Understanding Hawaii’s Educator Effectiveness System An Introduction for Educators

Understanding Hawaii’s Educator Effectiveness System An Introduction for Educators

Training GuideRevised 07/17/2013

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Overview Growth Model SLOs Tripod Surveys Observations Professionalism2

Guide Contents

EES Overview........................................ Page 2, Slide 3

Hawaii Growth Model (SGP)............... Page 7, Slide 13

Student Learning Objectives (SLOs).. Page 19, Slide 38

Tripod Student Surveys..................... Page 34, Slide 67

Classroom Observations………………… Page 44, Slide 87

Core Professionalism......................... Page 49, Slide 97

3

Educator Effectiveness System OverviewUnderstanding Hawaii’s Educator

Effectiveness System

Overview Growth Model SLOs Tripod Surveys Observations ProfessionalismOverview4

Objectives for Today

Understand the EES and which measures apply to classroom teachers

Understand the Hawaii Growth Model and how to interpret Student Growth Percentile (SGP) reports

Understand what Student Learning Objectives (SLOs) are and how to complete the SLO process

Understand the rationale for adopting Tripod student surveys and how to read Tripod reports

Understand the Framework for Teaching and how it will be used to evaluate classroom observations and core professionalism


Why a new system? Historically, evaluation systems have not

supported professional growth or improved effectiveness of all teachers

The EES will provide data that supports school improvement and gives teachers tools to make their classroom practice more effective

When done right, a teacher evaluation can help identify and encourage classroom practices that promote real student learning

When teachers succeed, students succeed


Goals for EES Year 31. Utilize EES measures to provide meaningful and

connected data to guide instructional improvement efforts of teachers and administrators

2. Continue to test and validate each EES measure and the process for determining final performance ratings

3. Continue to refine and review operational processes associated with each EES measure

4. Build capacity so that complex area staff, school administrators, and leadership teams can help teachers leverage EES data to improve student outcomes


The EES Uses Multiple Measures

Improved Student Outcomes

Teacher Practice

Student Growth

and Learning

• Classroom Observations

• Core Professionalism

• Tripod Student Survey

• Working Portfolio (non-classroom)

Educator Effectiveness Data

• Hawaii Growth Model

• Student Learning Objectives


Policy InputTeacher

Subcommittees

Teacher Leader Workgroup

Other States

Data Scenarios

RecommendationsKey

Design Questions

Discussion

Policy DecisionsEvaluation Structure Policy Manual

Calculating Weighting


Common Core Shifts

Improved Student Outcomes

What We Teach

(Common Core)

How We Teach

(Framework for Teaching)

New Kinds of Data

(SGP, Tripod, SLOs)


EES Timeline

Year 1 (SY 11/12)

Planning, Design, Early Testing, Pilot Group 1 (18 Schools)

Year 2 (SY 12/13)

Further Design, Expanded Testing, Pilot Groups 1 and 2 (81 Schools)

Year 3 (SY 13/14)

Final Design, Statewide Scale-up (All Schools)

Year 4 (SY 14/15)

Full Implementation


Expectations for 2013 - 2014Core Professionalism

All teachers will document and submit evidence of their professionalism.

Classroom Observations

Each classroom teacher will receive 2 observations per year, 1x in fall and 1x in spring.

Tripod Student Surveys

Each classroom teacher will have students surveyed,1x in fall and 1x in spring.

Hawaii Growth Model

Classroom teachers of tested grades/subjects will receive growth data for all of their students.

Student Learning Objectives

All teachers will complete 2 SLOs. Classroom teachers will select one to count for their evaluation.


EES on PDE3

13

Introduction to the Hawaii Growth Model

Educator EffectivenessSystem Training

Overview Growth Model SLOs Tripod Surveys Observations Professionalism14 Growth Model


Understand what Student Growth Percentiles (SGP) are

Learn how to interpret and use student and classroom level SGP reports

Build enthusiasm for using SGP data to help reach our students effectively


SGP Is New for Everyone

Full E

ES

Impl

emen

tatio

n


Questions Answered by SGP

What is?How much

growth did a student make

since last tested?

What should be?

How much growth would be enough for a student to

meet proficiency standards?

