: Go over, PPG can and should relate to SLO and form has place to specify SLO relationship

12. Rigorous, ambitious goals + powerful use of data
Evidence Shows....
Rigorous, ambitious goals
+ powerful use of data
Greater student academic growth
MET study has shown us about student growth, use of data. Evidence also tells us that when we set high goals along with monitoring student achievement the result is greater student growth.
Have you ever seen Renovation Raiders? Their work is to develop plans that have a clear end in mind that requires collaboration, team effort and a focus. Listen to their conversation think about teaching.....
The power of clear goals and collaboration

13. SLOs Defined: Student/School Learning Objectives (SLO) are:
detailed, measurable goals for student academic growth
to be achieved in a specific period of time (typically an academic year),
based on prior student learning data,
developed collaboratively by educators and their supervisors.
Like the Renovation Raiders, we set goals for students in the Educator Effectiveness System. There are school goals and student goals. You will hear the term SLO used interchangably....student SLO, school SLO.

14. Key Characteristics of SLOs
Baseline Data and Rationale
Why did you choose this objective and what sources of data did you examine?
Learning Content
Which content standard(s) and/or skills does the objective address? (e.g., Common Core)
Population
Which students are included in this objective?
Interval
What timeframe is involved? (typically year-long)
Evidence Sources
How will you measure the objective?
Targeted Growth/Attainment
What is your goal for student growth/attainment?
Strategies/Instructional Practices
What methods or interventions will you use to support this SLO? Identify related Domains and Components.
Support
What instructional support or professional development is necessary
Look at Appendix E ...follow the format....Lets examine each of these characteristics individually

15. Baseline Data and Rationale
Why did you choose this objective and what sources of data did you examine?
Data source?
Area of academic need based on the data
formal pretest measure, running record, rubric targeted at specific skill area, performance tasks with a rubric with clear criteria, MAP data can be used to determine learning need but should not be used as a measure of evidence of student growth. Specific classroom/content assessments will measure student growth in a specified skill

16. I can produce writing that
Organization
Writing
Summative Rubric
Appendix 8: Organization 4 3 2 1
I can produce cohesive writing that seamlessly guides the reader with a recognizable and appropriate strategy.
I can produce writing that
guides the reader with a recognizable strategy.
I can produce writing that attempts to guide the reader with a recognizable strategy.
I can produce writing with an inconsistent organizational strategy.
I cannot produce organized writing.
For the purposes understanding /clarifying next information, I will use this as my anchor. One line 8th grade writing rubric focused on organization.
Strategy refers to syllogisms in body paragraphs (i.e. compare/contrast, cause/effect, because…therefore, etc.)

17. Review student data and identify needs
Review student data to identify needs and target population(s).
Existing student data could include prior year assessments, portfolios of work, etc.
Conduct pre-tests if needed
Use the rubric as a pretest measure to determine baseline data.

18. Learning Content
Which content standard(s) and/or skills does the objective address?
Common Core
21st Century Skills
Career and College Readiness Standards
Content standards
Common Core: Writing grade 8:Students can produce writing that guides the reader with a recognizable strategy.

19. Population Which students are included in this objective?
Take care in identifying students for growth
ALL learners
All students will move up at least one proficiency level from baseline to end of year.

20. Interval What timeframe is involved? Typically year long
Semester/trimester/6 week
What will allow ample time for growth?
Year goal

21. Evidence Sources How will you measure the objective?
Generally intended to reflect a within-year (Sept-May) process, with adjustments as needed
Evidence sources and growth goals should be academic in nature (not behavior, etc.)

22. Wide range of appropriate evidence sources are allowable
Wide range of appropriate evidence sources are allowable....with certain “look fors”:
Validity: how well does it measure what we intend/need it to measure?
Reliability: consistency over time and across raters?
Rigor: does it allow rigorous, yet attainable growth targets to be set and measured?
Evidence Sources

23. Evidence Sources Teacher Evidence Sources
WKCE isn’t appropriate evidence for teacher SLOs:
Can’t measure within-year growth
Too broad to measure the intent of SLOs
MAP not evidence source:
Already evidence sources (measurement for within-year growth) for students
Too broad in nature to measure in the intent of Student SLOs
High-quality common, classroom and individual assessments are encouraged Here is where the collaboration happens!!!
Think about course alikes....develop a common rubric and use as SLO .....create at first PLC

24. What evidence do I collect?
Teachers:
common rubrics/assessments
performance demonstration with clear rubric
student portfolio of progress
work samples
teacher developed assessments
running record evidence
ASW and results
Principals:
School wide data
Across year data (MAP)
EPAS
Attendance if aligned with school goals

25. TURN & TALK Is this a SMART SLO? Why?
SLO Statement:
In the current school year, each student in my class will increase their reading comprehension skills by reading at least 5 books at their instructional level.
A good SLO statement
is one that is…
Specific
Measurable
Attainable
Results-based
Time-bound
Do you know student performance? Is that realistic for all students? What is expected growth?

26. Successful Team SLOs..... Teams or grade levels who:
regularly meet to analyze and discuss student data
share instructional strategies
develop common student outcomes and evidence sources
plan as a cohesive team
Are well positioned to set, monitor and assess team SLOs....SDW PLCs????
Is this the work that happens in SDW PLCS, buiding plcs, grade alike, content alike???? If yes you are in good shape
IF not, beware in approving team SLO.....that is the work that needs to happen in that PLC

27. Connectedness.....
Student/School Learning Objectives will have the greatest impact on student learning when teachers and administrators:
Examine classroom practices
Collaborate on the goal-setting process
Set rigorous, yet attainable targets
Ties instructional strategies to goal attainment
Authentic to daily classroom instruction