1. Educator Effectiveness Summit: SB 191 Into Action
Colorado State Model for Educator Evaluation
March 5, 2012
Toby King Consultant Evaluation and Support
Mike Gradoz Consultant Evaluation and Support
Colorado Department of Education

2. Senate Bill
A system to evaluate the effectiveness of licensed personnel to improve the quality of education.
Improve instruction.
Serve as a measurement of professional growth and continuous improvement.
Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non probationary status, dismissal, and nonrenewal of contract.

3. Definition of Principal Effectiveness
Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data- driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

4. Components of an Effective Evaluation System
1. Evaluation System Goals
2. Stakeholder Investment and Communication Plan
3. Selecting Measures
4. System Structure
5. Evaluators
6. Data Integrity
7. Using Results & Professional Development
8. System Evaluation

5. Principal Quality Standards
I: Principals demonstrate strategic leadership.
II: Principals demonstrate instructional leadership.
III: Principals demonstrate school culture and equity leadership.
IV: Principals demonstrate human resource leadership.
V: Principals demonstrate managerial leadership.
VI: Principals demonstrate external development leadership.
VII: Principals demonstrate leadership around student academic growth.

6. Application of Quality Standards
Each quality standard includes “elements”—which provide a more detailed description of the knowledge and skills needed for each standard.
All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements.
Districts that use their own locally developed standards must crosswalk those standards to the state’s quality standards and elements, and be able to report for each principal and teacher (1) a final performance evaluation rating, and (2) performance results for each quality standard.

7. 5 minutes

8. Principal Evaluations
50% Professional Practice
50% Student Academic Growth
I. Strategic leadership
II. Instructional leadership
III. School culture/equity leadership
IV. Human resource leadership
V. Managerial leadership
VI. External development leadership
VII. Leadership around student academic growth
Measured using multiple measures on multiple occasions, including tools that capture: (1) teacher input; (2) number and percentage of teachers with each; and (3) number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.
Evaluated using the following: (1)data included in the school performance framework; and (2) at least one other measure of student academic growth.

9. Components of the Principal Rubric
Standard I: Principals Demonstrate Strategic Leadership
Not Evident
Partially Proficient
Proficient
Accomplished
Exemplary
School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community.
Vision, mission, values, beliefs and goals of school are:
Not evident or familiar to staff and other stakeholders.
Developed by school administrators working in relative isolation.
Not integrated into the life of the school community.
Vision, mission, values, beliefs and strategic goals of school are:
Developed through a collaborative process with staff and other stakeholder groups.
Publicly available at the school.
Part of routine school communications with staff and other stakeholders.
Routinely updated.
. . . and
Establishes strategic goals for students and staff that are:
Focused on student achievement.
Based on the analysis of multiple sources of information.
Aligned with district priorities.
Measurable.
Rigorous.
Concrete.
Staff incorporate identified strategies in their instructional plans to assure that students achieve expected outcomes.
Staff and other stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals.
Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals.
Quality Standard
Rating levels
Element of the standard
Professional Practices

10. Examples of artifacts Rating points
*Artifact is required for all principals and assistant principals.
Examples of Artifacts That May Be Used to Support Rating:
Evidence Provided by Artifact:
Unified Improvement Plan*
Teacher Feedback*
Parent Feedback
Student Feedback
Supervisor Feedback
Meeting agendas, minutes, and rosters
Quarterly Reports to SAC
Teacher Lesson Plans
Minutes of Planning Sessions
Teacher Turnover Rates
s and memos to staff
Descriptions of processes and procedures
ICAP
Parent newsletters
School vision, mission, and goals
Business and/or community resource agreements
Ratings:
(# points per rating at this level) NE
(0)
PP (1)
P (2)
A (3)
Ex (4)
Total Points
0 to 2 points = Not Evident
3 to 6 points = Partially Proficient
7 to 10 points = Proficient
11 to 14 points = Accomplished
15 to 16 points = Exemplary
Overall Rating for Standard I = _________________
School Vision, Mission, and Strategic Goals
School Improvement Plan
Leading Change
Distributive Leadership
Evaluator Comments:
Response of Principal/Assistant Principal Being Evaluated:
Evidence provided by artifacts
Examples of artifacts
Rating points
Evaluator’s comments
Ratings and point equivalents
Rating Scale
Principal comment section

