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Wethersfield Teacher Evaluation and Support Plan Wethersfield Teacher Evaluation and Support Plan Orientation to Teacher Evaluation April 2013.

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Presentation on theme: "Wethersfield Teacher Evaluation and Support Plan Wethersfield Teacher Evaluation and Support Plan Orientation to Teacher Evaluation April 2013."— Presentation transcript:

1 Wethersfield Teacher Evaluation and Support Plan Wethersfield Teacher Evaluation and Support Plan Orientation to Teacher Evaluation April 2013

2 Connecticut Educator Evaluation Timeline Connecticut Educator Evaluation Timeline In June 2012, the State Board of Education formally adopted the guidelines for Connecticut’s Educator Evaluation and Support model (SEED). During several CT districts are piloting SEED. Districts required to submit plan to CSDE April 15. Districts are required to implement their new Educator Evaluator Plan July Committee is drafting Wethersfield plan and adjusting as information is becoming available from the state. 2

3 Wethersfield A committee was formed in December 2012 Consisted of: – Teachers selected by WFT (elementary, middle and high rep) – Administrators – Central Office administrators – Board of Education representatives Committee is tasked to: – Implement CT’s System for Educator Evaluation and Development (SEED) – Meet requirements of new legislation – Finalize a new Teacher Evaluation process for Wethersfield Public Schools based on SEED 3

4 Wethersfield’s Plan Core Requirements (mandated legislation) SEED Requirements Wethersfield Teacher Evaluation Plan is closely aligned to SEED, but changes have been made that meet state standards (core requirements) Committee is currently drafting new Teacher Evaluation Plan to submit to CSDE and BOE 4

5 When teachers succeed, students succeed * Research has proven that no school-level factor matters more to students’ success than high quality teachers. * Quality teacher evaluation drives: valuable collaboration between evaluators and teachers effective instruction continuous teacher improvement high standards for all learners * No single measure can tell the full story about a teacher’s performance. 5

6 Teacher Evaluation Criteria Teacher Evaluation Criteria 6

7 Summary of Teacher Evaluation Criteria Summary of Teacher Evaluation Criteria * Observations of Performance & Practice (40%) 1 goal * Parent Feedback via survey (10%) 1 goal * Student Growth and Development (45%) 2 Student Learning Objectives (SLO S ) * Whole School Student Learning Indicators (5%) 1 goal 7

8 Illustration of Core Requirements of Teacher Evaluation Student Growth and Development (45%) Whole-school Student Learning Indicators (5%) Parent Feedback (10%) Observations of Performance and Practice (40%) Student Outcome Rating (50%) Teacher Practice Rating (50%) All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines). 8

9 Criteria #1 – 40% Teacher Performance and Practice Criteria #1 – 40% Teacher Performance and Practice  Forty percent (40%) of a teacher’s evaluation shall be based on observations of teacher Practice and Performance.  Requirements of Evidence: 1. Teacher sets one goal (aligned to rubric). Goal provides focus for: a. Observation(s) b. Artifacts, conferences 9

10 Number of Observations Implementation Year Number of Observations Implementation Year 10 Teacher Category Number of Observations All Teachers In the first year of implementation, all teachers should be observed 5 times: 3 formal observations and 2 informal observations in order to capture baseline data. Formal Observation: Pre-conference Scheduled Minimum 30 minutes Post Conference Written feedback In-Formal Observation: Unscheduled Minimum 10 minutes Followed by feedback

11 Number of Observations Subsequent Years Number of Observations Subsequent Years 11 Below Standard and Developing 3 formal observations; 2 of which include a pre- conference and 1 informal observation First and Second Year Non- Tenured Teachers 3 formal observations; 2 of which include a pre- conference and 1 informal observation Proficient and Exemplary 1 formal observation and 2 informal observations, including non-classroom observations or reviews of practice

12 Criteria #2 – 10% Whole School Parent Feedback Survey Criteria #2 – 10% Whole School Parent Feedback Survey  Ten percent (10%) of a teacher’s evaluation shall be based on whole school parent feedback via survey.  Process focuses on: 1. Conducting whole-school parent survey 2. Determining school-level parent goals based on survey feedback 3. Teacher and evaluator identifying one related parent engagement goal 4. Measuring progress 12

13 Illustration of Core Requirements of Teacher Evaluation Student Growth and Development (45%) Whole-school Student Learning Indicators (5%) Parent Feedback (10%) Observations of Performance and Practice (40%) Outcome Rating (50%) Practice Rating (50%) All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines). 13

