A New Approach to Assessment• Based on extensive research that has

identified teaching and instructional practices that are most effective in impacting student achievement.

• Embraces a paradigm shift in assessment where teachers will be observed throughout the year in a summative format, culminating in a formative assessment.

• Takes data and information gathered during observations.

• Through collaboration actively discusses, refines, and implements teaching practices with the end goal being to maximize teacher effectiveness and therefore raise student achievement.

• Takes into account Student Achievement

How are you feeling about the New Teacher Evaluation System?

Confident (4) I’m there (3) Okay (2) Anxiety (1) Clueless (0)

You feel completely confident that you know what to do and how to do it.

You feel that you have enough knowledge and skills to do it, but you feel you could still learn more to improve.

You feel okay about it by having enough skills and knowledge, but you feel that you need this in-service in order to do it.

You have complete anxiety about it, because you know very little about what to do and how to do it.

You have no idea what to do and how to do it or what this in-service is about.

2011-12 Instructional AssessmentThings to Know

• Who?: All Teachers/Instructional Staff– New Teachers = 2 Formal Observations

(General and Annual)– All Other Teachers = 1 Annual Assessment

• Annual Assessment – 60% Marzano Annual Assessment Numerical

Score + 40% Student Achievement Numerical Score (Value Added)

iOservation and Marzano• Based on 4 Domains reflecting 17 Marzano Indicators

– Placemat– Rubrics (Teacher/Student Evidence and Scales)– Numerical Score

• Numerical Score– Highly Effective+ = 4.0 (“adapts/creates new strategies for unique student

needs/situation; recognized leader) – Highly Effective = 4.0 (monitor, assess, measure, extinguish)– Effective = 3.0 (bare bones)– Needs Improvement/Developing = 2.0 (uses strategy incorrectly; attempts,

does not complete)– Unsatisfactory = 1.0 (strategy called for but not used or exhibited)– Not Applicable = no score; no impact on evaluation

Causal Links to Student Achievement

Common Language of Instruction

Domain One

Domain Two

Domain Three

Domain Four

Art and Science of TeachingTeacher Evaluation Model

6

STUDENT ACHIEVEMENT

Domain 1: Classroom Strategies and Behaviors (41 Elements)Routine Segments (5 Elements)Content Segments (18 Elements)On the Spot Segments (18 Elements)

Domain 2: Planning and Preparing (8 Elements)Lesson and Units (3 Elements)Use of Materials and Technology (2 Elements)Special Needs of Students (3 Elements)

Domain 3: Reflecting on Teaching (5 Elements) Evaluating Personal Performance (3 Elements)Professional Growth Plan (2 Elements)

Domain 2-4

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Make a Distinction Between Learning Goals and Learning Activities or Assignments

Learning Goals, Activities and Assignments

Observation Protocol

• New Teachers = 1 formal observation 1st semester, 1 formal observation 2nd semester

• All Other Teachers = 1 formal observation 2nd semester

• Pre-Observation Conference (3 days prior)• Post-Observation Conference (5 days after) • Which Administrator will be observing me?• Will the observation be scheduled?

Defining Observations and Assessments

• General Assessment: Assesses lesson observed and performance from beginning of year to date. Information can be used in Annual Assessment. 30 minute observation.

• Annual Assessment: Assesses lesson observed and performance from beginning of year to date. Also includes Final observation of year. 30 minute observation.

• Final Assessment: Marzano Annual Assessment + Value Added. Will happen in September.

• Walk-Through: Purpose is to collect data for either general or annual assessment. Not on a specific form, although administration may use iObseration/iPads. If iObservation /iPads are used, information may be used for general or annual assessment, but will NOT be calculated into the formal observation by iObservation.

• Use of iPad: It is just a tool to access Internet, not the assessment instrument. Dependent on connectivity.

• Alignment: grade level lesson plans, grades/Skyward, and common assessments; master schedule; curriculum plans and tool box

• Intervention, Acceleration, Differentiation: high fliers, middle of the pack, and lowest quartile

• “Look Fors” 90-Minute Reading Block: see handout• Posted Objectives (NEW!): visible, per subject, for students • ESOL and ESE: providing for needs of students (accommodations and

inclusion) • Technology• Professional Responsibilities: paperwork, policy, obligations

Questions and Answers

• When will observations/assessments start? • Will the observations be announced?• Who will be the administrator observing me?• How will pre and post observation conferences be scheduled? • How will I be notified? iObservation and SCPS email• If I struggle, how will administration support me?• How long is observation? Minimum 30 minutes• How long is form? 13-16 pages• iObservation and Value Added Components: What will it look like, how will they

be combined?– Value Added Training

• March 14: Winter Springs High; 5:00-7:00 p.m.• March 16: Lyman High; 8:30-10:30, 10:30-12:30, 1:30-3:30

Value Added Model Defined• 40% of teacher’s evaluation must be based on student

learning growth as measured by state/district assessments.

• Only available learning growth measurement is FCAT Reading and Math.

• Will use FCAT Reading and Math DSS.• Covariate Adjustment (personal learning growth

expectation): SED, ELL, Gifted, Student Attendance, Mobility, Retention, Class Size, Homogenity of student’s prior year FCAT.– Student who scores better than predicted = positive– Student who scores worse than predicted = negative

Value AddedTeacher and School Scores

• Teacher Score: measure of teacher’s effectiveness in helping students meet expected growth.

• School Score: measure of school’s effectiveness in helping students meet expected growth.

• Teacher Effect: difference between teacher score and school store.• Value Added Score: THIS IS THE IT!!!!

VAS = (Teacher Score – School Score) + (0.5 x School Score)teacher effect

• Standardized Evaluation/Value Added Score: combines multiple years, grade levels, and subjects. Mathematical formula for standardization compares teacher’s VAS for that grade and subject with average student growth for one year in that grade and subject.

• K-3, CHAMPS, Resource, Administration: as of now, will use school score.

CURRENTLY BEING REFINED, AS WELL AS CHALLENGED.

• Predicted scores come after FCAT, as variables change up to FCAT (ex. Attendance)

• Prohibited Variables: Race, Gender, Socio-Economic Status• 2011-12 cut scores are “District Defined”, 2012-13 cut scores are

“State Defined”– Standard Error of Measurement (2)– Fringes: Highly Effective vs. Unsatisfactory

• 2011-12– 10% above years growth = Highly Effective– 10% below years growth = Unsatisfactory– 5%-10% below years growth = NI or Developing– 5% below to 10% above years growth - Effective

No Way to Accurately Predict

The Total Picture Marzano + Value Added = Final Assessment

Highly Effective = 3.5 - 4.0

Effective = 2.5 - 3.49

NI or Needs Improvement = 1.5-2.49

Unsatisfactory = 1.0-1.49

How are you feeling about the New Teacher Evaluation System?

Confident (4) I’m there (3) Okay (2) Anxiety (1) Clueless (0)

You feel completely confident that you know what to do and how to do it.

You feel that you have enough knowledge and skills to do it, but you feel you could still learn more to improve.

You feel okay about it by having enough skills and knowledge, but you feel that you need this in-service in order to do it.

You have complete anxiety about it, because you know very little about what to do and how to do it.

You have no idea what to do and how to do it or what this in-service is about.