Illinois State Board of Education

Illinois State Board of Education
Regional Offices of Education Performance Evaluation Reform Act Training Rules and Regulations Joint Committee Decisions Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Agenda Opening and Introductions Module 1: Rules and Regulations
Module 2: Joint Committee Decisions Summary and Conclusion In Module 1, we are going to talk about the rules and regulations spelled out in PART 50 of the Illinois Administrative Code. Module 2 will be a discussion around the work of the joint committee established in the Performance Evaluation Reform Act. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

New Evaluation Systems Provide Illinois Educators Greater Support
In 2010, Gov. Pat Quinn signed the Performance Evaluation Reform Act (PERA), which requires all schools in Illinois to change how teachers’ and principals’ performance is measured. PERA requires districts to design and implement performance evaluation systems that assess teachers’ and principals’ professional skills as well as incorporate measures of student growth. Teacher evaluation systems should provide clear descriptions of professional excellence so everyone understands what great teaching means. The evaluations will be based on standards of effective practice, with evaluators trained and pre-qualified to conduct observations, collect evidence and provide helpful, timely feedback. The PERA-based evaluations add objectivity to a practice that almost universally was subjective. In addition, student achievement will become a significant factor in every evaluation by the school year. Beginning Sept. 1, 2012, both teachers and administrators in all districts (even those that have not yet adopted new evaluation systems) began to be rated using one of these four performance categories: Excellent, Proficient, Needs Improvement or Unsatisfactory. Module 1: PERA Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Purpose The purpose of this module is to introduce teachers and administrators to Part 50 of the Illinois Administrative Code. The purpose of this module is to introduce teachers and administrators to Part 50 of the Illinois Administrative Code related to the evaluation of teachers incorporating student growth as a significant factor. Part 50 establishes the minimum requirements for carrying out PERA, as well as, the minimum requirements for the teacher evaluation plan. This is only minimum requirements. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Objective Following this module, participants will be able to demonstrate knowledge of Illinois Administrative Code Part 50. The Performance Evaluation Reform Act (PERA) and Part 50 rules spell out the guidelines for principal and teacher evaluation in both professional practice and student growth. In this module we will read Part 50 to gather a foundation of all rules and regs. Then we will focus our conversations around the student growth portion of the teacher evaluation. Following this module, participants will be able to demonstrate knowledge of Illinois Administrative Code Part 50. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Illinois Administrative Code Part 50
Introduce the Illinois Administrative Code Part 50 document, and show people where to find the rules currently in effect on the ISBE webpage. www. Isbe.net Click on Rules Click on rules currently in effect Click on Part 50 EVALUATION OF CERTIFIED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE Please state the following: This module serves as an introduction and overview of the information contained in Administrative Code Part 50. It is important that all teachers and administrators read the Illinois Administrative Code Part 50. Ask participants if they have read the Illinois Administrative Code Part 50 document. Familiarity with this document will vary from district to district. Gauging participants’ prior knowledge will help you differentiate your facilitation to participants needs. Illinois Administrative Code Part 50 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Activity Illinois Administrative Code Part 50
Handout 1: FAQ Scavenger Hunt Refer participants to either a hard copy or electronic copy of the Illinois Administrative Code Part 50. Choose from one of the following Activities: 1. Handout 1: FAQ Scavenger Hunt. Read part 50 and find the answers in the Scavenger Hunt. Answers to the handout may be found in the facilitator guide. 2. Read part 50 and write Questions and thoughts in the margins. 3. Jigsaw part 50 rules and each group report the three most important points in the section they read. Ask participants to share their conclusions with the large group. Review the answers to each question with the large group as necessary. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Assessment” means any instrument that measures a student’s acquisition of specific knowledge and skills. Assessments used in the evaluation of teachers, principals and assistant principals shall be aligned to one or more instructional areas articulated in the Illinois Learning Standards. Ask participants to turn to Section Definitions and state that you are going to provide an overview of the document for the group. Define the following terminology: “Assessment” means any instrument that measures a student’s acquisition of specific knowledge and skills. Assessments used in the evaluation of teachers, principals and assistant principals shall be aligned to one or more instructional areas articulated in the Illinois Learning Standards. Note that you will refer back to this section later in the training to define different assessment types and measurement model. