Arkansas Teacher Excellence Support System (TESS) TESS Law and Process for Teachers April, 2013 to May 31, 2014

Training Outcomes Understand TESS law and process Learn Teachscape FFTES modules Examine resources for training Acquire facilitation skills for teacher training

WHY? Current system of evaluation provides little or no feedback to teachers Inconsistency among districts across the state Over 80% of districts in the state use checklists for their evaluation instrument – expectations are unclear Act 1209 of the 2011 Legislative Session Federal waiver from NCLB requirements

Instruments and Rubrics SOME CURRENT INSTRUMENTS……… Unsatisfactory Basic Proficient Distinguished 3b. Teacher uses appropriate questioning techniques and prompts in discussion x

Unsatisfactory Basic Proficient Distinguished 3b: Using questioning / prompts and discussion Teacher’s questions are of low cognitive challenge, single correct responses, and asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion. Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results. While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

What? Arkansas Teacher Excellence Support System (TESS) Provide a transparent and consistent teacher evaluation system for public school districts and public charter schools Support teachers' roles in improving students' educational achievements

What? Provide an integrated system to improve student learning that links evaluation procedures with curricular standards professional learning activities targeted support to encourage teachers in improving their knowledge and instructional skills Inform policymakers regarding the benefits of a consistent evaluation and support system to improve student achievement across the state

Who? Licensed teachers will be evaluated under the new system--including guidance counselors and media specialists. “Teacher” includes a non-licensed classroom teacher employed at a public charter school granted by the state board. Pre-school teachers are not required to be evaluated under this system; however, a district/co-op can choose to include them.

Who? Any administrator who evaluates teachers MUST pass the certification test; central office administrators must complete the training but are not required to test unless they also evaluate teachers. ALL teachers are required to complete training; however, there is no assessment. Instructional facilitators, math/literacy coaches, etc., may support teachers following formative observations by credentialed administrators

Arkansas Teacher Excellence Support System (TESS) Training Timeline – Revised March 2013 Evaluator Support Training 150 participants chosen by co-ops and large districts 3 Day Training Administrator/Evaluator Training One Day Face-to-Face Training for administrators was focused on law, training and evaluation process, certification test, and the Teachscape software. Teacher Support Training One Day Face-to-Face & 1/2 Day in Buildings One person from each school building will attend a 1 day face-to-face training at their local co-op to prepare for facilitating group sessions using modules of the Teachscape software at their school. Full Implementation All teachers must be evaluated using the TESS model Jan – Mar 2013 Mar-April 2013 December 2012 Summer 2013 2013-2014 Year 2014-15 Full Implementation Support in local districts and cooperatives. FFTPS training and proficiency test will be completed by December 31, 2013. Teachers must complete ½ day training and begin online training in FFTES by August 31, 2013. Schools may use the 2013-2014 school year to complete the training for all teachers. Schools are encouraged to provide group facilitated sessions led by the trainers through the modules and additional focus on the Framework in faculty meetings and other trainings. Teachers must complete the Teachscape modules by May 31, 2014. *Central office staff are not required to pass the certification test; however, they are required to complete training. *Summative evaluators of teachers must pass the certification test; current evaluators must pass by December 31, 2013. *Teachers must complete ½ day training by August 31, 2013, and Teachscape modules by May 31, 2014.

When? By August 31, 2013, districts/schools must provide teachers the ½ day training and begin using the Danielson Framework. By May 31, 2014, teachers must complete training on the Danielson Framework using IDEAS/FfTES. Districts may substitute this training for 6 hours of technology and up to 3 hours parent involvement (Domain 4).

When? TESS piloting with 11 schools was conducted in the 2012-2013 school year. All schools will pilot TESS during the 2013-2014 school year. The first full year of implementation is 2014-2015. Data will be reported on the 2017 School Performance Reports.

How? TRAINING FOR TEACHERS Teachers may individually complete some module content in IDEAS and/or utilize group sessions. Districts/schools may choose the best method for delivery of the modules (When, how, and what modules).

CAUTION!!! Omitting training modules may cause issues later. How? TRAINING FOR TEACHERS District decisions about training should be based on Previous professional learning and/or a needs-assessment. Prior implementation of Danielson Framework. CAUTION!!! Omitting training modules may cause issues later. All year access for Teachers Focused walks Legal different Videos No time requirement Guide 31-34 hours No time specified Sign-ins

How? Implementation Performance Ratings Distinguished Proficient Basic Unsatisfactory Scoring – Each domain and a summative Three tracks for evaluation cycle (see handout) Track placement is determined by summative ratings. Good teachers Distinguished 1 2 3 4 Teachscape Different states

