Teacher Evaluations in KEEP

August 13, 20139:30 am - 2:30 pmUSD 447 Cherryvale High School

Bill Bagshaw, KSDE

Introduction

Today’s Discussion Why This, Why Now ? Multiple Measures “Significant” KEEP Process and Repository KEEP Constructs, Components and Rubrics

Supporting Effective Instruction and LeadershipImplement teacher and principal evaluation and support systems that:1. Are used for continual

improvement of instruction2. Use at least 3 performance levels3. Use multiple measures including

student growth as significant factor4. Are used to evaluate on a regular

basis5. Provide clear, timely, and useful

feedback6. Are used to inform personnel

decisions

WAIVER - Principle 3

Districts Have Chosen Their Evaluation Systems for 2013-2014 As of August 1, 2013 – 281 districts have submitted their Assurances Form 278 districts have had their Assurances Form approved93 districts will be using the KEEP Evaluation System153 districts will be using vendor systems45 districts will be using locally created evaluation systems

Assurances

Evaluation Systems per Districts as of 7-29-2013

4 Topics within Evaluations to Understand 1. Multiple Measures2. Significance3. The Evaluation

Process- Goal Selection- Inter-Rater Reliability

4. KEEP Repository

Priorities

State assessments must be used

Include assessment measures currently in use in your district

Shared credit/responsibility for student growth, subject to local decision making

Time for student growth 1-4 years

Multiple Measures

Measures to Use

Student Growth Measures Examples Activity In small groups, discuss potential valid

and reliable student growth measures that: You currently use That you know others have used That you would like to use That may appear on the Kansas Default

List

Multiple Measures

Sample Measures by KSDE from the FieldAcademic Measures

– State Assessments

Academic Measures – Not State Assessments

Other Student Knowledge and Skills Measures

• History and Government State Assessment

• ESOL State Assessment

• Reading State Assessment

• Mathematics State Assessment

• Science State Assessment

• Writing State Assessment

Common Academic Assessments• ACT/SAT scores• Aimsweb• AP scores• CETE Formative

Assessments• DIBELS• District wide Common

Assessments• Fitness Grams• Lexile Scores• Measures of Academic

Progress (MAP)

Other Academic Assessments• Student constructed

response with rubric for assessment

• KWIET portfolio• Performance based

measures• Project Rubrics

College and Career Ready Measures• Industrial Certifications

assessments (Technical Skills)• Interpersonal communication

skills (Interpersonal Qualities)• WorkKeys (Career Interest

Development)

Other Non Academic Measures• Sportsmanship rubric• Life skills (nutrition, physical

activity)• Occupational therapy skills• 21st century skills• Library usage (using library

tools to find resources)

Recent Developments

Focus Groups provided a list of possible measures

KSDE is collaborating with REL and the Center for Great Teachers and Leaders to modify the list of measures collected across Kansas

KSDE will identify a “Default List” of Multiple Measures

Multiple Measures

Types of AssessmentsWe are looking at assessments that measure more than academic preparedness, such as:

21st Century SkillsCritical ThinkingEmployabilityTechnical Skills

SBoE has previously approved the College and Career Ready definition.

Multiple Measures

Builder Leaders and Teachers Co-Construct the Educator Evaluation

Multiple Measures Locally Determined Selections –

from default list or KSDE other approved measures

Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria

Significant Student Growth Determining Significance – Matrix,

Other Examples

Establishing Timeline for Growth – Student Growth Percentile

Co-Construct

Student Growth Definition The change in student

achievement for an individual student between two points in time, determined using multiple measures

To include gains and progress toward post-secondary and workforce readiness

To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives

Define Significance

5th Grade Curriculum Standards5.004.124.114.104.094.084.074.064.054.044.034.024.014.00

Aug Sept Oct Nov Dec Jan Feb March April May85%

85%

Grade Level

Expectation

Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used.

Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year.

