Teacher and Leader Support and Development 2017 2018

Teacher and Leader Support and Development 2017 -2018 Teacher Excellence Support System (TESS) Leader Excellence and Development System (LEADS) Prepared by: Educator Support and Development Arkansas Department of Education Little Rock AR

Objectives Ø Understand the Arkansas Department of Education’s vision and mission Ø Understand the legislative changes to the Teacher and Leader Support Systems Ø Be familiar with the TESS and LEADS processes 2017 -18 2

ADE Vision The Arkansas Department of Education is transforming Arkansas to lead the nation in student-focused education. 2017 -18 3

ADE Mission The Arkansas Department of Education provides leadership, support and service to schools, districts, and communities so every student graduates prepared for college, career, and community engagement. 2017 -18 4

ADE Strategic Performance Values Leadership Service Support 2017 -18 5

ADE Strategic Performance Goals Students graduate college & career ready Students meet/exceed individual growth Students engaged in college/career one year after graduation ADE provides effective customer service for all stakeholders 2017 -18 Students develop & apply personal competencies 6

Act 295 of 2017: What’s New Personalized Support 2017 -18 Ø Mentoring and support provided during first three years, the “formative” years Ø Summative rating for novice teacher not required during first three years of teaching Ø Personalized, competency-based professional learning opportunities provided aligned to professional growth plan (PGP) 7

Act 295 of 2017: What’s New Personalized Support (cont’d) Ø Allows for professional learning through team collaboration, self-directed research, and/or competency-based credentialing Ø Focused on aligned professional development that is based on identified needs for teacher to have maximum positive impact on student outcomes 2017 -18 8

Act 295 of 2017: What’s New Personalized Support (cont’d) Administrator Leadership Ø System alignment to new Professional Standards for Educational Leaders (PSEL) Ø Multi-tiered systems of professional support 2017 -18 9

Act 295 of 2017: What’s New Local Decisions National Board Certified Teacher (NBCT) artifacts, peer observations, and student surveys may be used as part of evidence [subject to district policy] Ø School district and its teachers determine what constitutes artifacts and other evidence Note: Remember, a district can choose to do summative evaluations at any time Ø 2017 -18 10

Act 295 of 2017: What’s New Waivers Ø A waiver is available to all schools [subject to State Board of Education approval] based on locally adopted system for support, development, and appraisal of teacher performance as part of a system of educator effectiveness that meets federal and state requirements Ø Non-licensed teachers employed under a waiver from licensure are subject to TESS 2017 -18 11

Act 295 of 2017: What’s New Multiple Measures Multiple measures used as evidence of teacher practice: direct observation, indirect observation, artifacts, data Ø Student growth demonstrated through multiple measures using artifacts and evidence embedded throughout the domains and not just one component Ø Teachers may be placed in intensive support status if necessary; decision based on multiple measures Ø 2017 -18 12

Act 295 of 2017: What’s New Feedback Ø Summative rating at least once every four years Ø No overall rating required in formative years; teacher and evaluator collaborate on PGP Ø No domain level ratings required Ø All evidence contributes to ONE overall summative rating 2017 -18 13

Every Student Succeeds Act (ESSA) http: //www. arkansased. gov/divisions/publicschool-accountability/every-student-succeeds -act-essa Ø Signed into law December 2015 Ø Reauthorized the Elementary and Secondary Education Act (ESEA) that provides opportunity for all students Ø State must define Accountability System Ø State and LEAs must ensure poverty, minority students are not disproportionately served by inexperienced, out-of-field, ineffective teachers 2017 -18 14

ESSA Arkansas Initiatives Ø Opportunity Culture Pilot: Focus on Teacher Leaders Ø Leadership Quest, Year 2: Support of administrators Ø Equity Labs within Educational Service Coops (Workforce Stability Index) Ø Personalized, competency-based mentoring for teachers and leaders 15 2017 -18

ESSA Support for Arkansas Initiatives Ø Novice teacher mentoring through Educational Service Cooperatives (3 years) Ø Mentoring is personalized and supports teachers based on regional needs Ø Mentoring consists of face-to-face meetings, virtual options, and micro-credentialing 2017 -18 16

ESSA Support for Arkansas Initiatives Ø Up to three (3) years Beginning Administrator mentoring provided by state administrator association (AAEA) Ø Year 1 - relevant information and support structures provided Ø Year 2 - focus on self-reflection and goal-setting; encouraged to participate in the state Leadership Quest to further enhance leadership skills Ø Year 3 – Encouraged to continue Leadership Quest and pursue micro-credentialing based on professional growth needs 17 2017 -18

ESSA What is an effective teacher? What is an effective leader? 2017 -18 18

ESSA Effective Teacher More than 3 years of experience 2017 -18 Ø Receives high performance ratings on state-approved evaluation and support system Ø Uses highly effective instructional practices Ø Prepares to meet needs of all students Ø Communicates and collaborates effectively with all stakeholders Ø Establishes environment conducive to learning Ø Seeks professional growth and ethical practice 19