What could be?How much growth has

been made by students with similar score

histories?


SGP Data complements SLOsStudent Growth

PercentilesMeasure growth using HSA data

Cover ELA and Math in grades 4-8, and 10

Inform teacher, administration, and school evaluations

Guide instruction by highlighting trends and needs

Build off of existing standardized assessment processes and data

Student Learning

ObjectivesMeasure growth using teacher

selected assessments

Cover all subject areas and grade levels

Inform teacher evaluations

Guide instruction through goal setting and monitoring

Build off of existing teaching practices and data team structures


SGP Impacts All Levels

State

Complex Areas

Complex

School/Principal

Classroom/Teacher

Student

Impact

Overview Growth Model SLOs Tripod Surveys Observations ProfessionalismGrowth Model

Proficiency Measures Status

19

Proficiency metrics measure achievement relative to standards

criteria for a given point in time


Growth Measures Progress

Student growth metrics factor in historical data to measure the pace of

progress over time.

How do we know if students and schools are making enough progress?


Video: What is Growth?Answer the following questions:• What are the fundamental

differences between looking at proficiency vs. looking at growth?• How does context influence our

interpretation of how well a student has progressed?• What does a growth percentile tell us?


SGP Is a Normative Measure

A Student Growth Percentile (SGP) defines how much relative growth a student made, compared to the growth of his or her Academic Peer Group


Fair Comparisons Are NecessaryMaria

Grade HSA Math Score

Grade 3 284

Grade 4 274

Grade 5 286

Martha


Grade 3 330

Grade 4 368

Grade 5 402


Fair Comparisons Are NecessaryMaria


Grade 3 284

Grade 4 274

Grade 5 286

Monica


Grade 3 180

Grade 4 200

Grade 5 260

Maria’s sixth grade Student Growth Percentile is determined by comparing her new results against peers with similar score histories.


Grade 3 284

Grade 4 274

Grade 5 286

Overview Growth Model SLOs Tripod Surveys Observations ProfessionalismGrowth Model

Academic Peer Groups

Contain students with a similar score historyfor consecutive years of available HSA data

Include all students and comparableHSA scores available statewide

NOT based on student characteristics(ELL, F/RL, IEP, Race/Ethnicity, Gender)

25


Activity: Experiencing SGP• Use the Student Growth Index Cards• Form a group with all of the “students”

with the same 3rd grade scale score – academic peers.• Within your academic peer group get in

order by 4th grade scale score.• Turn your cards over and compare your

growth percentiles.


1 99LowGrowth

TypicalGrowth

HighGrowth

77th

Interpreting SGP Is Easy

35 65

In 6th Grade, Maria scored higher than 77% of her academic peers.


Reading a Student Level Report

6th Grade Report


Data Limitations Impact Model


Student-Level Growth Reports• Show student growth and achievement

over time in mathematics and reading.• Include recent grade levels for which

assessment results are available.• Indicate low, typical, high growth each

year.• Provide growth projections for the next

tested grade level.


High Growth - Not Proficient


High Growth - Proficient


Student-Level Reports Help• Flag potential weaknesses in prior

knowledge• Alert educators to students at risk of

falling far behind• Inform student grouping decisions• Set realistic goals for student performance• Motivate students


Exceeds Proficiency

Meets Proficiency

Approaches Proficiency

Well Below Proficiency

High Growth – Not Proficient

High Growth – Proficient

Low Growth – Not Proficient

Low Growth – Proficient

SGP Classroom-Level Report


Using Classroom-Level Reports• Consider from two perspectives:

• Different questions guide the data analysis from each perspective

Reflection Planning


Key Takeaways• SGP enriches our understanding of HSA data.• SGP highlights areas of interest, but does not

provide a recommended course of action.• Models help us check our assumptions and

biases.• New data only helps students if educators

access and use it.


SGP Timeline

Spring

• Students complete HSA

• All classroom teachers of tested grades and subjects verify rosters

Summer

• SGP calculated• Teacher and school

MSGP calculated

Fall

• Prior school year SGP data available for previous and incoming students

• MSGP for EES evaluation available

Roster Verification Drives Reporting and Evaluation

Roster Verification Informs Research:What student-teacher attributions matter?

