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Employee Effectiveness Project. What is the Effectiveness Project? A 360° professional focused, research based process designed to deliver the highest.

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Presentation on theme: "Employee Effectiveness Project. What is the Effectiveness Project? A 360° professional focused, research based process designed to deliver the highest."— Presentation transcript:

1 Employee Effectiveness Project

2 What is the Effectiveness Project? A 360° professional focused, research based process designed to deliver the highest quality instruction to all Kaukauna Area School District students by: Implementing a professional evaluation system for Administrators, Teachers and Educational Specialists to produce the highest quality instruction by evaluating (1) standards of effective practice and (2) student achievement; Implementing a research based, value added interview and hiring process in order to hire the best fit candidate for the KASD; and Utilizing the professional evaluation system and professional hiring process to continually improve in order to deliver the highest quality instruction. 2

3 Overview of Effectiveness Project Presentation Why the need for an employee effectiveness project? Wisconsin Department of Public Instruction’s Role KASD’s Proposed Implementation of the Effectiveness Project – CESA 6 Effectiveness Project – Implementation of Effectiveness Project – Financial Implications of Effectiveness Project 3

4 Why the Effectiveness Project? State and Federal Requirements 2011 Wisconsin Act 105: a District may use the results of standardized examinations to evaluate a teacher; Senate Bill 461 (March 15, 2012): Requires the DPI to develop educator effectiveness evaluation system, develop by rule, an equivalency process aligned with the state system, 50% teacher practice, 50% student achievement, implement by As part of the DPI’s request to the Federal Government for a waiver of the No Child Left Behind Act, and as signed into law by the Governor on April 2, 2012, the DPI has proposed that by the school year: – All Districts will implement a new evaluation system for educators and administrators that is based on professional standards; and – 50% of an educator’s summative rating must be based on measures of student achievement. 4

5 What do the requirements of the DPI’s requested waiver mean for evaluations? The DPI’s requested waiver from the NCLB would require the following in teacher and administrator assessment: – Teacher and administrator evaluation will be tied in some way to student progress on achievement tests. – All public school teachers and principals will be included in the evaluation system. In November, 2011, The DPI’s Design Team worked to develop a framework for evaluating teachers and principals through a process that focused on two main areas: educator practice and student outcomes. Relies on the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards as well as the Interstate School Leaders Licensure Consortium (ISLLC) Standards for the educator practice component of the evaluation tool. The project relies on components of Charlotte Danielson’s A Framework for Teaching to provide definition and specificity for the InTASC standards. 5

6 Overview of the CESA 6 Effectiveness Project 6

7 What is the CESA 6 Effectiveness Project? Led by Dr. James H. Strong of the College of William and Mary 2 components: – Professional hiring process utilizing the teacher quality index; and – Professional evaluation system for teachers, educational specialists, leaders and administrators that focuses on both the process and product of high quality instruction including (1) standards of effective practice and (2) student achievement. 7

8 Professional Evaluation System Features of the Professional Evaluation System: – Standards, indicators and rubrics to measure the process of teaching and leading (practices) and the products of teaching and leading (student learner outcomes); – Training for those who are responsible for implementing evaluations to assure fidelity; – Coaching and calibration trainings to assure accuracy; – Professional development based on performance evaluation data to assure all individuals have resources to improve their professional practice; – Embedded technology will increase efficiency and data collection. 8

9 Professional Evaluation System Components Distinguished In addition to meeting the requirements for Effective Effective Effective is the expected level of performance □ Developing □ Needs Improvement Unacceptable The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum. The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. The teacher inconsistently demonstrates understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice. The teacher inadequately demonstrates understanding of curriculum, subject content, and student needs, or does not use the knowledge in practice. Performance Standard Performance Indicators Performance Appraisal Rubric Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. The teacher: 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and higher-level thinking skills in instruction. 9

10 Professional Evaluation System Performance Standards for the Teacher Model: – Professional Knowledge – Instructional Planning – Instructional Delivery – Assessment For and Of Learning – Learning Environment – Professionalism 10

11 Professional Evaluation System 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. 2. Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment For and Of Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods and provide timely feedback to students, parents, and stakeholders. 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning. 6. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning. Performance Standard Performance Standard Name 11

12 Professional Evaluation System Performance Indicators for the Teacher Model: Performance Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences Sample Performance Indicators Examples may include, but are not limited to: The teacher: 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and higher-level thinking skills in instruction. 1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications. 1.4 Demonstrates accurate knowledge of the subject matter. 1.5 Demonstrates skills relevant to the subject area(s) taught. 1.6 Bases instruction on goals that reflect high expectations and understanding of the subject. 1.7 Understands intellectual, social, emotional, and physical development of the age group. 1.8 Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level. 1.9 Has knowledge and understanding of school, family, and community resources to help meet all students’ learning needs. PERFORMANCE STANDARD PERFORMANCE INDICATORS 12

