Presentation on theme: "Arkansas Teacher Excellence Support System (TESS) TESS Law and Process for Administrators January – March 2013."— Presentation transcript:
1Arkansas Teacher Excellence Support System (TESS) TESS Law and Process for Administrators January – March 2013
2WHY?Current system of evaluation provides little or no feedback to teachersInconsistency among districts across the stateOver 80% of districts in the state use checklists for their evaluation instrument – expectations are unclearAct 1209 of the 2011 Legislative SessionFederal waiver from NCLB requirements
3Instruments and Rubrics SOME CURRENT INSTRUMENTS……… UnsatisfactoryBasicProficientDistinguished3b. Teacher uses appropriate questioning techniques and prompts in discussionx
4Unsatisfactory Basic Proficient Distinguished 3b: Using questioning / prompts and discussionTeacher’s questions are of low cognitive challenge, single correct responses, and asked in rapid succession.Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.A few students dominate the discussion.Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance.Alternatively the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding.Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition.Students formulate many questions, initiate topics and make unsolicited contributions.Students themselves ensure that all voices are heard in the discussion.
5What? Arkansas Teacher Excellence Support System (TESS) Provide a transparent and consistent teacher evaluation system for public school districts and public charter schoolsProvide an evaluation, feedback, and support system that encourages teachers to improve their knowledge and instructional skills to improve student learning
6What?Provide an integrated system that links evaluation procedures with curricular standards, professional learning activities, targeted support, and human capital decisionsSupport teachers' roles in improving students' educational achievementsInform policymakers regarding the benefits of a consistent evaluation and support system to improve student achievement across the state
8Who?Licensed teachers will be evaluated under the new system--including guidance counselors and media specialists.Specialist Rubrics Available on website“Teacher” includes a non-licensed classroom teacher employed at a public charter school granted by the state board.Pre-school teachers are not required to be evaluated under this system; however, a district/co-op can choose to include them.
9Who?Any administrator who evaluates teachers MUST pass the certification test; central office administrators must complete the training but are not required to test unless they also evaluate teachers.Central office staff used as secondary (back-up) evaluators must pass the certification test.ALL teachers are required to complete training; however, there is no assessment.
10Who?Licensed, credentialed administrators must complete summative evaluations of teachers; charter school administrators are the only exception for licensure.Instructional facilitators, math/literacy coaches, etc., may perform formative observations to support and assist credentialed administrators.All administrators (superintendents, assistant superintendents, etc.) must attend the ADE one-day training for administrators about law, process, etc.
11Arkansas Teacher Excellence Support System (TESS) Training Timeline – Revised March 2013Evaluator Support Training150 participants chosen by co-ops and large districts3 Day TrainingAdministrator/Evaluator TrainingOne Day Face-to-FaceTraining for administrators was focused on law, training and evaluation process, certification test, and the Teachscape software.Teacher Support TrainingOne Day Face-to-Face & 1/2 Day in BuildingsOne person from each school building will attend a 1 day face-to-face training at their local co-op to prepare for facilitating group sessions using modules of the Teachscape software at their school.Full ImplementationAll teachers must be evaluated using theTESS modelJan – Mar 2013Mar-April 2013December 2012Summer 2013YearFull ImplementationSupport in local districts and cooperatives.FFTPS training and proficiency test will be completed by December 31, 2013.Teachers must complete ½ day training and begin online training in FFTES by August 31, Schools may use the school year to complete the training for all teachers. Schools are encouraged to provide group facilitated sessions led by the trainers through the modules and additional focus on the Framework in faculty meetings and other trainings. Teachers must complete the Teachscape modules by May 31, 2014.*Central office staff are not required to pass the certification test; however, they are required to complete training.*Summative evaluators of teachers must pass the certification test; current evaluators must pass by December 31, 2013.*Teachers must complete ½ day training by August 31, 2013, and Teachscape modules by May 31, 2014.
