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Teacher and Principal Evaluation Training and Assessments Illinois State Board of Education CEC Partnership Group April 11, 2012 1.

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Presentation on theme: "Teacher and Principal Evaluation Training and Assessments Illinois State Board of Education CEC Partnership Group April 11, 2012 1."— Presentation transcript:

1 Teacher and Principal Evaluation Training and Assessments Illinois State Board of Education CEC Partnership Group April 11,

2 Agenda Welcome Introduction of the Growth Through Learning Performance Evaluation System Identification and Designation of District Evaluators by District Superintendents Overview and Format of the Performance Evaluation Training Modules Teacher Evaluator Module 2 – Overview of the Teachscape Proficiency System IT Requirements and Technology Support Next Steps 2

3 Presentation Team Vicki Phillips, Interim Division Administrator, Educator and School Development Division, ISBE Mary Jane Morris, Executive Director, Consortium for Educational Change Ivan Montoya, Vice President Director of Services, Teachscape 3

4 Meet Requirements of PERA of 2010 This includes: Prequalification training and assessments Train-the-trainer program Technical Assistance Retraining program Website with online library and other resources Teacher and Principal Evaluator Training 4

5 Program Website Online resources and research on PERA, evaluation models, teacher and principal evaluation (available now) Technical Assistance Online, self-paced training Online assessments to qualify evaluators Remediation training Online library of resources and best practices for post- training implementation Evaluator Prequalification Training and Assessment Rigorous training and prequalification program for district- developed, higher education and the state developed program Online library and monthly Trainer Collaborative Network Train-the-Trainer Program 5

6 Assistance for Districts to Implement PERA and SB7 Growth Through Learning Technical Assistance Evaluation FAQs Selecting Teacher and Principal Evaluation Models Choosing State Training or District Developed Training Other national, state and district evaluation models, articles tools and research Trainer Database for District- developed Training (June 1) Additional service options PEAC Website www. PERA and SB7 legislation, rules and nonregulatory guidance Principal Evaluation Basics, Default Model and sample tools and resources Teacher Evaluation Basics and teacher evaluation resources Continuous updates from ISBE and the work of PEAC committee News Releases PERA FAQs Glossary 6

7 Identification and Designation of District Evaluators 7

8 Identifying District Evaluators For Registration Superintendents can log into the ECS System to designate evaluators starting on April 17 th Select evaluators who will need to be qualified for the school year Indicate Training Participation : 1: Teacher Evaluator, OR 2: Principal/Assistant Principal Evaluator OR 3: Both District Identification Of Evaluators Designated teacher and principal/assistant evaluators can then log into ECS and begin registering for training Registration begins May 1, 2012 Designated Evaluator Registration Training will be available starting May 7 th for all designated evaluators Begin training 8

9 Superintendents recently submitted the number of evaluators their district currently employs for teacher evaluation which determined the allotted number of cost-free trainings to be paid through Illinois Race to the Top III funds per district. This source of funds is limited, therefore, any additional trainings desired by the district beyond their current usage must be paid by district funds. The cost is $650 per person per system for Teacher or Principal Evaluator Training, registration and payment should be made at the Identification and Designation of District Evaluators Teacher Evaluators 9

10 Identification and Designation of District Evaluators Principal Evaluators Each Illinois district will be allotted a number of cost-free trainings for principal evaluators equal to the number they currently have engaging in principal evaluations during the school year. Districts superintendents are asked to submit to the number of principal & assistant principal evaluators who will need trained as soon as possible with the district request not to exceed the necessary number per district. your request no later than April The trainings to be paid through Illinois funds received from Race to the Top III funds. The cost is $650 per person per system for Teacher or Principal Evaluator Training, registration and payment should be made at 10

11 Identification and Designation of District Evaluators for Training What information should a Superintendent have in hand before logging into ECS Their own IEIN # to log into their own ECS account The IEIN# for those evaluators they have selected for training Correct spelling of the persons first and last name Type of training 1.Teacher Evaluator Training 2.Principal Evaluator Training or 3.Both https://sec1.isbe.net/ecs/Login.asp 11

