Presentation on theme: "LOUISIANA DEPARTMENT OF EDUCATION"— Presentation transcript:
1LOUISIANA DEPARTMENT OF EDUCATION Teacher Evaluation:Professional PracticeCompass UpdateApril 2012LOUISIANA DEPARTMENT OF EDUCATION
2As we begin this webinar: Please go to this website:And download the document titled:Framework for Louisiana’s Teaching Rubric (located in the first paragraph of text and the side bar of links)2
3Objectives: Share findings about Compass rubric from pilot districts Share LDOE’s decisions regarding the teacher rubric in response to these findingsIdentify LDOE supports for implementation3
4Setting Our Priorities Compass and Common Core are LDOE’s top two priorities.Common Core:Shifting expectations for studentsCompass:Shifting educator support and evaluation practices to align with these new expectations
5How Will We Achieve in the Classroom? In order to turn our beliefs into higher student achievement, we will use Common Core Standards and the Compass system as guides.Goal Setting: Teachers in all subjects will set quantifiable achievement goals for each student.Assessment and Content: Teachers in all subjects will select assessments and curricular materials that align with skills students are expected to demonstrate on new Common Core assessment items.Feedback: Principals and other instructional leaders will observe all teachers and will provide feedback based on a Common Core-aligned rubric.Collaboration: Teachers will work in teams to examine student work and to articulate specific changes in instructional practice that will align student performance to Common Core standards.Identifying leaders: Districts will use Compass effectiveness ratings to identify teacher leaders who can take on new responsibilities to support these Core Elements in their schools.
6Overview What is Compass? Compass Pilot Findings Adapting the Tools Waiver Process & Next Steps6
8The Purpose of Compass Compass is intended to ensure: Teachers set meaningful goals for students;Teachers and leaders collaboratively evaluate student progress relative to goals;Teachers receive specific feedback on their performance to drive improvement; andTeachers, administrators, and district leaders have annual effectiveness data to inform decision-making
9Compass Process & Components Observation & Feedback Set Goals-For Educators-For StudentsEvaluate Performance-Student Growth-Prof. PracticeUse Data to Inform Human Capital DecisionsObservation & Feedback
10Compass Process & Components Two components of evaluationStudent Growth MeasuresValue-Added Model ORStudent Learning TargetsProfessional Practice MeasuresObservations
11LDOE SupportProvide a model observation tool, and create a waiver process for LEAs which desire to use alternative toolsProvide districts with evaluation guidance and tools for teachers in non-tested grades and subjectsTrain educators statewide this spring and summer on Compass tools (teacher effectiveness rubric, goal setting process)Assist district and school staff throughout next school year in making the Core Elements part of everyday practice. They will facilitate collaboration among educators; will observe classroom practice and provide feedback; and will review progress with district administrators.
13Piloting Compass: Purpose The Compass Pilot served to:Test the tools and process developed by collaboration between LDOE and educators, andGather feedback from the field on how the tools could be improved prior to statewide implementation13
14Compass Pilot: What Did We Learn? Simplify the process.Focus on positions who are responsible for the academic outcomes of a specific group of students (eg, classroom teachers, librarians, and guidance counselors), andEnd requirements for multiple conferences, streamline the goal setting process, eliminate restrictive timelinesLessen the burden on principals.Expand the group of school-based staff and district teams who can assist teachers in setting targets and conducting observationsRevise the teacher rubric to be clearer, more concise, and more directly aligned to the Common Core.
15Compass Pilot: What Did We Learn? Simplify the process.Lessen the burden on principals.Revise the teacher rubric to be clearer, more concise, and more directly aligned to the Common Core.Redundancies exist within standards and descriptors.Evaluators have had difficulty distinguishing between the top two levels of effectiveness.Focus on core competencies directly aligned to support more rigorous instruction for Common Core
16Adapting Tools to Better Serve Teachers and Leaders 16
17Compass Pilot: Recommendations Adopt modified version of Charlotte Danielson’s Framework for Teaching, a nationally recognized evaluation and support model.Narrow number of performance standards to focus on core components.Move to a 4 point scale to make effectiveness levels more distinct.Leverage resources available nationally.
18The Danielson Rubric A good choice for students and teachers: Supports teacher improvement and professional growthEasy to distinguish standards and performance levelsWill align to Common CoreTried and trueImplemented in >15 statesApproved in AR, NJ, NY, OH, PA, WA and major cities nationwideAccompanied by numerous support materialsEmphasizes Planning and Instruction
19The Danielson Rubric D1: Planning and Preparation D3: Instruction 1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student AssessmentsD3: Instruction3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and ResponsivenessD2: Classroom Environment2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical SpaceD4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
20The Danielson Rubric D1: Planning and Preparation D3: Instruction 1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student AssessmentsD3: Instruction3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and ResponsivenessD2: Classroom Environment2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical SpaceD4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
21The Danielson Rubric1c Setting Instructional Outcomes2c Managing Classroom Procedures3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in InstructionThese five core components help teachers and leaders focus on:High-impact activities, narrowed and focused from ACEE recommendationsConcrete, observable actions to help teachers understand what and how to changeRigor, consistent with Common Core:1c Setting Instructional Outcomes3b Using Questioning and Discussion Techniques3c Engaging Students in Learning
22Taking a Closer Look at the Components Setting Instructional Outcomes (1c): Establishing clear, rigorous objectives that describe what students will learn.Managing Classroom Procedures (2c): Establishing a smoothly functioning classroom through the management of instruction and transitions to allow for maximum learning for all students.Using Questioning and Discussion (3b): Strategically using a varied set of questions to engage all students in discussion around rigorous content.Engaging Students in Learning (3c): Asking all students to do work that is rigorous an intellectually challenging.Using Assessment in Instruction (3d): Using clear assessment criteria to drive instructional choices throughout the lesson and at the end.
