South Dakota’s Teacher Effectiveness Model February 20, 2015 Presented by Dr. Sally Crowser and John Swanson, TIE

Today’s Outcomes 1.Increased clarity about South Dakota’s Teacher Effectiveness Model. 2.Experience using Teachscape Learn to explore the Framework for Teaching. 3.Increased awareness of artifacts associated with all domains of the Framework for Teaching.

Hot Springs School District Priority Components 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3c Engaging Students in Learning 4a Reflecting on Teaching 4c Communicating with Families

Review of Teacher Effectiveness and SLO Process

Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities Classroom Observations and Evidence of Effective Practice Components from Each of the 4 Domains At Least 8 Components Chosen Based on District or School Priorities South Dakota Framework for Teaching Student Growth SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Professional Practice RatingGrowth Rating Below ExpectationsMeets ExpectationsExceeds Expectations Differentiated Performance Categories The Recommended Model!

Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities Classroom Observations and Evidence of Effective Practice Components from Each of the 4 Domains At Least 8 Components Chosen Based on District or School Priorities South Dakota Framework for Teaching Professional Practice Rating Below ExpectationsMeets ExpectationsExceeds Expectations Differentiated Performance Categories Student Growth SLOs Growth Rating SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments

Summative Scoring Matrix Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪

Sample Growth Goal For the school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments. This example is the end result of working through the SLO development.

SLO Process Guide

Establishes tiered expectations for student growth for groups of students. The educators define what growth looks like for each group of students. Growth Goals Differentiated Growth Based on quality baseline data and educator- determined definition of mastery. Goal is structured based on percent of students attaining mastery. Class Mastery Teams of teachers agree to work collaboratively and share responsibility/accountability for student learning for a content area, grade level or school. Shared Performance

Teacher Student Growth Rating PERFORMANCE CATEGORY DESCRIPTION Low Less than 65% goal attainment Expected 65% to 85% goal attainment High 86% to 100% percent attainment

Growth Rating

Scores for 80% Goal Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 80% of all students will obtain a score of 26 or better on the exam. (26 is considered average). Low Less than 65% goal attainment (.80 x.65 = Less than 52%) Expected 65% to 85% goal attainment (.80 x.65 = 53%) (.80 x.85 = 68%) High 86% to 100% percent attainment (.80 x.86 = 69%) (.80 x 100 = 80%)

Scores for 70% Goal Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 70% of all students will obtain a score of 26 or better on the exam. (26 is considered average). Low Less than 65% goal attainment (Less than 46%) Expected 65% to 85% goal attainment (46% - 59%) High 86% to 100% percent attainment (60% - 70%)

Summative Scoring Matrix Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪

Teacher A Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪

Teacher B Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪ Judgment Rating Subject to Review Judgment Rating Subject to Review

Teacher C Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪ Judgment Rating Subject to Review Judgment Rating Subject to Review

Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities Classroom Observations and Evidence of Effective Practice Components from Each of the 4 Domains At Least 8 Components Chosen Based on District or School Priorities South Dakota Framework for Teaching Professional Practice Rating Below ExpectationsMeets ExpectationsExceeds Expectations Differentiated Performance Categories Student Growth SLOs Growth Rating SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments

Hot Springs School District Priority Components 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3c Engaging Students in Learning 4a Reflecting on Teaching 4c Communicating with Families

Fixed Mindset: Intelligence is static. Growth Mindset: Intelligence can be developed.

What Does It Mean to Establish a Culture For Learning? 1.Teachers and students hosting high expectations for both learning and hard work. 2.Students and teachers both expend the effort in learning and thinking. 3.The classroom becomes an atmosphere that supports learning and hard work.

Teachscape

Expert Pairs 1.Use Teachscape to learn as much as you can about your component in the time available. 2.Prepare a 5 minute report to help others learn about your component. Make sure your report includes the following information, at a minimum:  3 “Most Important Points” about the component  2 Examples of Classroom Practice which exemplify the component.  1 piece of evidence that could be collected about the component.

Regroup by COLOR

Sharing Groups 1.Share the following about your component:  3 “Most Important Points” about the component  2 Examples of Classroom Practice which exemplify the component.  1 piece of evidence that could be collected about the component. 2. Hear what Danielson says about the component.

Evidence for Which Domain?  Teacher Lesson Plans  Discipline Referrals  Class Website  Professional Development Activities  Community Partnerships

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” Michelangelo

Today’s Outcomes 1.Increased clarity about South Dakota’s Teacher Effectiveness Model. 2.Experience using Teachscape Learn to explore the Framework for Teaching. 3.Increased awareness of artifacts associated with all domains of the Framework for Teaching.

Handouts/PPT SLO Livebinder Content: