1. Educator Evaluation RESA Training July and August 2012

2. Where Have We Been?

3. Historical Perspective 2009 Standards Adopted 2010-11 Evaluation Task Forces 2011-12 Revised System Piloted 2010 Federal Policy 2012-13 Demonstration Schools

4. Where Are We Headed?

5. VISION: West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

6. How Will We Get There?

7. Overview of Agenda AM – Working through each component of revised system 10:00 -Break 12:15- Lunch – Parking Lot PM - Leadership Team Planning

8. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

9. Participants will understand and be able to implement all components of the new evaluation framework. School leadership teams will plan how to support their colleagues in understanding and implementing the components of the new evaluation framework at their schools. Meeting Objectives

10. Leadership Team Planning http://wvde.state.wv.us/evalwv/

12. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers

13. Levels of Performance DistinguishedAccomplishedEmergingUnsatisfactory Distinguished performance describes professional teaching that engages students to be highly responsible for their own learning. Performing at this level involves contributing to the professional learning of others through teacher leadership. Accomplished performance describes professional teaching that exhibits mastery of the work of teaching while improving practice and serving the professional community. Emerging performance represents teaching that demonstrates knowledge and skills to implement essential elements albeit not always successfully at times. Unsatisfactory performance describes teaching that does not convey sufficient understanding of concepts or the successful implementation of essential elements.

15. Levels of Performance DistinguishedAccomplishedEmergingUnsatisfactory Distinguished performance describes professional teaching that engages students to be highly responsible for their own learning. Performing at this level involves contributing to the professional learning of others through teacher leadership. Accomplished performance describes professional teaching that exhibits mastery of the work of teaching while improving practice and serving the professional community. Emerging performance represents teaching that demonstrates knowledge and skills to implement essential elements albeit not always successfully at times. Unsatisfactory performance describes teaching that does not convey sufficient understanding of concepts or the successful implementation of essential elements.

16. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

17. Progressions Distribution of Pilot 772 Teachers

18. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

20. Elements of the Professional Teaching Standards Standard 1 – Curriculum and Planning 1.1 The teacher demonstrates a deep and extensive knowledge of the subject matter. 1.2 The teacher designs standards-driven instruction using state-approved curricula. 1.3 The teacher uses a balanced assessment approach to guide student learning.

21. Elements Cont. Standard 2 – The Learner and the Learning Environment 2.1 The teacher understands and responds to the unique characteristics of learners. 2.2 The teacher establishes and maintains a safe and appropriate learning environment. 2.3 The teacher establishes and maintains a learner-centered culture.

22. Elements Cont. Standard 3 – Teaching 3.1 The teacher utilizes a variety of research-based instructional strategies. 3.2 The teacher motivates and engages students in learning, problem solving and collaboration. 3.3 The teacher adjusts instruction based on a variety of assessments and student responses.

23. Elements Cont. Standard 4 – Professional Responsibilities for Self-Renewal 4.1 The teacher engages in professional development for self-renewal that guides continuous examination and improvement of professional practice. 4.2 The teacher actively engages in collaborative learning opportunities for self-renewal with colleagues.

24. Elements Cont. Standard 5 – Professional Responsibilities for School and Community 5.1 The teacher participates in school-wide collaborative efforts to support the success of all students. 5.2 The teacher works with parents, guardians, families and community entities to support student learning and well-being. 5.3 The teacher promotes practices and policies that improve school environment and student learning.

25. Elements Cont. Standard 6 – Student Learning 6.1 The work of the teacher results in measurable progress of student learning of state-approved curricula. Standard 7 – Professional Conduct 7.1 The teacher demonstrates professional conduct as defined in law, policy and procedure at the state, district, and school level.

26. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

27. Self Reflection

31. Break!

32. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

33. Observation Not the evaluation Initial Progression-4, Intermediate-2, Advanced-if requested One class period or minimum of 30 minutes Supported by evidence and conversation

35. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

36. Evidence Evidence is provided to support performance level determination To be distinguished, evidence must be noted in the system Evaluators record data using the Observation form

37. Evidence

38. When is Evidence Needed? 1.For Distinguished Evidence must be noted in the system for a distinguished rating on either/both the self- reflection and/or the evaluation. 2.For Discrepancies If an evaluator disagrees with a rating in the self- reflection, the individual being evaluated has the opportunity to provide evidence to support his/her self-reflection rating. However, the evaluator cannot change the self- reflection. The evidence provided will be considered by the evaluator when determining the summative rating. NOTE: The amount of evidence and the necessity of evidence is the same no matter regardless of the teacher’s progression.

