Presentation on theme: "The Leadership and Learning Center ® Teacher Evaluation System for Florida’s Charter Schools An Overview: Florida Consortium of Public Charter Schools."— Presentation transcript:
The Leadership and Learning Center ® Teacher Evaluation System for Florida’s Charter Schools An Overview: Florida Consortium of Public Charter Schools Evaluation Model Name of School
What do we need to know about educator evaluation in charter schools?
Purpose of Evaluation For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district. Florida Statutes Section 1012.34 (1) (a).
This New Approach to Evaluation Supports three processes: Self-Reflection by the teacher on current proficiencies and growth needs. (What am I good at? What can I do better?) Feedback from the evaluator and others on what needs improvement. An annual summative evaluation that assigns one of the performance levels required by law (i.e., Highly Effective, Effective, Needs Improvement / Developing, or Unsatisfactory).
Objectives for Today Examine foundational statutes and rules related to teacher evaluation systems FEAPs – Florida Educator Accomplished Practices Common Language Review the requirements in the evaluation system Discuss the timelines and logistics for implementation of the system
Objectives for Today Examine and discuss the additional metric: professional growth Discuss and understand performance metrics Value-added measure Instructional practice
Today’s Agenda Part I: Foundational Information Part II: Requirements Part III: Contemporary Research Part IV: Charter School Consortium Model Part V: Logistics & Support
Rewards states leading the way in comprehensive, coherent, statewide education reform across four key areas: 1.Adopting standards and assessments that prepare students to succeed in college and the workplace 2.Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction 3.Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most 4.Turning around their lowest-performing schools.
Florida worked diligently to bring together broad statewide support from superintendents, school board members, teachers and teacher associations for the Race to the Top application.
SB 736 Requires DOE approve school district evaluation systems & monitor for compliance DOE provide requirements and criteria for evaluation systems Charter schools comply with provisions related to performance evaluations
SB 736 Requires District evaluation systems Support effective instruction & student learning growth Provide appropriate instruments, procedures, and criteria for continuous improvement Use data from multiple sources including input from parents
SB 736 Requires Four levels of performance (highly effective, effective, *needs improvement, unsatisfactory) At least **50% of the evaluation is based on student learning growth Based on contemporary research Indicators based on each of the FEAPS
SB 736 Requires DOE annual reports to the public on performance ratings including the percent of teachers and leaders receiving each rating School reports to parents when their child’s teacher or principal has received unsatisfactory ratings for two consecutive years
SB 736 Requires The state Board of Education shall adopt rules… to establish uniform procedures for the submission… and approval of evaluations of teachers and leaders.
SBE Rule 6A-5.065 The Educator Accomplished Practices Florida's core standards for effective educators. The Educator Accomplished Practices are based upon three (3) foundational principles; high expectations, knowledge of subject matter and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.
In Accordance with F.S. 1012.34 evaluation systems must…
F.S. 1012.34 Support effective instruction Use student learning growth results to create school improvement plans Provide appropriate instruments, procedures and criteria for continuous quality improvement of the professional skills Include a mechanism to examine performance data from multiple sources
F.S. 1012.34 Identify special evaluation procedures and criteria Differentiate among four levels of performance Provide training for individuals with evaluation responsibilities Include a process for monitoring and evaluating the effective and consistent use of the system Post the system on the charter school website within thirty (30) days of approval
The Common Language Project is a process to refine conversations in ways that increase the clarity of exchanges and deepen common understanding of the work in progress. ADMR TM (p.40) Common Language of Instruction
Common Language …a tool of master practitioners in any profession that is used to facilitate effective communications about the essential concepts and practices of the profession.
Causal Instructional Strategies Key strategies revealed by research to have the highest probability of impacting student learning when used appropriately and in appropriate instructional contexts. These are the controllable actions in a school that impact student learning. DOE Form No. EQEVAL-2012-4 ADMR TM (p.40) Examples of Common Language
Learning Goal(s) A learning goal is a statement of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified. The rubric form guides learners in self-assessment of progress toward mastery of the goal and guides teachers in tracking student progress and providing feedback on progress toward accomplishing the goal. DOE Form No. EQEVAL-2012-4 ADMR TM (p.40) Examples of Common Language
High-Effect Size Practices Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.
High-Effect Size Strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A- 5.065, F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and Constitute priority issues for faculty development and deliberate practice. A listing of these high effect size strategies will be posted for district use on www.fldoe.org/profdev/pa.asp.www.fldoe.org/profdev/pa.asp
High-Effect Size Practices Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results.