ESSA Effective Leader At least 3 years of experience Ø Receives high performance ratings on the state-approved evaluation and support system Ø Communicates and collaborates effectively with community and external partners Ø Engages all stakeholders to accomplish the vision Ø Supports rigorous curricula Ø Maintains culturally responsible environment Ø Seeks continual professional growth Ø Models ethical professional behavior Ø Supports professional growth of educational staff 20 2017 -18 20

Other Legislative Acts Act 746 – Educator Background Check Legislation Act 564 – Professional Licensure Standards Board (PLSB) Act 294 – Revision to Educator Licensure 21 2017 -18

Other Legislative Acts Act 416 – Stand Alone Reading Test Licensure Act 1063 – Right to Read Act 937 – National Board for Professional Teaching Bonus 22 2017 -18

Charlotte Danielson and the TESS Framework Charlotte Danielson states: Ø Ø “An effective system of teacher evaluation accomplishes two things: Ø it ensures quality teaching Ø it promotes professional learning. The quality of teaching is the single most important determinant of student learning. 2017 -18 23

Charlotte Danielson and the TESS Framework Charlotte Danielson states: Ø A school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality. Ø Therefore, the system developed for teacher evaluation must have certain characteristics; it must be rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching. ” 24 2017 -18

Charlotte Danielson and the TESS Framework 4 Domains – Groups of Components 2017 -18 Planning and Preparation Classroom Environment Professional Responsibilities Instruction 25

Charlotte Danielson and the TESS Framework 22 Components • Statements of effective teaching practices 76 Elements • Essential parts of components 2017 -18 26

Charlotte Danielson and the TESS Framework Seven Themes Equity Cultural appropriateness Use of technology High expectations Developmental appropriateness Attention to individual student needs Student acceptance of responsibility 2017 -18 27

Specialty Area Rubrics Based on Danielson’s Framework for Teaching School Counselor Library Media Specialist Instructional Specialist School Psychologist Gifted Coordinator Speech Language Pathologist 2017 -18 28

Levels of Performance Unsatisfactory Not No Not clear Unaware Does not respond Poor Not congruent 2017 -18 Basic Some Attempts to Limited Moderate Uneven Inconsistent Rudimentary Proficient Consistent High quality Timely Accurate Appropriate Clear Effective High expectations Distinguished All students Highly effective Entirely appropriate Adapted for individual students Fully aligned Extensive 29

Types of Evidence Direct Observation The evaluator is physically present in the school or venue where the school/district teacher or leader is present, leading and/or managing 2017 -18 Indirect Observation The evaluator is observing systems that operate without the teacher or leader present Artifacts Materials that document the school/district teacher or leader’s practice Data Teacher and student performance data, overall school performance data 30

The TESS Process Professional Growth Plan (PGP) Use of Evidence Results Rating and Summative Evaluation/End of Year Conference Self-advocacy with Evidence 2017 -18 Multiple Measures of Student Growth Direct/Indirect Observation Artifacts Data Gathering Personalized 31 Competency-Based Learning 31

TESS Framework as Support Encourages teacher reflection and selfassessment Provides a guide to teaching 2017 -18 Provides mentor information to identify growth needs of the teacher Provides guidance for the teacher when developing PGP 32 32

LEADS for Administrators Ø Based on ISLLC Standards of 2008 Rubrics for: Ø Building level administrators: principal and assistant principal Ø District level administrators (does not include superintendent) 2017 -18 33

LEADS for Administrators Ø New Professional Standards for Educational Leaders (PSEL) will be implemented in 2019 -2020 Ø http: //www. npbea. org/wp/wp- content/uploads/2014/11/Professional. Sta ndardsfor. Educational. Leaders 2015 for. NPBE AFINAL-2. pdf 2017 -18 34

LEADS for Administrators The Big Ideas Ø Goal Setting – Connecting student performance to leadership standards (PGP) Ø Targeted personalized learning Ø Learner to observer Ø Self advocacy through evidence collection 2017 -18 35

LEADS for Administrators Rubric consists of: Ø 6 standards Ø 31 functions Not Proficient Levels of. Progressing Performance Exemplary meeting standards 2017 -18 36

ISLLC and PSEL Crosswalk ISLLC 2008 (6) PSEL 2015 (10) 1. Vision 1. Mission, Vision, and Core values 10. School Improvement 2. School Culture and instructional Program 4. Curriculum, Instruction, and Assessment 5. Community of Care and Support for Students 6. Professional Capacity of School Personnel 7. Professional Community for Teachers and Staff 3. Operations, Management, and Resources 5. Community of Care and Support for Students 6. Professional Capacity of School Personnel 9. Operations and Management 4. Collaboration with Faculty and Community 8. Meaningful engagement of Families and Community 5. Ethics 2. Ethics and Professional Norms 3. Equity and Cultural Responsiveness 6. Political, Social, Legal, Cultural Context 3. Equity and Cultural Responsiveness 8. Meaningful Engagement of Families and 37 Community 2017 -18 2017 -18 37

