M EASURING T EACHER E FFECTIVENESS (MTE)

H OW DID WE GET HERE ? Video from the Arizona School Administrators PUSD Measuring Teacher Effectiveness Committee – 2 “Teacher A” and 2 “Teacher B” representatives from each building

P ROCESS FOR M EASURING T EACHER E FFECTIVENESS System for collaborative teacher appraisal and professional learning 2013 and Beyond

O VERVIEW OF THE M EASURING TEACHER EFFECTIVENESS P ROCESS By the end of this presentation, the teacher will be able to Know the number of formal/informal observations Have a better understanding of the tripod survey administration Know the timelines for goal setting and observations Know the key components of the Measuring Teacher Effectiveness process Understand the transition issues associated with HB2823 which allows school districts to postpone full implementation until school year

T EACHER A PPRAISAL (E VALUATION ) W EIGHT = 50% OF OVERALL RATING The purpose of Teaching Appraisals is to help teachers grow and improve with support and feedback. Collaboration builds a strong support system and evaluation is a process that includes activities such as, but not limited to: Formal Observations, Informal Observations, professional growth options, student achievement data, and various forms of evidence and artifacts.

All Teachers will receive a minimum of 2 Formal and 3 Informal Observations By the end of October, all teachers will receive a formal observation and rating on Domain 2 and 3. (Formal Observations = Uninterrupted Lesson) By the end of February, all teachers will receive a second formal observation and a preliminary rating on Domains 2 and 3. By the first of May, all teachers will receive a summative evaluation with ratings on all Domains and a calculation of points to determine level of performance. (2013 – 2014) Evaluators reserve the right to initiate a Focused Plan of Assistance (FPA) for inadequacies determined in any Domain and at any time needed

G OAL S ETTING W EIGHT - 17% OF OVERALL RATING The purpose of Goal Setting for Teaching Practices & Classroom Environment is to collect data focused on classroom learning conditions and student engagement. Each teacher will develop two goals to submit to the Principal for approval. PUSD uses a single administration of the Tripod Survey, a reliable measure and predictor of student achievement gains, to gage seven areas of classroom life and teaching practices for one of the two goals. By mid-September, all teachers will administer the Tripod Survey to a class of students. Results should be available by late October. The teacher will work with the administrator to develop the second goal focused on Domain 3 after the first formal evaluation.

M EASUREMENT OF S TUDENT G ROWTH W EIGHT - 33% OF OVERALL RATING The purpose of including Student Growth Measurements is to measure the teacher/principal impact on the growth of students By the first of May, all teachers will receive student growth data but will NOT receive a formal rating that includes test data as a factor in that rating. HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year This additional time will give PUSD an opportunity to evaluate both the technical (rating key) and policy issues involved in the inclusion of student growth measures. Rating KeyWith Out Student Growth DataWith Student Growth Data Highly Effective Effective Developing Ineffective

T EACHING APPRAISAL O RIENTATION – 2013 This Year Only

PUSD I NTEGRATED M ODEL Evaluation based on “A Framework for Teaching”; Charlotte Danielson’s model Supported by PUSD professional development options

T EACHER P ERFORMANCE S TANDARDS  Domain 1: Planning and Preparation  Domain 2: The Classroom Environment  Domain 3: Instruction  Domain 4: Professional Responsibilities

P OWER S TANDARDS FOR T EACHING  Five essential standards have been identified. Three are in Domain 1-Planning and Preparation and two are in Domain 3 –Instruction.  All are critical for increasing student achievement.  Teachers must achieve a proficient/developing rating on these five to maintain a satisfactory evaluation

D OMAIN 1 P LANNING AND P REPARATION  Knowledge of content  Enhancing student literacy  Knowledge of students  Selecting instructional objectives  Arizona Standards  Designing coherent instruction  Assessing student learning  Coherence with instructional objectives

D OMAIN 2 T HE C LASSROOM E NVIRONMENT  Establishing a Culture for Learning  Managing Classroom Procedures  Managing Student Behavior

D OMAIN 3 I NSTRUCTION  Communicating clearly and accurately  Engaging students in learning  Modeling  Student involvement in learning  Flexibility and responsiveness

D OMAIN 4 P ROFESSIONAL R ESPONSIBILITIES  Reflecting on teaching  Maintaining accurate records  Communicating with families  Showing professionalism  Growing and developing professionally

D EFINITION OF I NADEQUATE C LASSROOM P ERFORMANCE  Less than 80% of elements at proficient rating (11 or more)  One or more unsatisfactory rating  Less than proficient rating on one or more of the 5 Power Standards

I F I HAVE AN UNSATISFACTORY EVALUATION, WHAT HAPPENS THEN ?  Focused Plan of Assistance– written definition of expectations  Support provided  Intensive evaluation for defined period  Decision regarding contract renewal

T RACKS  Track I  First three years in the district  Two formal observations  Several informal observations  Planning review (with first Pre-Observation Conference)  Summative review

T RACKS  Track IIA - Full evaluation  Continuing teachers: once every three years  All four domains  One formal observation  Several informal observations  Planning review (with Pre Observation Conference)  Summative review

T RACKS  Track IIB –Goals or Learning Teams  No formal observation  At least two 10 minute informal observations  Develop a plan based on student data/building goals  Plan activities that will improve your practice  Provide evidence that demonstrates learning and improved practice  Can be linked to Learning Team or Action Research plan for seat time.

F OCUSED P LAN OF A SSISTANCE  Track III –  Focused Plan of Assistance (after notice of inadequate classroom performance)  Plan for specific improvements  Support for improvements  Intensive evaluation period

CHANGES FOR SY No Tracks All teachers will receive a minimum of 2 formal and 3 informal observations 1 st formal will be before the end of October 2 nd formal will be before the end of February Formal observations will consist of an uninterrupted lesson

CHANGES FOR SY Pre observation will evaluate primarily Domain 1 through teacher provided evidence Observation will evaluate primarily Domains 2 and 3 Post observation will evaluate primarily Domain 4 and will involve the teacher bringing artifacts from Domain 1 and 4 to the summative conference to support rating

PUSD P HILOSOPHY  Teachers grow and improve with support and feedback.  Collaboration builds a strong support system.  Evaluation is a constant process of reflection for teachers.  For evaluators, it is a process to provide feedback to teachers that encourages continuous improvement.

G OAL SETTING FOR TEACHING PRACTICES & CLASSROOM ENVIRONMENT ORIENTATION Pilot Implementation for

CHANGES FOR SY By mid-September, all teachers will administer the Tripod Survey to a class of students. Results should be available by late October. By the end of November, all teachers will develop TWO goals and submit to principal for approval. One will be based on data from the Tripod Survey and the second will be based on data from Domain 3 after the first formal evaluation.

GOAL SETTING FORM

GOAL ATTAINMENT RUBRIC

S TUDENT GROWTH ORIENTATION

By the first of May, all teachers will receive student growth data but will NOT receive a formal rating that includes test data as a factor in that rating. HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year The district will use the 2012 – 13 school year to identify appropriate testing measures to use for both A and B teachers.

I N SUMMARY For the school year the Summative Cover Sheet and Summative Evaluation Checklist will only have minor changes. The current policy for Inadequate Performance will remain in effect A new Goals Setting Process will be in place and the attainment of these goals will be a factor in determining level of proficiency. Pursuant to HB2823, Levels of Proficiency have been changed. They are: Ineffective Developing Effective Highly Effective

Two Resources to Assist in MTE Process