Presentation on theme: "Wethersfield Teacher Evaluation and Support Plan"— Presentation transcript:
1 Wethersfield Teacher Evaluation and Support Plan Orientation to Teacher Evaluation April 2013
2 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 2013.Committee is drafting Wethersfield plan and adjusting as information is becoming available from the state.
3 Wethersfield A committee was formed in December 2012 Consisted of: Teachers selected by WFT (elementary, middle and high rep)AdministratorsCentral Office administratorsBoard of Education representativesCommittee is tasked to:Implement CT’s System for Educator Evaluation and Development (SEED)Meet requirements of new legislationFinalize a new Teacher Evaluation process for Wethersfield Public Schools based on SEED
4 Wethersfield’s Plan Core Requirements (mandated legislation) SEED RequirementsWethersfield 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
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 teacherseffective instructioncontinuous teacher improvementhigh standards for all learners* No single measure can tell the full story about a teacher’s performance.
7 Summary of Teacher Evaluation Criteria * Observations of Performance & Practice (40%)1 goal* Parent Feedback via survey (10%)* Student Growth and Development (45%)2 Student Learning Objectives (SLOS)* Whole School Student Learning Indicators (5%)
8 Illustration of Core Requirements of Teacher Evaluation Student Growth and Development(45%)Whole-school Student Learning Indicators(5%)Observations of Performance and Practice(40%)Parent Feedback(10%)Teacher Practice Rating(50%)Student Outcome Rating(50%)All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).
9 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
10 Number of Observations Implementation Year Teacher CategoryNumber of Observations All TeachersIn 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-conferenceScheduledMinimum 30 minutesPost ConferenceWritten feedbackIn-Formal Observation:UnscheduledMinimum 10 minutesFollowed by feedback
11 Number of Observations Subsequent Years First and Second Year Non-Tenured Teachers3 formal observations; 2 of which include a pre-conference and 1 informal observationProficient and Exemplary1 formal observation and 2 informal observations, including non-classroom observations or reviews of practiceBelow Standard and Developing3 formal observations; 2 of which include a pre-conference and 1 informal observation
12 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 survey2. Determining school-level parent goals based on surveyfeedback3. Teacher and evaluator identifying one related parentengagement goal4. Measuring progress
13 Illustration of Core Requirements of Teacher Evaluation Student Growth and Development(45%)Whole-school Student Learning Indicators(5%)Observations of Performance and Practice(40%)Parent Feedback(10%)Practice Rating(50%)Outcome Rating(50%)All of these factors are combined to reach your final annual rating (as described in the Connecticut guidelines).
14 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 andsubjects (or)*For other grades and subject areas anotherstandardized indicator where available.
15 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 standardizedindicator, if there is mutual agreement * A minimum of one non-standardized indicator
16 Criteria - #3 Creating (S)tudent (L)earning (O)bjectives Will your students take the CMT or CAPT in your subject area?YESSet one standardized SLO andone non-standardized SLOYESNOWill your students take another standardized assessment or district assessment?Set two non-standardized SLOsNO
17 Student Learning Objectives Student Learning Objectives will support teachers in using a planning cycle. SLO Phase 1:Learn about this year’s studentsSLO Phase 2:Set goals for student learningSLO Phase 3:Monitor students’ progressSLO Phase 4:Assess student outcomes relative to goals
18 (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 evidence2. Quantitative targets3. Demonstrate whether the objective was met
19 Student Learning Objective Example of SLOs The following are examples of Student Learning Objectives:Teacher CategoryStudent Learning ObjectiveEighth Grade ScienceMy students will master critical concepts of science inquiry.High School Visual ArtsMy students will demonstrate proficiency in applying the five principles of drawing.
20 Examples of IAGDs SLO IAGD Eighth Grade Science Teacher CategorySLOIAGDEighth Grade ScienceMy students will master critical concepts of science inquiry.1. 78% 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 ofscience inquiry.
21 Examples of IAGDs - Continued Teacher CategorySLOIAGDHigh School Visual ArtsMy students will demonstrate proficiency in applying the five principles of drawing.1. 85% 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.
22 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.
23 Teacher Evaluation Process The target date for GoalSetting & Planning isOctober 15Target 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 ofperformance 3 Proficient - Meeting indicators of performance 2 Developing - Meeting some indicators of performancebut not others 1 Below standard - Not meeting indicators ofperformance
25 Illustration of Steps to Final Rating Student Growth and Development(45%)Whole-school Student Learning Indicators(5%)Observations of Performance and Practice(40%)Parent Feedback(10%)Outcome Rating(50%)Practice 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)
26 Summative Rating Matrix to Final Rating Teacher Practice Related Indicators RatingExemplaryProficientDevelopingBelow StandardStudent Outcomes Related Indicators RatingGatherfurtherinformationBelowStandard
27 Support and Development for Teachers Evaluation-based Professional Growth PlanImprovement and Remediation PlanCareer Development and Growth
28 Support and Development for Teachers Linked to evaluation process outcomes related to:- student learning- observation of professional practice- results of stakeholder feedbackCan occur at multiple points during the yearLinked to performance levels
29 Support and Development Professional Learning Opportunities/Examples Targeted professional developmentExternal learning opportunitiesDifferentiated career pathwayCoachingAssisting peersLeading data teamsLeading professional developmentLeading book study groups