A New Approach to Assessment Based on extensive research that has identified teaching and instructional practices that are most effective in impacting student achievement. Embraces a paradigm shift in assessment where teachers will be observed throughout the year in a summative format, culminating in a formative assessment. Takes data and information gathered during observations. Through collaboration actively discusses, refines, and implements teaching practices with the end goal being to maximize teacher effectiveness and therefore raise student achievement. Takes into account Student Achievement

How are you feeling about the New Teacher Evaluation System? Confident (4)I’m there (3)Okay (2)Anxiety (1)Clueless (0) You feel completely confident that you know what to do and how to do it. You feel that you have enough knowledge and skills to do it, but you feel you could still learn more to improve. You feel okay about it by having enough skills and knowledge, but you feel that you need this in-service in order to do it. You have complete anxiety about it, because you know very little about what to do and how to do it. You have no idea what to do and how to do it or what this in-service is about.

Instructional Assessment Things to Know Who?: All Teachers/Instructional Staff – New Teachers = 2 Formal Observations (General and Annual) – All Other Teachers = 1 Annual Assessment Annual Assessment – 60% Marzano Annual Assessment Numerical Score + 40% Student Achievement Numerical Score (Value Added)

iOservation and Marzano Based on 4 Domains reflecting 17 Marzano Indicators – Placemat – Rubrics (Teacher/Student Evidence and Scales) – Numerical Score Numerical Score – Highly Effective+ = 4.0 (“adapts/creates new strategies for unique student needs/situation; recognized leader) – Highly Effective = 4.0 (monitor, assess, measure, extinguish) – Effective = 3.0 (bare bones) – Needs Improvement/Developing = 2.0 (uses strategy incorrectly; attempts, does not complete) – Unsatisfactory = 1.0 (strategy called for but not used or exhibited) – Not Applicable = no score; no impact on evaluation

Causal Links to Student Achievement Common Language of Instruction Domain One Domain Two Domain Three Domain Four

Art and Science of Teaching Teacher Evaluation Model 6 STUDENT ACHIEVEMENT Domain 1: Classroom Strategies and Behaviors (41 Elements) Routine Segments (5 Elements) Content Segments (18 Elements) On the Spot Segments (18 Elements) Domain 1: Classroom Strategies and Behaviors (41 Elements) Routine Segments (5 Elements) Content Segments (18 Elements) On the Spot Segments (18 Elements) Domain 2: Planning and Preparing (8 Elements) Lesson and Units (3 Elements) Use of Materials and Technology (2 Elements) Special Needs of Students (3 Elements) Domain 2: Planning and Preparing (8 Elements) Lesson and Units (3 Elements) Use of Materials and Technology (2 Elements) Special Needs of Students (3 Elements) Domain 3: Reflecting on Teaching (5 Elements) Evaluating Personal Performance (3 Elements) Professional Growth Plan (2 Elements) Domain 3: Reflecting on Teaching (5 Elements) Evaluating Personal Performance (3 Elements) Professional Growth Plan (2 Elements) Domain 4: Collegiality and Professionalism (6 Elements) Promoting a Positive Environment (2 Elements) Promoting Exchange of Ideas (2 Elements) Promoting District and School Development (2 Elements) Domain 4: Collegiality and Professionalism (6 Elements) Promoting a Positive Environment (2 Elements) Promoting Exchange of Ideas (2 Elements) Promoting District and School Development (2 Elements) Domain 4: Collegiality and Professionalism (6 Elements) Promoting a Positive Environment (2 Elements) Promoting Exchange of Ideas (2 Elements) Promoting District and School Development (2 Elements) Domain 4: Collegiality and Professionalism (6 Elements) Promoting a Positive Environment (2 Elements) Promoting Exchange of Ideas (2 Elements) Promoting District and School Development (2 Elements)

Domain 2-4 7

Make a Distinction Between Learning Goals and Learning Activities or Assignments A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning. Learning activities and assignments help students reach learning goals.

