Educator Effectiveness

Educator Effectiveness
Implementing the State Model System for Evaluating Colorado’s Educators Legislative Overview, Professional Practice and Measures of Student Learning Educator Effectiveness School Year

Together We Can Vision Mission
9/20/2018 Together We Can Vision All students in Colorado will become educated and productive citizens capable of succeeding in society, the workforce, and life. Mission The mission of the Colorado Department of Education is to ensure that all students are prepared for success in society, work, and life by providing excellent leadership, service, and support to schools, districts, and communities across the state. Note to Speaker….we are leaving these foundational CDE slides in the slide deck in the event that you want to reference them. How does CDE’s vision and mission align with your own? 2

Strategic Goals: Every Student Every Step of the Way
Start strong Read by third grade Meet or exceed standards Graduate ready Great teachers and leaders State Model Educator Evaluation System, Licensure, Ed prep Accountable, continuously improving schools & districts Turnaround and priority improvement focus 3

Driving Questions Students Educators Schools/ Districts
9/20/2018 Driving Questions What do we want students, educators, schools, and districts to know and be able to do? How will we know if expectations are met? How will we respond when help is needed and to support continued growth? Colorado Academic Standards Assessments RTI PBIS Targeted interventions IEPs Educator Quality Educator evaluations Induction Mentoring Professional development plans Remediation plans Performance Indicators School and district performance frameworks Unified planning Priority Turnaround Students Educators Schools/ Districts

Expanding Student Learning
9/20/2018 Expanding Student Learning When we intentionally integrate… Coherent and rigorous academic standards Innovative and engaging learning options Supported and effective educators Aligned and meaningful assessments Statewide and district accountability   This visual represents what we just discussed. That the power of Colorado’s education improvement efforts lies in the integration and connection of key efforts: relevant and rigorous standards innovative and engaging learning opportunities excellent teachers and school leaders aligned and meaningful assessments These elements are all connected and aimed at helping students succeed in a globally competitive workforce. We can personalize learning and ignite the potential of every student.

Training Objectives By the end of this training:
Professional Practice: You will understand the State Model Evaluation System, which includes: the evaluation cycle components of the rubric, and how to score the rubric You’re role as a trainer is critically important… not only are you a content trainer, but, just as important, you are being given the opportunity to set the mood of how these changes are being implemented in your district/school. The words you choose matter. Language is critically important in your role as a trainer…. As you are training on the CONTENT of the new evaluation system, you are also establishing the FEELING of what this change in evaluation is all about. As we go through this training today, we want you to take special note of how the content is being presented. Listen for the key themes: - Support Feedback Continuous improvement Professional growth Improving results with all children These key themes help to ease fears and ensure that your teachers know that this work is being done in a way that is fair and supportive of their ongoing professional growth.

Agenda Introductions and Icebreaker Senate Bill 10-191 Information
9/20/2018 Agenda Introductions and Icebreaker Senate Bill Information Purposes and Critical Effects Priorities of Implementation and Timeline Educator Quality Standards – Teacher and Principal Educator Quality Standards Gallery Walk Evaluation Process Rubric Structure, Updates and Scoring Simulation and Coaching Conversation Happenings

Introductions How many of you have attended a CDE training or a training in your school/district on the State Model System? Trainers introduce themselves and can have group introductions depending on size or familiarity.

9/20/2018 Line Dance Take one step forward if you know the basic requirements of SB 191. Take two steps forward if you feel comfortable explaining the basic requirements of SB 191 to someone else. Take one step back if you are unsure what evaluation system your school/district will be using in the current school year. Take one step forward if you’ve seen the State Model Evacuation rubric. Take one step forward if you know how to score the State Model rubric. Take two additional steps if you have used the State Model rubric during this past school year. Take 3 steps forward if you can name at least 4 key steps in the evaluation process. Take one step forward if you’ve conducted or been a part of a coaching conversation using the State Model rubric. Take one leap forward for attending this training! We’ve added this as a form of assessment for the trainers. If you know what people know and don’t know about the State Model Evaluation System you can use the following “Beatles” slide instead.