13 Professional Evaluation System Performance Appraisal Rubric for the Teacher Model: Distinguished* In addition to meeting the requirements for Effective Effective Effective is the expected level of performance □ Developing □ Needs Improvement Unacceptable The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum. The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. The teacher inconsistently demonstrates understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice. The teacher inadequately demonstrates understanding of curriculum, subject content, and student needs, or does not use the knowledge in practice. *Teachers rated as Distinguished frequently serve as role models or teacher leaders. 13

14 Professional Evaluation System Data Sources for Teachers: Data SourceDefinition Observations Observations are an important source of performance information. Formal classroom observations focus directly on the six teacher performance standards. Observations may include a review of teacher products or artifacts, and review of student data. Informal observations are intended to provide more frequent information on a wider variety of contributions made by the teacher. Evaluators are encourages to conduct observations by visiting classrooms, observing instruction, and observing work in non-classroom settings. Documentation Log Documentation Logs include both specific required artifacts and teacher-selected artifacts that provide evidence of meeting selected performance standards. Student Surveys Student surveys provide information to teachers about perceptions of job performance and assist with professional goal setting. The actual survey responses are seen only by the teacher who prepares a survey summary for inclusion in the Documentation Log. Goal SettingTeachers, in conjunction with their evaluators, set goals for professional growth and school improvement 14

15 Professional Evaluation System Example Evaluation Schedule: TimelineActivityTask or DocumentResponsibility of EvaluatorTeacher During the 1 st MonthAll teachers establish student progress goalGoal Setting for Student Progress Form  By October 15All teachers survey students for first time Student Surveys and Student Survey Growth Plan  By end of 1 st grading period First observation of all probationary teachersObservation Form  By December 15Probationary teachers survey students for second timeStudent Surveys and Student Survey Analysis  By January 15 Second observation of all probationary teachers First observation of all continuing contract teachers Observation Form  Mid-year All teachers conduct mid-year review of student progress goal Goal Setting for Student Progress Form  Before February 1Interim Performance Review for probationary teachers Interim Performance Report Goal Setting for Student Progress Form Documentation Log  By February 15 Continuing contract teachers survey students for second time Student Surveys and Student Survey Analysis  By May 1Second observation of continuing contract teachersObservation Form  By May 1 All teachers submit end-of-year review of student progress goal Goal Setting for Student Progress Form  By May 1Review Documentation Log for all teachersDocumentation Log  By last week of schoolSummative evaluation of all teachersSummative Performance Report  15

16 Professional Evaluation System Technology Support: – My Learning Plan through OASYS – oasys.html oasys.html – oasys_observations_and_more.html#classroom- observations-and-walkthroughs oasys_observations_and_more.html#classroom- observations-and-walkthroughs 16

17 Implementation of Effectiveness Project Implement the Practice side of the Evaluation, build the Product side:  Implement practice side of project.  Make teachers/educational specialists aware of the new system  Train/Coach Evaluators and EPICs in the use of the system and technological tools (OASYS)  CESA 6 Liaisons work with Evaluators/EPICs as the implement the system and conduct initial observations/walk throughs  Conduct calibration training with all evaluators/EPICs to assure consistency and fidelity in the use of the system  Train/Coach evaluators/EPICs in the creation of summative evaluations  Assist districts to collect and analyze evaluation data  Create digital profiles of individuals, schools, districts, and regionally for the purpose of identifying professional development needs  Introduce the Effectiveness Academy established on the bases of the performance data generated by the evaluation system and crated to enhance teacher and leader effectiveness  As we implement the practice side of the 50/50 Evaluation formula, we will simultaneously be working with districts to create the Product side of the formula Revise the practice, implement the product Revise practice and product, assist districts in preparation for the SMARTER Balance Accountability Assessment & Beyond Revise, Update, Train, Retrain 17

18 Financial Implications of Effectiveness Project Year 1 OASYS Stem Software$ 1,500.00(one time purchase) $ 1, The number of Certified Staff and Administrators in the School District 283 Effectiveness Project cost per Certified Staff and Administrator$ Total Estimated cost for the Effectiveness Project Evaluation System for the School District$ 22, Total Estimated First Year Cost$ 24, Year 2 The number of Certified Staff and Administrators in the School District 283 Effectiveness Project cost per Certified$ Total Estimated cost for year two of The Effectiveness Project Evaluation System$ 22, Year 3 The number of Certified Staff and Administrators in the School District 283 Effectiveness Project cost per Certified$ Total Estimated cost for year two of The Effectiveness Project Evaluation System$ 22, Total three year estimated cost for __________ The Effectiveness Project Evaluation System$ 69, Note: Estimated cost may vary based on the number of Certified Staff and Administrators in the District 18


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