Sachem Central School District Teacher Evaluation Training 2012

New York State's New Rules... Teacher evaluation must include: Local 60% (negotiated) At least two observations Other measures Growth 20% (not negotiated) State-provided SLO Local 20% (negotiated)

Teacher Observation

3 Steps to Teacher Observation Stage 1: Lesson Plan and Pre-observation Conference Stage 2: Classroom Observation Purpose: collect evidence by observing teacher, student, and classroom environment Stage 3: Reflection and Post-observation conference

The Framework for Teaching Danielson 2007 rubric 4 Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

How does the Rubric connect with Stages of Observation? Domain 1: evidence is taken from lesson plan and pre-observation conference Domain 2 and Domain 3: evidence is taken from observation Domain 4: evidence is taken from reflection and post-observation conference and Structured Review

Increases Objectivity Objectivity: Increase specificity while decreasing subjectivity and judgment Example: Teacher gave positive praise Teacher said “good job” 7 times to students

Scoring Observations HEDI SCORES (NYS requirement) Highly effective Developing Ineffective

Student Learning Objectives SLO’s

100-Point Evaluation System for Teachers 60 EBOP, etc. 20 Growth Local 100 100-Point Evaluation System for Teachers Student Learning Objectives (focus of today’s training)

The 5 Decisions… #1 District-wide priorities and academic needs #2 Identify which teachers will have SLO’s #3 How will SLO’s be set? #4 Expectations for scoring and determining each teacher’s rating. #5 Process for setting, reviewing, and assessing each teacher’s SLO.

Decision 1: District-wide priorities and academic needs All disciplines must infuse the common core as a basis for instruction Include the appropriate Board of Education goals related to student growth and achievement in the development of SLOs 􂿞Enhance student achievement, quality of instruction and leadership skills 􂿞Curriculum will require students to exhibit a range of functional and critical thinking skills related to information, media and technology 􂿞Graduates will be college and career-ready and will be prepared for 21st century careers

Decision 1: District-wide priorities and academic needs The growth component for each grade level, department and unique class will be determined by a representative sub-section of that particular group in collaboration with district and building administrators. Secondary teachers: all high school teachers and middle school science and social studies teachers have an SLO. Teachers must use the regents or regent-equivalent where applicable for evidence. SLOs must cover classes with largest number of students until a majority are covered. The number of SLOs a teacher has depends upon the number of classes a teacher teaches that covers 50% of their total roster of students at the time of the pre-assessment.

How to determine how many SLO’s… Course Section Total Math12-Pre-Calc 1 28 Pract. App. of Math 29 6 25 7 19 8 18 1 SLO

Course Total # of Students Glob.Hist-9-Reg 27 AP W. History 9 22 28 US HIST EVE 15 ECO EVE 4 Crim EVE 1 Global 9 = 76 Students This teacher only needs one SLO for Global 9 since those students represent 52.05% of his students 146 Students Total

How many SLO’s does she need? Course Total # of Students Art 8 Skills Alt. 10 Music 8 Skills Alt. Res-Room-7 2 Reading 8 Skills Sci.-8-Skills Res-Room-6 5 This teacher needs to have at least 50% (24) of her students covered by an SLO. How many SLO’s does she need? What courses would you assign an SLO? 47 Students Total

Decision 2: Which teachers will have SLOs Elementary classroom teachers and middle school math ELA teacher: grades 4-8-state growth model, K-3 SLO for ELA and an SLO for math Self-contained: if more than 50% of a teacher's students take the State assessments in ELA and math then that teacher will use the state growth model; if less than 50% take the state assessments in ELA and math, that teacher will have an SLO Integrated co-teachers: both teachers will have the same growth measures, if more than 50% of their students take the State assessments in ELA and math those teachers will use the state growth model; if less than 50% take the state assessments in ELA and math, those teachers will have an SLO

Decision 2: Which teachers will have SLOs Any push in-pull out teachers as well as special area teachers: if more than 50% of a teachers‘ students take the State assessments in ELA then that teacher will use the state growth model; if less than 50% take the state assessments in ELA and math, that teacher will have an SLO. The SLO will be on the subject area of focus. Secondary teachers: all high school teachers and middle school science and social studies teachers have an SLO. Teachers must use the regents or regent-equivalent where applicable for evidence. SLOs must cover classes with largest number of students until a majority are covered. The number of SLOs a teacher has depends upon the number of classes a teacher teaches that covers 50% of their total roster of students at the time of the pre-assessment.