12When?Evaluators and administrators may begin training in the teacher evaluation system from January-March 2013.For current evaluators and administrators, training must be completed by December 31, 2013.Evaluators and administrators hired after July 1, 2013, must complete training by December 31, 2013.
13When?By August 31, 2013, districts/schools must provide teachers the ½ day and begin training on Danielson Framework using Teachscape’s Framework for Teaching Effectiveness Series (FFTES).By May 31, 2014, teachers must complete training on the Danielson Framework using FFTES.
14When?ADE is supporting a pilot involving 11 schools during the school year.There will be a statewide pilot of TESS during the school year.The first full year of implementation isData will be reported on the 2017 School Performance Reports.
15Where?Administrator trainings will be delivered multiple times at the co-ops throughout the state and in the Little Rock area for the Tri-District.Charter schools may choose to attend trainings through the co-ops or those delivered by APSRC.Co-ops and districts will develop plans for implementation of training and support based on needs.
16Where?Every SCHOOL may send a person to the teacher support training delivered by ADE at co-ops and in the Little Rock area for the Tri-District.The ADE trained individuals are expected to provide the ½ day face-to-face training at their local schools and also facilitate group training sessions using FFTES software.
17TRAINING FOR ADMINISTRATORS How?TRAINING FOR ADMINISTRATORSTeachscape software (FFTPS/FOCUS) is the tool used to deliver the content training for Framework for Teaching.FFTPS/FOCUS contains modules on the domains and components with videos to help evaluators apply their knowledge of the rubric.Co-ops and districts will develop implementation plans for training and support for administrators.
18TRAINING FOR ADMINISTRATORS How?TRAINING FOR ADMINISTRATORSAdministrator support trainers may facilitate group sessions with evaluators using the videos to elicit feedback and high-level responses regarding the components and the application of the evaluation process.Evaluators may complete a portion of the modules individually; however, group sessions may be offered to assist administrators in learning from colleagues.
19How? TRAINING FOR TEACHERS FFTES is the online tool used to deliver content of the Framework for Teaching.Teachers may individually complete some module content and/or also utilize group sessions.Districts/schools may choose the best method for delivery of the modules (When, how, and what modules).A hybrid of individual and group learning is the most effective based on information from pilots
20How? TRAINING FOR TEACHERS Districts/schools that have been implementing the Danielson rubric as their evaluation instrument may not need to complete all training modules with teachers.Decisions about training should be based on previous professional learning and/or a needs-assessment.Districts/schools are cautioned about omitting training modules on components that have not been provided to teachers in previous professional learning opportunities.
21How? Implementation Performance Ratings DistinguishedProficientBasicUnsatisfactoryScoring – Each domain and a summativeThree tracks for evaluation cycle (see handout)Track placement is determined by summative ratings.
22Interim Teacher Appraisal Process Intensive Support Status Track 2Interim Teacher Appraisal ProcessTrack 1*Probationary/NoviceAR-TESSTeacher TracksYear 3Summative Evaluation on all components; formative observations can focus on targeted growth areas, PGP reviewed following first formative evaluation and revised if necessary. PGP revised at end of year.2A: Summative EvaluationSummative evaluation on all components once every three years; formative observations can focus on targeted growth areas. PGP is used throughout the year. PGP may be revised after formative evaluation.Track 3Intensive Support StatusSummative Evaluation on all components.Intensive Professional Learning PlanMultiple formal and informal observationsMultiple conferences between teacher/evaluatorMay remain in Track 3 for 2 semesters. 2 additional semesters may be added if improvement is observed.Year 2Summative Evaluation on all components; formative observations can focus on targeted growth areas, PGP reviewed following first formative evaluation and revised if necessary. PGP revised at end of year.2B: Interim Appraisal Process2B2:Observations focus on targeted areas of PGP.A modified evaluation is based on specific components of the rubric included in the PGP over the two year cycle.2B1: Observations focus on targeted areas of PGP.A modified evaluation is based on specific components of the rubric included in the PGP over the year.Year 1Summative Evaluation on all components; formative observations can focus on targeted growth areas, PGP developed following first formative evaluation. PGP revised at end of year.*A first year teacher will be considered both a novice and probationary teacher.*"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in Arkansas for three (3) years will complete the probationary period.*An employing school district may, by a majority vote of its directors, provide for one (1) additional year of probationary status.*District Policy is required to place all new employees incoming to the district from another district /state on a one-year probationary status.TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair Dismissal Act (ATFDA).Revised 8/22/13**
23How? Implementation Professional Growth Plans (PGPs) PGPs are the foundation of all teachers’growth - especially for teachers in the interim appraisal process.Relevant and meaningful PGPs are acrucial factor in the TESS system.PGPs are an ongoing part of professional learning for teachers.PGPs are developed as a result of summative ratings.