11. Standard I: Principals Demonstrate Strategic Leadership
Not Evident
Partially Proficient
Proficient
Accomplished
Exemplary
School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school community.
Vision, mission, values, beliefs and goals of school are:
Not evident or familiar to staff and other stakeholders.
Developed by school administrators working in relative isolation.
Not integrated into the life of the school community.
Vision, mission, values, beliefs and strategic goals of school are:
Developed through a collaborative process with staff and other stakeholder groups.
Publicly available at the school.
Part of routine school communications with staff and other stakeholders.
Routinely updated.
. . . and
Establishes strategic goals for students and staff that are:
Focused on student achievement.
Based on the analysis of multiple sources of information.
Aligned with district priorities.
Measurable.
Rigorous.
Concrete.
Staff incorporate identified strategies in their instructional plans to assure that students achieve expected outcomes.
Staff and other stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals.
Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals.
Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them.
The focus of Partially Proficient and Proficient levels is what principals do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels.
The focus of Accomplished and Exemplary ratings shifts to the outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

12. Rubric Rating Levels Standard Not Evident Partially Proficient
Accomplished
Exemplary
Element
Professional Practices 1
Does not meet state standard but is making progress toward meeting standard.
Does not meet state standard and is not making progress toward meeting standard. 2
Meets state standard. 3
Exceeds state standard. 4
Significantly exceeds state standard.

13. Definition of Teacher Effectiveness
Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.

14. Teacher Quality Standards
I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches.
II: Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students.
III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
IV: Teachers reflect on their practice.
V:Teachers demonstrate leadership.
VI: Teachers take responsibility for student academic growth.

15. Application of Quality Standards
Each quality standard includes “elements”—which provide a more detailed description of the knowledge and skills needed for each standard.
All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements.
Districts that use their own locally developed standards must crosswalk those standards to the state’s quality standards and elements, and be able to report for each principal and teacher (1) a final performance evaluation rating, and (2) performance results for each quality standard.

17. Teacher Evaluations 50% Professional Practice
50% Student Academic Growth
VI. Responsibility for student academic growth
I. Mastery of content
II. Establish learning environment
III. Facilitate learning
IV. Reflect on practice
V. Demonstrate leadership
Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.
Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.

18. Components of the Teacher Rubric
Quality Standard
Rating levels
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Not Evident
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
Element c: Teachers engage students as individuals with unique interests and strengths.
The teacher:
Has low-level expectations for some students.
Uses data for instructional decision making on an infrequent basis.
Monitors students for level of participation.
Encourages students to share their interests.
Challenges students to expand and enhance their learning.
. . . and
Asks difficult questions of all students.
Scaffolds questions.
Gives wait time equitably.
Flexibly Groups students.
Assumes that all students will meet or exceed expectations.
Modifies instruction to assure that all students:
Understand what is expected of them.
Are challenged to meet or exceed expectations.
Participate in classroom activities with a high level of frequency and quality.
Take responsibility for their work.
Have the opportunity to build on their interests and strengths.
Students:
Actively participate in all classroom activities.
Monitor their own performance for frequency of participation.
Seek opportunities to respond to difficult questions.
Select challenging content and activities when given the choice in order to stretch their skills and abilities.
Encourage fellow students to participate and challenge themselves.
Element that aligns with standard
Professional Practices

19. Evidence provided by artifact Teacher comment section
Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
The teacher:
Collaborates with others infrequently or only as required in order to address identify, understand and address student learning needs.
Establishes a classroom environment that is not inviting to families and significant adults in the lives of students.
Maintains appropriate and respectful relationships with students and their significant adults.
Routinely communicates with parents to better understand student needs.
Is sensitive to the diverse family structures in all communication to/about the student.
. . . and
Provides tools, materials, and guidance significant adults to help students meet education goals.
Maximizes the home/school connection by coordinating information from significant adults with colleagues who provide student services.
Seeks out services, strategies and resources to meet the diverse needs of students.
Students:
Take advantage of support services made available to them.
In order to deepen their skills and knowledge.
Seek out assistance such as tutoring, computer software, advice from specialists, and guidance from fellow students to address learning issues.
Examples of Artifacts that may be used: Evidence of Performance:
Evidence of performance provided by artifact:
Student Achievement Data
Student feedback
Parent feedback
Lesson plans/units of study
Feedback from walkthrough observations
Instructional activities schedules
Student journals/learning logs
Student work
Anecdotal records
Formative and summative assessments of student work
Evidence provided by artifact
Evaluator comments
Examples of Artifacts
Teacher comment section
Comments (Required for Ratings of “Not Evident” or “Partially Proficient” and recommended for all rating levels). Please indicate the element for which the comment applies if not for the standard as a whole.
Comments of person being evaluated. (Optional)

20. (Meets State Standard)
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Not Evident
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
The teacher does not:
Design instruction to address individual student learning needs.
Collaborate with specialists, colleagues and parents to provide understand student needs.
The teacher:
Designs instruction to address specific learning needs of some groups of students (e.g., ELL, LD, special needs, gifted and talented).
Challenges all students with the same frequency and depth and monitors the quality of participation.
. . . and
Solicits input from parents, colleagues, specialists, and others to understand students’ learning needs.
Implements individualized plans for the content and delivery of instruction.
Uses multiple strategies to teach and assess students.
Adapts instructional strategies to meet student needs.
Students:
Actively participate in all classroom activities.
Articulate an awareness of their learning needs.
Reflect about their learning and make adjustments to accommodate their learning needs.
Seek out ways to cope with learning differences and apply coping skills to classroom situations.
Share coping strategies and with fellow students.
Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.
The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.
The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.

