Download presentation
Presentation is loading. Please wait.
Published byBaldwin Cain Modified over 9 years ago
1
Teacher Evaluations in KEEP August 30, 2013 9 am to 2 pm USD 429, Troy Public Schools, Troy High School cafeteria Bill Bagshaw, KSDE Peg Dunlap, KSDE Consultant
2
Introduction Today’s Discussion Why This, Why Now ? Multiple Measures “Significant” KEEP Process and Repository KEEP Constructs, Components and Rubrics
3
Supporting Effective Instruction and Leadership Implement teacher and principal evaluation and support systems that: 1. Are used for continual improvement of instruction 2. Use at least 3 performance levels 3. Use multiple measures including student growth as significant factor 4. Are used to evaluate on a regular basis 5. Provide clear, timely, and useful feedback 6. Are used to inform personnel decisions WAIVER - Principle 3
4
Districts Have Chosen Their Evaluation Systems for 2013-2014 As of August 1, 2013 – 281 districts have submitted their Assurances Form 278 districts have had their Assurances Form approved 93 districts will be using the KEEP Evaluation System 153 districts will be using vendor systems 45 districts will be using locally created evaluation systems Assurances
5
Evaluation Systems per Districts as of 7-29-2013
6
4 Topics within Evaluations to Understand 1. Multiple Measures 2. Significance 3. The Evaluation Process - Goal Selection - Inter-Rater Reliability 4. KEEP Repository Priorities
7
State assessments must be used Include assessment measures currently in use in your district Shared credit/responsibility for student growth, subject to local decision making Time for student growth 1-4 years Multiple Measures Measures to Use
8
Sample Measures by KSDE from the Field Academic Measures – State Assessments Academic Measures – Not State Assessments Other Student Knowledge and Skills Measures History and Government State Assessment ESOL State Assessment Reading State Assessment Mathematics State Assessment Science State Assessment Writing State Assessment Common Academic Assessments ACT/SAT scores Aimsweb AP scores CETE Formative Assessments DIBELS District wide Common Assessments Fitness Grams Lexile Scores Measures of Academic Progress (MAP) Other Academic Assessments Student constructed response with rubric for assessment KWIET portfolio Performance based measures Project Rubrics College and Career Ready Measures Industrial Certifications assessments (Technical Skills) Interpersonal communication skills (Interpersonal Qualities) WorkKeys (Career Interest Development) Other Non Academic Measures Sportsmanship rubric Life skills (nutrition, physical activity) Occupational therapy skills 21st century skills Library usage (using library tools to find resources)
9
Recent Developments Focus Groups provided a list of possible measures KSDE is collaborating with REL and the Center for Great Teachers and Leaders to modify the list of measures collected across Kansas KSDE will identify a “Default List” of Multiple Measures Multiple Measures
10
Types of Assessments We are looking at assessments that measure more than academic preparedness, such as: 21 st Century Skills Critical Thinking Employability Technical Skills SBoE has previously approved the College and Career Ready definition. Multiple Measures
11
Builder Leaders and Teachers Co-Construct the Educator Evaluation Multiple Measures Locally Determined Selections – from default list or KSDE other approved measures Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria Significant Student Growth Determining Significance – Matrix, Other Examples Establishing Timeline for Growth – Student Growth Percentile Co-Construct
12
Student Growth Definition The change in student achievement for an individual student between two points in time, determined using multiple measures To include gains and progress toward post- secondary and workforce readiness To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives Define Significance
13
5th Grade Curriculum Standards 5.00 4.12 4.11 4.10 4.09 4.08 4.07 4.06 4.05 4.04 4.03 4.02 4.01 4.00 AugSeptOctNovDecJanFebMarchAprilMay 85% Grade Level Expectation Assuming 85% of students exiting 4 th grade accomplished 4 th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5 th grade, or on any given measure used. Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year. 24 x.85 = 20.2 This scenario would indicate significance. Reference: Blue Print for Reform
14
Graduation Rates/Attendance Rates
15
15 Multiple Measures, Effectiveness, Significance
16
Multiple Measures and Significance Summary Teachers and Leaders evaluations include multiple measures as evidence Kansas is defining “significance” as demonstrating student growth using MORE than one measure Must consider state assessments May include assessment measures currently in use in your district Validity of the Measure must be pre- determined for any appropriate measure Locally determine credit/responsibility for student growth Time for student growth 1-4 years Define Significance
17
http://goanimate.com/videos/0WNcl7q7fgb0
18
The Evaluation Process TEACHER The constructs to be measured in the evaluation instrument: Construct 1: Learner and Learning Construct 2: Content Knowledge Construct 4: Professional Responsibility Construct 3: Instructional Practice
19
The Evaluation Process TEACHER The constructs to be measured in the evaluation instrument: Construct 1: Learner and Learning Construct 2: Content Knowledge Construct 4: Professional Responsibility Construct 3: Instructional Practice 2. Content Knowledge Components: 2.1 The teacher demonstrates a thorough knowledge of the content. 2.2 The teacher provides a variety of innovative applications of knowledge. 1. Learner and Learning Components: 1.1 The teacher plans instruction based on learning and developmental levels of all students. 1.2 The teacher recognizes and fosters individual differences to establish a positive classroom culture. 1.3 The teacher establishes a classroom environment conducive to learning. 3. Instructional Practice Components: 3.1 The teacher uses methods and techniques that are effective in meeting student needs. 3.2 The teacher uses varied assessments to measure learner progress. 3.3 The teacher delivers comprehensive instruction for students. 4. Content Knowledge Components: 4.1 The teacher engages in reflection and continuous growth. 4.2 The teacher participates in collaboration and leadership opportunities.