24 x .85 = 20.2

This scenario would indicate significance. Reference: Blue Print for Reform

EXAMPLE

Graduation Rates/Attendance Rates

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

20092010201120122013

EXAMPLE

Multiple Measures, Effectiveness, Significance

EXAMPLE

1st Student Growth

Measure Rating

+ 2nd Student Growth

Measure Rating

+ 3rd Student Growth

Measure Rating

= Student Growth

Summary

+ Student Learning

+ Content Knowledg

e

+ Instructional

Practice

+ Professional

Responsibility

= Summative Evaluation Rating

                                 Met   Met   Met   Highly

Effective  Highly

Effective  Highly

Effective  Highly

Effective  Highly

Effective  Highly Effective

Met   Met   Met   Highly Effective

  Effective   Effective   Effective   Effective   Highly Effective or Effective

Met   Met   Met   Highly Effective

  Developing  Developing  Developing  Developing  Effective or Developing

                                 Met   Met   Not Met   Effective   Highly

Effective  Highly

Effective  Highly

Effective  Highly

Effective  Effective

Met   Met   Not Met   Effective   Effective   Effective   Effective   Effective   EffectiveMet   Met   Not Met   Effective   Developing  Developing  Developing  Developing  Developing                                 Met   Not Met   Not Met   Developing  Effective   Effective   Effective   Effective   DevelopingMet   Not Met   Not Met   Developing  Developing  Developing  Developing  Developing  DevelopingMet   Not Met   Not Met   Developing  Ineffective   Ineffective   Ineffective   Ineffective   Ineffective                                 Not Met   Not Met   Not Met   Ineffective   Developing  Developing  Developing  Developing  Developing or

IneffectiveNot Met   Not Met   Not Met   Ineffective   Ineffective   Ineffective   Ineffective   Ineffective   Ineffective

Matrix Used to Determine Summative Evaluation Rating

Year 1 Year 2 Year 3 RecommendationIneffective* Ineffective*   Non-renewIneffective* Developing* Developing Intensive SupervisionIneffective* Developing* Ineffective* Non-renewDeveloping* Ineffective* Developing* Intensive SupervisionDeveloping* Developing* Ineffective* Intensive SupervisionDeveloping* Ineffective* Ineffective* Non-renew*Individual Growth Plan (IGP) required.

Educator Intervention Schedule For All Kansas Schools

1st and 2nd Year TeachersKansas school districts are committed to providing an effective or highly effective teacher in every classroom. Inexperienced teachers in the first 2 years of employment, evaluated per KS 72-9001, showing a pattern of ineffectiveness may not be eligible for a continuance of a contract and may not qualify for a professional license.

3rd and 4th Year TeachersExperienced teachers found to be developing or ineffective for two consecutive years will be considered in “job jeopardy” and minimally placed on a plan intensive supervision that may lead to due process and dismissal.

Experienced Teachers 5th Year and BeyondIf an experienced teacher is rated to be ineffective or developing, they should be evaluated annually, on intensive supervision, until they are rated effective or highly effective. Failure to improve for two consecutive years may lead to dismissal.

Table 1 Educator Intervention Schedule

Intervention Schedule

Multiple Measures and Significance Summary Teachers and Leaders evaluations include

multiple measures as evidence

Kansas is defining “significance” as demonstrating student growth using MORE than one measure

Must consider state assessments

May include assessment measures currently in use in your district

Validity of the Measure must be pre-determined for any appropriate measure

Locally determine credit/responsibility for student growth

Time for student growth 1-4 years

Define Significance

The Evaluation Process TEACHER

The constructs to be measured in the evaluation instrument:

Construct 1: Learner and Learning

Construct 2: Content Knowledge

Construct 4: Professional Responsibility

Construct 3: Instructional Practice

The Evaluation Process TEACHER

The constructs to be measured in the

evaluation instrument:

Construct 1: Learner and Learning

Construct 2: Content Knowledge

Construct 4: Professional Responsibility

Construct 3: Instructional Practice

2. Content KnowledgeComponents:2.1 The teacher demonstrates a thorough knowledge of the content.2.2 The teacher provides a variety of innovative applications of knowledge.

1. Learner and LearningComponents:1.1 The teacher plans instruction based on learning and developmental levels of all students. 1.2 The teacher recognizes and fosters individual differences to establish a positive classroom culture.1.3 The teacher establishes a classroom environment conducive to learning.

3. Instructional PracticeComponents:3.1 The teacher uses methods and techniques that are effective in meeting student needs. 3.2 The teacher uses varied assessments to measure learner progress.3.3 The teacher delivers comprehensive instruction for students.

