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EDUCATOR EVALUATION PILOT. August 5-12, 2011. Overview. The “Big Picture” Where are we headed? Where have we been? How will we get there? Previewing the Agenda Next Steps. Where Are We Headed?. - PowerPoint PPT Presentation
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August 5-12, 2011
EDUCATOR EVALUATION PILOT
Overview
• The “Big Picture”–Where are we headed?–Where have we been?–How will we get there?
• Previewing the Agenda• Next Steps
Where Are We Headed?
VISION:West Virginia will have a
comprehensive and equitable evaluation system that clearly
articulates, measures, rewards, and develops educator
effectiveness
Where Have We Been?
Historical Perspective
2009 Standards Adopted
2011 Evaluation Task Force Worked
2012 Revised System Piloted
How Will We Get There?
Clear Expectations
• Embrace the Opportunities:• Be “early adopter”• Engage in professional
development• Work as part of a collaborative
team• Provide input to policy makers
Importance of Leadership
• Communicate– http://wvde.state.wv.us/teacherevalpilot
/index.php
• Partner – Participate in the research study
• Problem-solve
Agenda • Expectations for Training• Conceptual Framework Overview• Self-Assessment • Observation• Evidence• Student Learning Goals• Professional Conduct• Summative Rating and Student Growth
What are the Next Steps?
Teacher Evaluation Training Dates
• Fall and Spring Training
• On site visits
• Ongoing Technical Assistance
Future Perspective
2009 Standards Adopted
2011 Evaluation Task Force Worked
2012 Revised System Piloted
2013 Begin Statewide Scale Up
Expectations for Professional Development
Expectations for Professional Development
• Expectations for us– Well prepared– Clarity– Consideration of the audience
• Expectations for you– Active participation– Regular feedback– Focused attention
A New Evaluation System:
The Rationale
Converging Forces
New Teaching Standards
Weak Evaluation System
Federal Encouragement
Conceptual Framework Overview
Levels of PerformanceDistinguished 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.
Table Task
• Share one activity with distinguished performance, one activity with unsatisfactory performance
Enjoy a stretch break!
Self Assessment – Advanced Progression
Table Tasks
• Share reaction to critical standard elements– What is new?– What is familiar?
• What implications does the Self Assessment have for individual professional development?
Observation
Table Tasks
• Which critical standard elements could be observed?
• Which critical standard elements could not be observed?
• What elements do you still need to know about to fully understand the teacher’s performance?
Some specifics about observation• Not the evaluation• Initial Progress-4, Intermediate-2,
Advanced if requested• Class period or minimum of 30 mins• One piece of a two-part conversation• Will be supported by evidence and
conversation• Elements that contribute to the
research
Evidence
Table Tasks• Discuss the evidence examples• Identify additional evidence by category
for each critical standard element• Even though none are required, which
kinds of evidence would be considered essential?
• Which ones could be brought to conference with principal?
Enjoy lunch!Be ready to rock ‘n roll at 1:00 p.m.
Evidence For Self Assessment
Table Tasks• What types of evidence were able to be
used for more than one critical standard element?
• Were you able to identify evidence that did not fit one of the categories?
• Were any common among the table?• Does the evidence convincingly support
the rating?
Setting Student Learning Goals
Table Tasks• Work with a partner to develop a
student learning goal for your content
• Share goal with table • Discuss improvements, as necessary
Enjoy a stretch break!
Professional Conduct
Professional Conduct Takeaways
• Professional conduct is the expectation– Three point rubric– Not calculated into summative evaluation
• Select areas of concern may be addressed without an improvement plan
• An Unsatisfactory rating should not be given in the pilot
• A Below Standard rating only with documentation
Summative Rating & Student Growth
An Overview of the SystemThe 5 Professional Teaching Standards • 80% of the total summative rating• Each critical standard element (CSE) has been given equal
importance• Goal is to provide as much feedback as possible.
– In addition to a single summative rating, there are overall Standard ratings, as well.
– Standard ratings are based on the preponderance of ratings at the CSE level (14 total ratings).
– Information is entered at the CSE level – CSE ratings range from
• Unsatisfactory• Emerging• Accomplished• Distinguished
An Overview of the SystemHow the pieces add up
Critical Standard Elements 5.1Critical Standard
Elements 5.1Critical Standard Element 5.1
Critical Standard Elements 2.1Critical Standard
Elements 2.1Critical Standard Element 2.1
Critical Standard Elements 1.1Critical Standard
Elements 1.1Critical Standard Element 1.1
Critical Standard Elements 3.1Critical Standard
Elements 3.1Critical Standard Element 3.1
Critical Standard Elements 4.1Critical Standard
Element 4.1
Standard 6
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 7
Overall Rating
Math School Growth Score
Student Learning Goal
Math School Growth Score
Student Learning GoalStudent
Learning Goal
An Overview of the SystemA break down of the Critical Standard Elements.Standard Rating
Standard 1 Accomplished
CSE 1.1 Emerging
CSE 1.2 Accomplished
CSE 1.3 Accomplished
Standard 2 Emerging
CSE 2.1 Accomplished
CSE 2.2 Emerging
CSE 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 CSE level is to help one identify areas of best practice and need!
The Standard of Student Learning
An Overview of the System
Standard Rating
Student Learning (Std. 6) Accomplished
Student Learning Goals
Accomplished
Goal 1 A
Goal 2 E
Standardized School Growth Scores
Accomplished
Math Growth Accomplished
RLA Growth Emerging
Based on:• Very Low Growth• Lower Growth• Typical Growth• Higher Growth
• The Standard of Professional Conduct– A required component of the system– Does not contribute to the overall rating– Is considered an important part of the
process
An Overview of the System
An Overview of the SystemHow the pieces add up
Critical Standard Elements 5.1Critical Standard
Elements 5.1Critical Standard Element 5.1
Critical Standard Elements 2.1Critical Standard
Elements 2.1Critical Standard Element 2.1
Critical Standard Elements 1.1Critical Standard
Elements 1.1Critical Standard Element 1.1
Critical Standard Elements 3.1Critical Standard
Elements 3.1Critical Standard Element 3.1
Critical Standard Elements 4.1Critical Standard
Element 4.1
Standard 6
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 7
Overall Rating
Math School Growth Score
Student Learning Goal
Math School Growth Score
Student Learning GoalStudent
Learning Goal
Checking for Understanding
Closing Remarks
