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POSTER TEMPLATE BY: Increasing Student Growth and Achievement A Systems Approach: Improving Our Teacher Evaluation System Dawn Strong, Springfield Public Schools EDLD 655 University of Oregon, November 27, 2012 Senate Bill 290: Required Teacher and Administrator Evaluation Changes The State Vision for Educational Attainment 40/40/20 SPS Current Teacher Growth and Evaluation System Improving the System to Increase Student Growth and Achievement University of Oregon The State of Oregon has set an ambitious goal for educational attainment, known as the “ ” goal. Approved by the Oregon Legislature in 2011 in Senate Bill 253, the “40/40/20” Goal” is for 40% of adult Oregonians to hold a bachelor’s or advanced degree, 40% to have an associate’s degree or a meaningful postsecondary certificate and all adult Oregonians to hold a high school diploma or equivalent by the year Our current performance evaluation system is based on a growth model, yet it does not lend itself to supporting frequent conversations capable of strengthening teachers’ practice. We will refine our current evaluation system to focus more on collaboration with the intent to elevate the practice of all teachers by promoting a culture of continuous professional growth. Frequent mini observations, peer observations, and coaching opportunities will highlight our new system. We will also align professional development opportunities with individual teacher needs identified through the evaluation process. Additionally, providing ongoing training for both administrators and teachers on using the refined process is critical to our success State Timeline ODE Timeline Springfield Timeline Improving the System to Increase Student Growth and Achievement Goal : Our primary goal is to use the evaluation process to improve staff performance and to positively impact student achievement. Activities Connected to the Goal: 1. Develop a collaborative process designed to foster meaningful discussion to consistently support and promote best practice. 1. Complete the alignment process with the InTASC standards (Senate Bill 290) 1. Develop administrators’ ability to utilize the growth and evaluation process and to provide effective feedback. 1. Develop a shared understanding of our current system through the implementation of an instructional rounds model linked to the professional development blueprint. This work will be led by a teacher leader (.5 FTE) and an established cadre of teachers and administrators. 1. Align our current evaluation system to the InTASC standards (SB290). A “Teacher Evaluation Committee” that will be comprised of teachers, building administrators, union and district officials, will do this work. It will include a professional development plan to ensure all staff (teachers and administrators) understand the new standards and the requirements that are the result of the new standards. 1. Professional development for administrators focused on the use of the evaluation system will be supported by embedded coaching opportunities from retired elementary, middle and high school administrators. Trainings over the course of the year will include establishing higher levels of inter-rater reliability. 1. Installation, training and implementation of new software system, TalentEd. Outcomes and Evidence 1. Building-based evaluation processes and cycles will incorporate instructional rounds as an essential element of the evaluation and growth process. A CLASS Project survey will include questions specific to the use of collaborative strategies to support teacher growth. 1. The SPS Growth and Evaluation Handbook will fully align with the InTASC standards (SB290) and both teachers and administrators will receive professional development specific to the new document. 1. Administrators will utilize collaborative evaluation processes with specific mini-observation protocols designed after the Kim Marshall model (2009). Administrators will track the number of mini observations per teacher over the course of the school year and staff feedback will be generated via the CLASS survey. 1. TalentEd will track the evaluation cycle of all licensed employees. Data will be collected to assist with assessing professional development needs of staff. Teacher and Administrator Evaluation SB 290 requires school district boards to use the core teaching standards adopted by the State Board for all evaluations of teachers and administrators. The standards used in the evaluation process will be used to strengthen the knowledge, skills, dispositions and classroom and administrative practices of teachers and administrators; refine the support, assistance and professional growth opportunities; allow the teacher or administrator to establish classroom or administrative practices and student learning objectives based on individual circumstances; establish a formative growth process that supports professional learning and collaboration; and use evaluation methods and professional development, supports and other activities based on curricular standards. These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core, Teaching Standards: A Resource for State Dialogue. Washington, DC: Oregon Education Association, Center for Great Public Schools, Teacher Evaluation and Support System Guidebook, Tools for Building an Effective, Collaboratively- Designed Evaluation System, beginning in From Goal to Reality report, May 2012, ©2012 Oregon University System (OUS). POB 751, Portland, Oregon th OREGON LEGISLATIVE ASSEMBLY Regular Session Initial Starting Point and Funding: Fall 2010 CLASS Project : Creative Leadership Achieves Student Success In the fall of 2010, as the recipient of a $40,000 CLASS grant, SPS joined the Chalkboard’s CLASS Project. During the year- long design phase, a team of Springfield Public School teachers, classified employees, administrators, and a board member worked together and developed blueprints in each of the four areas. These blueprints became the framework for our ODE Collaboration Grant Application. 1.Career Pathways 2.Compensation 3.Professional Development 4.Teacher Evaluation Oregon Department of Education Collaboration Grant: May 2012 In May 2012 Springfield Public Schools was the recipient of an $873,000 Department of Education Collaboration Grant. The grant is to assist SPS with achieving two critical goals: 1. Implement a collaborative leadership model designed to support efforts in each of the four focus areas of CLASS, and 2. Move forward with the implementation of the CLASS project blueprints. This project will: a)Allow the use of the performance evaluation system to promote a culture of growth b)Build a professional development system that improves teaching practice and ultimately student achievement c)Develop a Master teacher designation embedded within a clearly articulated career pathway model d)Further develop and implement a compensation model that encourages and rewards staff that view continuous professional development as a means to improving their craft with the intent to improve student outcomes. It is our belief that each of these four areas are interconnected and contribute to effective practices at the classroom, building, and district level. They also support our system, which is designed to achieve the Springfield Public Schools vision Sources of Information 37% 31% 15% 16% SPS Cohort Graduation Data: 62% Springfield’s Vision and it’s Alignment with the State Vision = SPS
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