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Joint Committee” means a committee composed of equal representation selected by the district and its teachers or, when applicable, the exclusive bargaining representative of its teachers, which shall have the duties set forth in this Part regarding the establishment of a performance evaluation plan that incorporates data and indicators of student growth as a significant factor in rating teacher performance. PERA requires all districts to form a joint committee for the purpose of determining rules around implementing student growth as a significant factor in a teacher performance evaluation. “Joint Committee” means a committee composed of equal representation selected by the district and its teachers or, when applicable, the exclusive bargaining representative of its teachers, which shall have the duties set forth in this Part regarding the establishment of a performance evaluation plan that incorporates data and indicators of student growth as a significant factor in rating teacher performance. Ask participants who has convened either an official or unofficial joint committee. Emphasize the importance of identifying members of the joint committee and convening in an unofficial manner to begin discussions around this topic as soon as possible. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Teacher” means full-time or part-time professional employees of the school district who are required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educators license endorsed for a teaching field issued in accordance with Article 21B of the School Code. “Teacher” means full-time or part-time professional employees of the school district who are required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educators license endorsed for a teaching field issued in accordance with Article 21B of the School Code. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Teacher” shall not include any individual who holds a school service personnel certificate or a professional educator license endorsed for school support personnel … School counselor, school psychologist, nonteaching school speech and language pathologist, school nurse, or school social worker. …“teacher” shall not include any individual who holds a school service personnel certificate under Article 21 of the School Code or a professional educator license endorsed for school support personnel issued under Article 21B of the School Code and is assigned to an area designated as requiring this certificate or endorsement, including but not limited to school counselor, school psychologist, nonteaching school speech and language pathologist, school nurse, or school social worker. Be prepared to provide references to the School Code as needed: Ask participants to reflect on these definitions before moving on. Do participants have any questions or concerns? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Student growth” means a demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time. “Student growth” means a demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time. Emphasize that this definition allows for the use of more than two assessments between more than two points in time. This gives districts more options when it comes to choosing to use a variety of assessments that may already be available in their district. Student Growth can be measured a variety of ways. (i.e. Rubrics, observation checklist, paper-pencil, portfolios, etc…) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Student Growth Components
Student growth shall represent at least 25 percent of a teacher’s performance evaluation rating in the first and second years of a school district’s implementation of a performance evaluation system. Thereafter, student growth shall represent at least 30 percent of the rating assigned. Ask participants to turn to Section Student Growth Components and introduce the basic requirements of the student growth components of the performance evaluation plan. Student growth shall represent at least 25 percent of a teacher’s performance evaluation rating in the first and second years of a school district’s implementation of a performance evaluation system. Thereafter, student growth shall represent at least 30 percent of the rating assigned. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher and one or more measurement models to be used to determine student growth that are specific to each assessment chosen The “types” of assessments were defined by the Performance Evaluation Advisory Council. There are Three types of assessments. . The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher and one or more measurement models to be used to determine student growth that are specific to each assessment chosen. State that you will first define the concept of a measurement model, and will then define the different assessment types. These definitions are included in Section Definitions. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Measurement model” means the manner in which two or more assessment scores are analyzed for the purpose of identifying a change in a student’s knowledge or skills over time. “Measurement model” means the manner in which two or more assessment scores are analyzed for the purpose of identifying a change in a student’s knowledge or skills over time. Note that this definition of a measurement model allows the use of a model that may or may not use statistics. Measurement model resources may be found on the ISBE Assessment website: Additional resources may be found in the facilitator guide. Other professional development materials and opportunities on the topic of measurement models will be available in the near future through ISBE and the ROE. