1. LOUISIANA DEPARTMENT OF EDUCATION
Teacher Evaluation:
Professional Practice
Compass Update
April 2012
LOUISIANA DEPARTMENT OF EDUCATION

2. As we begin this webinar:
Please go to this website:
And download the document titled:
Framework for Louisiana’s Teaching Rubric (located in the first paragraph of text and the side bar of links) 2

3. Objectives: Share findings about Compass rubric from pilot districts
Share LDOE’s decisions regarding the teacher rubric in response to these findings
Identify LDOE supports for implementation 3

4. Setting Our Priorities
Compass and Common Core are LDOE’s top two priorities.
Common Core:
Shifting expectations for students
Compass:
Shifting educator support and evaluation practices to align with these new expectations

5. How Will We Achieve in the Classroom?
In order to turn our beliefs into higher student achievement, we will use Common Core Standards and the Compass system as guides.
Goal Setting: Teachers in all subjects will set quantifiable achievement goals for each student.
Assessment and Content: Teachers in all subjects will select assessments and curricular materials that align with skills students are expected to demonstrate on new Common Core assessment items.
Feedback: Principals and other instructional leaders will observe all teachers and will provide feedback based on a Common Core-aligned rubric.
Collaboration: Teachers will work in teams to examine student work and to articulate specific changes in instructional practice that will align student performance to Common Core standards.
Identifying leaders: Districts will use Compass effectiveness ratings to identify teacher leaders who can take on new responsibilities to support these Core Elements in their schools.

6. Overview What is Compass? Compass Pilot Findings Adapting the Tools
Waiver Process & Next Steps 6

7. Compass Elements 7

8. The Purpose of Compass Compass is intended to ensure:
Teachers set meaningful goals for students;
Teachers and leaders collaboratively evaluate student progress relative to goals;
Teachers receive specific feedback on their performance to drive improvement; and
Teachers, administrators, and district leaders have annual effectiveness data to inform decision-making

9. Compass Process & Components Observation & Feedback
Set Goals
-For Educators
-For Students
Evaluate Performance
-Student Growth
-Prof. Practice
Use Data to Inform Human Capital Decisions
Observation & Feedback

10. Compass Process & Components
Two components of evaluation
Student Growth Measures
Value-Added Model OR
Student Learning Targets
Professional Practice Measures
Observations

11. LDOE Support
Provide a model observation tool, and create a waiver process for LEAs which desire to use alternative tools
Provide districts with evaluation guidance and tools for teachers in non-tested grades and subjects
Train educators statewide this spring and summer on Compass tools (teacher effectiveness rubric, goal setting process)
Assist district and school staff throughout next school year in making the Core Elements part of everyday practice. They will facilitate collaboration among educators; will observe classroom practice and provide feedback; and will review progress with district administrators.

12. Compass Pilot Findings12

13. Piloting Compass: Purpose
The Compass Pilot served to:
Test the tools and process developed by collaboration between LDOE and educators, and
Gather feedback from the field on how the tools could be improved prior to statewide implementation 13

14. Compass Pilot: What Did We Learn?
Simplify the process.
Focus on positions who are responsible for the academic outcomes of a specific group of students (eg, classroom teachers, librarians, and guidance counselors), and
End requirements for multiple conferences, streamline the goal setting process, eliminate restrictive timelines
Lessen the burden on principals.
Expand the group of school-based staff and district teams who can assist teachers in setting targets and conducting observations
Revise the teacher rubric to be clearer, more concise, and more directly aligned to the Common Core.

15. Compass Pilot: What Did We Learn?
Simplify the process.
Lessen the burden on principals.
Revise the teacher rubric to be clearer, more concise, and more directly aligned to the Common Core.
Redundancies exist within standards and descriptors.
Evaluators have had difficulty distinguishing between the top two levels of effectiveness.
Focus on core competencies directly aligned to support more rigorous instruction for Common Core

16. Adapting Tools to Better Serve Teachers and Leaders16

17. Compass Pilot: Recommendations
Adopt modified version of Charlotte Danielson’s Framework for Teaching, a nationally recognized evaluation and support model.
Narrow number of performance standards to focus on core components.
Move to a 4 point scale to make effectiveness levels more distinct.
Leverage resources available nationally.

18. The Danielson Rubric A good choice for students and teachers:
Supports teacher improvement and professional growth
Easy to distinguish standards and performance levels
Will align to Common Core
Tried and true
Implemented in >15 states
Approved in AR, NJ, NY, OH, PA, WA and major cities nationwide
Accompanied by numerous support materials
Emphasizes Planning and Instruction

19. The Danielson Rubric D1: Planning and Preparation D3: Instruction
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
D3: Instruction
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
D2: Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
D4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism

20. The Danielson Rubric D1: Planning and Preparation D3: Instruction
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
D3: Instruction
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
D2: Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
D4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism

21. The Danielson Rubric
1c Setting Instructional Outcomes
2c Managing Classroom Procedures
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
These five core components help teachers and leaders focus on:
High-impact activities, narrowed and focused from ACEE recommendations
Concrete, observable actions to help teachers understand what and how to change
Rigor, consistent with Common Core:
1c Setting Instructional Outcomes
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning

22. Taking a Closer Look at the Components
Setting Instructional Outcomes (1c): Establishing clear, rigorous objectives that describe what students will learn.
Managing Classroom Procedures (2c): Establishing a smoothly functioning classroom through the management of instruction and transitions to allow for maximum learning for all students.
Using Questioning and Discussion (3b): Strategically using a varied set of questions to engage all students in discussion around rigorous content.
Engaging Students in Learning (3c): Asking all students to do work that is rigorous an intellectually challenging.
Using Assessment in Instruction (3d): Using clear assessment criteria to drive instructional choices throughout the lesson and at the end.