21. Rubric Rating Levels Standard Not Evident Partially Proficient
Accomplished
Exemplary
Element
Professional Practices 1
Does not meet state standard but is making progress toward meeting standard.
Does not meet state standard and is not making progress toward meeting standard. 2
Meets state standard. 3
Exceeds state standard. 4
Significantly exceeds state standard.

22. Principal and Teacher Performance Evaluation Ratings After CDE develops the state model system and an evaluation scoring matrix, the State Board will adopt definitions for each rating.
Highly Effective
Effective
Partially Effective
Ineffective

23. District decides measures
Standards I-V: use observation plus at least one other method
Standard VI: select multiple measures appropriate to teaching assignment
District decides weights
On each Standard I-V districts may weight priority standards more
Standard VI must count for at least 50% of total score
District decides data collection procedures
Standards I-V: Must occur with enough frequency to create a credible body of evidence
Standard VI: Must occur with enough frequency to create a credible body of evidence
District aggregates measures
Aggregate professional practice scores into a single score on Quality Standards I-V
Aggregate student growth measures into a single score on Quality Standard VI
District uses State Scoring Framework Matrix to determine Performance Standard

24. Content Collaborative
The Content Collaboratives are a group of educators tasked with creating and disseminating standards-based assessment and instructional materials for use in the classroom. These groups are a key piece in determining how to measure non-state tested subject matter for use in the new educator evaluation system. The Content Collaboratives and Colorado Department of Education, along with state and national experts, will establish examples of student learning measures within each content area. These will be piloted in select districts, undergo revision and then be disseminated to all districts. The National Center for the Improvement of Educational Assessment will facilitate and support the work and meetings of the Content Collaboratives. A technical steering committee will ensure the technical reliability of the identified assessments. What’s on the Horizon: January-May 2012: Launch Cohort 1 Content Collaboratives in order to establish measures of student academic growth in Social Studies; Reading/Writing/Communicating; Music; Dance, Drama and Theatre Arts; and Visual Arts Summer 2012: Launch Cohort 2 Content Collaboratives in order establish measures of student academic growth in World Languages; Science; Mathematics; Physical Education; and Comprehensive Health Fall 2012: Launch pilot of Cohort 1 products in districts participating in CDE’s Educator Effectiveness pilot January 2013: Launch pilot of Cohort 2 products in districts participating in CDE’s Educator Effectiveness pilot Bank of example measures identified will begin to populate after the first pilot has concluded (Summer 2013) For more information about assessments, contact Jo O’Brien, assistant commissioner for assessments, research and evaluation at

25. Colorado Content Collaboratives Technical Steering Committee
Cohort I & II: Flow Chart of Work
Pilot then
peer
review
Colorado Content Collaboratives
Bank
National
Researchers
Technical Steering Committee
Future Work
I: Jan-Mar 2012
II: Jun-Aug 2012
I: Feb-May 2012
II: July-Nov 2012
I &II: Feb-Dec 2012
I & II: Aug Aug 2014
I: Aug 2013 II: Aug 2014
Researchers gather existing fair, valid and reliable measures for
Consideration.
Collaboratives use protocol to review researchers’ measures for feasibility, utility and gaps.
Prepare to fill gaps.
Provide recommendations to Technical Steering Committee.
Technical Steering Committee creates frameworks and design principles for collaboratives to use in reviewing and creating measures.
Committee reviews recommendations of collaboratives.
Piloting and peer review of measures.
Aug 2012-Aug 2013: Cohort I piloting & peer review
January 2013-Aug 2014: Cohort II piloting & peer review
Measures placed in online Education Effectiveness Resource Bank for voluntary use.

26. Pilot Period 2011 - 2013 Principal and teacher rubrics
Measures of student academic growth
Use of student growth objectives
Collecting teacher input for principal evaluations
Collecting student and family perception data
Aggregating measures to assign final evaluation ratings
Costs of implementation
Support structures for small and/or rural districts
CDE monitoring methods

28. Contact Information
Katy Anthes
Executive Director of Educator Effectiveness
Michael Gradoz
Consultant for Educator Effectiveness
Toby King
Consultant for Educator Effectiveness
Britt Wilkenfeld
Data Specialist
For more information, please visit: