Principals meeting msl standard 6 update

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  • 1. Implementation of theMeasures of Student LearningDr. Rebecca Garland Angela Quick Jennifer Preston July 31, 2012

2. Focusing on the WHYNC is implementing a new curriculum, new assessments, newtechnology tools to improve instruction, new ways of engagingstudents, and the list goes on So why is the State focusing on educator effectiveness in the face of so many other changes?Because all our efforts in other areas depend on an effectiveteacher in every classroom and an effective leader in every schoolbuilding 3. Focusing on the WHYThe work around educator effectiveness, including the Measures ofStudent Learning, is grounded in the belief that: Every student in North Carolina deserves aneffective teacher in all courses and grades.Our students need to learn all of the standards in the NorthCarolina Standard Course of Study in order to be READY fortheirfutures. 4. Focusing on the WHYIn order to increase their effectiveness, teachers need access tohigh-quality data Every teacher in North Carolina deserves feedback on the growth of their students.Its not about firing our way to a better teaching force. Its aboutcreating a system that:Identifies the strongest teachers so that we can all learnfrom them, andIdentifies those teachers who need additional supportand targets that support to their needs 5. What is educator effectiveness? Results ofAssessmentsThe Tools We Observationsto Measure GrowthNeed: End of GradeEnd of Course Tools CTE Post Assess.MSLs Assessments to Measure Standards 1-7 Standard 8 GrowthEnd of Grade E nrd d e n of raeof End of Course G a Student Survey eeCTE Post Assess. Possible use of MSLsTripod Survey pending SBE decision Standards 1-5 Standard 6 6. Standards 6 & 8 The BasicsRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs Teachers1 2 3 4 5 6DemonstratEstablish e EnvironmentLeadershipKnowContent Facilitate Learning Reflect onContributePractice to Academic SuccessPrincipals (and other Administrators) 1 2 3 4 5 6 7 8 HumanExternal Micro- AcademicStrategic Instructional Strategic Cultural Resource ManagerialDevelopment political Leadership LeadershipLeadership Leadership AchievementLeadershipLeadership LeadershipLeadershipLeadership 7. Teacher Ratings Categories Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLsTeachers 1 2 3 4 5Demonstrate Leadership EstablishEnvironmentKnowContentFacilitateLearning Reflect onPractice6Contributeto AcademicSuccess 5 Rating Categories 3 Rating CategoriesNot Demonstrated Does Not Meet Expected Growth Developing Meets Expected GrowthProficientExceeds Expected GrowthAccomplishedDistinguished 8. Teacher Ratings in 2011-12Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs 6Yearly RatingTeacher EVAAS School-wide Does Not MeetEVAAS GrowthExpected Growth Growth Meets Expected Growth Weighted Average Exceeds Expected Growth Why is school-wide EVAAS growth included? To encourage collaboration and collectiveownership of overall outcomes Teacher = 70% and School-wide = 30% Note: In 2011-12, teachers without individual EVAAS growth will get school-wide growth for Standard 6. 9. Teacher Ratings in 2012-13Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs We are piloting some additional elements for possible inclusion in Standard 6 in 2012-13Possible additional elements TeacherStudent EVAASSurveys Growth (?)School- Team 6 Yearly Rating wide EVAAS Does Not Meet Expected Growth EVAAS Growth (?) Meets Expected Growth Growth Exceeds Expected GrowthWeighted AverageDraft March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation 10. RatingsRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs Teachers 1 2 3 4 5 6 DemonstrateLeadershipEstablish EnvironmentKnowContentFacilitateLearning Reflect onPracticeContributeto AcademicSuccessPrincipals 1 2 3 4 5 6 7 8 Strategic InstructionalCultural Human Managerial External Micro- Academic LeadershipLeadershipLeadershipResourceLeadership Development political AchievementLeadership LeadershipLeadershipLeadership Key Note on Ratings Every educator is evaluated every year Each standard and rating stands on its own (1 out of 6, not 1/6) Ratings are used to create professional development plans each year Ratings are used to determine statusDraft March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation 11. StatusRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs Ratings Status Teachers A single overall status that is6 separate ratings todetermined once a principalhelp teachers grow eachor teacher has three years of growth data to populate 6year or 8 Principals Categories for Status8 