12 HOW A DISTRICT SUPERINTDENT WILL SELECT AN EDUCATOR FOR EVALUATOR TRAINING 12

13 THE DISTRICT SUPERINTEDENT SHOULD LOG INTO TO HIS/HER OWN ECS ACCOUNT 13

14 CLICK ON You can select trainees for Principal and Teacher Evaluation Training at the top under Attention – New OR Eval Trainee Selection on the left NOTE: ONLY the District Superintendent has this option in his/her ECS account 14

15 How many cost-free training slots allocated How many have been assigned and to whom they have been assigned Click on Click here to select an educator for training 15

16 Enter the Educators IEIN number, First and Last Name 16

17 Confirm the Educators name 17

18 Choose which type of training (evaluating principals or evaluating teachers) or Both 18

19 Review Summary of entered information 19

20 The educator who was selected should then go into their OWN ECS Account to clink on the link to register their personal information 20

21 The expectation of honesty and integrity is evident through Illinois Statue and Administrative Rules which apply to certificated or soon to be certificated educational professionals in Illinois. See 23 ILLINOIS ADMINISTRATIVE CODE on next slide. 21

22 In some instances, scores are voided for reasons that render individuals ineligible for certification in Illinois. When an individual is found to have violated a condition of testing with the intent of falsifying his or her identity or unfairly affecting his or her performance in the current or a future test administration, the violation shall be taken as evidence that the individual is not of good character as required by Section 21-1 of the School Code [105 ILCS 5/21-1]. 1) In addition to voiding of the persons score on the test at which the violation occurred, any other score achieved by the person during the same test administration shall be voided, and the individual shall be ineligible for any future certification testing in Illinois. 2) A person who is subject to this subsection (g) shall be ineligible to receive any certificate in Illinois. 3) If a person who is the subject to this subsection (g) already holds any Illinois certificate, the State Superintendent of Education shall initiate the suspension or revocation of that certificate as provided in Section of the School Code [105 ILCS 5/21-23]. 22

23 Program Timeline Program Implementation Dates To Meet September, 1, 2012 Deadline 23

24 Sample Title Goes Here April 2 Program Website Launch Train-the Trainer Registration Begins Trainer-the- Trainer and Evaluator Training Starts Prequalification Deadline to Be an Approved Evaluator Program Key Dates April 16 Evaluator Registration Begins May 1 May 7 June 1 Intensive Support/ Remediation Begins April May June July August September Evaluator Prequalification Training and Assessment: May 7 – Sept 1, 2012 Intensive Support/Remediation : Begins after June 1, 2012 Qualified Trainer Database Available: June 1, 2012 and ongoing updates Sept 1 May 7 24

25 Train-the-Trainer Program How to Become Qualified as a Trainer 25

26 Train-The-Trainer Program Requirements Who Should Participate? Trainers employed by districts or entities who plan to deliver district- developed training CEC Partnership Group trainers who will do intensive support/remediation Higher education programs e.g. principal preparation What Qualifications Do Trainers Need? Understanding of and commitment to P-12 public education Current experience in providing effective professional and leadership development to districts, principals and superintendents. Evidence of knowledge of school improvement processes and strategies Experience with performing or designing teacher or principal performance evaluation Deep understanding of high quality instructional practices Illinois Type 75, teacher leadership endorsement, or Superintendents endorsement, with 4 or more years of experience in school leadership with a proven track record of student growth is highly preferred. Not Limiting Number of Qualified Trainers In Train-the-Trainer system Cost $1000/person/training 26