20
Evaluation Goal Selection District Goals Building Goals Individual Goals KSDE recommends that each Educator selects no more than two goals per evaluation cycle: A district or building level goal, A personal goal mutually agreed upon by the Evaluator and the Evaluatee. Evaluation Process
21
Inter-Rater Reliability Reliability refers to the consistency of the entire evaluation process. Validity means that the process is measuring what it was intended to measure. KSDE Expectation All school district evaluators attend professional learning activities that address the issue of reliability relative to using the KEEP Rubrics. The same expectations apply to districts using an evaluation system other than KEEP. Evaluation Process
22
Evaluating the Teacher Co-create the Process Thinking through and discussing the Process Goals Selected Multiple Measures selected Timeline for Evaluation 1 Cycle 2 Cycles Evaluation Process
23
Teacher Process Required Steps Implementation Ideas
24
KEEP on Truckin’ http://goanimate.com/videos/0gn6PmIbz0Y U
25
Repository Process A Repository is NOT ___________________________??? ANSWER: The entire KEEP process. How is a Data Repository used? USES – Holds DATA Generates Reports Tool for Educator Involvement Unified System Organizational Tool KEEP Repository
26
Teacher Assessment Rubric KEEP Repository Assessment Rubric
27
Assessment Rubric Comments, File, Save and Print KEEP Repository
28
Assessment Rubric and “I have completed my self assessment” checked KEEP Repository
29
Assessment Rubric with Comments Box filled and Artifact Uploaded KEEP Repository
30
Goals – Select Goals, Write Text for Expected Outcome, Add KEEP Repository
31
Goals – After Adding, then Complete and Save, can Print KEEP Repository
32
Artifacts – Select Component and Source of Evidence Add File to Upload KEEP Repository
33
Artifacts – Uploaded KEEP Repository
34
Informal Observations – select Observer KEEP Repository
35
Informal Observations – per Construct and Component with Date KEEP Repository
36
Conferences KEEP Repository
37
Conferences – Discussion Summary and Comments KEEP Repository
38
Conferences – Signatures and Print KEEP Repository
39
KEEP Summary Rating Sheet
40
Summary Rating Sheet – Constructs #1 and #2
41
Summary Rating Sheet – Construct #3 and #4, Signatures
42
NEW !! KEEP Guided Practice http://training.ksde.org/ keep/trainingportal/we b/index.htm http://training.ksde.org/ keep/trainingportal/we b/index.htm New Online Training – Available 24/7 Individualized and Repeatable Includes multiple forms of Learning KEEP Guided Practice
43
http://www.ksde.org/Default.aspx?tabid=4400 1. News and Announcements 2. KEEP Repository Registration 3. KEEP Training Materials and Schedule 4. Archives with Materials of Previous Trainings and Meetings 5. Assurances Information 6. Kansas Flexibility Waiver Materials KEEP Webpage
44
http://goanimate.com/videos /0vx__leC9DMg KEEP Webpage
45
Unpacking the KEEP Rubrics Learning the Constructs and Components Using the Rubrics to Differentiate the Levels of Practice Sources of Evidence Tracking the Process Evaluation Rubrics
46
Teacher Evaluation Rubrics Construct 1: Learner and Learning To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s proficiency in Learner and Learning is evidenced by: 1.1 Learner Development The teacher planned instruction based on the learning and developmental levels of all students. Key indicators include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and resources, providing adaptation of instruction. 1.2 Learner Differences The teacher recognized and fostered individual differences to establish a positive classroom culture. Key indicators include: getting to know all students, using that knowledge of students to create a culture of respect, meeting needs of all students. 1.3 Learning Environment The teacher established a classroom environment conducive to learning. Key indicators include: collaborating with students, establishing a safe, respectful and academically challenging environment. Evaluation Rubrics
47
1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students. Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students Differentiated lesson plans Student work sample Assessment data Teacher reflection IneffectiveDeveloping Effective Highly Effective Goal
48
http://www.youtube.com/wat ch?v=sirVDklVeX8 Rating this Teacher
49
Bill Gates: Teachers need real feedback Bill Gates: Teachers need real feedback Until recently, many teachers only got one word of feedback a year: “satisfactory.” And with no feedback, no coaching, there’s just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback -- and lays out a program from his... http://www.ted.com/talks/bill_gates_te achers_need_real_feedback.html http://www.ted.com/talks/bill_gates_te achers_need_real_feedback.html Systematic Feedback
51
Questions ?? Contacts: Bill Bagshaw, Assistant Director Teacher Licensure & Accreditation bbagshaw@ksde.org 785.296.2198 Kayeri Akweks, Education Program Consultant Teacher Education and Licensure kakweks@ksde.org 785.296.5140 An Equal Employment/Educational Opportunity Agency The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612; 785-296-3201
Similar presentations
© 2024 SlidePlayer.com. Inc.
All rights reserved.