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Type I assessment” means a reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scores by a non-district entity, and is administered either statewide or beyond Illinois. Examples: assessments available from the Northwest Evaluation Association (NWEA), Scantron Performance Series, Start Reading Enterprise, College Board’s SAT, Advanced Placement or International Baccalaureate examination, or ACT’s EPAS®(i.e., Educational Planning and Assessment System). “Type I assessment” means a reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scores by a non-district entity, and is administered either statewide or beyond Illinois. Examples include assessments available from the Northwest Evaluation Association (NWEA), Scantron Performance Series, Start Reading Enterprise, College Board’s SAT, Advanced Placement or International Baccalaureate examination, or ACT’s EPAS®(i.e., Educational Planning and Assessment System). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Type II assessment” means any assessment developed or adopted and approved for use by the school district and used on a district wide basis by all teachers in a given grade or subject area. Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers. “Type II assessment” means any assessment developed or adopted and approved for use by the school district and used on a district wide basis by all teachers in a given grade or subject area. Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions “Type III assessment” means any assessment that is rigorous, that is aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, and assessments of student performance. Type III assessment means any assessment that is rigorous, that is aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, assessments of student performance, and assessments designed by staff who are subject or grade-level experts. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Definitions A Type I or Type II assessment may qualify as a Type III assessment if it aligns to the curriculum being taught and measures student learning in that subject area. A Type I or Type II assessment may qualify as a Type III assessment if it aligns to the curriculum being taught and measures student learning in that subject area. Ask participants to reflect on these definitions before moving on. Do participants have any questions or concerns? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment. Assessments used for each data point in a measurement model may be different provided that they address the same instructional content. Ask participants to turn back to Section Student Growth Components and introduce the following decisions the joint committee will have to make considering the use of the different assessment types. The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment. Assessments used for each data point in a measurement model may be different provided that they address the same instructional content. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The joint committee shall identify the specific Type I or Type II assessment to be used for each category of teacher. The evaluation plan shall require that at least one Type III assessment be used for each category of teacher. The joint committee shall identify the specific Type I or Type II assessment to be used for each category of teacher. The evaluation plan shall require that at least one Type III assessment be used for each category of teacher. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

If the joint committee determines that neither a Type I nor a Type II assessment can be identified, then the evaluation plan shall require that at least two Type III assessments be used. A school district required to use two Type III assessments for any category of teachers may delay the use of the second Type III assessment until the second year of implementation. If the joint committee determines that neither a Type I nor a Type II assessment can be identified, then the evaluation plan shall require that at least two Type III assessments be used. This means that there are three options the joint committee may consider for each category of teacher: (Option 1) Type I and III; (Option 2) Type II and III; (Option 3) Type III and III. A school district required to use two Type III assessments for any category of teachers may delay the use of the second Type III assessment until the second year of implementation. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Handout 1.2: Assessment Inventory How might your evaluation team identify what assessments you will need to put into place to be able to effectively measure student growth for the purposes of teacher evaluation? Districts may want to conduct an inventory of what assessments are currently being used and which assessments will be useful in measuring student growth. Refer participants to Handout 1.2: Assessment Inventory. In a prior training, participants may have engaged in developing an assessment inventory. Ask participants to reflect on the assessments that are currently available in their classroom, subject, grade level, school, and/or district that may be defined as a Type I, II, or III. In addition, you may encourage participants to reflect on the purpose of each assessment and how it is being used within a classroom, school, and/or district. Individuals or small groups may use chart paper or a blank word document on a laptop to complete this activity. Once individuals or small groups have completed the activity, or the time allotted for the activity has expired, ask individuals or small groups to share their assessment inventory with the large group. Encourage participants to reflect on each other’s inventories and ask clarifying questions concerning the identification of different assessment types to ensure that they are aligned with administrative code definitions. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Midpoint Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher’s performance. Explain the midpoint check-in process. Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher’s performance. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Midpoint The data the teacher collects shall not be used to determine the performance evaluation rating. The teacher should use the data to assess his or her progress and adjust instruction, if necessary. The data the teacher collects shall not be used to determine the performance evaluation rating. The teacher should use the data to assess his or her progress and adjust instruction, if necessary. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Student Characteristics