27 Using the E-Learning Platforms About the Adobe Connect and Teachscape Learning Platforms 27

28 Growth Through Learning Learning Platform Summary Principal Evaluator Training and Assessments Teacher Evaluator Training and Assessments Module 1 Growth Through Learning Adobe Connect Module 2 Teachscape Modules 3 Growth Through Learning Adobe Connect All Modules 1-5 Growth Through Learning Adobe Connect Please note: All Remediation Online and Face to Face Training Registration for both teacher and principal evaluators will occur at the Growth Through Learning Adobe Connect Module 5 Student Growth Growth Through Learning Adobe Connect Modules 4 Growth Through Learning Adobe Connect Optional 28

29 Teacher and Principal Evaluation Training and Assessments About the Growth Through Learning Training and Assessments 29

30 The Growth Through Learning Training Program Targets the knowledge and skills needed to implement the requirements of PERA for evaluating teacher or principal professional practice and student growth, where applicable Self-paced training modules progressively build learning and allow participants to tailor learning to own pace Frequent assessment leads to prequalification and identification of additional support needed World-class online learning platforms* accessible 24/7 at participants convenience from home or office 30

31 Growth Through Learning Framework A model which guides evaluators in how to organize and conduct an effective, continuous performance evaluation cycle Identifies key components necessary to maximize evaluator and staff success- either for teachers or principals Aligns to Illinois requirements and state default models for evaluation Begin Cycle Continuous Loop to next cycle 31

32 Assessment for Prequalification Online, secure assessment Must pass each assessment required to become qualified as an evaluator Two opportunities to pass each assessment after completing the Growth through Learning Training module (s) Those who do district-developed training can take the assessment once; if unsuccessful will need to take the state training module(s) for that assessment Intensive support/remediation available for those who cannot successfully pass assessment 32

33 Principal and Assistant Principal* Evaluation Training and Assessment UnderstandPlanCollaborateReflect Measure Evaluate Module Module 1 Online Self-paced Module 2 Online Self-paced Module 3 Online Self-paced Module 4 Online Self-paced Module 5 Online Self-paced Time (Approximate) 2 hours 4-6 hours Assessment Online AsssessmentOnline Assessment Remediation (2 tiers) Instructor-led and Face to Face and Online Assessment Face to Face and Online Assessment Instructor-led and Face to Face and Online Assessment *Where applicable Total Training and Assessment Time: Approximately 15 hours 33

34 Key Learning Objectives At the end of training, participants will be able to…. Identify and apply the requirements of PERA for implementing principal/assistant principal evaluation plans as of September 1, 2012 Apply the state default model, Illinois Standards for Principal Evaluation and minimum requirements for both professional practice and student growth Recognize different types of assessments that can be used for measuring student growth for both principals and assistant principals and analyze multiple measures of student growth Use the Illinois Standards for Principal Evaluation to determine principal/assistant principal competency by collecting, analyzing and evaluating evidence of professional practice 34

35 Key Learning Objectives Participants will also be able to…. Collect professional practice and student outcomes data necessary to inform the principal and school-level professional development planning process Create supportive, targeted professional development plans with and for certificated staff Evaluate measures and evidence of professional practice and student growth to come to a summative rating that is objective and reliable Communicate the findings and outcomes of evaluations with principals/assistant principals in constructive and supportive ways 35

36 Teacher Evaluator Training and Assessment UnderstandValidateCollaborate Reflect Measure Evaluate Student Growth (if required) Module Module 1 Online Self-paced Module 2 Teachscape Self-paced Module 3 Online Self-paced Module 4 Online Self-paced Module 5 Online Self-paced Time (Approximate) 1-2 hours15-18 hours2 hours Assessment Online Asssessment2 Online Assessments Stage 1 and stage 2 Online Assessment Remediation Online, Instructor-led and Online Assessment Face to Face and Online Assessment Face-to- Face Training and Online Assessment 36

37 Key Learning Objectives At the end of training, participants will be able to…. Understand and apply state requirements, timeline, and standards for evaluation professional practice and student growth, where applicable Identify, analyze and evaluate evidence to determine a professional practice performance evaluation rating (i.e., excellent, proficient, needs improvement, and unsatisfactory) that is objective and reliable Observe instruction competently in multiple subject areas Create, in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers in aligning professional development and goal-setting to school improvement goals; 37

