The Educator Effectiveness Journey Begins

August 2010

Listened

Researched

Investigated

CollaboratedDanielsonMarzanoSaphierReevesStronge

Research on Effective vs. Ineffective

Teachers

Ineffective teachers (bottom 5%) only result in 1/2 year of student growth per academic year.

Hanushek, 2008 

Highly effective teachers (top 5%) result in 1 & 1/2 year of student growth per academic year.

Hanushek, 2008 

So why the urgency to address educator

effectiveness

Now?

Why educator effectiveness, why Now?

• Research findings• Federal legislation• State legislation• Talk about Pay for Performance

Urgency

Collective Bargaining

Wisconsin

Act 10

Federal Legislation over the past 48 years:

Johnson – War on Poverty1965 - ESEA (equal access, high standards, accountability, gaps)

Reagan – Excellence in Education Commission1983 – Nation at Risk (assess “quality” of teaching and learning)

Bush – Standards-based Reform2001 – NCLB (standardized testing, AYP, linked to federal funding)2007 – NCLB Reauthorization???

Obama – Blueprint for Reform2010 – Offers flexibility (raise standards, accountability systems, improved systems of teacher and principal evaluation and support) - Section 9401 of ESEA amended by NCLB – allows waivers from AYP

Wisconsin Context over the past year:

• Act 10 - Changes to Collective Bargaining• WI NCLB Waiver – proposal to raise

standards, improve accountability, improve teacher and principal effectiveness.

• Senate Bill 461 – requires DPI to develop educator effectiveness evaluation system, 50% teacher practice, 50% student achievement, implement by 2014-15.

• Accountability Index – to be published this summer. 100 point scale.

Why would districts want to implement the CESA 6 Effectiveness Project

Professional Evaluation System?

Working with the DPI and other partners on Educator

Effectiveness

The CESA 6 Effectiveness System will provide an

equivalency model.ALIGNED TO:

INTASC Standards for teachers.

Danielson’s Domains and Components for teachers.

ISLLC Standards for administrators

The purpose of the Effectiveness System is to

Improve Student Achievement by …

Assisting districts to successfully recruit, support, assess, and RETAIN effective

teachers and leaders.

The CESA 6 Effectiveness Systemprovides an equivalency model that:

• Creates a balance between

• Assures accountability• Identifies needs for professional development

PracticesBehaviors

Knowledge & SkillsStrategies

Student AchievementGrowth & Attainment

PROCESS PRODUCT

The CESA 6 Effectiveness Systemwill provide:

• An evaluation system built for Wisconsin educators by Wisconsin educators

41 Districts

123 Educators

Teachers

Building and Central Office Administrators

Superintendents

Educators for Institutes of Higher Learning

Board of Education members

Representatives from 7 CESAs

The CESA 6 Effectiveness Systemuses:

• Multiple Measures of Evidence to evaluate teachers & administrators:

Observations

Walk Throughs

Surveys

Teacher Artifacts & Documents

District Identified Measures of Evidence

Assist districts to develop theproduct/student outcome side of the DPI

50-50 evaluation formula, including:

• District Assessments• Student Learning Objectives

(SLOs)• District Choice

50%50% ProductProcess

Prepare districts to implement the new Smarter Balance Accountability

Assessment in 2014-2015

Districts choosing to participate in the Effectiveness System will

receive:

• On-going training and coaching for: teachers

evaluators

district Effectiveness Project Implementation Coaches (EPICs)

THREE HANDBOOKS & MATERIALS

TEACHER PROFESSIONAL EVALUATION SYSTEM

EDUCATIONAL SPECIALISTS PROFESSIONAL EVALUATION SYSTEM

SCHOOL ADMINISTRATOR PROFESSIONAL EVALUATION SYSTEM

Multiple Measurement Forms

Observation forms

Documentary logs

Student surveys

Communication logs

Professional development logs

Summative evaluation forms

Performance Standard

Performance Indicators

Performance Appraisal

Rubric

Performance Standards

• A fair and comprehensive evaluation system provides sufficient detail and accuracy so that the teachers, educational specialists and evaluators will reasonably understand their job expectations.

• Performance standards refer to the major duties performed by teachers and educational specialists.

Teacher Performance Standards

1. Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

2. Instructional Planning

The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

3. Instructional Delivery

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

4. Assessment For and Of Learning

The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provides timely feedback to students, parents, and stakeholders.

5. Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.

6. Professionalism

The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

Educational Specialist Performance Standards

1. Professional Knowledge

The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs.

2: Communication and Collaboration

The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being.

3: Assessment

The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and the community.

4: Program Planning and Management

The educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures.

5: Program Delivery

The educational specialist uses professional knowledge to implement a variety of services for the targeted learning community.

6: Professionalism

The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.

•  

School Administrator Standards1. Leadership for Student Learning

The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

2. School Climate

The school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate.

3. Human Resources Leadership

The school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel.

4. Organizational Management

The school administrator fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

5. Communication and Community Relations

The school administrator fosters the success of all students by effectively communication, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s vision.

6. Professionalism

The school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional development, and contributing to the profession.

Performance Indicators• Performance indicators provide examples

of observable and tangible behaviors for each standard.

• The list is not intended to be prescriptive and not intended to be a checklist.

• Teachers and educational specialists are not expected to demonstrate each performance indicator.

• Ratings are made at the performance standard level, NOT at the performance indicator level.

Performance Rubrics

• The performance rubric is a behavioral summary scale that guides evaluators in assessing how well a standard is performed.

