1. Connecticut State Department of EDUCATION
Connecticut’s System for Educator Evaluation and Development
Bureau of Special Education
September 18, 2013
Introduction
Connecticut State Department of Education

2. Connecticut State Department of Education
Agenda
Identifying Acronyms
PEAC Core Requirements
Student and Educator Support Specialists
History of SESS Work Group
Content of the Infamous White Papers
Connecticut’s System for Educator Evaluation
Student Learning Outcomes (SLOs)
Resources
Next Steps
Connecticut State Department of Education

3. Connecticut State Department of Education
Thank You!
Thanks to all who contributed to the SESS Work Group, the practitioners who met with our SESS Work Group members, the facilitators, CSDE colleagues, and many critical friends We have come a long way – we have a long way to go
Connecticut State Department of Education

4. Connecticut State Department of Education
Acronyms
PEAC-Performance Evaluation Advisory Council
SEED-Connecticut’s System for Educator Evaluation and Development
SESS-The Student and Educator Support Specialists' Work Group
SLO-Student Learning Objectives
IAGDs-Indicators of Academic Growth and Development
Connecticut State Department of Education

5. PEAC The Performance Evaluation Advisory Council (PEAC)
Work Groups Started Meeting in 2010 (Teacher, Administrator, Implementation, SESS)
Developed the Guidelines for Educator Evaluation
Adopted by the State Board of Education on June 27, 2012
Connecticut State Department of Education

6. The Student and Educator Support Specialists' Work Group (SESS)
The Working Group Represented Multiple Disciplines
This group consists of some of the individuals who are included in the non-tested grades and subjects category, but not all
It is important to note that 69% of teachers are not in the grades or subjects where state testing applies (Goe, 2012).
Work group had Unions, School Counselor, Social Worker, Special Education, School Psychologist, Nurses, OP/PT, Speech and Lang, Library Media
Connecticut State Department of Education

7. Student and Educator Support Specialists
ELL Teachers
Social Workers
School Psychologists
Library Media Specialists
Counselors
Speech Language Pathologists
Math/ELA Coaches
PTs/OTs
Nurses
Special Educators
Transition Coordinators
Others?
How can learning objectives be articulated for these professionals?
What tools are available to measure the objectives?
Connecticut State Department of Education

8. History of SESS Work Group
Membership
Designed to address non-tested grades and subjects that were defined as “caseload educators”
Decision points – non- certified staff such as PT, OT, Nurse
Where do special education teachers fit in?
Connecticut State Department of Education

9. Connecticut State Department of Education
Caseload Educators
Those individuals that have multiple groups of students or adults with whom they are responsible for working. Their caseload may consist of all of the students in the school (e.g. library media specialists), a select group of students in the school (e.g. school psychologists), the educators in the school (e.g. literacy coaches), or with families (e.g. school social workers).
Connecticut State Department of Education

10. Connecticut State Department of Education
Caseload Educators
Often do not have their own classroom
May be assigned to more than one building
Often are not directly responsible for content instruction
Often have an “indirect” impact on learning
Provide supports, services, conditions that maximize students’ opportunity to learn
(Goe, 2012)
Connecticut State Department of Education

11. Connecticut Guidelines for Educator Evaluation
….because of the unique nature of the roles fulfilled by Student and Educator Support Specialists, the goal-setting process may differ based on the individual educator’s job description and responsibilities. While these educators may have an indirect impact on student achievement, their primary responsibility may not be directly linked to student achievement outcomes.
~Connecticut Guidelines for Educator Evaluation, pg. 24
Connecticut State Department of Education

12. Connecticut State Department of Education
Recommendations
Develop a series of white papers, specific to each discipline, designed by practitioners
Use the new evaluation and DEVELOPMENT system to focus on the need for additional supports for members of these disciplines
Work with CSDE and state professional organizations to increase opportunities for Complementary Observers with expertise in field, development of induction programs, mentors and regional supports
Connecticut State Department of Education

13. Guidance Documents for SESS
Overview of titles and roles
Sample SLOs and IAGDs
Recommendations for customizing the observation rubric
Recommendations for gathering staff, student and parent feedback
Resources
Credits
Connecticut State Department of Education

14. Your District has Options
The recommendations from the group are guiding how to implement the SEED Model with SESS providers
Your district may be implementing the SEED Model, a hybrid of the SEED model, or one developed by your district
Your district will need to determine how you will customize your model for your SESS providers
Connecticut State Department of Education

15. Connecticut State Department of Education
Job Descriptions
It is critically important prior to the evaluation process that the educator and administrator have a clear job description and understanding of the role the discipline specific educator will play in the school in the upcoming year – without this – you can not define the SLOs or IAGDs.
Connecticut State Department of Education