Purposes of S.B 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.

Critical Effects of S.B. 10-191
Requires statewide minimum standards for what it means to be an _________ teacher or principal Requires ______ evaluation of all teachers and principals Requires that all teachers and principals be evaluated at least ____% on the academic ______ of their students “effective” annual 50 growth Note Catcher: The use of the Note catcher (icon in lower left) is to engage the learner and ensure a common message. The brain inherently wants to fill in missing pieces. The “Fill in the blanks” help in retention of information. Trainers should have participants fill in the blanks as best they can alone or with their table partners and then review each of the answers, explaining those that need more clarity. There are several critical elements within Senate Bill 191, including: The use of the term “effective” for teachers and principals was defined by rule. Student growth must account for at least 50% of an educator’s annual evaluation Prohibits forced placement of teachers Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status. Requires annual evaluations for all educators including principals, and non-probationary teachers. Changes the earning of non-probationary status from length of employment to demonstrated effectiveness Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years.

Critical Effects of S.B. 10-191
Changes non-probationary status from one that is ______ based upon years of ______ to one that is ______ based upon three consecutive years of demonstrated ____________ Provides that non-probationary status may be ___ based upon two consecutive years of ______________ Makes non-probationary status ________ Prohibits ______ placement of teachers earned service earned effectiveness lost ineffectiveness Note Catcher There are several critical elements within Senate Bill 191, including: A statewide definition of effective teachers and principals Student growth must account for at least 50% of an educator’s annual evaluation Prohibits forced placement of teachers Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status. Requires annual evaluations for all educators including principals and non-probationary teachers. Changes the earning of non-probationary status from length of employment to demonstrated effectiveness Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years. “portable” forced

Priorities of Implementation
Human judgment Data should inform decisions, but human judgment will always be a part of the process Processes and techniques are recommended to improve individual judgment and minimize errors and bias Embodiment of continuous improvement by monitoring Data from pilot and rollout intended to capture what works and what doesn’t Changes in assessment practices and tools Emerging research and best practices We share each of these Priorities of Implementation with participants to remind them of the spirit of the process and to highlight key concepts related to the State Model Evaluation System. Evaluation is a human endeavor, we don’t intend to take human judgment out of the equation, rather to make the process transparent and create a culture of open, honest feedback. Putting systems in place should minimize errors and bias.

Providing credible and meaningful feedback with: Actionable information Opportunities for improvement Idea that this is a process and not an event Involves all stakeholders in a collaborative process Families, teachers, related service providers, administration, school board, etc. Educators involved throughout development process

Takes place within a larger, aligned and supportive system All components of the system must focus on increasing the number of educators and students who are successful Turn and Talk Why is it important to understand these priorities? CDE’S GUIDING PRIORITIES FOR IMPLEMENTATION Step Out: The Turn and Talk is to elicit the fact that these guiding principles are really the heart and soul of the system. It is not intended to be a “got ya,” but rather a fair and honest approach to improving the system for all stakeholders.

Timeline for Implementation of New Requirements for Personnel Evaluation Systems
: New performance evaluation system based on Quality Standards was implemented statewide per State Board rule. Teachers were evaluated based on quality standards. Demonstrated effectiveness began to be considered in the acquisition of non-probationary status. : Continued implementation. Demonstrated effectiveness or ineffectiveness was considered in the acquisition or loss of non-probationary status. : First year that non-probationary status can be lost based on 2 consecutive years of demonstrated ineffectiveness. In the 13/14 school year, the CDE Model Evaluation System will be implemented statewide, educators will be evaluated based on quality standards, and this is the first year where an educator’s effectiveness rating will count towards the earning or loss of non-probationary status. Finally, in the 2014/15 school year and beyond, the CDE Model Evaluation System will be finalized on a statewide basis, educators continue to be evaluated based on standards, and demonstrated effectiveness will be considered in the acquisition or loss of non-probationary status. We’ve added information for the 2015/16 school year to better understand when the results of two consecutive years of partially effective or ineffective ratings will have consequences.

