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Most current teacher evaluations provide little information that can be used to give teachers the training and tools they need to be effective; better.

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Presentation on theme: "Most current teacher evaluations provide little information that can be used to give teachers the training and tools they need to be effective; better."— Presentation transcript:

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2 Most current teacher evaluations provide little information that can be used to give teachers the training and tools they need to be effective; better identify and meet individual professional development needs; provide targeted intervention to help struggling teachers; or reward the accomplishments of effective teachers.

3  Understanding the research – based on many bodies of research  Recognizing concerns with teacher recruitment and attrition  Implementing the Core Standards  Appreciating the State’s pilot programs

4  Four school districts volunteered  Jonesboro School District, High School and Middle School  Pocahontas School District, High School  Magnolia School District, High School  Lee County School District, High School  ADE provided resources/materials for training  Sponsored Charlotte Danielson’s visit  Began training in January 2010  Cooperatives are continuing training for other schools who wanted to implement Danielson’s model this school year

5  recognizes student learning as the foundation of teacher effectiveness.  gives schools information needed to build the strongest possible instructional delivery system.  helps districts hold school leaders accountable for supporting each teacher’s professional development.  Is based on multiple assessments – formative and summative.  focuses everyone in the school system on what matters most – realizing each student’s full potential and staying on track for career/college readiness.

6  Priority: Promoting Professional Learning  Artifacts  Four Categories  Rating Designations based on Rubrics  Intensive Support  Formal and Informal Observations  Three-Year Cycles for those not needing additional support  Professional Development matches the Learning Plan  Other National Models Accepted

7  Distinguished  Proficient  Basic  Unsatisfactory  It is VERY important to start having conversations with teachers about these categories. There will be areas teachers will be at the Basic Level.  We have been saying for years that Basic = Bad…….Must begin now to have these discussions

8 Year 3 Observations on all components *Evidence of Learning Year 2 Observations on all components *Evidence of Learning Year 1 Observations on all components *Evidence of Learning Track 1 Probationary: 1-3 Years Track 3: Intensive Support Status Improvement Plan *Technical Assistance Non-Renewal Track 2 Non- Probationary Formal Evaluation Observations on all components once every 3 years *Evidence of Learning Professional Learning 2 Years *Evidence of Learning through required Professional Learning Plan

9 DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION DOMAIN 2 FOR SCHOOL COUNSELORS: THE ENVIRONMENT DOMAIN 3 FOR SCHOOL COUNSELORS: DELIVERY OF SERVICE DOMAIN 4 FOR SCHOOL COUNSELORS: PROFESSIONAL RESPONSIBILITIES

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11 Regional Meetings held throughout the state to gain input and inform stakeholders. ARKANSAS TEACHER EXCELLENCE SUPPORT SYSTEM (TESS) 11 Schools Pilot – TESS Using Teachscape Software and 360° cameras *Training of Evaluators - 1 day face-to-face training held at co-ops will kick off the 30 hours of on-line training and certification test Jan – May 2013 Pilot Year All districts will pilot TESS. Committee of stakeholders will obtain input and feedback from pilot First Year of Full Implementation All districts will implement TESS; Data from 14-15, 15-16, and will be published on school report cards in Training of Teachers – Half- day face-to-face training held at districts and co- ops will kick off 18 hours on-line training. June – Aug 2013 Train the Trainers 80 to 100 trainers located throughout the state will be trained Fall Schools Pilot New Evaluation System Act 1209 Passed in March 2011 Rules and Regs approved by State Board of Education Summer Teacher Eval. Task Force Comprised of 36 members representing all stakeholder groups *The face-to-face training will take place in January and February 2013 – Evaluators will need to complete the on-line training and certification test by August 2013

12 Spring Fall 2012Jan 2013 Summer Schools in Principal Evaluation Pilot Dr. Connie Kamm w/ Doug Reeves Leadership and Learning Center facilitates training ARKANSAS PRINCIPAL EVALUATION SYSTEM TIMELINE 10 Schools Pilot –Year 2 Training and Support will continue w/ pilot schools to obtain feedback, gather data, and determine professional development needs- Work will also begin on revising rubrics for asst prin., curr specialists, etc. Work w/ Stakeholders and Legislators for legislation of principal evaluation system to mirror TESS Pilot Year All districts will pilot principal evaluation system. Committee of stakeholders will obtain input and feedback from pilot First Year of Full Implementation All districts will fully implement principal evaluation system –Data will be collected on system Training for Principals and Superintendents All principals and superintendents will be trained on principal evaluation system - Conduct Meetings with appropriate stakeholders to receive input for principal evaluation system and possible legislation – Explore options for on-line platforms Act 222 Council develops principal evaluation system based on ISLLC standards Revisions made to evaluation rubric, forms, etc., based on feedback from piot ACT 222 of 2009 School Leadership Council Set up Council of Educational Assoc, and Leadership Groups to aid in development of evaluation tools

13  Student Data  Choosing methods of student data including student growth and achievement in models that best fit the evaluation design principles  Non-Tested Areas  Addressing the challenge of measuring performance in grades and subjects for which there are no consistent, statewide, student growth measures  School Measures for Counselors

14  Identifying multiple measures of teacher performance. ◦ Identifying multiple artifacts to support student performance, outside of the one- half that is tied to the state achievement test in the tested areas ◦ Identifying appropriate artifacts in the non-tested areas where an external assessment does not exist

15  Integrating multiple measures to inform both formative and summative expectations of the evaluation system.  Increasing the consistency of raters of teacher performance.

16  Involve a diverse representation of stakeholders to compose rules and regulations  Provide opportunities at conferences and other professional development for administrators and teachers from pilots to speak about the process – what they learned, questions they still have  Total transparency

17  Make sure you report any allegations to DHS that fall under the mandatory reporting law. There have been instances that administrators have been disciplined for not reporting, i.e., license on probation, license suspended, etc.  Caution teachers about making any reference to a student’s health condition or meds in front of other students

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