State and District Perspectives:

Putting Policy into Practice

Educator Evaluationand

Assessment

Policy & Practice Integration: How it all fits together:

Measures of educator effectiveness and student postsecondary and workforce readiness

Effectiveness ManagementIncrease and support the

effectiveness of all educators

Talent PipelineAttract and develop the best

educators

Strategic Partnerships/ Committees

Strategic Partnerships/ Committees

CDE’s Educator Effectiveness Unit

Policy, Metrics and Monitoring

Recruitment

Educator Preparation

Licensure

Hiring/ Placement Induction

ProfessionalDev.

Evaluation And

Support

Retention

Equity Initiatives

Vision:Effective educators

for every student and effective leaders for

every school

Senate Bill 10-191• A system to evaluate the effectiveness of

licensed personnel to improve the quality of education.

• Improve instruction.• Serve as a measurement of professional growth

and continuous improvement.• Provide a basis for making decisions in the

areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.

Critical Effects of S.B. 10-191

• Requires statewide minimum standards for what it means to be an teacher or principal

• Requires that all teachers and principals be evaluated at least on the academic growth of their students

• Prohibits placement of teachers

• Makes non-probationary status

“effective”

50 %

forced

“portable”

Critical Effects of S.B. 10-191

• Requires evaluation of all teachers and principals

• Changes non-probationary status from one that is

based upon years of to one that

is based upon three consecutive years of

demonstrated • Provides that non-probationary status may be

based upon two consecutive years of

annual

earned service

earned

effectiveness

lost

ineffectiveness

Tensions• validity vs. reliability• all students vs. sampling• local scoring vs. outside scoring• summative vs. formative• holistic vs. analytic• stand-alone vs. embedded• one-year’s growth vs. differences in resources (instructional time, etc.)• mandate by edict vs. preparation through professional development

Moving Through Tensions

Guiding principles to assist in making sense of the requirements through practical implementation

Principles of Implementation

• Human judgment – Data should inform decisions, but human judgment will always

be a part of the process – Processes and techniques are recommended to improve

individual judgment and minimize errors and bias

• Embodiment of continuous improvement by monitoring– Pilot and rollout intended to capture what works and what

doesn’t– Changes in assessment practices and tools– Emerging research and best practices

• Providing credible and meaningful feedback with:– Actionable information– Opportunities for improvement– Idea that this is a process and not an event

• Involves all stakeholders in a collaborative process– Families, teachers, related service providers, administration,

school board, etc.

Principles of Implementation

• Takes place within a larger, aligned and supportive system– All components of the system must serve to increase the

number of educators and students who are successful

• Turn and Talk – Why is it important to understand these principles?

Principles of Implementation

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Principals

Definition of Principal Effectiveness

I. Strategy II. Instruction III. CultureV.

Management

IV. Human Resources

VI. External Development

VII. Student Growth

50% Professional Practice Standards 50% Student Growth Measures

Weighting: How Much Does Each Standard

Count Towards Overall Performance?

Number and Percentage Other Measures of Teachers Aligned with CDE

Guidelines

School Performance Other Measures Framework Aligned with CDE

Guidelines

Weighting:Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance Standards

Ineffective Partially Effective Effective Highly Effective

Quality Standards

Principal Quality Standards

I: Principals demonstrate

strategic leadership.

II: Principals demonstrate instructional leadership.

III: Principals demonstrate school culture and equity

leadership.

IV: Principals demonstrate human resource leadership.

V: Principals demonstrate managerial leadership.

VI: Principals demonstrate

external development leadership.

VII: Principals demonstrate

leadership around student academic

growth.

Tensions• validity vs. reliability• all students vs. sampling• holistic vs. analytic• stand-alone vs. embedded• one-year’s growth vs. differences in resources (instructional time, etc.)• mandate by edict vs. preparation through professional development

Moving Through Tensions

Application guidance to assist and/or provide choices in making sense of the requirements

through practical implementation

Application of Quality Standards • Each quality standard includes “elements” — which provide a more

detailed description of the knowledge and skills needed for each standard.

• All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements.

• Some districts are using their own locally developed standards after completing a crosswalk of their standards to the state’s quality standards and elements. These districts must provide assurances that they are meeting all additional requirements of SB 10-191.

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Principals

Definition of Principal Effectiveness

I. Strategy II. Instruction III. CultureV.

Management

IV. Human Resources

VI. External Development

VII. Student Growth

50% Professional Practice Standards 50% Student Growth Measures

Weighting: How Much Does Each Standard

Count Towards Overall Performance?

Number and Percentage Other Measures of Teachers Aligned with CDE

Guidelines

School Performance Other Measures Framework Aligned with CDE

Guidelines

Weighting:Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance Standards

Ineffective Partially Effective Effective Highly Effective

Quality Standards

Principal Evaluations

50% Professional

Practice

50% Student

Academic Growth

I. Strategic leadershipII. Instructional leadershipIII. School culture/equity leadershipIV. Human resource leadershipV. Managerial leadershipVI. External development leadership

Measured using multiple measures on multiple occasions, including tools that capture: (1) teacher input; (2) number and percentage of teachers with each; and (3) number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.

