Educator Evaluation RESA Training July and August 2012

Educator Evaluation RESA Training July and August 2012

Where Have We Been?

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

Where Are We Headed?

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

How Will We Get There?

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

Evaluation System for Teachers Four Performance Levels Advanced Progression 6+ years Emerging Unsatisfactory Initial Progression 1 -3 years Self Reflection (standards/rubrics) Distinguished Accomplished Intermediate Progression 4 -5 years 80% 15% 5% None Required* Observation (2) Observation (4) Evidence 2 Student Learning Goals School-wide Growth - Reading School-wide Growth - Mathematics

Meeting Objectives • Participants will understand 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.

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

Evaluation System for Teachers Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory

Levels of Performance Distinguished Accomplished Emerging Unsatisfactory 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.

West Virginia’s Got Talent!

Levels of Performance Distinguished Accomplished Emerging Unsatisfactory 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.

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

Progressions Distribution of Pilot Progressions 772 Teachers Advanced Intermediate Initial 27% 11% 62%

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

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.

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.

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.

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.

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.

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.

Evaluation System for Teachers Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Advanced Progression 6+ years Intermediate Progression 4 -5 years Initial Progression 1 -3 years Self Reflection (standards/rubrics)

Self Reflection

Self Reflection

Break!

Evaluation System for Teachers Four Performance Levels Distinguished Advanced Progression 6+ years Emerging Unsatisfactory Initial Progression 1 -3 years Self Reflection (standards/rubrics) None Required* Accomplished Intermediate Progression 4 -5 years Observation (2) Observation (4)

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

Evaluation System for Teachers Four Performance Levels Distinguished Advanced Progression 6+ years Emerging Unsatisfactory Initial Progression 1 -3 years Self Reflection (standards/rubrics) None Required* Accomplished Intermediate Progression 4 -5 years Observation (2) Evidence Observation (4)

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

Evidence

When is Evidence Needed? 1. For Distinguished • Evidence must be noted in the system for a distinguished rating on either/both the selfreflection and/or the evaluation. 2. For Discrepancies • • • If an evaluator disagrees with a rating in the selfreflection, the individual being evaluated has the opportunity to provide evidence to support his/her self-reflection rating. However, the evaluator cannot change the selfreflection. 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.

How much evidence is enough?

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

Professional Conduct

Plans to Support Continuous Improvement

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

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

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

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

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

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

r o f s n a l P s u o u n i t n o t C n e m e v o r p Im

Four Performance Levels Evaluation System for Teachers Advanced Intermediate Initial Progression 6+ years Emerging Unsatisfactory Progression 1 -3 years Self Reflection (standards/rubrics) Distinguished Accomplished Progression 4 -5 years 80% 15% 5% None Required* Observation (2) Observation (4) Evidence 2 Student Learning Goals School-wide Growth - Reading School-wide Growth - Mathematics

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

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

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

SMART Goal Analysis Acuity Classroom Matrix Report

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

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

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

Comparable Across Classrooms

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

Lunch!

Parking Lot

WVEIS Online Tool http: //wveis. k 12. wv. us/teachers/ • Tutorials • Demo site

Summative Rating & Student Growth

Evaluation System for Teachers Four Performance Levels Advanced Progression 6+ years Emerging Unsatisfactory Initial Progression 1 -3 years Self Reflection (standards/rubrics) Distinguished Accomplished Intermediate Progression 4 -5 years 80% 15% 5% None Required* Observation (2) Observation (4) Evidence 2 Student Learning Goals School-wide Growth - Reading School-wide Growth - Mathematics

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

An Overview of the System A break down of the Elements. Standard Rating Standard 1 Accomplished Emerging Element 1. 1 Element 1. 2 Accomplished Element 1. 3 Accomplished Standard 2 Element 2. 1 Emerging Accomplished Element 2. 2 Emerging Element 2. 3 Emerging 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!

Educator Evaluation Summative Rating Standard 6. 2 WESTEST 2 Schoolwide Growth Rating 5% Standard 6. 1 Student Learning Goals 15% Standard 5 17% Standard 4 11% Standard 1 17% Standard 2 17% Standard 3 17%

What is a Student Growth Percentile?

Is it enough growth? How much growth?

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.

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

Is it enough growth? How much growth?

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

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

Break!

Leadership Team Planning

Assessment of Key Evaluation Concepts

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

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

Evaluation System for Teachers Four Performance Levels Advanced Progression 6+ years Emerging Unsatisfactory Initial Progression 1 -3 years Self Reflection (standards/rubrics) Distinguished Accomplished Intermediate Progression 4 -5 years 80% 15% 5% None Required* Observation (2) Observation (4) Evidence 2 Student Learning Goals School-wide Growth - Reading School-wide Growth - Mathematics

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

RESA Director Questions: Points of Contact County, RESA

Closing Remarks