Educator EvaluationGoal Setting

Webinar

March 14, 2013

Future Webinars

March 28th, 2013

Educator Evaluation: Summative Evaluation 3:30 PM

• Mark your calendar for up-coming WVDE Webinar trainings on the Educator Evaluation System.

Four Performance

Levels

Distinguished

Accomplished

Emerging

Unsatisfactory

Evaluation System for TeachersAdvanced

Progression6+ years

Intermediate Progression

4-5 years

Initial Progression

1-3 years

Self Reflection (standards/rubrics)

2 Student Learning Goals

School-wide Growth - Reading School-wide Growth - Mathematics

80%

15%Evidence

Observation (2)

Observation (4)

None Required*

5%Al;ksdjfSummative Conference/Evaluation by June 1

Nov. 1

Oct. 1

Overview• Goal Setting

– Why do Educators Set Goals?– Goal Setting across the System– What are the components of the Student Learning Goals in the

online system?– What are the requirements for insuring meaningful Student

Learning Goals?

• Ideas from the Field – Donna Talerico, Assistant Superintendent

• Monongalia County Schools• 2 Years of Experience with the Evaluation System

Why Do Educators Set Goals?

Outcomes of Implementing Student Learning Goals

www.ctacusa.com/morethanmoney.html

Broader Research Findings: Student Learning Goals and Teacher Practice

• Foster more effective use of baseline data in planning instruction

• Shift the concept of achievement to individual student growth • Increase early awareness of individual students, promoting

differentiation • Stimulate searches for the best instructional strategies to

meet individual needs • Provide evidence-based collaboration: teacher-to-teacher and

teacher-to-principal www.ctacusa.com/morethanmoney.html

Goals Across the System

• Teacher

2 student learning goals

Due in system Nov 1

• Counselor

2 goals targeted at performance improvement

Due in system Nov 1

• Principal

1 student learning goal1 goal around a professional standardDue in system Nov 1

What are the componentsof the student learning goals?

• Specific Context• Content area• Baseline data• The goal• Strategies• Collaboration• Measures

What are the requirementsof the Student Learning Goals?

What are the componentsof the student learning goals?

1. Two data points

2. Rigorous

3. Comparable across classrooms

Two Data Points

• Clear Beginning and End

– Quarter

– Semester

– Academic Year

• Results by end-of-year evaluation conference

• Examples of Assessments

Teacher-Created Pre- and Post-Test

Problem-Based Unit

Measures of Progress

WESTEST II data cannot be used as

a measure of progress of

student learning within a goal

because the data will not be

available by June 1.

Rigorous

• West Virginia’s Next Generation Standards

• West Virginia Content Standards and Objectives

• Challenging to all learners

Comparable Across Classrooms

Ensuring Meaningful Goals

S SpecificM MeasureableA AchievableR RelevantT Timebound

Monongalia County SchoolsLeader Student Learning Goal – Middle

Schools

GOAL:

1. By the end of the year SMI benchmark assessment, both all students and randomly selected Economically Disadvantaged sixth through eighth grade students will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores.

ASSESSMENT: SMI for Math

Monongalia County SchoolsLeader Student Learning Goal – Middle

Schools

GOAL:

1. By the end of the year SMI benchmark assessment, both all students and randomly selected Economically Disadvantaged sixth through eighth grade students will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores.

ASSESSMENT: SMI for Math

S Specific M Measureable A Achievable R Relevant T Timebound

Reviewing StudentLearning Goals

• Reviewing Student Learning Goals• Is the Goal S.M.A.R.T.?

• Is the goal Specific? If it is a specific goal, you should be able to answer the following questions:

• Is the goal measurable? If goal is specific and measurable, one should be able to establish concrete criteria for measuring progress toward the attainment of each.

• Is the goal attainable? Given resources available, goal must be realistic and attainable. ?

• Is the goal relevant? Ultimately, goals should help achieve better student outcome.

• Is your goal time-bound? Goals should have starting points, ending points, and fixed durations.

• Does the goal use a measure that employs at least two Points in Time?

• Is the goal/measure appropriately rigorous?• Is the measure proposed comparable?

• Is the goal collaborative in nature? • Number of Measures Used • Achieved

http://wvde.state.wv.us/evalwv/resources.php

Student LearningGoal Requirements

Component Answers the Following…S.M.A.R.T What is being taught? How will it be measured? Is

it attainable? What is the relevance of the goal? Is it time-bound?

Rigorous Considering the context of the classroom, are the targets rigorous? Are the measures used rigorous?

Comparable Across Classrooms Are the strategies used able to be successfully replicated in another WV school? Are the measures used able to be successfully replicated in another WV school?

Two Points in Time What is the baseline? What two measures will be used and when will they be taken to determine growth?

District Systems

• Demonstrated a successful model of on-site, customized teacher professional development

• Showed the importance of district support systems on the front-end of new initiatives

• Served as a catalyst for institutional emphasis on student growth • Recognized SLGs by C&I and practitioners as instructional best

practice • Highlighted the significance of two-way communication in new

initiatives www.ctacusa.com/morethanmoney.html

Ideas from the field

Monongalia County has utilized the Leadership Standards as a rubric for having collaborative conversations among and with Principals/Assistant Principals for the last 3 years.

The Self-Reflection allows us to have deep and thoughtful discussions on each of the Standards. It is the most effective technique for building capital with the staff.

The goal setting process evolved by reviewing a wealth of academic data, culture and climate

survey data and the self-reflection data.

Key to the focus on Leadership was the StrenghtsQuest training, identification and utilization of each individual’s top five strengths. This enabled us to work from a position that incorporated and nurtured those qualities that most correlate to student achievement.

The second key to our leadership emphasis has been a monthly application of “Leaders in Action”. Hearing the voices of well- known leaders such as Lincoln, celebrated Generals, and even Santa Claus, have their place as a catalyst for school improvement.

Monongalia County SchoolsLeader Student Learning Goal – Elementary

Schools

GOAL: 1. By the end-of-the-year vocabulary benchmark assessment, both all

students and a group of randomly selected Economically Disadvantaged students in second through fifth grade will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores.

ASSESSMENT:Common School Wide Grade Level Assessments for Vocabulary

Monongalia County SchoolsLeader Student Learning Goal – High

Schools

GOAL: 1. 85% of students in the 10th grade will complete the ACT PLAN test.2. When comparing the 8th grade EXPLORE assessment with the 10th grade PLAN

for a single cohort, there will be an increase (5%) in the percent of students performing at or above the benchmark score and a decrease (3%) in those in the lowest performing ranges.

3. Score reports on the 11th grade DCST ACT will show an increase on one of the areas of weakness from their 10th grade ACT PLAN.

4. Students will show a consistent increase in performance from the 8th grade EXPLORE, to the 10th grade PLAN, and the 11th grade DCST.

ASSESSMENT: ACT Explore and Plan

Future Webinars

March 28th, 2013

Educator Evaluation: Summative Evaluation 3:30 PM

• Mark your calendar for up-coming WVDE Webinar trainings on the Educator Evaluation System.

Questions?

Questions / Comments / Concerns

Contact Information:

Trent J. DanowskiTeacher Quality Coordinator / WVDE

tdanowski@access.k12.wv.us