VII. Leadership around student academic growth

Evaluated using the following: (1)data included in the school performance framework; and (2) at least one other measure of student academic growth.

Components of the Principal RubricStandard I: Principals Demonstrate Strategic Leadership

Not Evident Partially Proficient Proficient Accomplished Exemplary

a. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community.

Vision, mission, values, beliefs and goals of school are: Not evident or

familiar to staff and other stakeholders.

Developed by school administrators working in relative isolation.

Not integrated into the life of the school community.

Vision, mission, values, beliefs and strategic goals of school are: Developed through a

collaborative process with staff and other stakeholder groups.

Publicly available at the school.

Part of routine school communications with staff and other stakeholders.

Routinely updated.

. . . andEstablishes strategic goals for students and staff that are: Focused on student

achievement. Based on the analysis

of multiple sources of information.

Aligned with district priorities.

Measurable. Rigorous. Concrete.

. . . and Staff incorporate

identified strategies in their instructional plans to assure that students achieve expected outcomes.

. . . and Staff and other

stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals.

Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals.

Quality Standard

Element of the

standard

Rating levels

Professional Practices

Standard I: Principals Demonstrate Strategic Leadership

Not Evident Partially Proficient Proficient Accomplished Exemplary

a. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community.

Vision, mission, values, beliefs and goals of school are: Not evident or familiar

to staff and other stakeholders.

Developed by school administrators working in relative isolation.

Not integrated into the life of the school community.

Vision, mission, values, beliefs and strategic goals of school are: Developed through a

collaborative process with staff and other stakeholder groups.

Publicly available at the school.

Part of routine school communications with staff and other stakeholders.

Routinely updated.

. . . andEstablishes strategic goals for students and staff that are: Focused on student

achievement. Based on the analysis of

multiple sources of information.

Aligned with district priorities.

Measurable. Rigorous. Concrete.

. . . and Staff incorporate

identified strategies in their instructional plans to assure that students achieve expected outcomes.

. . . and Staff and other

stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals.

Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals.

Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them.

The focus of Partially Proficient and Proficient levels is what principals do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Accomplished and Exemplary ratings shifts to the outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Teachers

Definition of Teacher Effectiveness

I. Know Content

50% Professional Practice Standards 50% Student Growth Measures

Weighting: How Much Does Each Standard

Count Towards Overall Performance?

Observations of Other Measures Teaching Aligned with

CDE Guidelines

State Other Assessments Other Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines

Match of test to teaching assignments

Weighting:Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance Standards

Ineffective Partially Effective Effective Highly Effective

Quality StandardsII. Establish Environment

III. Facilitate Learning

IV. Reflect on Practice

V. Demonstrate Leadership

VI. Student Growth

Appeals Process

Teacher Quality Standards

I: Teachers demonstrate mastery of and pedagogical

expertise in the content they teach.

II: Teachers establish a safe, inclusive, and respectful learning

environment for a diverse population of students.

III: Teachers plan and deliver effective

instruction and create an environment that

facilitates learning for their students.

IV: Teachers reflect on their practice.

V:Teachers demonstrate leadership.

VI: Teachers take responsibility for

student academic growth.

Tensions• validity vs. reliability• all students vs. sampling• holistic vs. analytic• stand-alone vs. embedded• one-year’s growth vs. differences in resources (instructional time, etc.)• mandate by edict vs. preparation through professional development

Moving Through TensionsDuring the feedback timeline, considerations are collected to

build guidance to assist and/or provide choices in making sense of the requirements through practical implementation

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Teachers

Definition of Teacher Effectiveness

I. Know Content

50% Professional Practice Standards 50% Student Growth Measures

Weighting: How Much Does Each Standard

Count Towards Overall Performance?

Observations of Other Measures Teaching Aligned with

CDE Guidelines

State Other Assessments Other Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines

Match of test to teaching assignments

Weighting:Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance Standards

Ineffective Partially Effective Effective Highly Effective

Quality StandardsII. Establish Environment

III. Facilitate Learning

IV. Reflect on Practice

V. Demonstrate Leadership

VI. Student Growth

Appeals Process

Teacher Evaluations

50% Professional

Practice

50% Student

Academic Growth

I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership

Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.

VI. Responsibility for student academic growth

Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Not Evident Partially Proficient Proficient(Meets State Standard) Accomplished Exemplary

Element c: Teachers engage students as individuals with unique interests and strengths.

The teacher: Has low-level expectations for

some students. Uses data for instructional

decision making on an infrequent basis.

The teacher: Monitors students for

level of participation. Encourages students to

share their interests. Challenges students to

expand and enhance their learning.

. . . andThe teacher: Asks difficult questions

of all students. Scaffolds questions. Gives wait time

equitably. Flexibly Groups

students. Assumes that all

students will meet or exceed expectations.

Modifies instruction to assure that all students: Understand what is

expected of them. Are challenged to meet

or exceed expectations. Participate in

classroom activities with a high level of frequency and quality.

