CONNECTICUT STATE DEPARTMENT OF EDUCATION1 A Professional Conversation with Connecticut Technical Educators

Outcomes Overview of SEED Evaluation and Support Model Exploration of Student Growth and Development (45%) Analysis of an SLO Exploration of Teacher Performance and Practice (40%) Reveal Promising Practices CONNECTICUT STATE DEPARTMENT OF EDUCATION2

The Satisfactions of Teaching How we teach is ultimately a reflection of why we teach~ Elliot Eisner Great ideas Immortality The Performance Artistry A Passion for Learning Making a Difference 3

Connecticut State Department of Education

CONNECTICUT STATE DEPARTMENT OF EDUCATION 5 When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers and leaders.

CONNECTICUT STATE DEPARTMENT OF EDUCATION 6 …we need to define effective practice. To support teachers… …we need accurate, useful information about teachers’ strengths and areas in need of development. …we need to provide on-going opportunities for growth throughout the career continuum through effective professional learning and other types of support. …we must develop systems for meaningful recognition of accomplishment throughout the career continuum.

CONNECTICUT STATE DEPARTMENT OF EDUCATION7 Teacher Evaluation Categories

ANNUAL TEACHER RATING CONNECTICUT STATE DEPARTMENT OF EDUCATION8 OUTCOME RATING Teacher Evaluation Categories PRACTICE RATING

Teacher Evaluation Process  Orientation on process  Teacher reflection and goal-setting  Goal-setting conference  Review goals and performance to date  Mid-year conferences  Teacher self- assessment  Scoring  End-of-year conference CONNECTICUT STATE DEPARTMENT OF EDUCATION9 Goal-Setting & Planning Mid-Year Check-in End-of-Year Review By November 15, 2012January/February 2013By June 30, 2013* *If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.

Why evaluation matters Supporting great educators – Key to developing, supporting and improving the effectiveness of educators as well as recognizing the outstanding performance of our most effective teachers and leaders Teachers have a profound influence – An effective teacher can change the course of a student’s life. Research shows that one of the most important school-based factors influencing a student’s achievement is the quality of his or her teacher. Focus on regular feedback – When the feedback is specific and actionable and delivered in a constructive, non- confrontational manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work – all of which contribute to higher quality academic performance. Multiple measures of effectiveness – To determine overall educator effectiveness, the Connecticut System for Educator Evaluation considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback. CONNECTICUT STATE DEPARTMENT OF EDUCATION10

Exploring Student Growth and Development (45%) CONNECTICUT STATE DEPARTMENT OF EDUCATION 11

What are Student Learning Objectives? CONNECTICUT STATE DEPARTMENT OF EDUCATION12 A long-term academic goal Broad statements about the knowledge and skills that students will demonstrate as a result of instruction; Address the central purpose of the teacher’s assignment; Take into account baseline data on student performance; Pertain to a large proportion of a teacher’s students; Reflect content mastery or skill development; Reflect attainable but ambitious goals for student learning; and Are measured by indicators of academic growth and development (IAGDs).

What are IAGDs? CONNECTICUT STATE DEPARTMENT OF EDUCATION13 Measurements of student outcomes Are based on results of assessments, which may include standardized and non-standardized measures; May require consultation with colleagues with more expertise to determine appropriate measures and targets; Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and There must be at least one IAGD per SLO.

SLO Process SLO Phase1: Review Data SLO Phase1: Review Data SLO Phase 2: Set goals for student learning SLO Phase 2: Set goals for student learning SLO Phase 3: Monitor students progress SLO Phase 3: Monitor students progress SLO Phase 4: Assess student outcomes relative to goals SLO Phase 4: Assess student outcomes relative to goals 14

Principals that support effective SLOs CONNECTICUT STATE DEPARTMENT OF EDUCATION15 SLOs are most effective when they fully support the goal of raising achievement for all students Informed by and help drive district priorities An integral part of an educator’s practice Encourages systematic and strategic instructional decisions Measures of student learning should be fair and comparable across all educators Rigorous and ambitious SLOs used with data = higher academic performance

Let’s work through an SLO… Grade 12 –Pre-Engineering 16CONNECTICUT STATE DEPARTMENT OF EDUCATION

Sample SLO-Grade 12 Robotics Standards and Learning Content: Industry Standards : EIA-11M-R Students will develop the abilities to apply the design process EIA-10-I-L Students will understand troubleshooting, R&D, innovation and problem solving CCSS: SL Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades topics, texts and issues, building on others’ ideas and expressing their own clearly and expressively. Student Learning Objective: Students will demonstrate an understanding of how to program robots and computers that control manufacturing automation, with an emphasis on the team approach to problem solving in a work environment. Rationale: As students progress through this curriculum, they will build a foundation of knowledge from which they will draw upon when given new tasks in their future careers. The industry requires employees to have all of the problem solving, critical thinking, and team effort skills that are embedded in this objective and the curriculum, and so I will be simultaneously preparing students to be career-ready. CONNECTICUT STATE DEPARTMENT OF EDUCATION17