4. Content KnowledgeComponents:4.1 The teacher engages in reflection and continuous growth.4.2 The teacher participates in collaboration and leadership opportunities.

Evaluation Goal Selection District Goals Building Goals Individual Goals

KSDE recommends that each Educator selects no more than two goals per evaluation cycle:

A district or building level goal, A personal goal mutually agreed

upon by the Evaluator and the Evaluatee.

Evaluation Process

Inter-Rater ReliabilityReliability refers to the consistency of the entire evaluation process.

Validity means that the process is measuring what it was intended to measure.

KSDE Expectation All school district evaluators attend professional learning activities that address the issue of reliability relative to using the KEEP Rubrics.

The same expectations apply to districts using an evaluation system other than KEEP.

Evaluation Process

Evaluating the Teacher Co-create the Process

Thinking through and discussing the Process

Goals Selected

Multiple Measures selected

Timeline for Evaluation 1 Cycle 2 Cycles

Evaluation Process

Teacher Process Required Steps Implementation

Ideas

Repository Process

A Repository is NOT ___________________________???ANSWER: The entire KEEP process.

How is a Data Repository used?USES –

Holds DATAGenerates ReportsTool for Educator InvolvementUnified SystemOrganizational Tool

KEEP Repository

Teacher Assessment Rubric

KEEP Repository

Assessment Rubric

Assessment Rubric Comments, File, Save and Print

KEEP Repository

Assessment Rubric and “I have completed my self assessment” checked

KEEP Repository

Assessment Rubric with Comments Box filled and Artifact Uploaded

KEEP Repository

Goals – Select Goals, Write Text for Expected Outcome, Add

KEEP Repository

Goals – After Adding, then Complete and Save, can Print

KEEP Repository

Artifacts – Select Component and Source of Evidence Add File to Upload

KEEP Repository

Artifacts – Uploaded

KEEP Repository

Informal Observations – select Observer

KEEP Repository

Informal Observations – per Construct and Component with Date

KEEP Repository

Conferences

KEEP Repository

Conferences – Discussion Summary and Comments

KEEP Repository

Conferences – Signatures and Print

KEEP Repository

KEEP Summary Rating Sheet

Summary Rating Sheet – Constructs #1 and #2

Summary Rating Sheet – Construct #3 and #4, Signatures

NEW !! KEEP Guided Practice http://

training.ksde.org/keep/trainingportal/web/index.htm

New Online Training – Available 24/7

Individualized and Repeatable

Includes multiple forms of Learning

KEEP Guided Practice

http://www.ksde.org/Default.aspx?tabid=4400

1. News and Announcements 2. KEEP Repository Registration 3. KEEP Training Materials and Schedule 4. Archives with Materials of Previous

Trainings and Meetings5. Assurances Information 6. Kansas Flexibility Waiver Materials

KEEP Webpage

Unpacking the KEEP Rubrics

Learning the Constructs and Components

Using the Rubrics to Differentiate the Levels of Practice

Sources of Evidence Tracking the Process

Evaluation Rubrics

Teacher Evaluation RubricsConstruct 1: Learner and LearningTo ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s proficiency in Learner and Learning is evidenced by:

1.1 Learner DevelopmentThe teacher planned instruction based on the learning and developmental levels of all students. Key indicators include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and resources, providing adaptation of instruction.  1.2 Learner DifferencesThe teacher recognized and fostered individual differences to establish a positive classroom culture. Key indicators include: getting to know all students, using that knowledge of students to create a culture of respect, meeting needs of all students.

1.3 Learning EnvironmentThe teacher established a classroom environment conducive to learning. Key indicators include: collaborating with students, establishing a safe, respectful and academically challenging environment.

Evaluation Rubrics

1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students.

Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students

Differentiated lesson plans Student work sample Assessment data Teacher reflection

 Ineffective Developing Effective Highly EffectiveGoal

Questions ??Contacts:

Bill Bagshaw, Assistant DirectorTeacher Licensure & Accreditationbbagshaw@ksde.org785.296.2198

Kayeri Akweks, Education Program ConsultantTeacher Education and Licensure kakweks@ksde.org785.296.5140

An Equal Employment/Educational Opportunity AgencyThe Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612; 785-296-3201