Nevada Educator Performance Framework

(NEPF)Evaluating and Supporting Teacher Success

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Awareness, Readiness &

Dissemination Validation Study (V.S.)

 SY 2013 – 2014

TransitionMoving to New 

Educator  Performance Framework

SY 2013 – 2014(V.S. Schools)

SY 2014 – 2015(All Schools)

 

Implementation

 Putting the New Educator Performance 

Framework Into Practice

 SY 2014-2015

Transformation Continuously Refining how Educators are 

Valued and Supported 

SY 2014 and Beyond

NEPF Timeline

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As a system, before talking about what NEPF is and the challenges we will face implementing it, perhaps we should explain why…

Why is there an attempt to create such a high stakes evaluation system?

The Evaluation Framework

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There is urgency for change!

a little background…

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Are likely to earn only thirty-six cents for every dollar earned by a high school graduate (U.S. Census Bureau, 2009)

Will be less employable in a volatile job market (Bureau of Labor Statistics, 2009)

Predictions for high school dropouts

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Across the United States, 82% of prison inmates are dropouts

(Ysseldyke, Algozzine, & Thurlow 1992)

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Social Costs

75% of those claiming welfare are functionally illiterate.

http://www.covinaliteracy.org/facts.htm

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US Manufacturing Jobs:

1950: 34%

2002: 13%

--USA Todayhttp://www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm

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  "Human capital is perhaps the single most important long-term driver of an economy," "Smarter workers are more productive and innovative. It is an economist's rule that an increase of one year in a country's average schooling level corresponds to an increase of 3 to 4 percent in long-term economic growth. Most of the value added in the modern global economy is now knowledge based."

-Rebecca Strauss, associate director for CFR's Renewing America publications.

Economic costs

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“By adopting the CCSS, Nevada launched one of its most comprehensive school

improvement and economic development efforts ever.”

“The standards will also strengthen the state’s workforce and economy as more students graduate from high school with the knowledge, skills and ability needed to succeed in a new economy…”

-Dale Erquiaga, Nevada Superintendant of Public Instruction

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Will be five to eight times more likely to be incarcerated than a college graduate (McKinsey & Company, 2009)

Will be more prone to ill heath and will live a shorter life; a college graduate is projected to live ten years longer than a student who drops out of school at sixteen (Kolata, 2007)

Predictions for high school dropouts

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We used to say, “Times, they are a changing”

They’ve already changed!

Google Car: http://www.youtube.com/watch?v=cdgQpa1

pUUE Google Glasses:

http://www.youtube.com/watch?v=9c6W4CCU9M4

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In the 21st century, because of the rapid advancement in technology, the world is shrinking. Our kids will be competing against kids from across the world for jobs that we can’t yet predict.

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Deep literacy skills Technological literacy Tailoring learning to meet individual needs Economic competition for jobs and

globalization of economies. The need for children to critically

think/synthesize vast amounts of info/solve complex problems/collaborate/be creative.

Education is being called upon to change.

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What’s your reaction?

Is there urgency for change?

What is your “push back”?

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1. What gets taught (CCSS)2. How well it gets taught (Teacher

Evaluation and Improvement, NEPF)

To meet the demands of the 21st century most states have chosen to focus on:

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1. What gets taught (CCSS)2. How well it gets taught (Teacher

Evaluation and Improvement, NEPF)

What are the opportunities that exist as a result of these reforms?

To meet the demands of the 21st century most states have chosen to focus on:

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“While you can play along the edges with structural changes, the core business of education is teaching.”

-Alan Bersin, Former San Diego Superintendent

We have never had the opportunities that currently exist!