38

Introduction to Student Learning Objectives


Overview Growth Model SLOs Tripod Surveys Observations Professionalism39 SLOs

Presentation Objectives

Understand what is an SLO

Understand the components of the SLO template

Understand expectations for the SLO process from beginning to end


SLO Core ValueTeachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teachers’ professional practices and the structures that support them.


Working in Alignment

State Strategic Plan

Complex K-12 Construct

School Academic Financial Plan

Classroom

Common Initiatives:

Academic Review Team (ART)

Common Core State Standards (CCSS)

Response to Intervention (RTI)

Formative Instruction

Induction & Mentoring

Educator Effectiveness System (EES)


What is an SLO?• An academic goal for a teacher’s students that

are set at the start of a course• Reflects the most important learning for the

year (or semester)• Specific and measurable, based on available

baseline data• Aligned to Common Core, state, or national

standards, as well as any other school and complex priorities


SLO Process Teacher teams set grade level

or department objectives based on student performance

data

Teachers set customized classroom SLOs aligned to grade level or department

objectives

Teachers and administrator agree on SLOs

Teachers review progress through data team structure

and schedule midtermcheck-in as needed

Teachers and administrator collaboratively monitor and review implementation and

results

Through the Academic Review Team process, schools identify and

monitor priorities and implementation efforts

Formative Instruction

Data Team

Process


Learning Goal

A description of what students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea.

The learning goal includes:• Core task that students will be able to do• Big idea supported by the learning goal• Content standards associated with the learning goal• Rationale for the learning goal

Learning goal: What students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea


Depth of Knowledge


Learning Goal SampleLearning Goal:Students will carry out a scientific investigation (through life science content standards mentioned below to determine the effect of A on B ) that will be based on observations and questions, leading to the generation of a testable hypothesis. The students will design and conduct a controlled experiment to test their hypothesis; collect, organize and analyze data; draw evidence-based conclusions and propose logical next steps.

Big Idea:Through carefully controlled investigations which deliberately isolate and control key variables, scientific knowledge advances our understanding of the natural world.


Learning Goal SampleScientific Process Standards (Hawaii Content and Performance Standards III)Scientific Inquiry7.1.1--Design and safely conduct a scientific investigation to answer a question or test a hypothesisScientific Inquiry7.1.2--Explain the importance of replicable trials Scientific Knowledge7.1.3--Explain the need to revise conclusions and explanations based on new scientific evidence

Life Science Standards/BenchmarksIn order to learn the inquiry process through life science content, the students’ inquiries will be based on one or more of the following standards:Cycles of Matter and Energy7.3.1--Explain how energy moves through food webs, including the roles of photosynthesis and cellular respirationInterdependence7.3.2--Explain the interaction and dependence of organisms on one another7.3.3--Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an ecosystem


Learning Goal SampleRationale:Scientific inquiry process is a school-wide and departmental focus because historical HSA data has shown that this is an area of need for our students. Using the scientific method requires questioning, hypothesizing, organizing data, analyzing, reasoning, and practicing extended thinking. Given the combination of these higher-order thinking skills, this learning goal measures a high depth of knowledge (DOK) with a DOK level 3 or 4. Interval of instruction necessary to address goal: _X_ Yearlong ___ Semester


Assessments, Scoring and CriteriaAssessments should be standards-based, and designed to best measure the knowledge and skills found in the learning goal of this SLO. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.

• Describes each assessment instrument that will be used to measure the learning goal

• Describes how each assessment instrument will be scored


Quality Assessment Criteria


Assessments, Scoring and Criteria SamplePlanned assessments and criteria used to determine levels of performance:Students will safely conduct an investigation and write a lab report (template or prompts to be provided) that will be assessed using the attached rubric reflecting the components of the scientific inquiry process as it applies to life science benchmarks. A minimum of once a month, students will be informally assessed on discrete components of the scientific inquiry process using common formative assessments developed by the 7th grade science data team. I will also collect informal data on students’ abilities in understanding different components of the scientific inquiry process through ongoing observations and conversations with students. This will also include information from exit passes, discussions, and mini-quizzes. Student work, both formal and informal, will be analyzed for the ability to demonstrate understanding of the scientific inquiry process components and how its application impacts understanding of targeted content. Students will be grouped appropriately to address their needs.