16. Connecticut State Department of Education
SLOs and IAGDs for SESS
This is hard work – people all over the country are struggling with developing rigorous yet attainable SLOs and IAGDs:
Need to use baseline data to establish targets for student outcomes (IAGDs)
Need to identify the formal and informal measurements we are using
Need to define the population to set targets
Consider thinking collaboratively – what other colleague(s) can use their content/discipline expertise to work with me to increase/accelerate student progress and possibly share SLO results
Use the new SLO development guide as a resource!
Connecticut State Department of Education

17. Recommendations for Customizing the Observation Rubric
The most difficult and churning issue:
Some of the groups thought the current Common Core of Teaching Rubric for Effective Teaching was appropriate for their discipline
Other disciplines (School Counselors, SLPs, School Psychologists and Social Workers) recommended using rubrics established by national associations
The CSDE understands the need to use national guidance for these disciplines
Connecticut State Department of Education

18. Crosswalk CCT and Framework
CCT Foundational Skills
SESS Framework-Draft
5 Domains
Classroom Environment, Student Engagement and Commitment to Learning
Planning for Active Learning
Instruction for Active Learning
Assessment for Learning
Professional Responsibilities and Teacher Leadership
5 Domains
Environment, Student Engagement and Commitment to Learning
Planning for Active Learning
Service Delivery
Assessment for Service Delivery
Professional Responsibilities and Leadership
Connecticut State Department of Education

19. Connecticut State Department of Education
The Challenges
How many rubrics can one evaluator be expected to use, much less master?
Does each evaluator have to be calibrated for each rubric?
Does every rubric need to be validated?
Can the nationally designed tool be used and still provide the necessary requirements to meet the CT legislative requirements (i.e. four point rating scale, final summary score, number of domains)?
Will the district selected data management system accommodate more than one observation rubric?
Connecticut State Department of Education

20. Connecticut State Department of Education
The Solution
Short Term: For those using the state model, we have developed a modified Common Core of Teaching Rubric for use with SESS educators
Long Term: Work with constituent groups to take the content from the national tools and adapt them to meet core requirements
Connecticut State Department of Education

21. Connecticut State Department of Education
The Big Picture
This is an evaluation and DEVELOPMENT process.
The CSDE and the field want to set the highest standards possible for each discipline yet ensure the system is fair and accurate.
The CSDE and the field need to look at what supports are needed in order to get district programs and staff to meet the highest standards established.
Connecticut State Department of Education

22. PILOT DISTRICTS/CONSORTIA OF DISTRICTS- 2012-13
Bethany
Litchfield/Region 6
Branford
Norwalk
Bridgeport
Waterford
Columbia/Eastford/Franklin
Windham
Sterling
Windsor
Capitol Region Education Council
Connecticut State Department of Education

23. Connecticut State Department of Education

24. Priorities of the New Educator Evaluation System
Place student learning at the center – student learning is central to the evaluation and development of educators
Fosters an ethos of collaboration and dialogue
Promote growth and development – provide all educators with immediate feedback and opportunities that support continuous growth and improvement through collaboration
Every educator is an active participant in an evaluation process that supports collaboration and informs professional learning
Shifts the focus of school and district administrators to instructional leadership
System for documenting teacher effectiveness based on multiple data sources
Structures in place for support and growth across the educator continuum
Supporting great educators
An effective evaluation system is key to developing, supporting and improving the effectiveness of our educators as well as recognizing the outstanding performance of our most effective teachers and leaders.
Educator have a profound influence
An effective educator can change the course of a student’s life, and effective educator need effective leaders with the ability to guide and motivate school communities. Research has shown that one of the most important school-based factor influencing a student’s achievement is the quality of his or her teacher.
Focus on regular feedback
Unfortunately, evaluation models in many of our schools don’t provide the kind of feedback and support educators need in order to develop and improve. Currently, evaluations are often infrequent or inconsistent, with little focus on the educator’s professional development and little, if any consideration of how much students are learning.
Multiple measures of effectiveness
To determine overall educator effectiveness, considers three central components: Professional Practice, Professional Responsibilities, and Student Learning.
Connecticut State Department of Education

25. Educator Evaluation Categories
The model can be adjusted or districts can use different models but the guiding criteria are non-negotiable
Talk about SLOs and Observation Framework, School Performance Index (SPI)
Connecticut State Department of Education

26. Educator Evaluation Categories
OUTCOME RATING
ANNUAL TEACHER RATING
PRACTICE RATING
Today, we are going to concentrate on the 45% more….
Connecticut State Department of Education

