Effective Teacher: An effective teacher consistently uses educational practices that foster the intellectual, social and emotional growth of children, resulting in measurable growth that can be documented in meaningful ways. Effective Principal: An effective principal shapes school strategy and educational practices that foster the intellectual, social and emotional growth of children, resulting in measurable growth that can be documented in meaningful ways.
CESA #6: The Effectiveness Project – 3 areas: Teacher, Education Specialist, Principal; based on the work of Dr. James Stronge Milwaukee School District – internal effectiveness effort focused on Danielson model and measuring student growth Southeastern WI Teacher Evaluation Consortium (CESA #1, The Institute) – focused on transformational and transitional learning
Focused on Teachers and Principals Use of Danielson framework District models will have to demonstrate alignment with Danielson’s 4 areas in order to obtain permission from DPI to use
1. What are the purposes of the system? 2. How will educator practice be evaluated? 3. How will student achievement and other outcomes be incorporated? 4. How will the evaluation process be administered? 5. How will the model be implemented statewide?
Foundation for Teacher Practice Interstate New Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards Framework for Teacher Evaluation Charlotte Danielson Domains and Components Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3:Instruction Domain 4: Professional Responsibilities
Foundation for Principal Practice 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards Framework for Principal Evaluation Subordinate functions of ISLLC standards
Foundation for Education Specialist Practice Interstate New Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards
School Psychologists Social Workers Instructional Coaches Gifted/Talented Coordinators Reading Coordinators Counselors Media Specialists OT, PT, Speech and Language CTE and School to Work Coordinators (25% of School Employees)
Teacher and Ed Specialist Practice Each component should be evaluated on multiple sources of evidence. These could include: Observations of teacher practice Review of documents Surveys/data Discussions with the teacher Principal Practice Each component should be evaluated on multiple sources of evidence. These could include: Observations of principal practice Review of documents Interviews with stakeholders Surveys/data Discussions with the principal
Developing : does not meet expectations and requires additional support and directed action Effective : areas of strength and improvement addressed through professional development Exemplary : expand expertise through professional development and use expertise in leadership
CESA 6 is taking the lead for the Ed Specialist Effectiveness work CESA 6 is working with DPI on the Principal Effectiveness work DPI and SE WI are working on the Teacher Effectiveness design with input from CESA 6 DPI working on Student Learning Objectives (SLO) in conjunction with other efforts Design work to be completed by June 30, 2012 Pilots take place in 2012-2013
Student Learning Objectives Models of Practice District Choice
The 50/50 model (50% on practice, 50% on student achievement) Three-tiered rating scale -developing -effective -exemplary
Stage 1 Developing Stage 2 Piloting Stage 3 Implementing Continuous Improvement Framework Release Model Development Developmental Districts Voluntary Pilots Development work Evaluator and Educator training System training Pilot Evaluation Model revisions Training continued Statewide implementation strategy Educator Effectiveness system implemented statewide 2011-122012-132013-142014-15
Probably still more questions than answers!!! Thanks for your time!!!