1. Council of Chief State School Officers State Consortium on Educator Effectiveness Webinar June 11, 2013 Practical Advice for Integrating the Common Core and Educator Evaluations

2. Webinar Logistics  Circe Stumbo will be moderating  Everyone is muted  Use the chat function to make a comment or ask a question  You may chat privately with individuals on your team  If you have problems, you may send Naz Rajput a message via the chat function or an email at nazr@ccsso.org 2

3. Presenters 3  Ross Wiener Vice President and Executive Director, The Aspen Institute Education and Society Program

4. Presenters 4  Dan Cruce Vice President of Education, Hope Street Group  Tabitha Grossman Director of Education Policy and Research, Hope Street Group

5. State Representatives 5 Karen Butterfield Associate Superintendent for the Highly Effective Teachers and Leaders Division, Arizona Department of Education  David Volrath Teacher/Principal Evaluation, Maryland State Department of Education

6.  CCSSO welcomes Ross Wiener Integrating Implementation of Common Core and Teacher Effectiveness Policies “transformative potential to significantly improve outcomes and equity” 6 Teaching to the Core

7. Recommendation #1 The discipline of reconciling SEA discussions with front-line practitioner perspectives will improve the quality and usefulness of the work and likely surface important issues earlier. Integrate planning and operations of Common Core and teacher effectiveness within the SEA 7

8. Recommendation #2 State departments have an essential role in assuring the quality and fidelity of implementation of both the Common Core and teacher effectiveness policies. Quickly acquire and develop internal expertise needed to ensure that the Common Core is implemented with integrity and fidelity 8

9. Recommendation #3 Implementation in Action Hillsborough County, FL Teachers struggle with using questioning and discussion techniques Used integrated PD approach to address both teacher evaluations (3b on Danielson’s framework) and Common Core shifts at the same time Professional learning should model the Common Core by engaging teachers in intellectually rich and demanding activities, and require teachers to create products and communicate their ideas to deepen their learning. This will make it more likely that they will apply what they learn in their own classrooms. Ensure the professional development activities reflect Common Core expectations 9

10. Recommendation #4 States should not waste their limited time or money on developing new tools. Instead, they should curate, adapt, and strategically deploy tools that already exist and help districts make good choices. Create and support professional networks of school district leaders, principals and teachers to accelerate professional learning and deepen understanding of the Common Core and teacher evaluations Tools from national organizations  CCSSO  Teacher’s unions  Council of Great City Schools  Achieve  Student Achievement Partners 10

11. Recommendation #5 Establishing the Common Core instructional shifts as priorities for observing and developing teachers can make the transition more manageable and build confidence in these policies. Enable and encourage prioritization of Common Core instructional shifts in teacher evaluations 11

12. Recommendation #6 SEAs should review every communication to the field to determine whether explicit linkages between the Common Core and teacher effectiveness can be drawn. Create a single, coordinated communications plan for college and career readiness that highlights the value of the Common Core and the linkages with teacher effectiveness policies 12

13. Recommendation #7 An inability or unwillingness to acknowledge the huge changes in classroom instruction required of most teachers is a grave threat to the success of the Common Core and teacher effectiveness policies. Require that definitions of high quality teaching practice used in teacher evaluations be aligned with the Common Core Examples:  Charlotte Danielson updated her framework to explicitly reflect Common Core  Newark, NJ developed new frameworks that distinguish every day practices from intermittent  Student Achievement Partners is developing guides for assessing effective integration of the shifts in ELA and math 13

14. Recommendation #8 Insist that assessments used in the evaluation of teachers measure the Common Core If we simultaneously make student learning data matter much more to teachers, and fail to make sure Common Core is covered by this student learning data, teachers will be forced into an untenable dilemma between what they should do for Common Core and what they should do for their own performance evaluation. 14

15. Recommendation #9 School principals are the make-or-break actors in both the teacher evaluations and the transition to the Common Core. In addition to strengthening content knowledge, principals need to develop stronger approaches to change-management and to distributing leadership more broadly. As a complement to teacher evaluations, develop principal evaluation criteria that highlight the importance of implementing the Common Core with fidelity 15