Expected Targets

Identifies the expected outcomes by the end of the instructional period for the whole class as well as for different performance groups as appropriate.• Describes at least three data sources that will be used to

establish the starting point for measuring student learning progress towards the SLO learning goal

• Describes actual student results for each starting point data source

• Describes expected target for each performance group by the end of the instructional period


Expected Targets SampleRationale (using starting point data):In my Period C class of 28 students, no student performed at the “meets” proficiency level for all assessed components of the rubric. Ten (10) students approached “proficiency,” and 18 were “well below.” This data is based on the following:Given a teacher-team generated description of a hypothetical scientific investigation through constructed and selected response items, students will identify the components of the scientific inquiry process as well as any disconnects evident or deduced. The assessment results will be used to establish students’ starting points for placement into performance-level groups. The seventh grade science data team has determined acceptable levels of performance for this assessment.

Target for each level of performance:By the end of the interval of instruction, 90-100% of “approaching proficiency” students in Period C will “meet proficiency”; 90-100% of “well below” students will move to at least the “approaching proficiency” level on the Inquiry Process Rubric (to be attached).


Instructional Strategies

Describes the key instructional strategies that are planned for each performance group.• Describes the key instructional strategies used

to teach the learning goal to ALL students• Describes how instruction will be modified to

meet students’ needs at each level of proficiency


Instructional Strategies SampleKey Instructional Strategies (for ALL students):• Learning targets deconstructed and made clear to students• Strong and weak examples given to help students understand different levels of proficiency• Both students and teacher provided with descriptive feedback• Flex grouping• Small and large group discussion• Use of graphic organizers and thinking maps to help students organize and generalize information

For students well below levels, direct instruction will be done in small groups to address specific components. Scaffolding will occur using partially completed examples, sentence stems, and templates.

Any students who meet proficiency along the way will apply their learning to issues (to be determined by students) in the community that can be resolved through the scientific inquiry process.


Beginning of TermTeacher Administrator

Determine areas of need for goal setting, learning targets, assessments and administration assessment windows.

Ensure SLO process and expectations are implemented. Determine areas of priority that aligns to school needs.

Collect evidence on student starting points by reviewing baseline data.

Review the teacher’s baseline data and Student Learning Objectives.

Complete the SLO template for the chosen course and submit to administrator prior to conference.

Set schedule for Beginning of Term conference.


SLO Planning Document


SLO Teacher Template


Rubric for Rating Quality of SLOs


Beginning of Term ConferenceDuring the Beginning of Term Conference:

Teacher and administrator discuss the SLO process and plan utilizing: • SLO Planning Document• Rubric for rating the quality of Student Learning Objectives

If SLO is acceptable, administrator indicates approval date on PDE3 and the teacher uploads the plan

If SLO needs improvement, administrator establishes next steps and due date

After the Beginning of Term Conference:

Submit any requested revisions by specified due dates The teacher implements strategies and activities to meet the approved SLO


Midterm (Optional)Teacher Administrator

Schedule the Midterm Check-In with his/her administrator (optional).*

*Teacher initiated.

Review any Midterm Check-In Forms submitted and examine all available data to evaluate overall progress.

Collect and organize important interim student data related to the SLO.

Determine if approval will be granted for revision request.

Submit the Midterm Check-In Form if revisions to expected targets are requested.


Midterm Check-In (Optional)


Midterm Check-In (Optional)During the Midterm Check-In: Teacher and administrator discuss the data collected to gauge the current level of

student progress using the Midterm Check-In Form Teacher collaborates with the administrator to develop and to modify original

expected targets Administrator reviews any proposed changes to the SLO and determines whether to

grant approval for the revision request Administrator enters midterm check-in date on PDE3 to indicate approval of any

revision of expected targets• At this point, changes to the SLO must be considered final and revisions are no

longer permissible

After the Midterm Check-In: If the expected target revision is acceptable, administrator indicates approval date

in PDE3 and the teacher can upload the revised plan Teacher continues to collect data, refine instruction, and reflect on practices in

working towards meeting expected targets


End-of-Term

Teacher AdministratorSchedule the End-of-Term conference with administrator.

