1. Evaluation Team Progress Collaboration Grant 252

2.  Standards of Professional Practice. The state adopted Model Core Teaching Standards and Educational Leadership/Administrator Standards define what teachers and administrators should know and be able to do to ensure that every student is ready for college, careers and engaged citizenship in today’s world.  Differentiated (4) Performance Levels. Teacher and administrator performance on the standards of professional practice are measured on four performance levels. ODE will provide districts approved research-based rubrics aligned to the state adopted standards.  Multiple Measures. Multiple sources of data are used to measure teacher and administrator performance on the standards of professional practice. Evaluators look at evidence from three categories: professional practice, professional responsibilities, and student learning and growth.  Evaluation and Professional Growth Cycle. Teachers and administrators are evaluated on a regular cycle of continuous improvement that includes self reflection, goal setting, observations, formative assessment and summative evaluation.  Aligned Professional Learning. Relevant professional learning opportunities to improve professional practice and impact on student learning are aligned to the teacher’s or administrator’s evaluation and his/her need for professional growth. Senate Bill 290 Requirements

3. LCSD Professional Growth Cycle Self Assessment Goal Setting Oct. 15 Observations & Other Evidence Nov. 30 Mid-Year Review Jan. Observations & Other Evidence Jan. 31 Summative Evaluation March 15

4.  Probationary Teachers: 1 Formal Observation EVERY year and a minimum of 3 Informal Observations EVERY year. Summative/Evidence Conference EVERY year.  Contract Teachers:  On Year: A minimum of 4 Informal Observations, Collection of Evidence, Goal Setting, Summative/Evidence Conference  Off Year: A minimum of 2 Informal Observations, Teacher Collection of Evidence, Goal Setting

5. Self Assessment September  Reflect on Danielson’s Framework and rate your performance considering strengths and areas for growth.

6. Goal Setting Oct. 15  Review Self-Assessment and write one Professional Growth Goal based on area for growth.  Using student data, write two Student Learning Objectives in S.M.A.R.T. format.  Professional growth activities and support needed to meet your goals.

7. Student Learning Objective (SLO)  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, and developed collaboratively by educators and their supervisors

8. Student Learning Objectives  Must be rigorous and meet the S.M.A.R.T. criteria: Specific, Measurable, Attainable, Relevant and Timely  Each teacher must establish at least two student learning objectives from at least two of the following three categories  OAKs or National Standardized Tests  Common national, regional, district developed measures  Classroom or school wide measures

9. Student Learning Objectives Con’t  Teachers who are responsible for student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11) will use state assessments as one measure and will also select one or more additional measures  Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards

10. Self Assessment Goal SettingObservations Mid-Year Review Observations Summative Evaluation The SLO Process includes a continuous cycle where teachers create and implement teaching and learning strategies and then monitor student progress through ongoing formative assessment. Student Learning Objective (SLO)

11. Initial Conference Aligned Professional Learning Opportunities Mid-Year Review Post Conference – On Year and Probationary

12. Observations & Other Evidence Nov. 30  Artifacts  Formative Assessments  PLC’s  Principal Evidence  1 Formal Observation- Probationary  2 Informal (min.) Walkthroughs-On Year  1 Informal (min.) Walkthroughs – Off Year

13. Mid-Year Review January  Review and Reflect on Professional Growth Goal and two SLO’s  Support from Administrator  Principal Evidence  Teacher Evidence

14. Observations & Other Evidence Jan. 31  Artifacts  Formative Assessments  PLC’s  Principal Evidence  1 (min.) Informal Walkthrough- Off Year  2 (min.) Informal Walkthroughs – On Year

15. Summative Evaluation  Review and consider Self- Assessment  Review Goals from the year.  Reflect on strengths and areas for growth.  Begin generating ideas for new goals.  Overall Performance Rating. On Year/Off Year: Evidence Submission On Year: Summative/Evidence Conference – March 15

16. LCSD Professional Growth Cycle Self Assessment September Goal Setting Oct. 15 Observations & Other Evidence Nov. 30 Mid-Year Review January Observations & Other Evidence Jan. 31 Summative Evaluation March 15

17.  Beginning in January  21 Administrators/21 Teachers  All Buildings  Stipend for participating teachers and administrators  January 30 th Training SLO’s  Pilot includes full cycle, SLO’s, all reviews, evidence gathering, weighted and matrix models and Aligned Professional Learning  Participating teachers and administrators will document and provide feedback for Evaluation Team’s review in May The Pilot Self Assessment Feb. Goal Setting Feb. Observations & Other Evidence Feb/March Mid-Year Review Beginning of April Observations & Other Evidence April/May Summative Evaluation May

18.  Survey Monkey in May  Goal setting process  Matrix vs. Weighted Model  Number of observations  Student Learning Objectives Rubrics/Process  Aligned Professional Learning  Anything else that might improve the process Pilot Feedback

19. APL-Aligned Professional Learning

20. Weighted Model

21. Student Learning and Growth Goals (SLOs) Professional Practice & Professional Responsibilities Ratings Unsatisfactory Basic Proficient Distinguished Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Basic Basic Basic Basic Basic Proficient Basic Proficient Proficient Proficient Distinguished Proficient Distinguished Distinguished Distinguished Matrix Model

22.  Collaboration Grant ODE Statewide Meeting April 10  Evaluation Team will attend the Train the Trainer workshop with Jorie Wilson on April 25.  The Evaluation Team will make recommendations for the 2013/14 school year based on feedback from pilot teachers and administrators.  CLS Training/Danielson’s Model Training Week of June 17  Danielson’s Book and Framework will be provided for all licensed staff.  Trainings on Goal Setting and SLO’s fall 2013 Next Steps