38 Key Learning Objectives Participants will be also be able to… Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers to set goals and improve professional practice; Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating professional practice to link teacher and school-level professional development plans to evaluation results Identify different types of assessments that can be used for measuring student growth for teachers (where applicable) Analyze multiple measures of student growth to determine a summative rating for a teacher (where applicable) 38

39 39

40 40

41 Main Points 41 Overview of FFTPS (aka Module #2 - Teacher Evaluator ) IT requirements for the system Technology support 3 keys to a successful user experience Role of local district IT staff and Teachscape customer support Timeline when users will be on the system Next steps for local district IT staff

42 A Complete Solution for High Quality Observers 42 Framework for Teaching Observer Training Increase the reliability and accuracy of observers Deepen observer knowledge of the Components and performance levels in the Framework for Teaching Promote bias awareness Framework for Teaching Scoring Practice Provide observers with opportunities to practice before live observations Deliver feedback to observers including answer key and evidence rationale Framework for Teaching Proficiency Assessment Train observers to deliver valid, reliable judgments based teaching evidence Increase defensibility of the districts evaluation system

43 FFTPS: Home Page 43 Training Scoring practice Proficiency assessment

44 44 Observer Training: Overview ~20 hours of training content o Self paced o Total training time can be faster or longer 11 online learning modules for observers o Orientation to observer training o Minimizing bias o 9 modules on Framework for Teaching o Overview o Framework for Teaching Components in Domain 2 and Domain 3 detailed rater training on each component and performance level Over 100+ master scored videos

45 Observer training: home page 45

46 Observer training: overview page 46

47 Observer training: master scored videos 47

48 Observer training: exercise example 48

49 Scoring Practice: description 49 Provide opportunities for observers to practice Identifying and recording instructional evidence Aligning the evidence to a specific component of the Framework for Teaching Scoring classroom practice based on the evidence Receiving feedback on the score versus expert-assigned rubric and rationale Practice videos based on grade span user sets at registration Users can be set up to view videos for five different grade spans: K–5, 6–8, 9–12, K–8, K–12 Practice videos available to user based on assigned grade span

50 Scoring practice: evidence and scoring page 50

51 Scoring practice: feedback page 51

52 Proficiency assessment: overview Two stages. Recommend time to take each stage ~3-3.5 hrs Stage 1: multiple choice questions and videos. Stage 2: videos 2 chances to pass each stage of assessment Must pass stage 1 before moving to stage 2 Users typically only attempt one assessment (e.g., stage 1 or stage 2) in a day so they typically complete the assessment over multiple days User must complete assessment in one session of maximum length of 6 hours They can pause videos if they need to take a short break (e.g., restroom) If the computer is idle for 60 minutes or the user logs out, they will fail the attempt Detailed instructions are provided prior to each assessment attempt Users must contact Teachscape support if they face technical issues during the assessment Total (stage 1 + stage 2) assessment time Best case: pass both stages on first attempt = ~6 hours Longest: take 2 attempts to pass each stage = ~12 hours Assessment videos based on the grade span assigned to user (e.g., K–5, 6–8, 9–12, K–8, K–12) 52

53 Main Points 53 Overview of FFTPS (aka Module #2) IT requirements for the system Customer support 3 keys to a successful user experience Role of local district IT staff and Teachscape customer support Timeline when users will be on the system Next steps for local district IT staff

54 Overview of system requirements 54 Network access Local district IT administrator will need to update network settings to allow users to access Teachscape related websites from their school computers and school network Internet connectivity At least 2Mbps download speed Highly recommend using a wired connection while taking the proficiency assessment to ensure a consistent connection Users need to avoid peak network usage times at school when average bandwidth may drop below minimum requirements Hardware and software Can use PCs or Macs that meet minimum requirements for hardware, software, and monitor resolution Users should not use tablet devices (e.g., iPad) with FFTPS Documents with details List of Teachscape Domain Names & IP Addresses.pdf Teachscape-system-requirements.pdf FFTPS user start-up guide.pdf FFTPS training, practice, and proficiency assessment rely heavily on videos. Users systems must be optimized to view videos.