Learning Goals, Activities and Assignments Learning GoalActivity Guided learning experiences that take place in a classroom setting Assignment Learning experiences designed to be completed independently in a class or as a homework opportunity to extend classroom learning

Observation Protocol New Teachers = 1 formal observation 1 st semester, 1 formal observation 2 nd semester All Other Teachers = 1 formal observation 2 nd semester Pre-Observation Conference (3 days prior) Post-Observation Conference (5 days after) Which Administrator will be observing me? Will the observation be scheduled?

Defining Observations and Assessments General Assessment: Assesses lesson observed and performance from beginning of year to date. Information can be used in Annual Assessment. 30 minute observation. Annual Assessment: Assesses lesson observed and performance from beginning of year to date. Also includes Final observation of year. 30 minute observation. Final Assessment: Marzano Annual Assessment + Value Added. Will happen in September. Walk-Through: Purpose is to collect data for either general or annual assessment. Not on a specific form, although administration may use iObseration/iPads. If iObservation /iPads are used, information may be used for general or annual assessment, but will NOT be calculated into the formal observation by iObservation. Use of iPad: It is just a tool to access Internet, not the assessment instrument. Dependent on connectivity.

Alignment: grade level lesson plans, grades/Skyward, and common assessments; master schedule; curriculum plans and tool box Intervention, Acceleration, Differentiation: high fliers, middle of the pack, and lowest quartile “Look Fors” 90-Minute Reading Block: see handout Posted Objectives (NEW!): visible, per subject, for students ESOL and ESE: providing for needs of students (accommodations and inclusion) Technology Professional Responsibilities: paperwork, policy, obligations

Questions and Answers When will observations/assessments start? Will the observations be announced? Who will be the administrator observing me? How will pre and post observation conferences be scheduled? How will I be notified? iObservation and SCPS If I struggle, how will administration support me? How long is observation? Minimum 30 minutes How long is form?13-16 pages iObservation and Value Added Components: What will it look like, how will they be combined? – Value Added Training March 14: Winter Springs High; 5:00-7:00 p.m. March 16: Lyman High; 8:30-10:30, 10:30-12:30, 1:30-3:30

Value Added Model Defined 40% of teacher’s evaluation must be based on student learning growth as measured by state/district assessments. Only available learning growth measurement is FCAT Reading and Math. Will use FCAT Reading and Math DSS. Covariate Adjustment (personal learning growth expectation): SED, ELL, Gifted, Student Attendance, Mobility, Retention, Class Size, Homogenity of student’s prior year FCAT. – Student who scores better than predicted = positive – Student who scores worse than predicted = negative

Value Added Teacher and School Scores Teacher Score: measure of teacher’s effectiveness in helping students meet expected growth. School Score: measure of school’s effectiveness in helping students meet expected growth. Teacher Effect: difference between teacher score and school store. Value Added Score: THIS IS THE IT!!!! VAS = (Teacher Score – School Score) + (0.5 x School Score) teacher effect Standardized Evaluation/Value Added Score: combines multiple years, grade levels, and subjects. Mathematical formula for standardization compares teacher’s VAS for that grade and subject with average student growth for one year in that grade and subject. K-3, CHAMPS, Resource, Administration: as of now, will use school score. CURRENTLY BEING REFINED, AS WELL AS CHALLENGED.

Predicted scores come after FCAT, as variables change up to FCAT (ex. Attendance) Prohibited Variables: Race, Gender, Socio-Economic Status cut scores are “District Defined”, cut scores are “State Defined” – Standard Error of Measurement (2) – Fringes: Highly Effective vs. Unsatisfactory – 10% above years growth = Highly Effective – 10% below years growth = Unsatisfactory – 5%-10% below years growth = NI or Developing – 5% below to 10% above years growth - Effective No Way to Accurately Predict

The Total Picture Marzano + Value Added = Final Assessment Highly Effective = Effective= NI or Needs Improvement= Unsatisfactory=

How are you feeling about the New Teacher Evaluation System? Confident (4)I’m there (3)Okay (2)Anxiety (1)Clueless (0) You feel completely confident that you know what to do and how to do it. You feel that you have enough knowledge and skills to do it, but you feel you could still learn more to improve. You feel okay about it by having enough skills and knowledge, but you feel that you need this in-service in order to do it. You have complete anxiety about it, because you know very little about what to do and how to do it. You have no idea what to do and how to do it or what this in-service is about.