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
Colorado Department of Education 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 % Measures of Student Learning 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 Weighting: State Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Effectiveness Ratings Ineffective Partially Effective Effective Highly Effective Appeals Process

Definition of Principal Effectiveness
Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families. Step Out: We’ve included information about the Principal definition, frameworks and process as a parallel to the work done with teacher. Principals should be familiar with their own rubric and be able to see how the framework, evaluation process and scoring aligns to the teachers – which is the content focus.

Framework for System to Evaluate Principals
Colorado Department of Education Framework for System to Evaluate Principals Definition of Principal Effectiveness Quality Standards I. Strategy II. Instruction III. Culture IV. Human Resources V. Management VI. External Development VII. Student Growth 50% Professional Practice Standards 50% Measures of Student Learning Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Effectiveness Rating Ineffective Partially Effective Effective Highly Effective

Principal and Teacher Quality Standards
9/20/2018 Principal and Teacher Quality Standards Principal Standards Teacher Standards Use the Principal and Teacher Quality Standards and Elements sheets to have participants review and discuss which standards and elements align. Use the graphic on the Note catcher to record. Have participants share where they see alignment between the two. What did you notice about the alignment between the Principal and Teacher standards?

Teacher Quality Standards
Work together at your table: Read the assigned standard and each element. Record a practice or two that brings this element to life in the classroom. Record what students would be doing to reflect this practice (Standards 1-3) or artifacts that would support the practices (Standards 4-5). Post your responses 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.)

Gallery Walk Read the responses from the other groups
9/20/2018 Gallery Walk Read the responses from the other groups Be prepared to share out: What are common themes among the standards? What aha’s did you have? What questions do you have? After groups post their thinking, have groups rotate and read their responses noting the questions. After they’ve had a few minutes at each, have them report out on what they noticed. Step Out: As trainers, you will want to note any discrepancies/misunderstandings and address. This is another form of assessment, but also allows participants to look at the standards more broadly before they dive into the actual rubric and get lost in the minutia.

Evaluation Process Connections
9/20/2018 Evaluation Process Connections You see that there are 4 key times in the annual evaluation cycle for connecting evaluators with educators. We’ll break down the components of those key connection times as we review the evaluation process, which includes the 50% professional practices and the 50% measures of student learning/outcomes. 26

9/20/2018 Evaluation Process Connections Let’s start with what should happen at the beginning of the school year. First of all, if you have new educators that will be evaluated using the Colorado State Model Evaluation System, then you must train them on the system’s processes to ensure everyone has the foundational knowledge needed to implement the system. The EE Unit has created resources to support you in training your staff. For all other returning educators, you should start the year with an orientation to inform them of anything new to the State Model Evaluation system which this webinar will cover, and anything new in policy or procedures for your district evaluation system, including all measures to which the educator will be held accountable. For the 2016/17 school year the principal, teacher and specialized service professional rubrics are unchanged from the 2015/16 year. At the end of the last school year, many educators considered new goals for the coming school year. Now is a good time to complete their self-assessment. Educators should keep in mind any changes to roles and responsibilities as well as the new group of students they will serve in order to determine if their goals are still appropriate. This is also a good time to start thinking about measures of student learning/outcomes and their corresponding success criteria, especially for those who have choice in individual or collective measures. (click to next slide) To support districts, CDE has provided “train the trainer” resources on the CDE website: 27

9/20/2018 Evaluation Process Connections Within the first month of school and after the self-assessment is completed, the evaluator and person being evaluated should review the school’s annual goals to ensure alignment with the goals included in the educator’s professional growth plan. This allows the educator to consider the context for the year with respect to the school’s culture, student body, community issues and changes in district initiatives and to adjust professional growth goals accordingly. It’s also important at this time to confirm the measures of student learning/outcomes and corresponding success critiera for the group of students the educator is serving. This allows the educator time to consider where the students are now in their learning, what he/she expects them to accomplish by the end of the term or year, and what measures will best provide that information. (click to next slide) 28