55 System Check tool: the users and IT staffs best friend 55 Where to access the System Check tool from home page

56 System check tool: screenshot 56 In seconds, automatically detects if user meets system requirements for o Hardware o Browser o Monitor o JavasScript, Cookies, Pop Ups Allows user to check if internet connection meets requirements (speedtest.net) Allows user to watch a video and listen to audio as a final system test

57 Additional support resources available to users 57

58 Main Points 58 Overview of FFTPS (aka Module #2) IT requirements for the system Customer support 3 keys to a successful user experience Role of local district IT staff and Teachscape customer support Timeline when users will be on the system Next steps for local district IT staff

59 3 Keys to a successful user experience 59 1.Users should run the System Check every time they use FFTPS Users that do not meet system requirements represent 90-95% of all customer support inquiries. System check helps users address issues before they start using FFTPS 2.Users should contact and work with local IT to resolve any issues identified in a System Check or with network access 3.Users should contact Teachscape customer support if they run into problems during a proficiency assessment Fixing any local hardware, software, connectivity, or network access issues almost always require local IT support If users are in the middle of an assessment and experience a system problem, they need urgent support especially if the problem prevents them from completing the assessment.

60 Customer support: role of local IT and Teachscape 60 Local district IT staff Enable users to access Teachscape related domains and sites Allow Teachscape to use support tool (e.g., Teamviewer) on users hardware if required to resolve a support issue Be the point of contact for users to address any issues identified by the system check tool Contact Teachscape if user continues to experience system problems after local hardware, software, or connectivity issues have been addressed – – Teachscape Be the point of contact for users when they experience problems while taking a proficiency assessment Work with local IT team to resolve issues that cannot be fixed at local level

61 Expected Usage by Month 61 MonthUsage of FFTPS May Users will log-on to FFTPS (Module #2) and start training Initial system check failures will occur in May and will require support to upgrade hardware or software June HEAVIEST MONTH OF USAGE All users will be expected to complete assessment (stage 1 and stage 2) by the end of June July Smaller number of users (e.g., those that failed the assessment in June) will be taking the assessment in July August Smaller number of users expected to be on the system in August

62 Local district IT staff 62 1.Local district IT staff: open network access to all Teachscape related sites and customer support tools (e.g., Teamviewer). 2.Local district IT staff: review Teachscape system requirements to determine ahead of time if users will require hardware of software changes 3.Ensure local district IT staff available during expected periods of heavy usage (e.g., mid to late May/all of June) 4.Local district IT staff and leadership: remind users to perform a system check every time they use FFTPS 5.Local district IT staff: provide users guidelines for best times to use FFTPS on the school network (e.g., times when bandwidth availability is highest). 6.Local district IT staff: Work with users to fix any issues identified during system checks

63 Contacts For Technical Support 63 Growth Through Learning Adobe Connect Platform – – (630) System check: Adobe Test meeting link: https://growththroughlearning.connectsolutions.com/common/help/e n/support/meeting_test.htm https://growththroughlearning.connectsolutions.com/common/help/e n/support/meeting_test.htm Teachscape platform – –

64 Next Steps 64

65 Questions Continue to check regularly for more information about our programs:www.growththroughlearningillinois.org – Teacher Evaluator Training and Assessment – Principal Evaluator Training and Assessment – Train-the-Trainer Program – Technical Assistance Review Resources and FAQs available at the ISBE PEAC website at Submit questions at the FAQ document will be updated on weekly basis. 65

66 We Look Forward To Supporting Districts, Evaluators, Trainers, Students and Stakeholders in helping all educators learn and grow through effective evaluation practices! 66


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