2.  Teacher Evaluation and Effectiveness laws are now in place  Legislature has passed a law that student performance can now be a part of teacher evaluation

3.  DPI has just introduced a plan that calls for  50% of a teacher evaluation from an actual evaluation from a superior based on Models of Practice ▪ Based on InTASC Standards ▪ Charlotte Danielson Teacher Practice evaluation system  50% from student performance

5. Student Learning Objectives Models of Practice 50% of the evaluation District Choice

6.  Value Added scores.  Each 3-8 th grade teacher will receive a score assigned by the state  This score will measure the impact the teachers at a grade level have on their students growth  Takes into consideration your teachers ability to move students forward in ELL, SwD, Econ Disadvantaged, etc.  Compares you to all the schools in the state.

8.  All student learning outcomes or combinations of ▪ Student learning outcomes ▪ Formative assessments ▪ District assessments ▪ Content specific assessments  E/ MS 2.5% School Reading Score or HS- Graduation rate  2.5% District choice Having a curriculum in place across all contents becomes much more relevant

9.  Detailed, measurable goals for student academic growth to be achieved in a specific period of time.  Developed collaboratively by educators and their supervisors every year. All teachers must do them, every year.  Principals must do School Learning Objectives for their evaluation.  A way for classroom teachers to measure student learning in an authentic way based on daily instruction.  Teachers must set rigorous, attainable goals for student achievement aligned with their content or grade level standards.

10.  Student Learning Objectives are detailed, measurable goals for student academic growth to be achieved in a specified period of time (typically an academic year), and developed collaboratively by educators and their supervisors. SLOs are based on student learning needs identified by a review of data reflecting students’ baseline skills. SLOs are intended to provide educators with opportunities to demonstrate their students’ academic growth by setting rigorous, attainable goals for student achievement that are aligned to standards and to the instruction that teachers provide on a daily basis.  Basis of a process for improving educator practice that involves:  Gathering data  establishing goals  assessing if goals have been met.

11.  Prepare the SLO  Using data such as common core standards, building goals, common assessments, portfolios, test scores.  Submit the goal for approval  Collect evidence of student growth on the goal  Based on data collected, teacher will adjust the instruction  Review and score the SLO by submitting the final results by May 15 each year

12.  Pre Test/ Summative Assessments  Formative Assessments  Performance task evaluations  Portfolios  Class specific objectives  Small group specific objective goals  Using data in a much more provocative way.  Every teacher must utilize classroom data.

13.  The following data is used to determine how many SLOs are available:  state assessment data  district assessment data  SLO Teachers need to write one SLO

14.  All 3 sources of student outcome evidence is available:  Only 1 SLO needs to be submitted  2 sources of information (a teacher without standardized test data)  2 SLOs need to be submitted  Neither state nor district test data are available  3 SLOs need to be submitted

15.  Establishing a team SLO is an option where educators have normal, ongoing collaboration in small groups around student learning goals and progress monitoring.

16.  Principals need to develop a School Learning Outcome based on student needs. The SLO is submitted for review at the beginning of the school year and again at the end of the year.

17.  More frequent evaluations will be needed  Lead teachers  Principals  Superintendent  Numerous types of evaluations  Walkthrough  Formal  Literacy  Linked to standards  Using data to prove effectiveness of instruction  Need for teacher artifacts  How do you represent your teaching?  Created assessments  Performance tasks  Links to literacy, writing, informational text, and lexiling in every classroom