1. State and District Perspectives: Putting Policy into Practice
Mike
State and District Perspectives:
Putting Policy into Practice
Educator Evaluation
and
Assessment
Materials Needed:
Beatles Song Posters
Handouts
Front to Back Teacher and Principal Frameworks
Note Catcher – Include link to tool kit
Readiness Question Template (1 page front to back)

2. Policy & Practice Integration: How it all fits together:
Mike
Policy & Practice Integration: How it all fits together:
Accountability & improvement is SB 163
High Expectations is SB 212
EE- is SB 191

3. Effectiveness Management
Mike
Strategic Partnerships/ Committees
CDE’s Educator Effectiveness Unit
Strategic Partnerships/ Committees
Equity
Initiatives
Recruitment
Effectiveness Management
Increase and support the effectiveness of all educators
Talent Pipeline
Attract and develop the best educators
Retention
Educator
Preparation
Educator Effectiveness Leadership Team
Vision:
Effective educators
for every student and effective leaders for every school
Licensure
Evaluation
And
Support
See note
Hiring/
Placement
Induction
Professional
Dev.
Policy, Metrics and Monitoring
Measures of educator effectiveness and student postsecondary and workforce readiness 3

4. Senate Bill
Mike
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.

5. Critical Effects of S.B. 10-191
Mike
Requires statewide minimum standards for what it means to be an teacher or principal
Requires that all teachers and principals be evaluated at least on the academic growth of their students
Prohibits placement of teachers
Makes non-probationary status
“effective”
50 %
forced
Note Catcher
There are several critical elements within Senate Bill 191, including:
A statewide definition of effective teachers and principals
Student growth must account for at least 50% of an educator’s annual evaluation
Prohibits forced placement of teachers
Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status.
Requires annual evaluations for all educators including principals, and non-probationary teachers.
Changes the earning of non-probationary status from length of employment to demonstrated effectiveness
Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years.
“portable”

6. Critical Effects of S.B. 10-191
Mike
Requires evaluation of all teachers and principals
Changes non-probationary status from one that is
based upon years of to one that
is based upon three consecutive years of
demonstrated
Provides that non-probationary status may be based upon two consecutive years of
annual
earned
service
earned
effectiveness
Note Catcher
There are several critical elements within Senate Bill 191, including:
A statewide definition of effective teachers and principals
Student growth must account for at least 50% of an educator’s annual evaluation
Prohibits forced placement of teachers
Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status.
Requires annual evaluations for all educators including principals, and non-probationary teachers.
Changes the earning of non-probationary status from length of employment to demonstrated effectiveness
Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years.
lost
ineffectiveness

7. Moving Through Tensions
validity vs. reliability
all students vs. sampling
local scoring vs. outside scoring
summative vs. formative
holistic vs. analytic
stand-alone vs. embedded
one-year’s growth vs. differences in resources (instructional time, etc.)
mandate by edict vs. preparation through professional development
Moving Through Tensions
Guiding principles to assist in making sense of the requirements through practical implementation

8. Principles of Implementation
Mike
Human judgment
Data should inform decisions, but human judgment will always be a part of the process
Processes and techniques are recommended to improve individual judgment and minimize errors and bias
Embodiment of continuous improvement by monitoring
Pilot and rollout intended to capture what works and what doesn’t
Changes in assessment practices and tools
Emerging research and best practices

9. Principles of Implementation
Mike
Providing credible and meaningful feedback with:
Actionable information
Opportunities for improvement
Idea that this is a process and not an event
Involves all stakeholders in a collaborative process
Families, teachers, related service providers, administration, school board, etc.

10. Principles of Implementation
Mike
Takes place within a larger, aligned and supportive system
All components of the system must serve to increase the number of educators and students who are successful
Turn and Talk
Why is it important to understand these principles?

11. Definition of Principal Effectiveness
Courtney
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.
Have participants share out roles identified from definition and then summarized the shifting responsibilities of the principal.

12. Framework for System to Evaluate Principals Courtney
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Principals
Courtney
Definition of Principal Effectiveness
Quality Standards
I. Strategy
II. Instruction
III. Culture
IV. Human Resources
V. Management
VI. External Development
VII. Student Growth
50% Professional Practice Standards 50% Student Growth Measures
Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines
Weighting: How Much Does Each Standard Count Towards Overall Performance?
School Performance Other Measures
Framework Aligned with CDE Guidelines
Weighting:
Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance Standards
Ineffective Partially Effective Effective Highly Effective

13. 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.

14. Moving Through Tensions
validity vs. reliability
all students vs. sampling
holistic vs. analytic
stand-alone vs. embedded
one-year’s growth vs. differences in resources (instructional time, etc.)
mandate by edict vs. preparation through professional development
Moving Through Tensions
Application guidance to assist and/or provide choices in making sense of the requirements through practical implementation

15. Application of Quality Standards
Courtney
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.
Some districts are using their own locally developed standards after completing a crosswalk of their standards to the state’s quality standards and elements. These districts must provide assurances that they are meeting all additional requirements of SB

16. Framework for System to Evaluate Principals Courtney
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Principals
Courtney
Definition of Principal Effectiveness
Quality Standards
I. Strategy
II. Instruction
III. Culture
IV. Human Resources
V. Management
VI. External Development
VII. Student Growth
50% Professional Practice Standards 50% Student Growth Measures
Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines
Weighting: How Much Does Each Standard Count Towards Overall Performance?
School Performance Other Measures
Framework Aligned with CDE Guidelines
Weighting:
Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance Standards
Ineffective Partially Effective Effective Highly Effective

17. Principal Evaluations
Courtney
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.

18. Components of the Principal Rubric
Courtney
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

19. 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:
Courtney
Evidence provided by artifacts
Examples of artifacts
Rating points
Evaluator’s comments
Ratings and point equivalents
Rating Scale
Principal comment section

20. Courtney
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.

21. Definition of Teacher Effectiveness
Dawn
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.
Turn and talk with a partner about what words have been circled.
Turn and talk with a partner about what resonated with you.