16. Recommendation #10 Teachers in the U.S. spend less time in collaborative, professional interactions than teachers in peer countries. New evaluations could unintentionally exacerbate this problem, and undermine successful transition to the Common Core, if they focus inordinately on individual contributions and de-emphasize contributions to collaborative efforts. Support innovations in daily schedules that provide time for teachers to collaborate on Common Core related activities during the school day 16

17. Discussion of Recommendation #5

18. Recommendation #5 Karen Butterfield Associate Superintendent for the Highly Effective Teachers and Leaders Division, Arizona Department of Education  Enable and encourage prioritization of Common Core instructional shifts in teacher evaluations 18

19. Discussion of Recommendation #6

20. Recommendation #6 20  Create a single, coordinated communications plan for college and career readiness that highlights the value of the Common Core and the linkages with teacher effectiveness policies

21. 21

22. Hope Street Group Who We Are Hope Street Group is a national, non-partisan, non-profit and our mission is to bring together the best practitioners, business leaders and government innovators to create collaborative solutions for the most pressing issues facing America today in education, health care, and jobs. What We Do Crowd Sourcing Catalyze, Test, and Hone Document & Disseminate Products and programs Education Transform the teaching profession and improve outcomes for students by spreading implementation of widely accepted and effective educator evaluation programs built with the involvement and input of teachers. 22

23. The Hope Street Group Playbook The Teacher Evaluation Playbook sets out to provide practical advice and guidelines for states and school districts to successfully implement quality educator evaluation reforms by working with teachers to design and build new programs. http://playbook.hopestreetgroup.org/ In addition, resources about the Common Core State Standards have been added as part of a partnership with NASBE. http://playbook.hopestreetgroup.org/commoncore 23

24. 24

25. The Playbook can be used to  Engage stakeholders in both performance management implementation and CCSS implementation by making a case for the reforms: http://playbook.hopestreetgroup.org/why-teacher- evaluations-matter http://playbook.hopestreetgroup.org/development- common-core-state-standards-0 25

26. The Playbook can be used to  Communicate with key audiences: http://playbook.hopestreetgroup.org/communication s-and-infrastructure  Access resources to help engage stakeholders and guide implementation: http://playbook.hopestreetgroup.org/communication s-and-infrastructure http://playbook.hopestreetgroup.org/video-gallery 26

27. The Playbook can be used to  See what is happening in other states http://playbook.hopestreetgroup.org/state-snapshots http://playbook.hopestreetgroup.org/state-state- overview  Find out more about collecting data to guide implementation and continuous improvement 27

28. Recommendation #6 28  David Volrath Teacher/Principal Evaluation, Maryland State Department of Education  Create a single, coordinated communications plan for college and career readiness that highlights the value of the Common Core and the linkages with teacher effectiveness policies

29. Coming soon…. 29 The Center on Great Teachers and Leaders and its partner, CCSSO, will soon launch the College and Career Readiness Online Community of Practice. Details to come within the next month.

30. Upcoming Webinars  Monthly SCEE Webinars in 2013  2 nd Tuesday of every month 2-3 pm ET, live chat from 3-3:30 pm ET  Next regular monthly webinar: July 9, 2013  Next Special Webinar  June 20, 2013: “Leveraging Professional Learning Systems to Increase Principal Effectiveness” 30

31. 30 Minute Q&A Chat  Find the Chat in the bottom right side of your screen  To make the Chat appear larger on your screen, click on the triangle next to the Participants list to minimize it  Questions and comments sent to “All Participants” are visible to everyone  To offer an anonymous question or comment privately, click on “Circe Stumbo” in the list of Chat participants or email her at circe@westwinded.comcirce@westwinded.com  For technical assistance chat with Naz Rajput or email her at nazr@ccsso.orgnazr@ccsso.org 31

32. Please complete the webinar evaluation. You will receive a link to the form via email shortly after the webinar concludes. Thank you 32