1. Wethersfield Teacher Evaluation and Support Plan
Orientation to Teacher Evaluation April 2013

2. Connecticut Educator Evaluation Timeline
In June 2012, the State Board of Education formally adopted the guidelines for Connecticut’s Educator Evaluation and Support model (SEED).
During several CT districts are piloting SEED.
Districts required to submit plan to CSDE April 15.
Districts are required to implement their new Educator Evaluator Plan July 2013.
Committee is drafting Wethersfield plan and adjusting as information is becoming available from the state.

3. Wethersfield A committee was formed in December 2012 Consisted of:
Teachers selected by WFT (elementary, middle and high rep)
Administrators
Central Office administrators
Board of Education representatives
Committee is tasked to:
Implement CT’s System for Educator Evaluation and Development (SEED)
Meet requirements of new legislation
Finalize a new Teacher Evaluation process for Wethersfield Public Schools based on SEED

4. Wethersfield’s Plan Core Requirements (mandated legislation)
SEED Requirements
Wethersfield Teacher Evaluation Plan is closely aligned to SEED, but changes have been made that meet state standards (core requirements)
Committee is currently drafting new Teacher Evaluation Plan to submit to CSDE and BOE

5. When teachers succeed, students succeed
* Research has proven that no school-level factor matters more to students’ success than high quality teachers.
* Quality teacher evaluation drives:
valuable collaboration between evaluators and teachers
effective instruction
continuous teacher improvement
high standards for all learners
* No single measure can tell the full story about a teacher’s performance.

6. Teacher Evaluation Criteria

7. Summary of Teacher Evaluation Criteria
* Observations of Performance & Practice (40%)
1 goal
* Parent Feedback via survey (10%)
* Student Growth and Development (45%)
2 Student Learning Objectives (SLOS)
* Whole School Student Learning Indicators (5%)

8. Illustration of Core Requirements of Teacher Evaluation
Student Growth and Development
(45%)
Whole-school Student Learning Indicators
(5%)
Observations of Performance and Practice
(40%)
Parent Feedback
(10%)
Teacher Practice Rating
(50%)
Student Outcome Rating
(50%)
All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).

9. Criteria #1 – 40% Teacher Performance and Practice
Forty percent (40%) of a teacher’s evaluation shall be based on observations of teacher Practice and Performance.
Requirements of Evidence:
1. Teacher sets one goal (aligned to rubric).
Goal provides focus for:
a. Observation(s)
b. Artifacts, conferences

10. Number of Observations Implementation Year
 Teacher Category
Number of Observations  
All Teachers
In the first year of implementation, all teachers should be observed 5 times: 3 formal observations and 2 informal observations in order to capture baseline data.
Formal Observation:
Pre-conference
Scheduled
Minimum 30 minutes
Post Conference
Written feedback
In-Formal Observation:
Unscheduled
Minimum 10 minutes
Followed by feedback

11. Number of Observations Subsequent Years
First and Second Year Non-Tenured Teachers
3 formal observations; 2 of which include a pre-conference and 1 informal observation
Proficient and Exemplary
1 formal observation and 2 informal observations, including non-classroom observations or reviews of practice
Below Standard and Developing
3 formal observations; 2 of which include a pre-conference and 1 informal observation

12. Criteria #2 – 10% Whole School Parent Feedback Survey
Ten percent (10%) of a teacher’s evaluation shall be based on whole school parent feedback via survey.
Process focuses on:
1. Conducting whole-school parent survey
2. Determining school-level parent goals based on survey
feedback
3. Teacher and evaluator identifying one related parent
engagement goal
4. Measuring progress

13. Illustration of Core Requirements of Teacher Evaluation
Student Growth and Development
(45%)
Whole-school Student Learning Indicators
(5%)
Observations of Performance and Practice
(40%)
Parent Feedback
(10%)
Practice Rating
(50%)
Outcome Rating
(50%)
All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).

14. Criteria #3 – 45% Student Growth and Development
One half (22.5%) of the indicators of academic growth and development used as evidence of whether goals/objectives are met shall be based on:
*The state test for those teaching tested grades and
subjects (or)
*For other grades and subject areas another
standardized indicator where available.