Take responsibility for their work.

Have the opportunity to build on their interests and strengths.

. . . andStudents: Actively participate in

all classroom activities. Monitor their own

performance for frequency of participation.

Seek opportunities to respond to difficult questions.

. . . andStudents: Select challenging

content and activities when given the choice in order to stretch their skills and abilities.

Encourage fellow students to participate and challenge themselves.

Quality Standard

Element that

aligns with

standard

Rating levels

Professional Practices

Components of the Teacher Rubric

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Not Evident Partially Proficient Proficient(Meets State Standard) Accomplished Exemplary

Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.

The teacher does not: Design instruction to

address individual student learning needs.

Collaborate with specialists, colleagues and parents to provide understand student needs.

The teacher: Designs instruction to

address specific learning needs of some groups of students (e.g., ELL, LD, special needs, gifted and talented).

Challenges all students with the same frequency and depth and monitors the quality of participation.

. . . andThe teacher: Solicits input from

parents, colleagues, specialists, and others to understand students’ learning needs.

Implements individualized plans for the content and delivery of instruction.

Uses multiple strategies to teach and assess students.

Adapts instructional strategies to meet student needs.

. . . andStudents: Actively participate in all

classroom activities. Articulate an awareness of

their learning needs. Reflect about their

learning and make adjustments to accommodate their learning needs.

. . . andStudents: Seek out ways to cope

with learning differences and apply coping skills to classroom situations.

Share coping strategies and with fellow students.

Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.

Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.

The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.

The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.

Principal and Teacher Performance Evaluation Ratings

After CDE develops the state model system and an evaluation scoring matrix, the State Board will adopt definitions for each rating.

Highly Effective

Effective

Partially Effective

Ineffective

District uses State Scoring Framework Matrix to determine Performance Standard

aggregate measures

Aggregate professional practice scores into a single score on Quality Standards I-V

Aggregate student growth measures into a single score on Quality Standard VI

data collection procedures

Standards I-V: Must occur with enough frequency to create a credible body of evidence

Standard VI: Must occur with enough frequency to create a credible body of evidence

weights

On each Standard I-V districts may weight priority standards more

Standard VI must count for at least 50% of total score

measures

Standards I-V: use observation plus at least one other method

Standard VI: select multiple measures appropriate to teaching assignment

Districts decide…

Denver Public Schools and LEAP

LEAP - Leading Effective Academic Practice

Educator Effectiveness Pilot in DPS

LEAP Overview

• The district and the DCTA have worked in collaboration with DPS teachers and school leaders to develop a new teacher performance assessment system.

• Through their work on Design Teams, teachers and principals applied the guiding principles from the focus groups to develop recommendations for a meaningful system of observation, feedback, support and evaluation for teachers.

LEAP – Multiple Measures

The LEAP Framework

• In an ongoing effort to ensure that the Framework for Effective Teaching is an educator developed and tested tool, a primary goal of this year's pilot was to give DPS educators the opportunity to use the Framework and then provide feedback to guide further refinements prior to the 2012-13 LEAP pilot.

• The revised 2012-13 Framework encompasses the common feedback themes identified throughout the 2011-12 LEAP pilot. The full Framework for Effective Teaching Evidence Guide is available to download on the DPS LEAP website.

Peer ObservationThird-Party Feedback With First-Hand Knowledge

• Peer Observation is the component of LEAP that provides teachers with the opportunity to engage in reflective conversations and receive honest, open feedback with a peer or colleague who has similar teaching experience.

• The Peer Observer role is a new position to DPS but one that has been used effectively in school districts across the country for a number of years. Peer Observers are fellow teachers who have been hired specifically for this role because they are recognized for their experience and expertise in content, classroom instruction, student achievement, and best practices.

Peer Observers

• Peer Observers will be matched as closely as possible to the content or grade level of the teacher they are observing so they can provide feedback and support that is specific and relevant. Peer Observers will provide a third-party, outside perspective combined with first hand experience with the realities of teaching.

• Music Peer Observer classroom video clip:http://youtu.be/H-67UxQsRDQhttp://youtu.be/LnYuIsUYhCA

Music Appendix sample

MASTERFUL CONTENT DELIVERY• I.1 - Refer to indicator • I.2 - Students provide performance rationale

(self and others) - Students answer questions aligned to music• I.3 - Teacher uses music instructional methods

to support the Standards (i.e. Orff, Kodaly, Suzuki, etc.)

Category 1:State-

mandated common

assessment

Category 2:District-

approved common

assessments

Category 3:English

language acquisition

Category 4:Teacher/team

developed assessment

Category 5:School-wide

measure

Purpose:

- Accountability to state- Capture longitudinal growth

Example:TCAP

Purpose:

- Capture incremental growth- Inform instruction

Example:Interim assessments

Purpose:

- Account for collective responsibility- Capture multiple areas of growth

Example:SPF

Purpose:

- Allow for flexibility in the demonstration of student achievement

Example:Core curriculum

Purpose:

- Account for high number of ELLs

Example:CELA

Student Outcomes Components