What works BEST? Hattie, J. (2009) Visible Learning. Rutledge. New York
Research frameworks pre-approved by the Department are: -Based on contemporary research -Aligned with the Student Success Act, the FEAPs or FPLS, as appropriate
The Florida state model relies on: Behavioral Framework strategies to establish a core repertoire of teaching competencies Constructivist methods for planning instructional units, collegial work on adapting core strategies to local conditions, and deliberate practice work for deepening expertise.
____ Charter School Evaluation Model The Charter School Consortium Model
The Florida Evaluation System for Teachers should… Reflect teacher performance across all elements (4 domains) Account for teachers’ experience levels Assign weight to the domain with greatest impact on student achievement Acknowledge deliberate practice by measuring teacher improvement over time on specific elements within the framework
FCPCS Performance Indicators Instructional Design & Lesson Planning The Learning Environment Instructional Delivery & Facilitation Assessment Continuous Professional Improvement Professional Responsibility & Ethical Conduct Based on the Florida Educator Accomplished Practices (FEAPs)
50% of a teachers performance score comes from the ratings on FEAPs Instructional Practice & Professional Ethics 50% Student Growth / VAM 50%
Student Growth Measure? The Student Success Act requires the inclusion of student learning growth measures in teacher evaluations, and it tasks the education commissioner with identifying and implementing student growth models.
The Value-Added Model (VAM) Value-added is a statistical model that uses student- level growth scores to differentiate teacher performance in the area of student learning growth.
The Value-Added Model (VAM) A student’s predicted performance serves as the target. A student who meets or exceeds his target has a positive impact on the teacher’s evaluation, and a student not making his target has a negative impact.
The Value-Added Model (VAM) The percent of students whose performance is equal to or higher than predicted forms the foundation for the student growth score in the evaluation system.
VAM Scores Students who meet their expected performance level Students who fall below their expected performance level Students who exceed their expected performance level
The Value-Added Model (VAM) This overall percent is transferred to a scale which provides a rating for the teacher at highly effective, effective, needs improvement/ developing, or unsatisfactory.
Recorded Webinar for Charter Schools with Kathy Hebda, Deputy Chancellor for Education Quality, and Adam Miller, Charter Schools Director, on the Florida Value-Added Model (VAM) is available at http://www.floridaschoolchoice.org/Information/Charter_Schools/ (bottom of page). This presentation provides an overview of Florida’s Value- Added Model and how it should be used for teacher evaluations. Florida’s Value Added Model
Teachers of Classes with FCAT Instructional Practice & Professional & Job Responsibilities 50% Student Growth Measure FL VAM 50%
Non-FCAT Teachers Instructional Practice 50% VAM 30% Other SGMs 20% Student Growth 50%
Professional Growth Plans (PGP) 3 Components Included Below Student academic growth goals included in the teacher’s overall performance score Measurable objectives to meet the goals that clearly identify the expected change in professional practice An evaluation plan to determine the effectiveness of the professional development
Professional Growth: The Process Administrators and teachers meet at the beginning of the year to analyze data, determine goals & targets, and plan professional development. At mid-year a review is held to promote discussion and reflection, and to monitor progress toward the goal using formal and/or informal data. At the end of the year, a final review of the PGP is held with each teacher to examine student data, evidence of participation in PD, subsequent implementation of PD and determination if PD was effective based on the goals. Areas for continued growth are also discussed.
Scoring Professional Growth Plans To calculate the employee’s TOTAL PGP RATING, add the “Totals” for each Student Learning Target and divide by 2. TOTAL SCORE ON INDIVIDUAL PROFESSIONL GROWTH PLAN = ______ 3.6 - 4.0 = Highly Effective; 3.0 - 3.5 = Effective; 2.0 - 2.9 = Needs Improvement / Developing 1.0 - 1.9 = Unsatisfactory
Teachers of Subjects or Grades NOT Assessed with State Assessments Instructional Practice & Professional Ethics 50%
Implementation Components & Timelines Completion of Self-Assessment on the Indicators Teacher & Principal meet to Review Self Assessment & Establish Performance Goals Data Collection and Progress Monitoring Mid-Year Review and Evaluation Summative Review and Evaluation During the summer or early fall Throughout the Year End of first semester End of Year
Our Plan to Support Teacher Learning and Development
The FCPCS will offer the following professional development sessions in 2013-14 Overview of SB 736 and the FCPCS Evaluation System Understanding the Florida Educator Accomplished Practices Framework of the FCPCS Evaluation System Utilizing the Rubric Evaluating Student Services, Curriculum Support & Personnel/Media Specialists Processes and procedures for evaluating Instructional Personnel Providing specific and timely feedback Conference protocols and forms, meeting requirements & maintenance of records Scoring Rules and Calculations Use of forms and instruments Procedures for training employees Providing employees with support and assistance