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Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness Fall 2013 Educator Effectiveness Teacher Quality Standards Expert.

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Presentation on theme: "Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness Fall 2013 Educator Effectiveness Teacher Quality Standards Expert."— Presentation transcript:

1 Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness Fall 2013 Educator Effectiveness Teacher Quality Standards Expert Office Hours

2 Students Educators Schools/ Districts State Successful students Prepare students to thrive in their education and in a globally competitive workforce.  Ensure every student is on track to graduate postsecondary and workforce ready.  Increase achievement for all students and close achievement gaps.  Ensure students graduate ready for success in postsecondary education and the workforce.  Increase national and international competitiveness for all students. Great teachers and leaders Ensure effective educators for every student and effective leaders for every school and district.  Increase and support the effectiveness of all educators.  Optimize the preparation, retention, and effectiveness of new educators.  Eliminate the educator equity gap. Outstanding schools and districts Build the capacity of schools and districts to meet the needs of Colorado students and their families.  Increase school and district performance.  Turnaround the state’s lowest performing districts and schools.  Foster innovation and expand access to a rich array of high quality school choices for students. Best education system in the nation Build the best education system in the nation.  Lead the nation in policy, innovation, and positive outcomes for students.  Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.  Attract and retain outstanding talent to CDE. Goals

3 Objectives  To be aware of the 2013 updates to the teacher rubric  To use recent pilot data to determine courses that might offer support for Colorado educators

4  …out of 178 school districts and 12 BOCES  160 districts/12 BOCES are using the State Model System for teachers and principals  10 districts are using a hybrid system that includes the State Model for evaluating teachers OR principals and a local system for the other group  7 districts have developed their own evaluation systems for teachers and principals  For more information: It’s important because...

5  Updates and changes to the Colorado Teacher Rubric  Professional practices  Scoring  Data from the pilots  Collaborative planning and design  Share Out Agenda

6  What’s changed in the rubric as a result of feedback from the field?  The current rubrics have been shortened in response to feedback from nearly all participants that it felt overwhelming and intimidating due to its size.  The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations.  Redundancies have been eliminated.  Most non-observable professional practices (in the teacher rubric) have been eliminated from Standards 1, 2, and 3 because many of the pilot site participants indicated they believed them to be biased or unfair.  The lowest category on the rubric has been changed to “Basic.” Revised Teacher Rubric

7  The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations. Revised Teacher Rubric 7

8 8 BEFORE AFTER

9  Redundancies have been eliminated. Revised Teacher Rubric 9 Example: Data is now represented in Std. IV, Element a.

10  Most non-observable professional practices have been eliminated from Standards 1, 2, and 3 because many of the pilot site participants indicated they believed them to be biased or unfair. Revised Teacher Rubric 10 Standard & Element# of non-observables BEFORE# of non-observables NOW 1a10 1c20 2d30 2e106 3a31 3b21 3d10 3h44 Total2816 (42% fewer)

11  The lowest category on the rubric has been changed to “Basic.” Revised Teacher Rubric 11

12 Rubric Structure and Rating Level Focus 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.

13 Rubric Structure and Rating Level Focus The focus of the Basic rating is the educator whose performance does not meet state quality standards. The educator rated as Basic is typically performing at a foundational level. Every educator is expected to perform Basic professional practices in their day-to-day work. The focus of Partially Proficient and Proficient levels is what educators 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 educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

14 Look for the first unchecked professional practice. Move one column back to identify the rating for the element. Understanding the Scoring “Business” Rule

15 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.

16 STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness I. Know Content 50% Professional Practice Standards 50% Student Growth Measures Weighting: How Much Does Each Standard Count Towards Overall Performance? Observations of Other Measures Teaching Aligned with CDE Guidelines State Other Assessments Other Measures Summative for Non-tested Aligned with 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 IneffectivePartially EffectiveEffectiveHighly Effective Quality Standards II. Establish Environment III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership VI. Student Growth Appeals Process

17  Turn and Talk – Standards and Elements Handout  What courses do you offer to support new teachers in meeting the characteristics of an effective teacher?  Are there any areas within the Teacher Quality Standards/Elements that you might want to consider in designing new courses? Teacher Effectiveness

18  What does our pilot data tell us about support needed in the field? Pilot Data

19 19 92% of teachers received a proficient or higher overall rating. Teachers received the highest ratings on Standards 2 (Establish Environment) and 5 (Demonstrate Leadership). Teachers received the lowest ratings on Standard 3 (Facilitate Learning). Distributions: Standards and Overall Notes. Percentages may not add to 100 percent because of rounding.

20 20 Standard 3 (Facilitate Learning) is the lowest rated standard, with 87% of teachers receiving a rating of proficient or higher. Twenty percent were rated accomplished or exemplary. Four of the lowest rated elements are in this Standard: Elements 3a (Human Development), 3d (Utilize Technology), 3e (High Expectations), and 3h (Use of Assessment). Element 3h is the lowest rated element on the rubric, with only 11% of teachers rated accomplished or exemplary. Standard 3: Facilitate Learning Elements and Summative Rating Notes. Percentages may not add to 100 percent because of rounding.

21 Lowest Rated Elements  Element 3h - Use of Assessment: Use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.  Element 3a - Human Development: Knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.  Element 1b - Literacy Development: Knowledge of student literacy development in reading, writing, speaking and listening.  Element 3d - Utilize Technology: Integrate and utilize appropriate available technology to maximize student learning.  Element 3e - High Expectations: Communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills. Lowest Rated Standard  Standard 3 - Facilitate Learning: Teachers plan and deliver effective instruction and create an environment that facilitates learning for students. Summary of Lowest Ratings 21

22  What does the data tell us?  Out perform non-probationary teachers in Standard 3, Element d – Utilizing technology  Non-probationary teachers out perform probationary teachers on all other elements. Probationary Teachers

23  Turn and Talk  What courses do you currently have in place that might address these areas of need?  Are there any areas that you might want to consider in designing new courses? Teacher Effectiveness

24  What questions do you have? Questions

25 Resources Available

26  CDE Educator Effectiveness e-newsletter  Newsletter.asp Newsletter.asp  Stay informed by signing up for this monthly newsletter Additional Resources

27 Contact Us EE Leadership  Katy Anthes: Executive Director   Toby King: Director   Colleen O’Neil: Director   Jean Williams: Rubric Evaluation Specialist  Colorado Legacy Foundation  Mike Gradoz: Director  Communications  Amy Skinner: Director   Katie Lams   Britt Wilkenfeld: Data Fellow   Tricia Majors: Project Mgr. 

28 Implementation Support and Development  Courtney Cabrera   Sed Keller   Dawn Paré   Bob Snead   Chris Vance  Contact Us


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