23Effective: Proficient The Danielson RubricIneffectiveEffective: EmergingEffective: ProficientHighly Effective1c: SettingInstructionalOutcomesOutcomes represent low expectations for students and lack of rigor, nor do they all reflect important learning in the discipline. Outcomes are stated as activities, rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand, and are suitable for only some students.Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline, and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, written in the form of student learning, and suggest viable methods of assessment. Outcomes reflectseveral different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students.All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.CriticalAttributesOutcomes lack rigor.Outcomes do not represent important learning in the discipline.Outcomes are not clear or are stated as activities.Outcomes are not suitable for many students in the class.Outcomes represent a mixture of low expectations and rigor.Some outcomes reflect important learning in the discipline.Outcomes are suitable for most of the class.Outcomes represent high expectations and rigor.Outcomes are related to “big ideas” of the discipline.Outcomes are written in terms of what students will learn rather than do.Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, communication.Outcomes are suitable to groups of students in the class, differentiated where necessary.In addition to the characteristics of “proficient,”Teacher plans reference curricular frameworks or blueprints to ensure accurate sequencing.Teacher connects outcomes to previous and future learningOutcomes are differentiated to encourage individual students to take educational risks.
24Calculating a Teachers Overall Score Averaging the student growth score and the professional practice score provides the final evaluation score.(Each component generates a score between )Professional PracticeStudent GrowthScore ScoreFinal Evaluation Score=2
25Calculating Rubric Score The Compass rubric consists of five components; teachers are assigned a score of 1, 2, 3, or 4 on each of the five components.To calculate a teacher’s overall score on the observation rubric, take the average of his/her scores on each component of the observation rubric (i.e., sum his/her scores on each component and then divide by five to reflect the five components).Sum of Component ScoresAverage51.0061.2071.4081.6091.80102.00112.20122.40132.60142.80153.00163.20173.40183.60193.80204.00Teacher receives a 1 on each of the five components of the observation rubricTeachers receiving an average score of less than 1.5 on the observation rubric will receive an overall Compass rating of ‘Ineffective’Effective: EmergingEffective: ProficientTeacher receives a 4 on each of the five components of the observation rubricHighly Effective
26The Overall Compass Score Teachers will then receive a rating based on their overall COMPASS score.Teacher RatingRuleIneffectiveOverall COMPASS score ofORReceived a score less than 1.50 on either the observation rubric or student growth measureEffective Emerging:Overall COMPASS score of 1.50 to 2.49ANDDid not receive a score less than 1.50 on either the observation rubric or student growth measureEffective Proficient:Overall COMPASS score of 2.50 to 3.49Highly Effective:Overall COMPASS score of 3.50 to 4.00
28LEA Next Steps Introduce this rubric to your district and teams Available atDetermine if you would like to apply for an alternate observation tool waiverApplication online:Deadline: May 15LDOE final decisions: June 15Note: Only existing TAP districts may apply to use TAP rubricPlan for which staff will serve as evaluators/observersNetwork Leaders are available to support
29Observation Tool Waiver Process LEAs may apply to use alternate observations tools for teachers (including school counselors, librarians) and leaders via one of the two processes below:Notification FormTAP™ Instructional RubricVanderbilt Assessment for Leadership in Education ™ (VAL-ED ™)Pathways RubricState-adopted Danielson Rubric with additional focus areasFocus Areas are the use of other Danielson components as instructional support and development resourcesObservation Tool for School CounselorsObservation Tool for LibrariansWaiver ApplicationAdoption of an evaluation tool other than the state-adopted or pre-approved rubrics above.Includes adoption of another version of the Danielson rubric.Notification Forms, Waiver Applications, and instructions can be found on our website at and are due May 15th.
30Additional ResourcesThe Danielson Group:Enhancing Professional Practice: A Framework for Teaching by Charlotte DanielsonTeacher Evaluation to Enhance Professional Practice by Charlotte DanielsonBetter Schools Louisiana:
31What Are the Department’s Next Steps? AprilFinal implementation timelineFinal Teacher Rubric & NTGS Guidance AvailableWebinar on Teacher RubricMay – JuneWebinar on NTGSDistrict Leader Workshops: Deep Dive into Resources & Implementation PlanningCCSS Summer InstituteJuly-AugustGuidance on Leader Evaluation ReleasedCCSS Transitional Curriculum ReleasedInitial Compass Training for Evaluators on Student Growth Measures and RubricsOngoing Support from Network Teams