The joint committee shall consider how certain student characteristics (e.g., special education placement, English language learners, low income populations) shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school, and school district have on students’ academic achievement. Note that joint committees may consider certain student characteristics. The joint committee shall consider how certain student characteristics (e.g., special education placement, English language learners, low income populations) shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school, and school district have on students’ academic achievement. This will be discussed in more detail in module two on joint committees Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Remember The intention of a performance evaluation plan that includes measures of student growth is to improve teaching and learning. To conclude this portion of the training, ask participants to reflect on the intention of PERA and keep this intention in mind as they work to develop their evaluation plans. The intention of a performance evaluation plan that includes measures of student growth is to improve teaching and learning. Ask participants if they have any questions or comments at the conclusion of the module. If there are questions that you are unsure of please contact the appropriate organization to ensure that correct information is shared. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Module 2: Joint Committee Decisions
Part 50 establishes a Joint Committee for the purpose of determining the details around measuring student growth through a collaborative process with equal representation for the purpose of teacher evaluation. If you have participants that have not read through part 50 start the workshop with slide 7 and choose an activity that will get the audience familiar with part 50 rules. “Joint Committee” means a committee composed of equal representation selected by the district and its teachers or, when applicable, the exclusive bargaining representative of its teachers, which shall have the duties set forth in this Part regarding the establishment of a performance evaluation plan that incorporates data and indicators of student growth as a significant factor in rating teacher performance. Module 2: Joint Committee Decisions Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Purpose The purpose of this module is to provide joint committees with guidance concerning the implementation of PERA. The purpose of this module is to provide joint committees with: Guidance concerning the implementation of PERA. Documents developed by PEAC for joint committee work and Steps districts have taken to establish their student growth component Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Objective Following this module, participants will be able to identify steps for the joint committees to consider when determining the process for measuring student growth in the teacher evaluation system. Following this module, participants will be able to Identify steps for the joint committee to consider when determining the process for measuring student growth in the teacher evaluation system. Identify tools and resources that have been developed by PEAC to guide districts in the work of the joint committee Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Steps Read Part 50 Rules Backwards Map Identify Questions
Assessment Inventory Identify essential skills embedded in the standards for the subject area or grade level Identify, adapt or Create Assessments Pilot Through experience with a number of evaluation committees possible steps have been identified when moving through the work of the joint committee. There is not an identified process for Joint Committees to follow. Each joint committee will determine a process that fits the uniqueness of their school or district. These steps are offered for conversation of possibilities to help in leading joint committee work. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Part 50 Rules All committee members should first become familiar with Part 50 rules of the administrative code It is important for Joint Committees to start with a common language and a foundational understanding of the rules and regulations. Joint committees would benefit from taking the time to go through part 50 rules as a team and address any issues and questions that arise from reading part 50. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Backwards Map Identify PERA implementation date
Remember this includes Teacher Practice and Student Growth Formal Joint Committees are required to meet beginning November 1 of the year prior to full implementation First we need to identify the work that needs to be done through a backwards map. What is our implementation date and how do we work backwards from there to determine the timeline for our work. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Backwards Map Who will be on the committee?