Decision 3: How will SLOs get set Elementary principals in concert with district-wide grade level teachers, special education self-contained and integrated teachers will select appropriate, grade-specific assessments and goals for use in the development of the SLOs SLOs and selection and /or development of appropriate assessments will be determined by the departments' group of teachers facilitated and guided by the department's chair and designated administrative leaders

Decision 4: Expectations for scoring SLOs and determining teachers' rating For any SLO that incorporates a State assessment with a state-provided growth measure, it MUST utilize the same HEDI expectations as the State provided growth measures For others, targets will be developed by the departments/grade levels as a group to be applied to all teachers in that department/grade level using baseline data for students taught by those specific teachers. Targets must show at least 30% of potential growth from the baseline score or other comparable, rigorous measure (i.e., level) by each student by the end of the year.

How to calculate summative target showing 30% of potential growth Pre-assessment Score Potential Growth (100 - Pre Score) 30% of PG Summative Target (Pre + 30% of PG) 27 73 21.9 27+21.9 = 48.9 45 55 16.5 61.5 64 36 10.8 74.8 71 29 8.7 79.7 82 18 5.4 87.4 93 7 2.1 95.1

Decision 4: Expectations for scoring SLOs and determining teachers' rating Departments/grade levels must use a minimum of 77% of students in the class meeting the target for the teacher to be effective. The HEDI percentages will be as follows: 0-64%=Ineffective, 65-76%=developing, 77-85%=effective, 86-100%= highly effective. The points dispersed within each HEDI rating will mirror the State's point system: 0-2= ineffective, 3-8= developing, 9-17=effective, 18-20= highly effective. The principal or other administrative designee or department administrator will calculate the score based upon the results of the SLO, arriving at a HEDI rating and point value as per the predetermined chart. Teachers with multiple SLOs will have the results of their SLOs weighted proportionately based on the number of students included in the SLOs. The individual results of the SLOs will be added together to create one overall score to achieve a component score between 0-20 points for the growth measure of the teachers' evaluation.

Decision 5: Processes for setting, reviewing and assessing SLOs September/October District Administrators -Establishing district guidelines for targets -Review SLO's and/or evidence to conduct a randomized audit for rigor and consistency Building Principals/Department Administrators -Review district guidelines for targets to be used for specific grade level and/or subject configurations. -Meet with teachers by department to review SLO's for rigor and reliability and revise and necessary. -Principals/Department administrators must approve SLOs Teachers -Create ambitious and measurable targets based on baseline data -Collect and maintain baseline data for all students. -Work collaboratively with grade/department teams to set their SLO's.

Decision 5: Processes for setting, reviewing and assessing SLOs January/February District Administrators -In cooperation with the building principals and test constructors, district administrators will help design the implementation of field testing prospective questions during the mid-term assessments for future use. Building Principals -Meet with teachers to discuss progress to date on SLO's as well as results from observations. -Teachers will bring all relevant student data and artifacts to this meeting. -Specific feedback and strategies will be provided based on the results of their observations and student data. Teachers -Teachers will supply the building principal with all relevant student data and artifacts for midyear meeting. -Teachers will administer their midterm assessment to determine student progress toward meeting their SLO's.

Decision 5: Processes for setting, reviewing and assessing SLOs May/June District -Conduct randomized item analysis and p-value analysis for district assessments in subjects at all grade levels for rigor and reliability. -Review of final scores to determine and/or adjust district wide goals. Principal -Principal provides the teacher with a final score for their SLO's based on student growth/achievement within a reasonable time after the data becomes available. Teachers -Meet with principals to discuss the results of the summative assessments, as well as the results of any additional observations conducted.

100-Point Evaluation System: State 20% Three types of teachers: If there is a State-provided growth measure for at least 50% of students Will have State-provided growth measure (no SLOs) If there is no State-provided growth measure for the course Use only SLOs (no State-provided growth measure) If there is a State-provided growth measure for less than 50% of students Will have State-provided growth measure and will use SLOs

NYSED SLO Framework All SLOs MUST include the following basic components: Student Population Which students are being addressed? Learning Content What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards? Interval of Instructional Time What is the instructional period covered (if not a year, rationale for semester/quarter/etc)? Evidence What assessment(s) or student work product(s) will be used to measure this goal? Baseline What is the starting level of learning for students covered by this SLO? Target(s) What is the expected outcome (target) by the end of the instructional period? HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)? Rationale Why choose this learning content, evidence and target?

Life isn’t about waiting for the storm to pass… It’s about dancing in the rain… -Anonymous