• Performance appraisal rubrics are provided to increase reliability among evaluators and to help educators focus on ways to enhance their practices.

Recommended Data Sources for Teachers

Student Learning Objectives/ Goal Setting for Student Progress

• Appropriate measures of academic progress are determined • Teachers set goals for improving student progress based on the

results of performance measures• Quality of goals and their attainment provide important data source

for evaluation

Observations • Probationary teachers observed at least three times per year• Veteran teachers observed at least once per year• Additional observations at building administrator’s discretion • Observations last at least 20 minutes, include a post-conference

Documentation Log

• Includes both specific required artifacts and teacher-selected artifacts

• Artifacts provide evidence of meeting selected performance standards

• Provides teacher with opportunity to demonstrate quality work

Student Surveys • Teachers required to survey their students• Teachers enter summary of the results in their Documentation Log• Surveys provide additional data to teachers than can influence

teaching strategies

Goal Setting and SLO’s

This will be worked during the 2012/13 school year

collaboratively with DPI, CESA 6 and representation from our

school districts.

Student Learning Objectives(abbreviated)

I. Setting (Describe the population and special learning circumstances)

 

II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)

   

III. Baseline Data (What is shown by the current data?)

  

Data attached

IV. Goal Statement (Describe what you want learners/program to accomplish)

    

V. Means for Attaining Goal (Strategies used to accomplish the goal) 

Strategy Evidence Target Date   

   

   

   

Observations

Observations are intended to provide information on a wide

variety of contributions made by educators in the classroom or the

school community as a whole.

Documentation Log

• The purpose of the Documentation Log is to provide evidence of performance related to specific standards.

Documentation Log• Teachers have four items required:

- evidence of the use of baseline and periodic assessment,

- evidence of a commitment to professional growth,

- evidence of the use of student survey results, and

- evidence of parent communication.

Documentation Log

• There are seven items required for educational specialists:– Evidence of professional knowledge,– A Communication Log,– Data demonstrating program and/or

intervention effectiveness,– Evidence of using data about student learning

or program effectiveness to guide planning and instruction,

– A service or program log,– Evidence of commitment to professional

growth, and– The summary of the client survey.

Student Surveys• The purpose is to collect information that

will help teachers reflect on their practice.• For educational specialists the sample

will be done with their clients which may refer to the learners, parents, teachers, other professional colleagues, and/or administrators with which the educational specialists work throughout the school year.

• The educator retains sole access to the raw data of the surveys.

Sample Student Surveys(abbreviated)

Yes Some-times No

My teacher knows a lot about what she is teaching. My teacher explains things so I can understand.

StronglyAgree

Agree Neutral DisagreeStronglyDisagree

My teacher has deep knowledge about the subject he/she teaches.

5 4 3 2 1

My teacher uses a variety of teaching strategies during class.

5 4 3 2 1

Summative Assessment

• All educators will be rated on all six performance standards using the rubrics.

• In addition, the educator will receive a single summative evaluation rating at the conclusion of the evaluation cycle to reflect an overall evaluation rating.

Components Teachers Educational SpecialistsObservations 2 formal observations of 20 minutes each

Probationary – 1 by end of first grading period; January 15 (must have1 preconference)Continuing – by January 15 and May 1

2 formal observations of 20 minutes eachProbationary – 1 by end of first grading period; January 15 (must have1 preconference)Continuing – by January 15 and May 1

Documentation Log Required Items Baseline and periodic assessmentsCommitment to professional growthEvidence of student survey resultsEvidence of parent communicationReview by May 15

Evidence of professional knowledgeCommunication LogData demonstrating program or intervention effectivenessEvidence of using student data to guide planningA service or program logEvidence of commitment to professional growthSummary of client survey

Student/Client Surveys(Raw data owned by staff)

Survey students by October 15Probationary teachers survey again by December 15Continuing teachers survey again by February 15ALL teachers fill out Student Survey Growth Plan by October 15Student Survey Analysis – December 15 by probationary teachers; February 15 by continuing teachers

Survey students/clients by October 15Probationary educational specialists survey again by December 15Continuing teachers survey again by February 15ALL teachers fill out Formative Client Survey Growth Plan by October 15Client Survey Analysis – December 15 by probationary educational specialists; February 15 by continuing educational specialists

Goal SettingUnder development during 2012-2013 school year

SMART Goal format – due by all teachers October 1Mid-year Review – within 30 days of end of semesterEnd of Year Review – May 1

SMART Goal format – due by all educational specialists by October 1Mid-year Review – within 30 days of end of semesterEnd of Year Review – May 1

Interim Assessment All probationary teachers receive mid-year feedback All probationary educational specialists receive mid-year feedback

Summative Assessment Complete by last week of school or School Board policySubmit to HR office within 10 days of conference

Complete by last week of school or School Board policySubmit to HR office within 10 days of conference

Performance Improvement Support Dialog – any time needed, not recorded for personnel file

Support Dialog – any time needed, not recorded for personnel file

Performance Improvement Plan Any time there is an Unacceptable rating on the Summative -or- Needs Improvement in 2 areas -or- Developing in 3 areas

Any time there is an Unacceptable rating on the Summative -or- Needs Improvement in 2 areas -or- Developing in 3 areas

Quick View for Effectiveness Component Requirements

OASYS/My Learning Plan

• Web-based Evaluation System• Easy to Navigate• User Friendly• Allows Evaluatee and Evaluator

Access• http://www.mylearningplan.com

Which of these children deserves to have a great teacher

and administrator?

They ALL Do!

Julie HolbrookCESA 6

Director of Special Education

jholbrook@cesa6.org