Interim Teacher Appraisal Process Intensive Support Status Track 2 Interim Teacher Appraisal Process Track 1 *Probationary/ Novice AR-TESS Teacher Tracks Year 3 Summative Evaluation on all components; formative can focus on targeted growth areas, PGP developed following first formative. 2A: Summative Evaluation Summative evaluation on all components once every three years; formatives can focus on targeted growth areas. PGP is used throughout the year. Track 3 Intensive Support Status Summative Evaluation on all components. Intensive Professional Learning Plan Multiple formal and informal observations Multiple conferences between teacher/evaluator May remain in Track 3 for 2 semesters. 2 additional semesters may be added if improvement is observed. 2B: Interim Appraisal Process 2B2:Observations focus on targeted areas of PGP. A modified evaluation is based on specific components of the rubric included in the PGP over the two year cycle. 2B1: Observations focus on targeted areas of PGP. A modified evaluation is based on specific components of the rubric included in the PGP over the year. Year 2 Summative Evaluation on all components; formative can focus on targeted growth areas, PGP developed following first formative. Year 1 Summative Evaluation on all components; formative can focus on targeted growth areas, PGP developed following first formative. *"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in Arkansas for three (3) years will complete the probationary period. *An employing school district may, by a majority vote of its directors, provide for one (1) additional year of probationary status – District Policy is required to place all new employees incoming to the district from another district /state on a one-year probationary status. *A first year teacher will be considered both a novice and probationary teacher. Revised 5/2/13 **

3 Year Cycle Process Cycle 1 Year 1 2A Year 2 2B2 Year 3 2B1 Cycle 2 2A-Formatives, PGP, summative with pre, formal observation, post, artifacts, reflection, and new PGP. This is all minimally on a three year cycle. 2B2-Conversations about PGP and observations focused on PGP goals during the year; reflection on PGP in spring. This may be for two years. 2B1-Conversations about PGP and observations focused on PGP goals during the year; reflection in spring conference on PGP. This is used for one year. Novice and Probationary have formative and summative cycle each year of their track.

How? PGPs are the foundation of all teachers’ growth - Implementation Professional Growth Plans (PGPs) PGPs are the foundation of all teachers’ growth - especially for teachers in the interim appraisal process. Relevant and meaningful PGPs are a crucial factor in the TESS system. PGPs are an ongoing part of professional learning for teachers. PGPs are collaboratively developed by teacher and administrator as a result of summative ratings.

How? Changes in Professional Learning Elimination of one size fits all professional learning – individualized learning based on teachers’ needs Artifacts collected to reflect performance Domains 1 & 4 from off-stage evidence Domains 2 & 3 from observations & artifacts Quality not quantity Samples of possibilities on ADE website

Summative Evaluations and Scoring How? Summative Evaluations and Scoring A summative evaluation is completed by a credentialed, licensed administrator. Summative evaluations require a rating in each domain and an overall rating – growth measures are part of the summative rating.

Summative Evaluations and Scoring How? Summative Evaluations and Scoring Summative observation is 75% of class period or at least 45 minutes for block scheduled classes. A post conference and reflective narrative for PGP should follow the observation. The new/continued PGP should be collaboratively developed by teacher and administrator based on summative observation and evidence. A summative observation over all 22 components is not necessary in Interim Appraisal Process--2B1 or 2B2 tracks.

Summative Ratings/Growth Models How? Summative Ratings/Growth Models A statewide growth model will be adopted by 2013-14 and will be implemented in 2014-15. Teachers who do not meet the identified threshold of growth cannot receive a “Distinguished” rating. Teachers not meeting the threshold of growth for two consecutive years will be lowered one performance rating.

How? Growth Models The current models being reviewed will apply to grades 4-8 math/literacy and Algebra I. Policy decisions will be made concerning: co-teaching teachers on extended leave types of growth measures used for non-tested areas…

How? Growth Models ADE is currently working with a Teacher Evaluation Advisory Committee (TEAC) to consider alternate measures of student growth. The state will continue to collect information from emerging systems from other states to learn their successes and concerns.

IMPLEMENTATION CONSIDERATIONS Pilot Year 2013-2014 – Leadership teams plan the pilot implementation in their districts. Districts can vary strategies for implementation within the district: Number of teachers in the pilot Method of placing teachers in tracks Whether to have two evaluation systems running simultaneously OR discuss with PPC adopting Danielson rubric as the evaluation instrument for the 2013-2014 school year

IMPLEMENTATION CONSIDERATIONS Immediate need – Training everyone TESS requires systematic, continuous professional learning opportunities for everyone, not just a one-time event. Consider book studies on 2007/2011 Framework for Teaching.

ADE Website arkansased.org Interactive Forms PGP and Sample Timelines Rules Teachscape Demo Site Danielson Group Link CHECK OFTEN FOR UPDATES!

Teacher Evaluation Contacts Karen.Cushman@arkansas.gov Barbara.Culpepper@arkansas.gov Becky.Gibson@arkansas.gov Diann_Gathright@yahoo.com jim.johnson629@yahoo.com