24How? Changes in Professional Learning Elimination of one size fits all professional learning – individualizedlearning based on teachers’ needsNeed systemic changes to currentprescriptive professional learning requirementsArtifacts collected to reflect performanceDomains 1 & 4 from off-stage evidenceDomains 2 & 3 from observationsQuality not quantitySamples of possibilities on ADE website
25Summative Evaluation Formal Observation Only one is required for Tracks 1 (each year) & 2A.It covers all Domains and Components (evidence may be gathered in Formative Observations).It includes a Pre-Conference, Observation, & Post Conference and review of artifacts.Observation is a minimum of 45 minutes for regular classes and 75% of block periods.
26Summative Evaluations and Scoring How?Summative Evaluations and ScoringA summative evaluation must be completed by a credentialed, licensed administrator.Summative evaluations require a rating for each of the four domains and a summative rating – growth measures will be a part of the summative rating.Currently pilot schools are utilizing two different options of scoring to provide feedback on the best option—current process may need revision.
27Summative Ratings/Growth Models How?Summative Ratings/Growth ModelsCurrently a decision has not been made on a growth model.For the pilot year, growth measures will be determined at the district level.Teachers who do not meet the threshold forgrowth cannot receive a “Distinguished” rating.Teachers not meeting the threshold forgrowth for two consecutive years will belowered one performance rating.
28How?Growth ModelsThe current models being reviewed will apply to grades 4-8 math, literacy, and Algebra I.Growth measures for non-tested grades/areas are addressed in rules and regulations. Districts may choose from this list of options.Policy decisions will be made concerning growth: co-teaching, teachers on extended leave, types of growth measures used for non-tested areas.
29How?Growth ModelsADE is currently working with a Teacher Evaluation Advisory Committee (TEAC) to consider alternate measures of student growth. The state will continue to collect information from emerging systems to see how others are proceeding.
30IMPLEMENTATION CONSIDERATIONS Pilot Year – Leadership teams plan the pilot implementation in their districts.Districts can vary strategies for implementation within the district:Number of teachers in the pilotMethod of placing teachers in tracksWhether to have two evaluation systems running simultaneously OR discuss with PPC adopting Danielson rubric as the evaluation instrument for the school yearTalk about considerations of partial piloting
31IMPLEMENTATION CONSIDERATIONS Immediate need – Training everyoneComplete training modules and test over Domains 2 & 3; 1 & 4 released on January 31, 2013—not tested but very importantTESS requires systematic, continuous professional learning opportunities for everyone, not just a one-time event.Consider book studies on 2007/2011 Framework for Teaching.
32Fall 2013 and Ongoing Coaching for teacher conferencing PGP training Deeper understanding of Framework forTeaching – PLCs, Grade Level, FacultyMeetings, etc.Focused training based on principals’ and teachers’ needsConnections between teacher evaluation, principal evaluation, professionallearning, teacher/leader prep programs, andCommon Core
33ADE Website arkansased.org Interactive FormsPGP and SampleTimelinesCoaching QuestionsRulesTeachscape Demo SiteDanielson Group LinkCHECK OFTEN FOR UPDATES!If time allows, it would be good to show them how to access this.