9/20/2018 Evaluation Process Connections Before we move on, it’s important to understand the ongoing activities that take place throughout the evaluation process. These include conducting observations in order to collect evidence of the educator’s practice. Keep in mind that for teachers, the collection of evidence can also be done outside of the regular classroom setting, including at staff or team meetings, parent/teacher conferences and so forth. All of this is in service of providing feedback and allowing time for reflection that supports continuous growth. This is a foundational principle of the State Model Evaluation System. (click to next slide) 29

9/20/2018 Evaluation Process Connections The next important time for the evaluator and educator to meet is at the Mid-Year. This meeting should happen prior to the beginning of the second semester, and should be focused on a review of progress toward achieving school and individual goals. It’s also very important to talk about how students are progressing toward their goals and to identify any supports needed for both the educator and students during the second half of the year. In order to facilitate a better conversation between the educator and evaluator, it is recommended that the evaluator review the educator’s current progress on the state model rubric prior to this meeting, if possible. As a result of this review, every educator being evaluated should have a clear understanding of their potential final effectiveness rating based on evidence available to date. (click to next slide) 30

9/20/2018 Evaluation Process Connections Toward the end of the school year is the spring connection where the evaluator determines the final effectiveness rating based on the professional practices and results of the measures of student learning/outcomes. An end-of-year review should be scheduled no less than two weeks before the end of the evaluation cycle. If the evaluator and the educator being evaluated did not agree on the final effectiveness rating during the end-of-year review, they may choose to jointly review additional evidence to help each other understand the rationale for their respective positions on rating levels. The purpose of this meeting is to come to agreement. If agreement is not reached, the supervisor of the educator is responsible for determining the final ratings on professional practices, measures of student learning/outcomes, and overall effectiveness. Finally, before the next evaluation year, the educator being evaluated may develop a professional growth plan and new measures of student learning/outcomes designed to address any areas in which growth and development are needed. This may include any professional development or other training needed, as well as any other resources. For more details regarding each component of the process, including the responsibilities of the evaluator and person being evaluated, see the User’s Guide referenced at this link. Please note the User’s Guide details the original nine step process and does not align to the new evaluation process connections but will be updated with any other changes in the coming year. Let’s now consider some other important information regarding the evaluation process. (click to next slide) 31

Rubric Structure and Rating Level Focus
Step Out: Review the structure of the rubric: 5 rating levels contain discreet professional practices that, collectively describe teachers’ day-to-day work and expected student outcomes. Ask the participants to reflect on how this structure connects to the Gallery Walk activity that was presented earlier. Each of the practices, even those in the “Basic” column, is a research-based strategy or practice that is foundational to a teacher’s practice. While the “Partially Proficient” column contains good practices, those included in that column are insufficient on their own for the teacher to demonstrate proficiency on the state standard. When combined with the practices included in the “Proficient” column, there is enough evidence to conclude that the teacher meets proficiency. Point out the differences in focus as one moves across the rows – from the fact that a teacher does not meet standard and is not achieving at expected levels to things the teacher does to achieve proficiency (“Partially Proficient” and “Proficient”) to the expected outcomes for students and/or families. Link this back to the “Gallery Walk” activity to show that the focus on what the teacher does and the focus on student outcomes are what they participants discussed early in the morning. The focus of the Basic rating level is on the foundational elements of teaching. Every educator is expected to perform Basic professional practices in their day-to-day work. The focus of Partially Proficient and Proficient levels is what educators do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under Basic, Partially Proficient and Proficient rating levels.

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
Standards based Outlines the practices that you must meet to be at standard 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 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.

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.

Professional Practices
Rubric Rating Levels Standard Basic Partially Proficient Proficient Accomplished Exemplary Element Professional Practices Educator’s performance on professional practices is significantly below the state quality standard. 1 Educator’s performance on professional practices is below the state quality standard. 2 Educator’s performance on professional practices meets state quality standard. 3 Educator’s performance on professional practices exceeds state quality standard. 4 Educator’s performance on professional practices significantly exceeds state quality standard. Reminder of the values for each rating level which will be used to score the elements and standards.