Review the SLO plan template along with accompanying evidence and End-of-Term Reflection.

Collect all final assessment data and any additional information related to expected targets.

Submit the completed End-of-Term Reflection prior to the End-of-Term conference.


End-of-Term Reflection


End-of-Term ConferenceDuring the End-of-Term Conference: Teacher and administrator discuss the data collected and the SLO rating

guided by support documents Teacher and administrator determine a final SLO rating If the SLO was not met, discuss support for future implementation and

relevant professional development opportunities Teacher uploads supporting records and identifies SLO to be submitted for

evaluation in PDE3

Administrator completes a final rating in PDE3

67

Introduction to Tripod Student Surveys

Educator EffectivenessSystem Overview Training

Overview Growth Model SLOs Tripod Surveys Observations Professionalism68 Tripod Surveys


Understand the Tripod Student Survey and why Hawaii has adopted it

Learn about Tripod reports and how to use them


Tripod Survey Overview• Spring 2012: Tripod surveys administered

in over 1800 schools across the country• Spring 2012: 18 schools in Hawaii, 708

classrooms, over 13,000 responses• Treated as a formal assessment• Approximately 30 minutes to complete, on

average• Response rates of over 95% are common


Survey Versions

Grades K-2• Fewer Questions• Fewer Choices• Administered to

Smaller Groups• Proctor and Small

Groups Needed

Grades 3-5• Shorter than the

Secondary Version• Uses More

Simplistic Language

Grades 6-12• Designed for older

students• Includes More

Items


Materials Delivered to Schools

• Class packs include administration instructions and survey scripts for teachers


Envelopes are Included for Each Student

A peel and stick envelope is provided with each survey. Each students inserts her/his completed survey in this envelope before it is turned in.


Identifiers on the Surveys

Each survey will have information about the teacher, subject, class and student printed at the top of the front page. These are printed on a removable label.


Tripod Student Survey Timeline

2013 Oct Nov Dec Jan2014 Feb Mar Apr 2014

Spring Results to Teachers & Schools

Spring Survey Administration

Fall Results to Teachers & Schools

Fall Survey Administration


Measures of Effective Teaching

In the Gates Measures of Effective Teaching study a single administration of

student surveys was found to be a

reliable measure andpredictive

of student achievement gains.


Dr. Ron Ferguson• Founder of the Tripod

Project• Leads all research and

analysis of Tripod survey data

• Senior Lecturer in Education and Public Policy, Harvard University

• Director of the Achievement Gap Initiative at Harvard University.

Student Engagement Targets

The Tripod 7C’sWhat Teachers Do (What

Students Experience)

Teacher Professional Learning (PLCs) Content Knowledge

Pedagogic Skill Relationship-Building Skills

The Tripod

STUDENT ACHIEVEMENT OUTCOMES

http://reporting.qualtrics.com/Tripod.php


Care

Control

Clarify

Challenge

Captivate

Confer

Consolidate

Control• Students in this class treat the teacher with

respect.• My classmates behave the way the teacher

wants them to.• Our class stays busy and doesn’t waste time.

Teaching Practices: Tripod Seven Cs Sample Survey Items


Activity: Survey Items• Select a level (K-2, 3-5, 6-12) • Explore the content of the survey items

for the 7Cs• Consider the following questions:– How do these questions relate to teacher

practice?– How might I seek to integrate student

feedback in reflecting on my own practice?

Overview Growth Model SLOs Tripod Surveys Observations ProfessionalismTripod Surveys

Upper Elementary (Grades 3-5) Compared to Ntl Mean

81

Composite Care Challenge Captivate Confer Consolidate Control Clarify0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

% F

avor

able

Overview Growth Model SLOs Tripod Surveys Observations ProfessionalismTripod Surveys

Secondary (6-12) Compared to Ntl Mean

82

Composite Care Challenges Captivate Confer Consolidate Control Clarify0%

10%

20%

30%

40%

50%

60%

70%

80%

% F

avor

able


Tripod Teacher Reports


Tripod Teacher Reports

Detailed description of the “C”

Teacher score: favorable and non-favorable responses

School (S) & Complex Area (CA): favorable and non-favorable responses

Reports provide detailed explanation and normative comparisons


Administrator Reports


How do I use my Tripod Score Collect Student

Data

Analyze Strengths & Weaknesses

Establish Goals

Select and Implement Strategies

Determine Results indicators

Monitor Results

87

Introduction to Framework for Teaching Classroom Observations


Overview Growth Model SLOs Tripod Surveys Observations Professionalism88 Observations

Danielson Observation Framework

The Danielson Framework for Teaching is organized into Four (4) Domains.