15. Criteria #3 - Continued… Student Growth and Development
For the other half (22.5%) of the indicators of academic growth and development, there may be:
* A maximum of one additional standardized
indicator, if there is mutual agreement 
* A minimum of one non-standardized indicator

16. Criteria - #3 Creating (S)tudent (L)earning (O)bjectives
Will your students take the CMT or CAPT in your subject area?
YES
Set one standardized SLO and
one non-standardized SLO
YES NO
Will your students take another standardized assessment or district assessment?
Set two non-standardized SLOs NO

17. Student Learning Objectives
Student Learning Objectives will support teachers in using a planning cycle. 
SLO Phase 1:
Learn about this year’s students
SLO Phase 2:
Set goals for student learning
SLO Phase 3:
Monitor students’ progress
SLO Phase 4:
Assess student outcomes relative to goals

18. (I)ndicators of (A)cademic (G)rowth and (D)evelopment (IAGDs)
Each of the 2 SLO’s must include at least one IAGD.
IAGDs:
1. Specific evidence
2. Quantitative targets
3. Demonstrate whether the objective was met

19. Student Learning Objective
Example of SLOs  
The following are examples of Student Learning Objectives:
Teacher Category
Student Learning Objective
Eighth Grade Science
My students will master critical concepts of science inquiry.
High School Visual Arts
My students will demonstrate proficiency in applying the five principles of drawing.

20. Examples of IAGDs SLO IAGD Eighth Grade Science
Teacher Category
SLO
IAGD
Eighth Grade Science
My students will master critical concepts of science inquiry.
1. 78% of my students will attain at least a 4 on the CMT section concerning science inquiry.
2. My students will design an experiment that incorporates the key principles of science inquiry. 90% will score a 3 or 4 on a scoring rubric focused on the key elements of
science inquiry.

21. Examples of IAGDs - Continued
Teacher Category
SLO
IAGD
High School Visual Arts
My students will demonstrate proficiency in applying the five principles of drawing.
1. 85% of students will attain a 3 or 4 in at least 4 of 5 categories on the principles of drawing rubric designed by visual arts teachers in our district.

22. Criteria #4 – 5% Whole School Learning Indicator
 Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators.
Purpose:
 Teachers are part of a learning community, as such, responsibility for learning is shared among all of the school’s staff. This measurement is designed to reflect the importance of this shared responsibility.

23. Teacher Evaluation Process
The target date for Goal
Setting & Planning is
October 15
Target date for End-of Year is one week before the last student day (must be completed by June 30)

24. Levels of Performance Legislated
Four Levels of Performance 4 Exemplary - Substantially exceeding indicators of
performance 3 Proficient - Meeting indicators of performance 2 Developing - Meeting some indicators of performance
but not others 1 Below standard - Not meeting indicators of
performance

25. Illustration of Steps to Final Rating
Student Growth and Development
(45%)
Whole-school Student Learning Indicators
(5%)
Observations of Performance and Practice
(40%)
Parent Feedback
(10%)
Outcome Rating
(50%)
Practice Rating
(50%)
The matrix (on the next slide) is used in order to get a holistically determined Summative Rating (100%)
(Reviewed when outcomes and practice are discrepant)

26. Summative Rating Matrix to Final Rating
Teacher Practice Related Indicators Rating
Exemplary
Proficient
Developing
Below Standard
Student Outcomes Related Indicators Rating
Gather
further
information
Below
Standard

27. Support and Development for Teachers
Evaluation-based Professional Growth Plan
Improvement and Remediation Plan
Career Development and Growth

28. Support and Development for Teachers
Linked to evaluation process outcomes related to:
- student learning
- observation of professional practice
- results of stakeholder feedback
Can occur at multiple points during the year
Linked to performance levels

29. Support and Development Professional Learning Opportunities/Examples
Targeted professional development
External learning opportunities
Differentiated career pathway
Coaching
Assisting peers
Leading data teams
Leading professional development
Leading book study groups