Human Capital Management Office of Human Resources Office

Human Capital Management Office of Human Resources Office of Professional Development & Evaluation

Certified Assessor Training Tool CATT Outcome of M-DCPS systemic implementation of Human Capital Management initiatives Legislative mandates Educator Evaluation Compensation Alignment of teacher evaluation and professional development Integrity of the evaluation process Consistent lens on professional practices across all observers/evaluators Inter-Rater Reliability

Certified Assessor Training Tool CATT Calibration of all IPEGS observers in 2014 -2015 Principal Master Trainers trained by Dr. James Stronge (author of IPEGS) 344 Principals were CATT trained and calibrated in Summer 2014 All Assistant Principals scheduled for CATT training in Fall 2014 (October – December) Monthly CATT Training Sessions for new administrators beginning January 2015

Certified Assessor Training Tool CATT Training Multi-day training on IPEGS Performance Standards and making summative decisions Focus on inter-rater agreement and consistency Capturing observable behavior during an observation Writing observation comments on the OSF Reviewing of multiple sources of evidence for SPE Maintaining fidelity to the IPEGS Rubrics Providing effective feedback to improve instruction

Certified Assessor Training Tool (CATT) Online platform (My Learning Plan ELEVATE) supports: Training of IPEGS observers Consistency of training delivery Assessing the effectiveness of the IPEGS training Monitoring of inter-rater reliability of IPEGS observers Initial calibration and ongoing re-training Hosting of secure calibration videos and resources

Certified Assessor Training Tool (CATT) Looking Ahead To increase and maintain fidelity of IPEGS implementation, M-DCPS will: Engage in ongoing collegial conversations centered on the professional practices Rollout of performance-standard-specific training modules Development and Implementation of the Teacher Quality Development Tool (TQDT) CATT Phase II Summer Institute (Summer 2015)

Collegial Conversation Performance Standard 4 Instructional Delivery & Engagement The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners.

Performance Standard 4 Instructional Delivery & Engagement Sample Performance Indicators • Engages students in individual work, cooperative learning, and whole-group activities • Remains current in content/subject area and professional practices • Delivers instruction in a culturally, linguistically, and gender-sensitive manner • Establishes positive and timely interactions that are focused upon learning

Performance Standard 4 Instructional Delivery & Engagement Sample Performance Indicators (continued) • Paces instruction according to appropriate curriculum and needs of students • Adjusts instruction to meet students’ needs • Integrates available technology in the classroom, as appropriate (FL Statute 1012. 34(3)(a)4 • Connect students’ prior knowledge, life experiences, and interests, as appropriate, to learning goals

Performance Standard 4 Instructional Delivery & Engagement Highly Effective The professional’s work is exceptional, in addition to meeting the standard Effective The description is the actual performance standard Developing/Needs Improvement Unsatisfactory 8 percentage points 6 percentage points 4 percentage points 2 percentage points The teacher consistently optimizes learning by engaging all groups of students in higherorder thinking and by effectively implementing a variety of appropriate instructional strategies and technologies. The teacher promotes learning by demonstrating accurate content knowledge and by addressing academic needs through a variety of appropriate instructional strategies and technologies that engage learners. The teacher attempts to use instructional strategies or technology to engage students, but is often ineffective or needs additional content knowledge. The teacher lacks content knowledge or fails consistently to implement instructional strategies to academically engage learners.

Rating Rubric Activity With your team… Discuss what language in the rating rubric clearly distinguishes each performance level, Write examples of observable behaviors at each of the four rating levels (Highly Effective, Developing/Needs Improvement, and Unsatisfactory) for your assigned PS 4 indicator, and Prepare to share out.

Rating Rubric Common Terminology Highly Effective The professional’s work is exceptional, in addition to meeting the standard 8 percentage points Effective The description is the actual performance standard 6 percentage points Developing/Needs Improvement Unsatisfactory 4 percentage points 2 percentage points Attempts to Fails to Often does not Consistently fails to High-level Inconsistent Lack of All Students Often ineffective No evidence of Does not Consistently Highly effective The description is the actual performance standard

Writing Descriptive IPEGS OSF Comments The comments should paint a clear picture of what was observed. For example: “The teacher demonstrated errors in content knowledge during the observation lesson. Specifically, the teacher failed to identify and correct errors in student responses to teacher questions. ” “There was evidence that the teacher consistently provided all students with access to subject-relevant web-based resources and print materials, including resources in the students’ home languages, to support project-based learning. ” “The lesson included a variety of instructional activities to address different students’ learning needs. ”

Comments on the OSF… Must be specific and detailed May be either positive or negative Should give the essence of what was observed in relation to the applicable performance standards Should provide relevant, logical, and plausible support Should reflect appropriate word choice, specificity, depth, relevance, and thoroughness Should provide a basis for collegial conversations between the professional and the assessor

Office of Human Capital Management Office of Human Resources Office of Professional Development & Evaluation Ms. Enid Weisman, Chief Human Capital Officer Dr. Ana Rasco, Assistant Superintendent, Human Resources Jorge L. Garcia, Assistant Superintendent, Labor Relations Performance Evaluation Team Tricia M. Fernandez, Administrative Director Milly Gonzalez, Executive Director Dr. Donna Riley, Director Ada Fernandez-Vicaria, Director Charlie Caldwell, Technical Support 305 -995 -7616