39. How much evidence is enough?

40. Table Tasks Each table will receive a scenario. Read the scenario together Using the rubrics, give the teacher a performance rating for each element of the given standard Discuss what evidence you used to determine the rating

42. Professional Conduct

44. Plans to Support Continuous Improvement

45. Rationale Comprehensive system of support Culture based on trust, support and professional growth Active role for educators Time and resources

46. Focused Support Plan Proactive, preventative Area(s) of concern in one or more performance standards Support meets individual needs

47. Focused Support Plan Essential Components: Identified area of concern with reference to the standard(s) to be addressed Expectations for change 9 week timeline for implementation Resources for support, including referral to other educators

48. Focused Support Plan Nine Weeks Decision 1.Standard met-removed from plan 2.Adequate progress – another Focused Support Plan 3. Inadequate progress – Corrective Action Plan

49. Corrective Action Plan 18 weeks Unsatisfactory performance shown in a completed evaluation Inadequate progress on focused support plan Certain instances may require immediate action Determinative

50. Corrective Action Plan Essential components: Identified area of unsatisfactory performance with reference to the standard(s) to be addressed Expectations for change Timeline for implementation Resources for support, including referral to other educators

52. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

54. Student Learning Goals S.M.A.R.T. Goals 1.Two data points 2.Rigorous 3.Comparable across classrooms

55. Context Who We Teach Elementary: Specific content area Secondary: Specific period or class

56. Two Data Points Clear Beginning and End – Quarter – Semester – Academic Year Results by May 1 Examples of Assessments DIBELS ® Teacher-Created Pre- and Post-Test Problem-Based Unit

57. SMART Goal Analysis Acuity Classroom Matrix Report

58. Measures of Progress WESTEST II data cannot be used as a measure of progress of student learning within a goal.

59. Rigorous West Virginia’s Next Generation Standards West Virginia Content Standards and Objectives Challenging to all learners

60. Rigorous Elementary Rigorous: Literary as well as non-literary texts Inappropriate: Focus solely on fiction Secondary Rigorous: Argumentative writing Inappropriate: Expository writing

61. Comparable Across Classrooms

63. Build a SMART student learning goal with your table, based on the scenarios and collaborate on how you would achieve this. Table Task

64. Lunch!

65. Parking Lot

66. WVEIS Online Tool http://wveis.k12.wv.us/teachers/ Tutorials Demo site

67. Summative Rating & Student Growth

68. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

69. An Overview of the System How the pieces add up Elements 5.1 Element 5.1 Elements 2.1 Element 2.1 Elements 1.1 Element 1.1 Elements 3.1 Element 3.1 Elements 4.1 Element 4.1 Standard 6 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 7 Overall Rating R/LA School Growth Score Student Learning Goal Math School Growth Score Student Learning Goal

70. Standard 2 Element 2.1 Element 2.2 Element 2.3 An Overview of the System A break down of the Elements. StandardRating Standard 1 Element 1.1 Element 1.2 Element 1.3 The preponderance of evidence points to an overall rating of accomplished The intent of providing standard ratings at both the standard and element level is to help one identify areas of best practice and need! Emerging Accomplished Emerging

72. What is a Student Growth Percentile?

73. How much growth? Is it enough growth?

74. From Student to School Growth For whom can we calculate growth? » Only students in grades 4 – 11, in tested subjects » Students must have at least 2 consecutive scores » RLA and Math How do we aggregate growth to the school? » Identify all of the students in the school » Group all students in the school together, regardless of grade » Take the median (middle) growth percentile of all students in a school for each content.

75. How the 5% is calculated What are 3 categories of growth in the report? – Low – Typical – High

76. How much growth? Is it enough growth?

77. How the 5% is calculated What are 3 categories of growth? – Low – Typical – High For calculating Growth – created 4 categories to align with the 4 Performance Levels – Very low (unsatisfactory) – Low (emerging) – Typical (accomplished) – High (distinguished) The 5% is for both Math and Reading performance on WESTEST 2 – 2.5% for Math – 2.5% for Reading

78. Leadership Team Planning http://wvde.state.wv.us/evalwv/

79. Break!

80. Leadership Team Planning

81. Assessment of Key Evaluation Concepts

82. Timeline Beginning of year-October 1st Educators complete a self-reflection and begin working on student learning goals Beginning of year-November 1st Evaluators complete first observations for Initial and Intermediate progressions Educators submit Student Learning Goals November 1st-January 1st Evaluators complete second observation for those in the Initial progression

83. Timeline January 1st-March 1st Evaluators complete third observation for those in the Initial progression March 1st- May 1st Evaluators complete final observations for those in the Initial and Intermediate progressions Educators submit evidence for Student Learning Goals May 1st-June 1st Convene year-end conference Complete Summative Performance Rating

84. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Evaluation System for Teachers Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years

85. How does the new evaluation system promote professional growth for educators and contribute to student learning?

86. RESA Director Questions: Points of Contact County, RESA

87. Closing Remarks