14 Criteria #3 – 45% Student Growth and Development Criteria #3 – 45% Student Growth and Development  One half (22.5%) of the indicators of academic growth and development used as evidence of whether goals/objectives are met shall be based on: *The state test for those teaching tested grades and subjects (or) *For other grades and subject areas another standardized indicator where available. 14

15 Criteria #3 - Continued… Student Growth and Development Criteria #3 - Continued… Student Growth and Development  For the other half (22.5%) of the indicators of academic growth and development, there may be: * A maximum of one additional standardized indicator, if there is mutual agreement * A minimum of one non-standardized indicator 15

16 Criteria - #3 Creating (S)tudent (L)earning (O)bjectives Criteria - #3 Creating (S)tudent (L)earning (O)bjectives Will your students take the CMT or CAPT in your subject area? Will your students take another standardized assessment or district assessment? Set one standardized SLO and one non-standardized SLO Set two non-standardized SLOs NO YES 16

17 Student Learning Objectives Student Learning Objectives Student Learning Objectives will support teachers in using a planning cycle. SLO Phase 1: Learn about this year’s students SLO Phase 2: Set goals for student learning SLO Phase 3: Monitor students’ progress SLO Phase 4: Assess student outcomes relative to goals 17

18 I)ndicators of (A)cademic (G)rowth and (D)evelopment (IAGDs) ( I)ndicators of (A)cademic (G)rowth and (D)evelopment (IAGDs) Each of the 2 SLO’s must include at least one IAGD. IAGDs: 1. Specific evidence 2. Quantitative targets 3. Demonstrate whether the objective was met 18

19 Example of SLOs The following are examples of Student Learning Objectives: Teacher CategoryStudent Learning Objective Eighth Grade Science My students will master critical concepts of science inquiry. High School Visual ArtsMy students will demonstrate proficiency in applying the five principles of drawing. 19

20 Examples of IAGDs Examples of IAGDs Teacher Category SLOIAGD Eighth Grade Science My students will master critical concepts of science inquiry % of my students will attain at least a 4 on the CMT section concerning science inquiry. 2. My students will design an experiment that incorporates the key principles of science inquiry. 90% will score a 3 or 4 on a scoring rubric focused on the key elements of science inquiry. 20

21 Examples of IAGDs - Continued Examples of IAGDs - Continued Teacher Category SLOIAGD High School Visual Arts My students will demonstrate proficiency in applying the five principles of drawing % of students will attain a 3 or 4 in at least 4 of 5 categories on the principles of drawing rubric designed by visual arts teachers in our district. 21

22 Criteria #4 – 5% Whole School Learning Indicator Criteria #4 – 5% Whole School Learning Indicator  Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators.  Purpose: Teachers are part of a learning community, as such, responsibility for learning is shared among all of the school’s staff. This measurement is designed to reflect the importance of this shared responsibility. 22

23 Teacher Evaluation Process Teacher Evaluation Process 23 The target date for Goal Setting & Planning is October 15 Target date for End-of Year is one week before the last student day (must be completed by June 30)

24 Levels of Performance Legislated Four Levels of Performance 4 Exemplary - Substantially exceeding indicators of performance 3 Proficient - Meeting indicators of performance 2 Developing - Meeting some indicators of performance but not others 1 Below standard - Not meeting indicators of performance 24

25 Illustration of Steps to Final Rating Student Growth and Development (45%) Whole-school Student Learning Indicators (5%) Observations of Performance and Practice (40%) Practice Rating (50%) Parent Feedback (10%) Outcome Rating (50%) The matrix (on the next slide) is used in order to get a holistically determined Summative Rating (100%) (Reviewed when outcomes and practice are discrepant) 25

26 Summative Rating Matrix to Final Rating Summative Rating Matrix to Final Rating 26 Teacher Practice Related Indicators Rating Exemplary Proficient Developing Below Standard Student Outcomes Related Indicators Rating Exemplary Exemplary Proficient Gather further information Proficient Proficient Proficient Proficient Gather further information Developing Proficient Developing Developing Below Standard Below Standard Gather further information Below Standard Below Standard Below Standard

27 Support and Development for Teachers Support and Development for Teachers  Evaluation-based Professional Growth Plan  Improvement and Remediation Plan  Career Development and Growth 27

28 Support and Development for Teachers Support and Development for Teachers  Linked to evaluation process outcomes related to: - student learning - observation of professional practice - results of stakeholder feedback  Can occur at multiple points during the year  Linked to performance levels 28

29 Support and Development Professional Learning Opportunities/Examples Support and Development Professional Learning Opportunities/Examples  Targeted professional development  External learning opportunities  Differentiated career pathway  Coaching  Assisting peers  Leading data teams  Leading professional development  Leading book study groups 29


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