NEPFAdministrators Teachers

High-leverage Instructional Leadership Standards

Professional Responsibilities Standards

Student Outcomes

High-leverage Instructional Standards

Professional Responsibilities Standards

Student Outcomes

BUILDINGCOMMON

AWARENESS

ADVANCINGCOMMON

UNDERSTANDING

UTILIZINGCOMMONLANGUAGE

SEEINGCOMMONPRACTICES

“NEPF” Common Continuum of Expectations

22

New Standards for Students – Nevada Academic Content StandardsNew Standards for Educators – Nevada High-Leverage Teaching & Leading Standards

23

New Assessments for Students – Smarter BalanceNew Assessments for Educators – Nevada Educator Performance Framework

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To reach the levels of CCSS, teacher practice is going to have to change.

NEPF and CCSS go hand and glove in implementation.

Standards Across Disciplines (H/O#1)

New learning is connected to prior learning and experience

1

2

3

4

5

Students engage in meaning-making through discourse and other strategies

Students engage in metacognitive activity

Assessment is integrated into instruction

Learning tasks have high cognitive demand for diverse learners

High-Leverage Leadership Standards

Creating and Sustaining a Focus on Learning1

2

3

4

Creating and Sustaining Productive Relationships

Creating and Sustaining Structures

Creating and Sustaining a Culture of Continuous Improvement

6

Current level of

Instruction

Skill

Improved Instructio

n

Culture

Leader

To effectively use the new evaluation tool as a lever to change instruction in order to reach the rigor level demanded by CCSS, it will take leaders with a high level of leadership skill.

“Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.” -Archimedes

Student Learning at CCSS

level

Evaluation

Framework

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Current level of

Instruction

Skill

Improved

Instruction

Culture

Leader

To effectively use the new evaluation tool as a lever to change instruction in order to reach the rigor level demanded by CCSS, it will take leaders with a high level of leadership skill.

“Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.” -Archimedes

Student Learning at CCSS

level

Evaluation

Framework

Key #1

Key #2

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“Culture trumpsStrategy any day.”

–Ray McNulty

Innovation or Transformative Change will not take place in a

toxic culture

Culture is the foundationupon which we build

strategies and structures.

“Culture eats strategy for lunch!”-Peter Drucker

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Two of the keys to successfully implementing organizational change are:

A positive Culture characterized with high levels of organizational trust

High capacity of Instructional Leadership

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School level leaders have to simultaneously become:

Instructional Leaders and Change Agents!

They must be able to lead the following: Building positive cultures of trust Adopting and Implementing new Standards

◦ Unwrap standards◦ Identify Essential Learning◦ Build Assessments

Observation and Evaluation◦ Coaching and mentoring teachers

Leadership isn’t exclusive to Principals!!!

At the school level…

They will have to be able to walk the a walk not just talk the talk.

Instructional Leader

“Clarity precedes competence”-Rebecca DuFour

“Clarify expectations in order to liberate hope.”-Steve Constantino

If cultures are struggling or an initiative struggles to gain traction, lack of clarity in regards to expectations is a good culprit to look for.

So… What are the expectations?

A concrete piece of culture…Clear Expectations

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In regards to NEPF, how can we support the:

1. Training of Teachers so that they understand the standards?

2. Implementation of the instructional shifts represented in the standards?

How can we help those whom we lead not feel overwhelmed by “one more thing”?

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In regards to:

NEPF- Can you describe what good teaching looks like? Can your teachers describe it? Do your descriptions match? Is there clarity among all involved?

So… What are the expectations?

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Let’s get familiar with the standards!

NEPF Website and passwords http://www.cse.ucla.edu/nevada-professional-development/index.htm Username: NevadaPassword: nevinstruct

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In regards to:

NEPF- Can you describe what good teaching looks like? Can your teachers describe it? Do your descriptions match? Is there clarity among all involved?

So… What are the expectations?

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In regards to:

CCSS- Can you describe what needs to be taught/learned? What artifacts do you point to when on-boarding a

new teacher? Can your teachers describe what needs to be

taught/learned? What role do collaborative teams play in this process? Do your descriptions match? Is there clarity among all involved?

So… What are your expectations?

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In every group where a challenge exists a leader will emerge.

The leader is usually the one that can frame the problem without placing blame.

Framing the problem.

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What are the opportunities?