separate ratings tohelp principals grow1. In Need of Improvementeach year 2. Effective3. Highly EffectiveDraft March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation 12. Teacher Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLsIn Need of Highly EffectiveImprovement EffectiveStandards 1-5 Any ratingProficient Accomplished In the year lower than or Higheror Higherproficient on Standards on Standards 1 2 3 4 5DemonstrateEstablish Leadership Environment Know ContentFacilitateLearning Reflect onPractice1-51-5And/Or AndAndStandard 6 Does NotMeets or Exceeds Three-year rolling averageMeetExceedsExpected ExpectedExpectedGrowth )/ 3 )6 2 years ago6+ 1ago + year 6ThisyearGrowthGrowthDraft March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation 13. Status and Standard 6 & 8Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8 A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status 14. North Carolina Educator Evaluation System Evaluation Summary Sheet Name: Martha Washington School: Independence Elementary School LEA:Freedom County Schools Licensure: Career-Status Overall Status:In Need of ImprovementStandard One: Teachers demonstrate leadership.Not Demonstrated DevelopingProficient AccomplishedDistinguishedStandard Two: Teachers establish a respectful environment.Not Demonstrated DevelopingProficientAccomplishedDistinguishedStandard Three: Teachers know the content they teach.Not Demonstrated DevelopingProficient AccomplishedDistinguished DRAFTStandard Four: Teachers facilitate learning for their students.Not Demonstrated DevelopingStandard Five: Teachers reflect on their practice.Not Demonstrated Developing Proficient ProficientAccomplishedAccomplishedDistinguishedDistinguishedStandard Six: Teachers contribute to the academic success of students.*Only three-year rolling average is used to determine overall status*Year One (2009 2010) Year Two (2010 2011) Year Three (2011 2012) Three-Year Rolling Average*Individual Student Growth: -1.8Individual Student Growth: 1.2 Individual Student Growth: .7School-wide Student Growth: .1Year One Growth: -1.23 School-wide Student Growth: .9 Year Two Growth: 1.11School-wide Student Growth: .9Year Three Growth: .76.21 Does not Meets ExceedsDoes not Meets Exceeds Does notMeetsExceedsDoes not Meets Exceeds meetexpected expected meetexpected expectedmeet expectedexpected meetexpected expected expected growth growthexpected growth growth expectedgrowthgrowthexpected growth growthgrowthgrowth growthgrowthOverall In Need of ImprovementEffective Highly EffectiveStatus: 15. Focusing on the WHY So why have statewide Measures of Student Learning?1. North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA2. Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards3. Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects 16. LEA-NCDPI PartnershipPrior to submitting a Race to the Top application, LEAsuperintendents and the NCDPI came to an agreement on how tomeasure student growth for the grades and subjects not assessedwith state exams:StepDescription OwnerOne Design statewideNCDPI (with teacherassessments input)Two Administer newLEAs/Charterassessments SchoolsThree Determine growth with NCDPIdata from newassessments 17. Four Buckets of Assessments for GrowthRationale - MET Research - Standards 6 & 8 - Status - Support - MSLsABCDEOCs,Category CategoryLocallyEOGsOne of Two ofDeveloped andMSLs MSLs Courses VoCATSWith appropriate With the heavy resources andemphasis on time, these MSLs performance, the can be validated se MSLs cannot psychometrically be validatedpsychometrically 18. Implementation GuideCurrently in DRAFT formBalances between LEA flexibility in implementation and the need tocollect secure data to send to EVAASWill be revised after feedback from testing coordinators andsuperintendents (feedback due by August 15; updated version posted bySeptember 15)Will also be revised after Fall 2012 administration prior to launch ofSpring 2013 administrationOutlines decisions that LEAs need to make about implementation of theMSLs 19. LEA Expectations Plans should include: Training for teachers and school administrators on the MSLs (in conjunction with Human Resources staff) How/if MSLs will be used for student accountability (i.e. as final exam grades) How/if parents and guardians will be notified of the MSLs Testing window 20. LEA ExpectationsTraining for teachers on how to score the performance-based items(NCDPI module released in early Fall 2012)Administration mode and securityUniform procedures for administrationProcedures for the distribution, collection, storage, destruction, orrecycling of MSL materialsRoles and responsibilities for LE