9/20/2018 2 3 1 2 2 3 This illustrates the mathematical thinking behind the scoring process. Although not necessary for anyone using the Colorado Performance Management System to do, this helps to understand how a rating level is calculated. 13 2.17 13 x.20 x5/6 = 2.166 41

Calculating the Overall Score
9/20/2018 Calculating the Overall Score Determining the overall rating for Professional Practices when standards are weighted equally

Simulation Activity Group Activity
Sample Rubrics (filled out by trained evaluators) Score the entire rubric Elements Standards Overall rating Divide the participants into 2 groups for the 2 different simulations. Using the completed rubric that was provided, individually score the rubric, determine the teacher’s scores on each of the standards and their associated elements as well as their overall rating for all of the standards as a whole. Also, complete the evaluator comments section for each of the standards, indicating your perception of strengths and weaknesses of the teacher.

Debrief Find a partner with the other color simulation:
Together, discuss: Final rating of simulation Possible goals based on results Professional development support Green Yellow Pink Blue Step Out – Ensure that participants understand that this is a continuous improvement exercise and depending on the rating, the conversation may shift. For example, a PP teacher may need more direction in next steps, artifacts, etc. than an exemplary teacher. The PP teacher might not know what he doesn’t know. The evaluator would want to have concrete ideas about next steps. An Exemplary teacher might have a better sense of what next steps he needs to take and just need support in getting there.

Focusing on Continuous Improvement
Look for areas of focus for goal setting. Record a goal(s) on your simulation What feedback would you give to support your claim? If this were a mid-year review, what additional artifacts you would look for to support evidence of the goal(s) set? Be prepared to share your thinking. Once individual scores are completed, work in groups at the tables to compare scores and determine whether the individual scores are correct or incorrect. Discuss the strengths and needs of the teacher. Agree on the comments that should be shared with this teacher.

Teacher Quality Standards Resource Guide
9/20/2018 Teacher Quality Standards Resource Guide Focuses on Stds I-III Professional Practices in rating levels Basic to Proficient Includes: Examples of classroom practice Links to additional resources Coaching and self-reflection questions The content of the resource guide will eventually be used to create interactive modules available to all schools and districts for professional development. 46

Practical Ideas Guides
9/20/2018 Practical Ideas Guides Created with content area experts from around the state Include evidence, artifacts and “look fors” at the element level Special Education teachers Early Childhood Educators Culturally and Linguistically Diverse Education Specialists Teacher Librarians Teachers of the Arts (Dance, Drama & Theater Arts, Music, Visual Arts) World Language teachers Check the website for more being developed, including some for Specialized Service Professionals More to come… 47

Calibrating on Teacher Quality Standards
9/20/2018 Calibrating on Teacher Quality Standards Elevate Colorado Online platform Open to all educators Includes multiple master scored video plans for educators to practice aligning evidence to the teacher rubric Varied grade levels and content areas For questions regarding the use of Elevate Colorado, contact Dawn Pare at

Colorado State Model Performance Management System
9/20/2018 Colorado State Model Performance Management System Optional tool that will support districts in the implementation, data collection and effective use of the Colorado State Model Evaluation System Began the school year Base system offered at no cost to districts Includes: an electronic interface and data collection tools for the state model evaluation rubrics, measures of student learning/outcomes, final effectiveness ratings, and aggregate reports to support principals and district leaders in providing useful and actionable feedback and possible professional development opportunities for educators.

Resources Available CDE Educator Effectiveness website: FAQ’s Fact Sheets Policy and State Model Evaluation System Info CDE Educator Effectiveness e-newsletter Stay informed by signing up for this monthly newsletter here We briefly spoke about the importance of words and key messages earlier today. As you go back to your districts and begin communicating and training staff on SB 191 and the State Model Evaluation System, HOW you present the information will be an important factor in how your audience reacts. For example, take the following statement: “We have to implement the new evaluation requirements called for in SB 191.” Turn to a partner and quickly discuss how you can improve this statement using some of the key messages we’ve gone through today. Brief share out. Looking for a new sentence like…. “We are improving how we evaluate and support educators in [district name] by implementing the State Model Evaluation System which will provide our educators with more meaningful feedback so they can continue to grow professionally and achieve maximum results with students.”

Contact Us Disclaimer: The contents of this PowerPoint were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

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