Teacher Evaluation Process Update March 13, 2015 SCASPA Roundtable

ESEA FLEXIBILITY WAIVER UPDATE

ESEA Flexibility Waiver Update Since reauthorization of ESEA was not on the horizon, the purpose of the waiver was to relieve state education agencies (SEA’s) and local education agencies (LEA’s) of the burden of the “all or nothing” accountability of the No Child Left Behind Act of 2001 (NCLB) and to allow states and locals to design reforms to improve academic achievement and to increase the quality of instruction for all students. What did SEA’s and LEA’s gain? Relief from the “100% Proficient” requirement by Spring 2014 Flexibility regarding district and school improvement requirements. Flexibility to support school improvement efforts. More funding flexibility Other additional flexibilities were permitted.

ESEA Flexibility Waiver Update What S.C. agreed to do: In Principle 1: College- and Career-Ready Expectations for All Students In Principle 2: State-Developed Differentiated Recognition, Accountability, and Support In Principle 3: Support of Effective Instruction and Leadership In Principle 4: Reduce red tape and unnecessary paperwork.

ESEA Flexibility Waiver Update The S.C. waiver request was submitted and approved by the U.S. Department of Education in The waiver was approved for , , and Now: extension opportunity for up to 3 additional years Several technical and timeline amendments have been made to Principle 2 and Principle 3.

ESEA Flexibility Waiver Update Where are we now? In March of 2014, the SCDE applied for a one-year extension of the waiver for To be approved, the SCDE must adhere to the major requirements of the first three Principles. The amendment for Principle 2 would be extended through With this extension we have an opportunity for a “pause” year.

ESEA Flexibility Waiver Update Where are we now? Principle 3 requires the adoption of a teacher and principal evaluation system that includes student growth as a significant factor in the evaluation system. On June 11, 2014 the State Board approved the Educator Evaluation System that included student growth as a measure. On March 11, 2015, revisions to those guidelines were approved by the State Board.

EXPANDED ADEPT UPDATE

Expanded ADEPT for Classroom-Based Teachers 1.All teachers collect Student Growth evidence each year (after phase in) –Statewide assessment score measures –Student Learning Objectives –30% to 20% - Matrix model 2.All teachers create individual professional growth and development plans every year 3.Observations –All induction contract and annual contract teachers every year –Continuing contract teachers on recertification cycle + –Any teacher at any time at the principal’s discretion 4.All teachers confer with and receive feedback from the school’s instructional leader/designee –SLO conferences (approval, mid-year, evidence) –Goals-Based Evaluation conferences (planning, annual review) –Observation feedback on areas for improvement, guide PD 5.Other evidence of Professional Practice (long-range plans, work samples, reflection, professional review, self-assessment)

Changes Since Initial Posting Student growth – induction and annual use one year; others use multiple (redline 13). Science and High School EVAAS questions (redline 13, 14, 34, 36) Clarify that growth is every year (redline 13). Professional practice – content not specifically divisions into 4 domains (redline 18) Take out implication that induction and annual teachers must receive their EVAAS scores the next fall (redline 25) Revise section on continuing contract teachers with a NI or U (redline 27) – Teacher Employment & Dismissal Act. PADEPP – added emphasis on distributed leadership

Continuing Contract Teachers ADEPTYear 1Year 2Year 3Year 4Year 5 Student Growth (SG) Prof. Growth & Development Plan Observations++++ Feedback Formal/Informal EvidenceGBE SAFE-T District Rating Levels4 Levels Reported to the State (with personally identifiable information (PII) Levels Reported without PII4 + + As required by the district and at the discretion of the principal.