23. Effective: Proficient
The Danielson Rubric
Ineffective
Effective: Emerging
Effective: Proficient
Highly Effective
1c: Setting
Instructional
Outcomes
Outcomes represent low expectations for students and lack of rigor, nor do they all reflect important learning in the discipline. Outcomes are stated as activities, rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand, and are suitable for only some students.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline, and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect
several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students.
All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.
Critical
Attributes
Outcomes lack rigor.
Outcomes do not represent important learning in the discipline.
Outcomes are not clear or are stated as activities.
Outcomes are not suitable for many students in the class.
Outcomes represent a mixture of low expectations and rigor.
Some outcomes reflect important learning in the discipline.
Outcomes are suitable for most of the class.
Outcomes represent high expectations and rigor.
Outcomes are related to “big ideas” of the discipline.
Outcomes are written in terms of what students will learn rather than do.
Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, communication.
Outcomes are suitable to groups of students in the class, differentiated where necessary.
In addition to the characteristics of “proficient,”
Teacher plans reference curricular frameworks or blueprints to ensure accurate sequencing.
Teacher connects outcomes to previous and future learning
Outcomes are differentiated to encourage individual students to take educational risks.

24. Calculating a Teachers Overall Score
Averaging the student growth score and the professional practice score provides the final evaluation score.
(Each component generates a score between )
Professional Practice
Student Growth
Score Score
Final Evaluation Score = 2

25. Calculating Rubric Score
The Compass rubric consists of five components; teachers are assigned a score of 1, 2, 3, or 4 on each of the five components.
To calculate a teacher’s overall score on the observation rubric, take the average of his/her scores on each component of the observation rubric (i.e., sum his/her scores on each component and then divide by five to reflect the five components).
Sum of Component Scores
Average 5
1.00 6
1.20 7
1.40 8
1.60 9
1.80 10
2.00 11
2.20 12
2.40 13
2.60 14
2.80 15
3.00 16
3.20 17
3.40 18
3.60 19
3.80 20
4.00
Teacher receives a 1 on each of the five components of the observation rubric
Teachers receiving an average score of less than 1.5 on the observation rubric will receive an overall Compass rating of ‘Ineffective’
Effective: Emerging
Effective: Proficient
Teacher receives a 4 on each of the five components of the observation rubric
Highly Effective

26. The Overall Compass Score
Teachers will then receive a rating based on their overall COMPASS score.
Teacher Rating
Rule
Ineffective
Overall COMPASS score of OR
Received a score less than 1.50 on either the observation rubric or student growth measure
Effective Emerging:
Overall COMPASS score of 1.50 to 2.49
AND
Did not receive a score less than 1.50 on either the observation rubric or student growth measure
Effective Proficient:
Overall COMPASS score of 2.50 to 3.49
Highly Effective:
Overall COMPASS score of 3.50 to 4.00

27. Making the Transition 27

28. LEA Next Steps Introduce this rubric to your district and teams
Available at
Determine if you would like to apply for an alternate observation tool waiver
Application online:
Deadline: May 15
LDOE final decisions: June 15
Note: Only existing TAP districts may apply to use TAP rubric
Plan for which staff will serve as evaluators/observers
Network Leaders are available to support

29. Observation Tool Waiver Process
LEAs may apply to use alternate observations tools for teachers (including school counselors, librarians) and leaders via one of the two processes below:
Notification Form
TAP™ Instructional Rubric
Vanderbilt Assessment for Leadership in Education ™ (VAL-ED ™)
Pathways Rubric
State-adopted Danielson Rubric with additional focus areas
Focus Areas are the use of other Danielson components as instructional support and development resources
Observation Tool for School Counselors
Observation Tool for Librarians
Waiver Application
Adoption of an evaluation tool other than the state-adopted or pre-approved rubrics above.
Includes adoption of another version of the Danielson rubric.
Notification Forms, Waiver Applications, and instructions can be found on our website at and are due May 15th.

30. Additional Resources
The Danielson Group:
Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson
Teacher Evaluation to Enhance Professional Practice by Charlotte Danielson
Better Schools Louisiana:

31. What Are the Department’s Next Steps?
April
Final implementation timeline
Final Teacher Rubric & NTGS Guidance Available
Webinar on Teacher Rubric
May – June
Webinar on NTGS
District Leader Workshops: Deep Dive into Resources & Implementation Planning
CCSS Summer Institute
July-August
Guidance on Leader Evaluation Released
CCSS Transitional Curriculum Released
Initial Compass Training for Evaluators on Student Growth Measures and Rubrics
Ongoing Support from Network Teams

32. For questions, please contact:
or visit 32