Educator Effectiveness: Connecting Coursework to Career Success / End of Year Self-Assessment May 15, 2014

Agenda Introductions and Gallery Walk Senate Bill 10-191 Information 4/20/2017 Agenda Introductions and Gallery Walk Senate Bill 10-191 Information Purposes and Definition of Teacher Effectiveness Educator Quality Standards – Teacher and Principal Educator Quality Standards Evaluation Process Rubric Structure and Scoring Application to Your STP Experience Reflection: Self-Assessment Strengths and Celebrations Goal-Setting (individual and collective) Role Play! The agenda is in 2 parts and can easily be broken down into those 2 parts for training on separate occasions. To promote active engagement you may include a Gallery Walk containing guiding questions on chart paper throughout the room.

Learning Targets Professional Practice: Measures of Student Learning: I can describe the State Model Evaluation System, including: The evaluation process Components of the rubric Rubric structure and scoring I can self assess my professional practices and set goals based on the quality standards and elements. Measures of Student Learning: I can generate ideas for measuring student learning in my classroom.

Gallery Walk In your journal, respond to the following prompts: If you could talk to any artist, living or dead, who would it be? What is the most creative lesson/ educational experience you have seen or experienced? What is the most interesting / meaningful / creative assessment you have seen? Post chart paper containing these questions along the walls of the room. Invite participants to walk through the gallery of questions and respond. This will serve as a preassessment, and promote opportunities for active engagement and collaboration among participants.

Building the Greatest Education System in the Nation

Effective Teachers and Leaders 4/20/2017 Colorado’s P-20 System Every Student, Every Step of the Way Start Strong Read by Third Grade Stay on Track Graduate Ready Start strong: Increase students’ readiness for school by ensuring that all eligible students have access to preschool and full-day kindergarten, effectively eliminating the number of unfunded and underserved students from an estimated 12,000 students in 2013 to 6,000 students in 2016, with the goal of all eligible students served by 2018.   Read by third grade: Ensure students attain proficiency in reading by third grade by increasing proficiency from 73% in 2013 to 80% in 2016, with the goal of nearly 85% proficient by 2018.* Stay on track: Ensure that all students stay on track in reading and math increasing the percentage of students catching up to proficiency from 23% in 2013 to 40% in 2016, with goal of 60% by 2018, while maintaining or improving the percentage of students keeping up with proficiency targets and moving up to advanced. Graduate Ready: Ensure students graduate college and career ready by increasing the graduation rate from 78.5% in 2013 to 85% in 2016, with the goal of 90% by 2018. Effective Teachers and Leaders Accountable and Continuously Improving Schools and Districts

Purposes of S.B. 10-191 A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes. Provide meaningful feedback for professional growth and continuous improvement. Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract. The key messages around these bulleted items is that the intent of SB 191 is around growth and continuous improvement. This is a great opportunity to highlight their role in messaging SB 191 correctly and hit some of the key messages: Students have the greatest chance to succeed when educators receive support to continuously improve their skills and knowledge. With ongoing feedback and support, the new evaluation system provides teachers with meaningful information about how their practice impacts student learning. The new system acknowledges the central role of teachers and provides the opportunity to reflect and refine their practice in order to continually meet the needs of their students.

State Council for Educator Effectiveness All students in Colorado will have effective teachers in their classrooms and effective leaders in their schools. Evaluation provides teachers and principals with clear expectations for their performance and with ongoing feedback and support needed to improve performance. -Council Vision Statement, April 13, 2011

Definition of Teacher Effectiveness Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession. Step Out: S.B. 191 required that Teacher Effectiveness be defined. The State Council members created this definition and the definition drove what was included in the rubric.

Framework for System to Evaluate Teachers STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership VI. Student Growth 50% Professional Practice Standards 50% Student Growth Measures Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Step Out: This framework describes the State Model Evaluation System for teachers. A similar framework is provided for principals. We are focusing on Standards 1-5 which represent the Professional Practices side of the evaluation. Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards Ineffective Partially Effective Effective Highly Effective Appeals Process

Structure of Evaluation Teacher Evaluations 4/20/2017 Structure of Evaluation Teacher Evaluations 50% Professional Practice 50% Student Academic Growth Evaluated using: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessments; and (4) where applicable, Colorado Growth Model data. Evaluated using: (1) observations; and (2) at least one of the following: student perception measures, peer feedback, parent/guardian feedback, or review of lesson plans/student work samples. May include additional measures. The principal’s evaluation system includes supporting the professional growth of their teachers. Quality Standards I-V: I. Mastery of content II. Establish learning environment III. Facilitate learning IV. Reflect on practice V. Demonstrate leadership Quality Standard VI: VI. Responsibility for student academic growth Principals have an evaluation system aligned and almost identical to the teacher system

Teacher Quality Standards Performance Rating Levels Elements of the Standard Professional Practices Professional Practice is Observable Elements of the Standard This slide orients participants to the components of the rubric. It is important that we use a common language to refer to each of the components to avoid confusion. Professional Practice is Not Observable

State Model Rubric Basics Cumulative in content Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes Standards based Outlines the practices that you must meet to be at standard Because this rubric is different from rubrics many have used in the past, it’s important to highlight those differences so that teachers can better understand how it works.

