1. The Professional Learning and Evaluation Model

2. Missouri 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 2

3. Student Growth Includes measures of growth in student learning as a significant part of the evaluation of professional practice at all levels

4. Student Growth The state of Missouri Office of Educator Quality requires the use of measures of growth in student learning as a part of the evaluation process a)More than a once a year test, although state assessments should be included where available b)Multiple measures showing growth in learning across two points in time (DESE Presentation to District Leadership – Fall 2012)

5. Measures of growth in student learning 5 Essential Principle #4 Key Components Is a significant part of the evaluation process Includes multiple measures of growth in student learning Includes formative and summative measures Highlights growth in student learning Includes state assessments and additional district assessments

6. DESE Examples 6 SummativeFormativeAdditional EOC MAP Standardized Achievement Semester Exam Benchmark Common Formative Assessments Curriculum Based Measurements Pre-Test Observation Student Work Samples Portfolios Projects Presentations

7. EQUITY What is needed to make the guidelines in all areas and grade levels equitable? o EQUAL – Same for Everyone o EQUITABLE – People look at the guidelines and say, “that’s fair”.

8. Work of the Action Team Reviewed the document and determined 1/5 of the evaluation was based on Student Growth (Monitoring, Assessment and Feedback) Added a criteria under the domain Monitoring, Assessment and Feedback (Refer to Handout) H. Student Growth** **Includes state required exams if applicable Models and shares successful assessment practices which have led to significant growth in student learning. Facilitates positive growth in student learning using multiple measures throughout the school year. Facilitates growth in student learning that is inconsistent as based on multiple measures throughout the school year. No evidence of growth in student learning.

9. Task for Coordinators Create an addendum to the Professional Learning and Evaluation Model that provides guidelines for acceptable evidence of measures of student growth in all content areas at all levels that is equitable.

10. Focus vs. Confusion Connection to Mission Connection to PLC Connection to Assessment Plan District Benchmark Assessments (DBA) Current Professional Learning and Evaluation Model

11. Document Review Mission Vision PLC Commitments Teacher Evaluation Model Rubric District Benchmark Assessments Progress, Monitoring, and Intervention Structure

12. Table Conversation How do all these artifacts of Parkway work connect with the decision related to student achievement in teacher evaluation?

13. Line Up Teacher discretion – each teacher must indicate how they will demonstrate growth using two data points across a period of time. District benchmark assessment collected and statistically analyzed with growth points. The DBA’s would be developed by coordinator and teacher teams.

14. Document Your Thinking Teacher discretion – each teacher must indicate how they will demonstrate growth using two data points across a period of time. District benchmark assessment collected and statistically analyzed with growth points. These would be developed by teacher and coordinator team.

15. Next Steps Design team to create a proposal (principals and coordinators) Proposal to be tuned by whole principals and coordinators Present proposal to the Teacher Evaluation Committee

16. Exit Slip Highest HopesGreatest FearsNon-negotiable