How often will the committee meet? Will an informal/design committee be used to start the process? Why or why not? The district needs to determine if they will first begin meeting with an informal evaluation committee before they begin the work of the formal joint committee. (reminder: once the joint committee meets formally they have 180 days to make decisions about student growth in the teacher evaluation system) Joint Committees for the purpose of student growth in the teacher evaluation must meet no later than November 1st the year prior to the full implementation date. The informal and formal joint committee can be the same members. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Backwards Map Create timeline for the work of the Joint Committee
Where do we need to be or upon implementation? Where are we now? What do we have left to get done? When shall we complete each item Steps: What do we need to have in place for full implementation? ( for most) What do we currently have in place? What can we get done each year to make sure we are ready for full implementation? Who will be responsible for completing each item? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Identify Questions Questions from Part 50 rules
Questions from teachers Joint Committees have a lot of work to do around incorporating student growth as a significant factor in the teacher evaluation. In order to organize the work that the joint committee is to address, one step they may choose to take is to identify questions that are to be determined by the joint committee. First, as the team read though part 50 they can determine many questions they will need to address. i.e. What percentage of the over all evaluation will be student growth? What assessments will be used by each category of teacher? How will special populations be considered? Etc… The committee may also want to solicit questions from the teachers. When doing this. We have found that questions from teachers can be sorted into categories – questions with answers from part 50, questions with answers determined by the joint committee, and questions that will have to be decided by the individual teacher. There are several decisions that need to be made by the Joint Committee. We will walk through some guiding questions and then give you time to work as a committee on the questions you identify as your top priority during today’s session. Please note- This is being provided as guidance and is not all inclusive but intended to provide support. The expectation is not that we will answer every question today but instead should be integrated into the timeline to assist in the backwards mapping process. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Student Growth Decisions for the Joint Committee
What percent of the overall performance evaluation rating will be student growth? Minimum of 25% the first two years and 30% thereafter Maximum of 50% Have participants talk at their tables about how slides 37 and 38 might be addressed. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Student Growth What assessments are available for each category of teacher? Is the assessment appropriate for the purposes of student growth in teacher evaluation? What data supports your answer? In addition, have we identified a type I or II and a type 3 for each category of teacher? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Assessment Inventory Identify assessments currently being used
Identify assessment purpose Identify assessment type Identify assessment window An additional step in helping determine assessments to be used is to conduct an assessment inventory. There are a variety of assessment inventories depending on the data you wish to collect. Conducting an assessment inventory will assist the joint committee in identifying the assessment needs. What assessments are currently in place that can be used for the purpose of measuring growth in the teacher evaluation? What assessments will need to be put into place? Handout 2.1 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Identify and Create Assessments
After the assessment inventory districts will: identify assessments for use in the teacher evaluation system. Identify gaps in available assessments Create or purchase needed assessments After the assessment inventory districts will: identify assessments for use in the teacher evaluation system. Identify gaps in available assessments Create, adapt or purchase needed assessments Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Will all assessments have equal weight? Remember one Type 1 or 2 and Type 3 assessment is required. If no Type 1 or 2 is available for a certain category of teacher, two Type 3 assessments will be used. Category of Teacher Type 1 or 2 Type 3 K 1st 2nd Map ISEL Algebra Each teacher must have a Type 1 OR Type 2 assessment and a Type 3. Unless the joint committee identifies that a Type 1 or 2 assessment is not available for any category of teacher and then that teacher may use 2 type 3 assessments. The team may want to create a chart that would help identify what assessments are currently in place for each category of teacher. This information may be gathered through the assessment inventory. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Who will approve Type 3 assessments? How will you ensure assessment criteria is consistent district-wide? One way to do this is create a Type 3 Assessment Approval Rubric What other ideas do you have? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Identify when each assessment will be administered during the school year to align with the teacher evaluation cycle established within your district. What dictates your summative evaluation cycle? Can this be changed to better align with student growth measures? Discuss possible options Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How will special populations be considered? What will be the process for the midpoint data review? Remember Part 50 Rules state that the Joint Committee shall consider how certain student characteristics shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school and school district have on students’ academic achievement. [105 ILCS 5/24A-7] Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

