Educator Evaluations DARTEP 2017 Jared Robinson Assistant Director – Office of Educator Talent

Proud Michigan Educator http://www.michigan.gov/mde/0,4615,7-140-5683_78051---,00.html 9/17/2018

Educator Evaluation in Top 10 in 10 “Districts and Schools can contribute by: Using the educator evaluation process as a powerful tool for individualized feedback and professional learning. Providing educators with the time, resources, and support necessary to continuously improve teaching, learning, and leadership.” (Michigan Department of Education Top 10 in 10 Strategic Plan) 9/17/2018

Educator Evaluation in Top 10 in 10 (Michigan Department of Education Top 10 in 10 Strategic Plan) 9/17/2018

Why is educator evaluation so important? Effective evaluation guides teacher growth and learning. When evaluation systems are implemented with fidelity using research-based instruments, authentic feedback creates meaningful dialogue. A well-implemented feedback cycle for teachers leads to improvement in the use of measured skills and strategies. Improvement in the use of measured skills and strategies leads to improved student achievement. Becki Correlations in teacher use of strategies measured by Marzano’s instrument are associated with a 31 percentile point increase in student achievement.

What is Important for Educator Evaluations? Teachers and administrators both benefit from educator evaluations that are rigorous, transparent, and fair. Educator Evaluations should be aligned to the definition of success for students, teachers, and administrators. Educator evaluations will only impact student outcomes if they inform/improve what happens in the classroom. Any evaluation that does not improve instruction becomes a “hoop”. Educator evaluations should be a mechanism for implementing evidence-base practices and instruction.

Recognize the power in the framework Educator preparation institutions would benefit from prioritizing the instruction of evaluation models and frameworks. Evaluation model = foundation for instructional pedagogy Framework = catalyst for powerful dialogue through implementation of instructional pedagogy Regard your evaluation model (whichever of the approved tools you have chosen) as the foundation from which you build your instructional pedagogy. Harness the power of the framework as a catalyst for powerful dialogue within your professional learning community. 1/3/2017

Cycle of continuous improvement – Educator Evaluation Self Assessment – Informed by summative assessment Goal Setting & Educator Plan Development – Sharing Self assessment and proposed goals between evaluator and educator Plan Implementation – Pursuit of goals and collection of evidence. Timely feedback for improvement Formative Assessment/Evaluation – Prompts reflection, promotes dialogue and consider changes to practice, goals, or planned activities when adjustments are appropriate Summative Evaluation – Evidence demonstrating educator practices in alignment to standards and evidence of goal attainment in student growth Self Assessment Goal Setting & Educator Plan Development Plan Implementation Observation & Feedback (ongoing) Year-End Summative Evaluation Cycle of Continuous Improvement This vendor-agnostic 5 step cycle of continuous improvement for educator evaluation was developed by Massachusetts Dept. of Education. Goal: to provide educators with a continuous opportunity for professional growth and development through self-directed analysis and reflection, planning, action steps, and collaboration. Regular, constructive feedback from the evaluator, coupled with opportunities to reflect on and improve practice, drive the cycle from beginning to end. 1/3/2017

Effective Feedback for Learning Feedback –”One of the most powerful influences on how people learn”(Hattie, 2009). Defined: information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding which reduces the gap between the student’s current level of understanding and/or performance and the goal. The type of feedback, the way in which it is given (nature and delivery) matters. “It’s the quality of the feedback rather than its existence or absence that determines its power” (Stiggens, Arter, Chappius, Fung, 2004).

Powerful Feedback POWERFUL FEEDBACK MUST: Be structured to identify what was done well Identify practices that need improvement Provide alternative actionable practices and instructional suggestions The more leaders pursue feedback about their own effect on others, the more benefits accrue to their teachers directly and to their students indirectly Requests for feedback should include inquiries into the impact on student learning using formative and summative data

Goal setting – Informed by data District Level - DIP Building Level - SIP Individual Level - Informed by self-assessment, formative and summative feedback and student impact data. Should all be using same data points collected and analyzed for evaluation processes. 1/3/2017

Legislation for the Use of Student Growth within Education Evaluations The requirements for the percentage of student growth have not changed from last year to this year, or even into next year. The requirements for student growth for education evaluations will change in 2018-2019, and districts/schools should be prepared for this change. http://www.michigan.gov/documents/mde/Educator_Evaluations_FAQs_522134_7.pdf

How Is Student Growth Measured? There is no perfect student growth measurement model. The models being used for student growth within Michigan and across the country are varied. All have strengths and weaknesses. The most commonly used student growth models in use across the country and within Michigan are Student Learning Objectives (SLOs) and Student Growth Percentiles (SGPs).

Data Literacy is a Critical Skill Teachers and administrators will continue to need data and assessment literacy skills. Educator preparation institutions would benefit from prioritizing the instruction of data and assessment literacy skills when preparing their teachers to achieve high levels of success. Teacher should enter the classroom knowing integrate formative assessment to inform progress towards growth of skills towards essential standards and learning targets. Teachers will need to enter the teaching profession knowing how to align formative, interim, and summative assessment to inform their instruction to clearly defined success criteria.

Statewide Evaluation Labels 9/17/2018

New Michigan Teacher Evaluation Labels 9/17/2018

Educator Evaluation Systems Webinar Series The webinar series includes topics intended to span the spectrum of needs from the earliest implementers to those striving to refine and continuously improve highly efficacious, impactful implementation of educator evaluation systems. http://www.michigan.gov/mde/0,4615,7-140-5683_75438_78528-399530--,00.html To Register: https://events-na1.adobeconnect.com/content/connect/c1/2186809608/en/events/catalog.html?OWASP_CSRFTOKEN=f9306c8f01af52ce857b6889578bb1a7402c0ecd70a69dc15a6cc242c15f16da Currently publically posted webinars – More to come https://www.youtube.com/watch?v=lUYPfWv_xGM https://www.youtube.com/watch?v=OKRh_dy51ss