Teacher Quality Standards Work in triads: Read the assigned standard and each element. Record a practice or two that brings this element to life in the classroom. What might you see a teacher doing? Record what students would be doing to reflect this practice (Standards 1-3) or artifacts that would support the practices (Standards 4-5). Be prepared to share your responses What are common themes among the standards? What aha’s did you have? What questions do you have? Step Out: Create charts for each of the Teacher Quality Standards. Divide the chart down the middle and for each element within the standard, ask participant sot record a practice that brings the element to life. Try to have them focus on something they might actually see a teacher doing in the classroom (not something theoretical) and then have them add what students would do as a result of that teacher’s action. (For Standard 4 & 5, instead of asking what students would do, ask for them to record artifacts that might support those elements.)

Reflecting On Your Practice: Self-Assessment Using the Self-Assessment Rubric, place a check beside the professional practices that you employ in your teaching. Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

Scoring the Rubric Determining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices. Rating the Elements Rating the Standards Determining the Overall Professional Practices Rating The rater, whether the teacher completing a self-assessment or the evaluator, should score each element separately. The collective individual element scores will determine the overall score for the standard and the scores for the standards will determine the overall professional practices rating.

Reading the Rubric The rater starts with the first column of “Basic” to determine if any of these practices apply. Then the rater moves to the right for each column and checks all practices that apply.

Understanding the Scoring “Business” Rule Examine rating level Basic to determine whether any of the professional practices describe the behaviors of the teacher. If the professional practice(s) described under rating level Basic are not marked, the rating level for the element under consideration Basic. The rater then moves to rating levels Partially Proficient through Exemplary. For Standards I through V, all professional practices that describes the teacher’s performance should be marked.   The rating for each element is the lowest rating for which all professional practices are marked. As illustrated, the teacher would be rated as Proficient for Standard 1, Element a. Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating The first unchecked professional practice is in Exemplary so the teacher would be rated as Accomplished for Std. 1, element b. Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating The teacher would be rated Partially Proficient for Std. 1, element c. Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Reflecting On Your Practice: Self-Assessment Review your Self-Assessment Rubric, and determine an overall rating for each Element and Standard. After determining your overall ratings for each Standard, record them in the shaded box for each Standard. Then, return to Standard I and list 2-3 strengths you are bringing into the teaching profession related to that Standard. Then, list 1-2 professional growth goals related to the Standard that will inform the continuous improvement of your craft. Repeat this process for Standards II-V. Complete this on the STP Intern Self-Assessment form. Email your completed self-assessment rubric and form to Lisa Higby.

Supporting Career Success In our efforts to prepare effective educators, Stanley Teacher Prep has aligned self-assessment processes that are designed to nurture the continuous development of teachers with the State Model Evaluation System. This will prepare you for your initial conference with your evaluator during your first year of teaching.

Principals and Teachers Train: Prior to the beginning of School. 1. Training 2. Annual Orientation 9. Goal-Setting and Performance Planning 3. Self-Assessment Evaluation Process Principal/Assistant Principals and Teachers Train: Prior to the beginning of School. Orient: Within the first week of School. Prior to the beginning of Spring Semester End of May Mid-June End of June End of September. Within the first two weeks of school. May 15 8. Final Ratings 4. Review of Annual Goals and Performance Plan Step Out: Note that these dates are not fixed. (You may want to consider modifying the dates in the larger inner circle to represent the actual dates your school/district will use for the steps in the process. It will depend on your school calendar.) However, the teacher must receive the end of year review by two weeks prior to the end of the school year. This gives time for additional artifacts to be submitted and for implementation of the appeals process, if necessary. 7. End-of-Year Review 5. Mid-Year Review 6. Evaluator Assessment

Role Play! Principal Teacher Reflection Invite the conversation. E.g., “Tell me about your professional successes and goals…” Teacher Share one strength and professional goals. Reflection How did this conversation inform your thinking about teacher evaluation?

An Ethic of Excellence I believe that the work of excellence is transformational. Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence. After students have had a taste of excellence, they’re never quite satisfied with less; they’re always hungry.