What measurement model will the district use? Will the district use a Student Learning Objective (SLO) Framework? What other measurement models are available? How and when will we decide this? Additional training will be provided on measurement models through foundational services. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How much growth is determined as enough growth for each type of assessment (Type 1, Type 2, and Type 3)? What data is available to support these decisions? The law does not dictate the growth target, and that it should be determined based on historical data. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How will Professional Practice and Student Growth come together for a final summative rating? There is a guidance document to assist with this process. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

What professional Development will be needed? Who will deliver the professional development on student growth? When will the professional development be provided? When will you pilot your student growth model? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Guidance on District Decision Making Guidance on Implementing the Student Growth Component in Teacher and Principal Evaluation Systems PEAC has created guidance on multiple topics, including the work of the joint committee. Two documents we will share include Guidance on District Decision Making and Guidance on Implementing the Student Growth Component in Teacher and Principal Evaluation Systems. Guidance on district decision making lays out a process for districts to walk through when thinking about communication and the overall structure of the Evaluation system Guidance on Implementing the Student Growth Component in Teacher and Principal Evaluation Systems will help with the backwards map portion of joint committee work, as well as, helping address the issue of communication. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Activity Guidance Document Review:
Use the following three symbols to annotate the text: Ask participants to review the Guidance on District Decision Making and Guidance on Implementing the Student Growth Component in Teacher and Principal Evaluation Systems and use the following three symbols to annotate the text: Jigsaw the two documents and have groups report out Affirms my prior understanding Surprises me Raises a question Small Group Direction: Small groups may assign a different section to each person in the group to read and report out. Ask small groups to discuss what in the document affirmed participants prior understanding, surprised them, and raised questions. Encourage groups to use the chart paper and other materials to organize their ideas. Each participant should share one item at a time with their small group, allowing all members of the group/team to participate equally in the time allotted. Ask each individual or small group to share what affirmed their prior understanding, surprised them, and raised questions with the large group. Help connect group experiences by pointing out trends or common questions using chart paper or a blank PowerPoint slide. Note other supporting materials that may help to answer questions. If there are questions that you are unsure of please contact the appropriate organization to ensure that correct information is shared. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Communication The Joint Committee should consider the following communication questions in relationship to all of the questions included in this guiding document. Are the district and union providing regular updates to stakeholders about the design and decision-making process? Communication is a vital part of the work of the joint committee. Take time at your table to talk about each one of the communication questions. The district and teachers union should consider the following communication questions in relationship to all of the questions included in this guiding document. Is the joint committee providing regular updates to stakeholders about the design and decision-making process? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Communication Is the Joint Committee asking stakeholders for feedback?
Are the district and union providing the updates and feedback opportunities in several ways and through different channels? Is the joint committee asking stakeholders for feedback? Is the joint committee providing the updates and feedback opportunities in several ways and through different channels? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Communication Is the joint committee using a representative stakeholder group in the design and decision-making process? Do those committee members or task force members have a specific communication charge to share information regularly with the people they represent? Is the joint committee using a representative stakeholder group in the design and decision-making process? Do those committee members or task force members have a specific communication charge to share information regularly with the people they represent? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Communication By consciously making decisions about communication, district and union leaders can prevent the spreading of misinformation and can ensure that stakeholders throughout the district are on the same page. By consciously making decisions about communication, district and union leaders can prevent the spreading of misinformation and can ensure that stakeholders throughout the district are on the same page. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Handout 2: Supports and Barriers Refer participants to Handout 2: Supports and Barriers. Ask individuals or small groups to think about the questions listed on Handout 2 in regard to the conversations posed for the joint committee in the module. Encourage individual or small groups to use the chart paper and other materials to organize their ideas. Once groups have completed Handout 2, or the time allotted for the activity has expired, ask them to share their answers with the large group. Another Option: Ask groups/teams to list their answers to Handout 2 on a piece of chart paper. Post each individuals or small groups chart paper around the room and ask participants to engage in a “gallery walk” where each group walks around and reflects on the posted material. When all participants have had a chance to engage in the gallery walk, ask them to return to their seats to reflect on the answers presented by others. Help participants connect identified barriers to possible supports and resources that are available. If needed supports are identified but not available, contact the appropriate organization to let them know that a specific support is still needed. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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