22. Framework for System to Evaluate Teachers Dawn
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Dawn
Definition of Teacher Effectiveness
Quality Standards
I. Know Content
II. Establish Environment
III. Facilitate Learning
IV. Reflect on Practice
V. Demonstrate Leadership
VI. Student Growth
50% Professional Practice Standards 50% Student Growth Measures
Observations of Other Measures Teaching Aligned with
CDE Guidelines
Weighting: How Much Does Each Standard Count Towards Overall Performance?
State Other Assessments Other Measures
Summative for Non-tested Aligned Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:
Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance Standards
Ineffective Partially Effective Effective Highly Effective
Appeals Process

23. Teacher Quality Standards
Dawn
I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
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.

24. Moving Through Tensions
validity vs. reliability
all students vs. sampling
holistic vs. analytic
stand-alone vs. embedded
one-year’s growth vs. differences in resources (instructional time, etc.)
mandate by edict vs. preparation through professional development
Moving Through Tensions
During the feedback timeline, considerations are collected to build guidance to assist and/or provide choices in making sense of the requirements through practical implementation

25. Framework for System to Evaluate Teachers Dawn
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Dawn
Definition of Teacher Effectiveness
Quality Standards
I. Know Content
II. Establish Environment
III. Facilitate Learning
IV. Reflect on Practice
V. Demonstrate Leadership
VI. Student Growth
50% Professional Practice Standards 50% Student Growth Measures
Observations of Other Measures Teaching Aligned with
CDE Guidelines
Weighting: How Much Does Each Standard Count Towards Overall Performance?
State Other Assessments Other Measures
Summative for Non-tested Aligned Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:
Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance Standards
Ineffective Partially Effective Effective Highly Effective
Appeals Process

26. Teacher Evaluations 50% Student Academic Growth Dawn
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.

27. Components of the Teacher Rubric
Dawn
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

28. 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.
Dawn
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)

29. (Meets State Standard)
Dawn
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.

30. 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.
Dawn
Highly Effective
Effective
Partially Effective
Ineffective

31. data collection procedures
Districts decide…
Mike
measures
Standards I-V: use observation plus at least one other method
Standard VI: select multiple measures appropriate to teaching assignment
weights
On each Standard I-V districts may weight priority standards more
Standard VI must count for at least 50% of total score
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
aggregate 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

32. Denver Public Schools and LEAP
LEAP - Leading Effective Academic Practice
Educator Effectiveness Pilot in DPS

33. LEAP Overview
The district and the DCTA have worked in collaboration with DPS teachers and school leaders to develop a new teacher performance assessment system.
Through their work on Design Teams, teachers and principals applied the guiding principles from the focus groups to develop recommendations for a meaningful system of observation, feedback, support and evaluation for teachers.

34. LEAP – Multiple Measures

35. The LEAP Framework
In an ongoing effort to ensure that the Framework for Effective Teaching is an educator developed and tested tool, a primary goal of this year's pilot was to give DPS educators the opportunity to use the Framework and then provide feedback to guide further refinements prior to the LEAP pilot.
The revised Framework encompasses the common feedback themes identified throughout the LEAP pilot. The full Framework for Effective Teaching Evidence Guide is available to download on the DPS LEAP website.

36. Peer Observation Third-Party Feedback With First-Hand Knowledge
Peer Observation is the component of LEAP that provides teachers with the opportunity to engage in reflective conversations and receive honest, open feedback with a peer or colleague who has similar teaching experience.
The Peer Observer role is a new position to DPS but one that has been used effectively in school districts across the country for a number of years. Peer Observers are fellow teachers who have been hired specifically for this role because they are recognized for their experience and expertise in content, classroom instruction, student achievement, and best practices. 

37. Peer Observers
Peer Observers will be matched as closely as possible to the content or grade level of the teacher they are observing so they can provide feedback and support that is specific and relevant. Peer Observers will provide a third-party, outside perspective combined with first hand experience with the realities of teaching. 
Music Peer Observer classroom video clip:

38. Music Appendix sample Masterful Content delivery
I.1 - Refer to indicator
I.2 - Students provide performance rationale (self and others)
- Students answer questions aligned to music
I.3 - Teacher uses music instructional methods to support the Standards (i.e. Orff, Kodaly, Suzuki, etc.)

39. Student Outcomes Components
Category 1:
State-mandated common
assessment
Category 2:
District-approved common assessments
Category 3:
English language acquisition
Category 4:
Teacher/team developed assessment
Category 5:
School-wide measure
Purpose:
- Accountability to state
- Capture longitudinal growth
Example:
TCAP
Purpose:
- Capture incremental growth
- Inform instruction
Example:
Interim assessments
Purpose:
- Account for high number of ELLs
Example:
CELA
Purpose:
- Allow for flexibility in the demonstration of student achievement
Example:
Core curriculum
Purpose:
- Account for collective responsibility
- Capture multiple areas of growth
Example:
SPF
NTS Assessment Development focuses on category 2