Qualified Trained Evaluators such as school administrators to

Qualified & Trained Evaluators such as school administrators to perform summative evaluations July 30, 2012 LEA Sub Group Report 1

Qualified &Trained Evaluators • Resources needed to monitor and ensure compliance or ensure plans meet the statutory requirements • Rubrics (or checklist) to assess and provide assurance of compliance or ensure plans meet the statutory requirements • Outcomes and skills evaluators will need • Ensure continuous training opportunities 2

Assumptions • MDE will have the resources to implement the training • ‘District’ generally refers to the School Board, the Administration, and the Exclusive Rep • Anticipate three groups of districts – Districts using the state model with modifications – Districts developing their own plan (build/buy) 3

Resources needed to monitor and ensure compliance or ensure plans meet the statutory requirements • MDE staff to communicate, train, monitor and support • Use of multiple venues – – MDE regional centers Service Coops as the conduit only Online Webinar • Cost estimates vary – – Request funding from the legislature Reallocate existing funding (? ) in lieu of what? Use staff development dollars Grants? 4

Rubrics (or checklist) to assess and provide assurance of compliance or ensure plans meet the statutory requirements • Assume that any MDE trained and certified evaluator meets the qualifications and will be certified (tbd) as trained evaluator • Use a check list of the MDE Model components for any locally trained evaluator to ensure training is sufficient OR have MDE train all evaluators with local additional training as needed for individual plans • Role of MDE to work with Districts 5

The Standard to assess competency for trained evaluators • • • Specific skills identified Knowledge of the state model or local model Ability to evaluate evidence a teacher: – understands the central concepts, tools of inquiry, and structures of the disciplines taught – Can create learning experiences that make these aspects of subject matter meaningful for [his/her] students – understands how [his/her] students learn and develop and provides learning opportunities that support a student’s intellectual, social, and personal development – Is able to align his/her professional teaching standards to practice • • Ability to assess multiple evidences Ability to communicate results of evaluation including strategies & tactics to improve instructional practice Knowledge of value added assessments or other measures of student learning growth Able to use professional judgment – Teacher quality as well as teaching quality 6

Feedback Requested from the group • What does training need to look like? • Is a formal certification/recertification process necessary? If so, – What will the recertification process look like? – How often will evaluators need to be recertified or show evidence of competency? – What can that ongoing training/assessment look like? – How will this be funded? • How will feedback from evaluators and teachers be used to make improvements? 7

Feedback Requested from the group • How can we support districts in collaborating on training and evaluating? • Do we anticipate MDE will become a data warehouse of evaluation scores to be used in future rater-reliability and training needs? • Will MDE have the resources and capacity to train and monitor and support districts in this initiative? • Do we believe an administrative license is a requirement to perform a summative evaluation? • Do we believe evaluators should be ‘certified’? If yes, why and if not, then what? • What else have we missed!? 9/16/2021 4: 59 AM 8