1. 2012 Secondary Curriculum Teacher In-Service
August 9, 2012

2. Agenda Welcome Introduction to Compass Teacher Evaluation Rubric
Student Learning Targets
Overall Teacher Rating
Transitional Curriculum

3. The Purpose of Compass
Compass is intended to ensure: • Teachers set meaningful goals for students; • Teachers and leaders collaboratively evaluate student progress relative to goals; • Teachers receive specific feedback on their performance to drive improvement; and • Teachers, administrators, and district leaders have annual effectiveness data to inform decision‐making

4. Compass Process & Components
Set goals Evaluate Use Data -for Educators Observation Performance to inform -for Student and Feedback -student growth Human -Prof. Practice Capital Decisions

5. Compass Process & Components
Two components of evaluation
STUDENT GROWTH PROFESSIONAL
MEASURES PRACTICE
MEASURES
- Value Added Model
or Observations
- Student Learning Targets

6. Teacher Evaluation Rubric
The Louisiana Department of Education (LDOE) has adopted Charlotte Danielson’s Framework for Effective Teaching as its official teacher support and evaluation tool.
However, Louisiana’s Teacher Rubric is an abridged version of the nationally-recognized model.

7. Five Key Components of the Louisiana Teacher Evaluation Rubric
Setting Instructional Outcomes
Managing Classroom Procedures
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
(BREAK)

8. Calculating Rubric Score
The Compass Rubric consist of 5 Components
Teacher is rated 1-4 on each of the 5 components for a possibility of 20 pts.
To calculate the score, the sum of the ratings for the 5 components is divided by 5. This will find the average, or the teachers rating on the on the observation rubric.

9. Compass Rating
Average Score Rating HIGHLY EFFECTIVE EFFECTIVE:PROFICIENT EFFECTIVE:EMERGING INEFFECTIVE

10. Student Learning Targets (SLT)
An SLT is a measureable goal for student achievement over a given period of time that reflects an ambitious, but reasonable, expectation of growth.
SLT’s are developed through collaborative effort between the teacher and the evaluator.
In tested grades and subjects, the Value Added Model will take precedents over the SLT in the teacher’s overall evaluation.

11. Four Steps to Writing Strong SLTs
Step 1: Define the Content
Step 2: Identify the Assessment & Collect Baseline Data
Step 3: Identify the Student Group
Step 4: Set the Growth Target & Aligned Scoring Plan

12. Define the Content
Teachers should define the content that is most important for students to learn during their time in that particular class or course.
° Prioritize content that is aligned to the Common Core State Standards whenever possible.
° Look to other national, state, or local standards in identifying the content that students should learn by the end of the course.

13. Identify the Assessment & Collect Baseline Data
Teachers identify the most appropriate assessment to measure students’ mastery of the identified content.
° Refer to the LDOE Common Assessment List or specific district guidance.
° If a common assessment is unavailable, teachers and evaluators agree on the most appropriate assessment. When no or few common assessments are available, consider collaboratively designing assessments at the school- or district-level.
Teachers gather baseline data about students’ starting points. Data sources may include:
° Pre-test aligned to the final assessment
° Diagnostic exam designed to assess students’ readiness for new content
° Analysis of data from the end of the previous course or year

14. Identify the Student Group
SLTs may be set for:
° Entire classes of students
° Multiple sections of the same course
° Smaller groups, such as the lowest performing students
Teachers should try to address the majority of their students across their two or more SLTs
Teachers should prioritize academic content areas most aligned to the Common Core.

15. Set the Growth Target & Aligned Scoring Plan
For each target, teachers will set the expectation for student growth, a goal that is ambitious – a bit of a stretch for students – but still attainable.
Then, teachers and evaluators agree on a well-defined scoring plan for the SLT, as exemplified on the next slide.

16. SLT Aligned Scoring Plan
Insufficient attainment :
The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. (by more than %)
(1)
Partial attainment of the target:
The teacher has demonstrated some impact on student learning but did not meet the target.(10-15% below target)
(2)
Full attainment of the target:
The teacher has demonstrated full impact on student learning by meeting the target or exceeding it by a small amount. (10-15%)
(3)
Exceptional attainment of the target:
The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a substantial amount. (more than 10-15%)
(4)

17. Overall Teacher Rating
To calculate a teacher’s overall score:
Professional Practice Student Growth Final
(observation) (VAM or SLT) = Evaluation
Score 2
Each component generates a score from 1.0 – 4.0

18. For more information http://www.danielsongroup.org/default.aspx