Comparing the ISLLC and PSEL Themes ISLLC PSEL Equity – responding to cultural context Equity – Standard 3 specifically addresses equity and cultural responsiveness Talent Development – create a culture that is “conducive to professional growth” Talent Development – Standard 6 calls leaders to develop professional capacity and practice of school personnel Leadership Capacity – references importance of developing, articulating, and implementing vision Leadership Capacity - Standard 10 specifically addresses continuous improvement Academic systems – Curriculum, instruction, assessment Academic Systems – Specifically refers to intellectual rigor and coherence 2017 -18 2017 -18 38 38

Professional Growth Plan (PGP) Identifies professional growth outcomes to advance professional skills Links personalized, competency-based professional learning opportunities to growth outcomes of individual teacher or leader Professional Growth Plan 39 2017 -18

Professional Growth Plan May include: Collaboration with a team of teachers on a shared plan that benefits the whole school, content area, or grade level Conducting self-directed research related to the teacher’s/administrator’s professional growth plan Completing competency-based credentialing 2017 -18 40 40

TESS/LEADS Electronic platform for TESS and LEADS is Ed. Reflect Ø Houses observation evidence, artifacts, ratings, PGP Ø Bloom. Board houses resources for teachers and leaders; micro-credentials available for personalized competency-based learning Ø https: //support. edreflect. com/hc/enus https: //bloomboard. com/ 41 2017 -18

Data Reported to the ADE Aggregate School Ratings Ø TESS Only Total Number of Teachers Total Number Proficient/Distinguished % Proficient/Distinguished No individual educator data For the 2018 -19 school year (pending approval of AR ESSA Plan) report to the ADE only, number of ineffective teachers Aggregate State Ratings Ø TESS (% Unsatisfactory, Basic, Proficient, Distinguished) Overall Ratings Ø LEADS (% NMS, Progressing, Proficient, Exemplary)– no school level ratings Overall Ratings 20127 -18 42

Are You TESS/LEADS Ready? Teacher Training Ø Training on Danielson’s Framework for Teachers is established at the school/district level Ø Decisions about on-going training should be based on previous evaluations, professional learning, and/or a needs assessment Ø Remember: New teachers must be trained in the evaluation system to be used. Use care in omitting component training 2017 -18 43

Are You TESS/LEADS Ready? System non-negotiable items System discretionary items Summative at least every 4 years Summative in any year Knowledge of AR Teacher Fair Dismissal Act Information resources Evidence collection Artifacts, types of data, direct observations Professional Growth Plan Data collected TESS/LEADS rubric Specialist rubric required components Learner to Observer training TESS teacher training 2017 -18 44

Are You TESS/LEADS Ready? 2017 -18 Ensures proper training for school/ district personnel Provides clear and consistent communication concerning TESS/LEADS implementation following appropriate district policies Provides appropriate support for building-level leaders in TESS/LEADS planning and implementation Demonstrates implementation of TESS/LEADS with fidelity 45

Best Practices of Implementation Ø It is all about support for teachers and leaders Ø Be aware of school/district evaluation policies, as many decisions are made locally Ø Learn the rubric content; let it become the language of your communication Ø Learn from your professional networks and other experienced educators Ø Plan and implement with fidelity Ø Remember The Arkansas Teacher Fair Dismissal Act of 1983, codified at Arkansas Code. Annotated section 617 -1501 et seq. 2017 -18 46

Resources ü ADE website http: //www. arkansased. gov/ ü Justin Baeder https: //www. principalcenter. com/ ü Educators Rising https: //www. educatorsrising. org/ ü Arkansas IDEAS http: //ideas. aetn. org/ 2017 -18 47

Resources ü Bloom. Board https: //bloomboard. com/ ü Council of Chief State School Officers http: //www. ccsso. org/ ü Opportunity Culture http: //opportunityculture. org/ 2017 -18 48

Resources ü Enhancing Professional Practice: A Framework for Teaching, C. Danielson, 2 nd edition ü The Handbook for Enhancing Professional Practice, C. Danielson ü Implementing the Framework for Teaching in Enhancing Professional Practice, C. Danielson ü Visible Learning, John Hattie ü Visible Learning for Teachers, John Hattie 2017 -18 49

Resources Leadership Matters, NASSP ü Rethinking Principal Evaluation, NASSP ü Arkansas Association of Educational Administrators http: //www. theaaea. org/ ü 2017 -18 50

WOWs and WONDERS Share the Ø What pertinent understandings you questions does this bring gained from our up? time together today. Ø What does this mean for Ø What did you have you in the classroom or confirmed for you? as a leader? Ø Ø What was new to you? 2017 -18 Ø What could have been done to deepen or improve this training? 51

Sandra Hurst, Director Sandra. Hurst@Arkansas. gov Becky Gibson, Educator Support and Development Advisor Becky. Gibson@Arkansas. gov Maureen Harness, Educator Support and Development Advisor Maureen. Harness@Arkansas. gov Renee Nelson, Educator Support and Development Advisor Renee. Nelson@Arkansas. gov ADE Office for Professional Educators Educator Support and Development Four Capitol Mall Little Rock AR 2017 -18 52