Expanded ADEPT Domains 1.Design and Planning Instruction 2.Instruction 3.The Learning Environment 4.Professionalism 5.Student Growth

PADEPP Principal Professional Standards Vision Instructional Leadership Effective Management Climate School-Community Relations Ethical Behavior Interpersonal Skills Staff Development Principal’s Professional Development Student Growth

Activity“Fall”Mid-YearSpringSummer Train Classroom- Based (C-B) Teachers SY15-16 Induction PK-5 Teachers All Rosters -VAM SY15-16 Induction PK-5 Teachers’ Train & Support Leaders & Evaluators District SLO Orientation All Principals All Evaluators VAM Analysis All Principals All Evaluators VAM Analysis Implement C-B Teachers Induction and PK-5 All Induction Annual – SAFE-T PK-5 Teachers Write SLOs VAM Analysis All Induction Annual – SAFE-T PK-5 Teachers SLO Conference All Induction Annual – SAFE-T PK-5 Teachers SLO Evidence All Rosters-VAM Evaluator Peer Review Train & Support Leaders & Evaluators SLO Draft- Approval Support SLO Mid-Year Conference Support SLO Evidence- Review Support Rosters-VAM Continuous Improvement Debrief-Planning Train C-B Teachers 6-12 Teachers VAM Analysis 6-12 Teachers Principals Evaluators Induction Implement All C-B Teachers C-B Teachers Annual - SLO VAM Analysis C-B Teachers Annual – SLO C-B Teachers Annual - SLO Rosters-VAM Evaluator Peer Review Train & Support Leaders & Evaluators SLO Draft- Approval Support SLO Mid-Year Conference Support SLO Evidence- Review Support Rosters-VAM Continuous Improvement Debrief-Planning Train C-B Teachers Targeted Support Based on Results New Educators Targeted Support Based on Results New Educators Targeted Support Based on Results New Educators Targeted Support Based on Results New Educators

Decision Matrix for Teacher Professional Practice Summative Rating on Professional Practice Unsatisfactory (U) Needs Improvement (NI) Proficient (P) Exemplary (E) 4 Domains 1Unsatisfactory Needs Improvement ProficientExemplary 2Any Needs Improvement ProficientExemplary 3AnyAny except UP or E 4AnyAny except UNI or P or EP or E South Carolina Educator Evaluation Summative Rating Decision Matrix Student Growth Unsatisfactory Needs Improvement ProficientExemplary Professional Practice Unsatisfactory Needs Improvement Unsatisfactory Needs Improvement Proficient Needs Improvement Proficient Exemplary Needs Improvement Proficient Exemplary

Decision Rules 1.Any rating of “Unsatisfactory” for Student Growth results in a summative rating no higher than “Needs Improvement.” 2.A summative rating of “Exemplary” requires a rating of “Exemplary” in both Professional Practice and Student Growth. 3.A rating of “Unsatisfactory” in any of the four domains results in overall Professional Practice rating of “Unsatisfactory.” 4.Any two ratings of “Needs Improvement” without an “Unsatisfactory” results in a “Needs Improvement” rating on Professional Practice. 5.No ratings of “Unsatisfactory” and no more than one “Needs Improvement,” but less than 2 “Exemplary,” results in a “Proficient” rating on Professional Practice. 6.At least two “Exemplary” and no ratings of “Unsatisfactory” or “Needs Improvement” results in “Exemplary” on Professional Practice.

SLO IMPLEMENTATION

SLO Implementation Training Fall 2014 Spring 2015 Summer and Fall 2015

Growth vs Proficiency

ED.SC.GOV/SLO SLO Toolkit

SLO Guidebook Focus at Teacher Level Detailed document that explains SLO information including: –Purpose –Benefits –Creation Process and timeline –Various types –Setting Growth Targets –Data Collection –Evaluation and Scoring Includes Sample Templates

PowerPoint Training Module Designed for Teachers

Facilitator Script Accompaniment to PowerPoint Designed for easy use by trainers Step-by-step process of delivery

Points to Consider The Training is a Framework –Build on it to fit the needs of your district Training Time Frame –There is no recommended time for training. We estimate the training will take about 2 hours, however, the time it takes participants to complete activities, participant questions, and additional district information may affect the training time frame Just the Beginning –This is a living document; Over year, “just in time” training modules will be added to assist with implementation.

Next Steps Determine what assessments to use within the SLO process (Consider assessments currently in use that are appropriate, and think about what you may need to add.) Determine decisions that have been made at the district level and decisions that should be made. Think about additional evidence that may be collected to support the SLO measures. Encourage teachers to identify evidence sources. Create/Review your roll out plan.