So…What is Assessment? CONNECTICUT STATE DEPARTMENT OF EDUCATION18

Measuring student outcomes CONNECTICUT STATE DEPARTMENT OF EDUCATION19

Sources of Evidence for SLO Certification Tests: Seniors are required to take certification tests in various content areas of the curriculum. One of which is the ES-4 Digital Electronics Certification Test. In addition, beginning students will be given a ES-5 Robotics and Automation Certification Test and a LEAN certification test which signifies training and knowledge in the evaluation of assembly line and manufacturing efficiency. The ES-4 Digital Electronics Certification Test is administered by our school certification coordinator. In addition, the ES-5 Robotics/Automation Certification Test and the LEAN certification test will be given beginning in the school year. The tests are scored by ISCET and RIMES and results of the certifications are sent to the students as well as the school directly from the national headquarters of ISCET and RIMES. CONNECTICUT STATE DEPARTMENT OF EDUCATION20

Sources of Evidence for SLO Senior Project: Students will complete a senior project, in which teams of students are presented with a real world problem in manufacturing engineering and the ROV (Remote Operated Vehicle) Industry and are required to program a robot or computer to address the problem. The project will be assessed on a rubric that is aligned to industry standards (4 domains). The rubric also includes a score for working as a member of a team and a score for successfully solving the problem. The Senior Projects will be presented the last month of school. Students will have 3 weeks of class time to work in their groups. Final presentations of their projects will take place the last week of class. The project and project rubric were developed in collaboration with another teacher of this same course in another district. The senior projects will be co- scored by me and a colleague of mine with a strong background in this content area. CONNECTICUT STATE DEPARTMENT OF EDUCATION21

Sample SLO-Grade 12 Robotics Baseline Data: 95% of graduating students who have taken the certification tests within the past 3 years have successfully passed. These same students had an average score of 75% on the senior project. After 4 weeks of introductory work with my current students, this group appears to have a strong set of foundational skills. There are two groups of students who have specific areas of weakness, but I do not believe any will require a corresponding target, but will merely need strategic supports throughout the year.  Group 1: Four of the students have lower math skills and will need additional explanation, re-teaching, or practice.  Group 2: Seven of the students struggle reading informational text and require comprehension strategies and vocabulary support Indicator(s) of Academic Growth and Development (IAGD) A) Certification Tests: By June, all students 22/22 (100%) will successfully pass all of the certifications. B) Senior Project: By June, all teams will score at least 24 points out of a total of 30 possible points (approx. 80%) on a rubric aligned to industry standards. CONNECTICUT STATE DEPARTMENT OF EDUCATION22

Effective assessment will… CONNECTICUT STATE DEPARTMENT OF EDUCATION23

Think, pair, share… What assessments are you currently using? Are those assessments measuring what you want them to measure? Are they useful? CONNECTICUT STATE DEPARTMENT OF EDUCATION24

SLO Approval CONNECTICUT STATE DEPARTMENT OF EDUCATION25

Levels of Performance CONNECTICUT STATE DEPARTMENT OF EDUCATION26 Exemplary 4 Substantially exceeding indicators of performance Proficient 3 Meeting indicators of performance Developing 2 Meeting some indicators of performance but not others Below Standard 1 Not meeting indicators of performance Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..

Exploring Teacher Performance and Practice (40%) CONNECTICUT STATE DEPARTMENT OF EDUCATION 27

A Closer Look at Practice

Performance and Practice Comprehensive review of teaching practice Conducted through multiple observations Evaluated against a standards-based rubric Provide specific feedback to identify strong practice and areas for growth Tailored support 29

Promising Practices Structured dialogue Collaborative learning communities Complementary Observers/Peer Practice Coaches Job embedded professional learning Connections between research and practice Differentiated career pathway 30

Connecticut State Department of Education

Teacher as Decision Maker Reflection about one’s experiences is a cornerstone of professional competence (York-Barr, Sommers, Ghere & Montie, 2006) Content expertise to establish rationale for goal setting Collaborative reflective practice as a problem solving strategy Intentional collection of artifacts and documented experiences to support work (portfolios, parent/student feedback, professional organizations, enrichment programs etc.) Connecticut State Department of Education

What is Your Contribution? Planning sequences Student work portfolios New learning related to your focus area(s) Work as a cooperating/mentor teacher Parent/Community outreach Principal Tip! Be discriminating about what you want to collect and share. Point to specifics as they relate to your professional practice and/or progress toward SLOs. Connecticut State Department of Education

What are some additional sources of evidence for the 40% Discuss possibilities at your table group… 34CONNECTICUT STATE DEPARTMENT OF EDUCATION

Some final thoughts… 35

For additional information… Visit: Contact: Kim Wachtelhausen Educator Effectiveness and Professional Learning CT State Department of Education CONNECTICUT STATE DEPARTMENT OF EDUCATION36