Each domain contains 5-6 components totaling 22 components

Each component is divided into elements that further describe the distinct aspects and characteristics of each component.


Domains

D1: Plan/Prep

• Demonstrating Knowledge of Content and Pedagogy

• Demonstrating Knowledge of Students

• Setting Instructional Outcomes

• Demonstrating Knowledge of Resources

• Designing Coherent Instruction

• Designing Student Assessments

D2: Classroom Environment

• Creating an Environment of Respect and Rapport

• Establishing a Culture for Learning

• Managing Classroom Procedures

• Managing Student Behavior

• Organizing Physical Space

D3: Instruction

• Communicating With Students

• Using Questioning and Discussion

• Techniques• Engaging Students

in Learning• Using Assessment

in Instruction• Demonstrating

Flexibility and Responsiveness

D4: Professional Responsibilities

• Reflecting on Teaching

• Maintaining Accurate Records

• Communicating with Families

• Participating in a Professional Community

• Growing and Developing Professionally

• Showing Professionalism


Selected ComponentsD2: Classroom Environment

• 2b Establishing a Culture for Learning

• 2d Managing Student Behavior

D3: Instruction

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction


Levels of performance

Distinguished

Proficient

Basic

Unsatisfactory


Observation Process

PreparationPlanning

Conference (20-30 min)

Observation (30-45 min)

Reflection Conference (20-30 min)


Danielson Rubric Activity• Look at the rubrics for components 2d & 3d–Select one of the components–Share with a partner your impressions of the

Critical Attributes, Examples and Elements.• What practices are described that are part of your

regular routine? • How could you use this as a roadmap for

continually improve your craft? What could you implement tomorrow?


Using the Danielson Rubric

Classroom Observation Rubric developed from Danielson’s Enhancing Professional Practice

Rubric can be used as a walkthrough, an informal observation, or formal observation.

Observers gather and sort narrative observation data according to the five (5) chosen components. Based upon the data, and a conversation with the teacher, the component is rated using the descriptive levels of performance.


Strengths & Challenges

Strengths

• Common Language• Development of

shared understandings• Self assessment &

reflection• Protocol driven

professional conversation

Challenges

• Time consuming• Change in culture• Transition to a new

system is challenging• Feedback cycle does

not perfectly fit within an evaluation structure


PDE3 Observation Tool

97

Introduction to Core Professionalism


Overview Growth Model SLOs Tripod Surveys Observations Professionalism98 Professionalism

Domains 1 & 4: Core Professionalism

D1: Plan/Prep

• Demonstrating Knowledge of Content and Pedagogy

• Demonstrating Knowledge of Students

• Setting Instructional Outcomes

• Demonstrating Knowledge of Resources

• Designing Coherent Instruction

• Designing Student Assessments

D2: Classroom Environment

• Creating an Environment of Respect and Rapport

• Establishing a Culture for Learning

• Managing Classroom Procedures

• Managing Student Behavior

• Organizing Physical Space

D3: Instruction

• Communicating With Students

• Using Questioning and Discussion

• Techniques• Engaging Students

in Learning• Using Assessment

in Instruction• Demonstrating

Flexibility and Responsiveness

D4: Professional Responsibilities

• Reflecting on Teaching

• Maintaining Accurate Records

• Communicating with Families

• Participating in a Professional Community

• Growing and Developing Professionally

• Showing Professionalism


Domains 1 & 4: Core Professionalism• Domain 1: Planning and Preparation

1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

• Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism


Elements of 4f


4f Component-Level Rubric


Professional Growth Plan


Example Documentation


Levels of performance

Distinguished

Proficient

Basic

Unsatisfactory

Documents

Understanding Hawaii’s Educator Effectiveness System An Introduction for Educators