27. Educator Evaluation Process
 Orientation on process
 Teacher reflection and goal-setting
 Goal-setting conference
 Review goals and performance to date
 Mid-year conferences
 Teacher self-assessment
 Scoring
 End-of-year conference
Goal-Setting & Planning
Mid-Year Check-in
End-of-Year Review
By November 15, 2013
January/February 2014
By June 30, 2014*
*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.
Connecticut State Department of Education

28. Connecticut State Department of Education
Levels of Performance
Exemplary 4
Substantially exceeding indicators of performance
Proficient 3
Meeting indicators of performance
Developing 2
Meeting some indicators of performance but not others
Below Standard 1
Not meeting indicators of performance
Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..
Connecticut State Department of Education

29. Student Growth and Development (45%)
Connecticut State Department of Education

30. What are Student Learning Objectives?
Broad statements about the knowledge and skills that students will demonstrate as a result of instruction;
Address the central purpose of the educator’s assignment;
Take into account baseline data on student performance;
Reflect content mastery or skill development;
Reflect attainable but ambitious goals for student learning;
Are measured by indicators of academic growth and development (IAGDs); and
Are standards-based.
Connecticut State Department of Education

31. Setting Student Learning Objectives Planning Cycle
Learn about students
Step 1
Set goals for student learning
Step 2
Monitor students’ progress
Step 3
Assess student outcomes
Step 4
An integral part of an educator’s practice
Encourages systematic and strategic decisions-making
Measures of student learning should be fair and equitable
Let’s look at steps three and four some questions we need to consider
Effective assessments should provide diagnostic feedback
Evaluate progress
Relate to student’s progress
Connecticut State Department of Education

32. Strategic SLOs SLO Development School Reform
District and School Improvement Plans
Data Teams and Needs Assessments
School Leadership Governance
SLO Development

33. Indicators of Academic Growth and Development
The specific evidence, with a quantitative target, that will demonstrate whether the objective was met
Each indicator should make clear:
What evidence will be examined,
What level of performance is targeted; and
What proportion of students is projected to achieve the targeted performance level.
Indicator statements should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-oriented and Time bound
May address student subgroups (e.g. high or low performing students, ELL students, special education students, etc…)
May be based on either standardized or non-standardized measures
There must be at least one IAGD per SLO
Connecticut State Department of Education

34. Goal Setting for Student Growth and Development (45%)
Student Learning Objective focus statement
Description of the general learning content to be covered
Baseline Data
The population of students addressed by SLO
Grades, sub-groups, caseload
Standards Addressed
Interval of instruction/time
Assessments
Indicator(s) of Academic Growth an Development
Strategies and tier interventions 
Educators will draft Student Learning Objectives (SLOs) that specify:
1. A learning objective focus statement;
2. Baseline or trend data relative to that objective;
3. The population of students that will be assessed on the objective (e.g. caseload, grade level, course, etc…);
4. The standards and learning content that are represented by the objective;
5. The length of time across which instruction will occur in order to support students in obtaining the objective
6. Assessments that will be used to evaluate student performance
7. Quantitative indicators of academic growth and development (IAGDs) based on student performance on assessments; and
8. Instructional strategies that will be employed to support students in realizing the learning objective.
Connecticut State Department of Education

35. Rubric for Observation of Performance and Practice (40%)
Connecticut State Department of Education

36. Connecticut State Department of Education

37. Connecticut State Department of Education

38. Connecticut State Department of Education

39. Connecticut State Department of Education
Resources
All are located on the SEED website:
White papers
Modified CCT observation rubric for SESS
A crosswalk of the CCT rubric and the SESS rubric
A copy of this PowerPoint that you can customize for use in district
Connecticut State Department of Education

40. Connecticut State Department of Education
Resources
CT SEED website
Student and Educator Support Specialists White Papers by Discipline, 2013
SESS Framework Rubric
A crosswalk of the CCT rubric and the SESS rubric
2013 SEED Handbook
Connecticut Guidelines for Educator Evaluation (Core Requirements)
CCT Rubric for Effective Teaching
CSDE-Approved Trainer List
Evaluation Toolkit (including SLO guidance document)
NEW
NEW
Connecticut State Department of Education

41. Connecticut State Department of Education
Next Steps
Phase Two of the Work: 1. Convene practitioner based work group to refine SLO and IAGD examples 2. Convene practitioner based work groups to look at national standards against the Common Core of Teaching 3. Work with SDE to focus on enhancing supports and resources
Connecticut State Department of Education

42. Connecticut State Department of Education
Thank You
CT State Department of Education: Kimberly Traverso, LPC, Education Consultant Capitol Region Education Council – CREC Deborah Richards, SLP, Director of Student Services
Connecticut State Department of Education