1. REACH Students Recognizing Educators Advancing CHicago Students Simeon Career Academy Introduction Conversation 1

2. Welcome and Objectives Objectives:  Recognize the importance of instructional practices that yield positive student results  Understand the components of REACH (Recognizing Educators Advancing Chicago) Students: Teacher practice, student growth, and student feedback  Align instructional practices with the REACH process: What’s the connection with priorities Common Core: What to teach Framework for Teaching: How to teach Full School Day: Time to teach 2 Chicago Public Schools

3.  Establish a common definition and standards for teaching excellence.  Build principals’ and/or teachers leaders’ expertise in observing and analyzing instruction to support teacher growth.  Provide teachers with information and guidance to inform their development  Engage teachers in reflection and self-assessment regarding their own performance  Differentiate support and accountability for teachers based on their experience and/or impact on student learning.  Create a culture of continuous improvement among teachers, school leaders, system administrators and students. 3 Goals of REACH Students: Chicago Public Schools

4. What do you think?  What is an observation?  What areas should be observed during the visit?  Who is being observed?  What do you like/dislike about the process?  What role does the student play in the process?  What is the connection between your observation and your rating?  Should your students academic record be attached to your rating? why/why not? Chicago Public Schools

5. 5 REACH Students: The connection Phased and Staggered Implementation based on Multiple Measures “Evaluation systems should include multiple measures, not just observations or value-added alone.” “Combining the three approaches (classroom observations, student feedback, and value-added student achievement gains) capitalizes on [teacher] strengths and offsets their weaknesses.” Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012) Chicago Public Schools

6. Focus on Priorities: Guiding force Chicago Public Schools 6

7. Performance Evaluation Reform Act of 2010 (PERA)  Law stipulates that CPS/CTU work together for 90 days to build system o CPS/CTU PERA negotiations began on December 9, 2011 & extended past the 90 day window o CPS implemented its last, best offer on March 29, 2012  Requirements: o Summative ratings change to Excellent, Proficient, Needs Improvement, Unsatisfactory o All evaluators must complete ISBE-approved certification assessment o Teacher & principal evaluations must include measures of “professional practice” o Teacher & principal evaluations must include student growth as a “significant factor”  Student growth: Must include multiple measures of student learning DeadlineRequirementScale Sept. 1, 2012New principal evaluationsALL schools Sept. 1, 2012New teacher evaluations≥ 300 schools Sept. 1, 2013New teacher evaluationsALL schools 7 Chicago Public Schools

8. Multiple Measures: Summative Focus 8 Teacher Practice Student Growth Student Feedback Chicago Public Schools

9. High Schools – Year One 9 Teachers in core subjects areas Teachers in non-core subject areas Type III – Performance Task Teacher Practice Chicago Public Schools

10. Phased Implementation Moving to the End State… 10 Year 2 School Year 13-14 Year 5 School Year 16-17 Student Feedback Type III Growth– Performance Task Teacher Practice Type I Growth Chicago Public Schools

11. Who is evaluated and when? Teacher Population Current System Are these teachers evaluated…? System in SY14-15 and beyond …in SY12-13…in SY13-14 Probationary teachers (PAT’s) Evaluated Annually YES All teachers evaluated ANNUALLY Tenured rated in lowest* two performance levels Evaluated Annually YES Tenured rated in highest* two performance levels Evaluated Biennially NOYES 11 In SY12-13, teachers who receive a final evaluation ratings are: Probationary teachers (PATs) Tenured teachers who receive an Unsatisfactory or Satisfactory rating this year Chicago Public Schools

12. Evaluators of Classroom Practice: Leadership Role  Evaluators of classroom practice may include: School principals School assistant principals Chiefs of Schools Deputy Chiefs of Schools Central Office Managers  All evaluators must be trained and pass the ISBE certification assessment 12 Chicago Public Schools

13. Goal-Setting and Conferences REACH Students provides several opportunities for school administrators and teachers to hold conversations about teaching practice and student learning…  Beginning-of-Year Goal-Setting Conference All-faculty meeting or individual conferences Outline expectations & guidance for professional goal setting  Middle-of-Year Conference Required for PATs and tenured low-performers All teachers conduct self-reflection on student learning to date  End-of-Year Conference Mandatory for all teachers Discuss summative rating and professional development plan 13 Chicago Public Schools

14. Let’s Talk!!!!! Multiple Measures & Phased Implementation  What feels different about the new system?  Does the information change any of your previous responses?  How will these changes influence practice and culture in your classroom? Chicago Public Schools 14

15. 15 REACH Students Teacher Practice “The true promise of classroom observations is the potential to identify strengths and address specific weaknesses in teachers’ practice…. classroom observations provide a wealth of information that could be used to support teachers in improving their practice.” “High-quality classroom observations will require clear standards, certified raters, and multiple observations per teacher.” Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012) Chicago Public Schools

16. TEACHER PRACTICE The CPS Framework for Teaching*  The CPS Framework for Teaching provides a common definition for effective instruction  Basis for Teacher Practice ratings is evidence that is aligned to the CPS Framework for Teaching and the performance level continuum The CPS Framework for Teaching 16 Domain 1: Planning and PreparationDomain 2: The Classroom Environment 1a: Demonstrating Knowledge of Content and Pedagogy2a: Creating an Environment of Respect and Rapport 1b: Demonstrating Knowledge of Students2b: Establishing a Culture for Learning 1c: Selecting Instructional Outcomes2c: Managing Classroom Procedures 1d: Designing Coherent Instruction2d: Managing Student Behavior 1e: Designing Student Assessments *Adapted from the Danielson Framework for Teaching and approved by Charlotte Danielson Domain 3: 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 Domain 4: Professional Responsibilities 4a: Reflecting on Teaching and Learning 4b: Maintaining Accurate Records 4c:Communicating with Families 4d: Growing and Developing Professionally 4e: Demonstrating Professionalism Chicago Public Schools

17. Types of Classroom TeachersGrades Early childhood teachersPre-K Primary grades teachersK to 3 Intermediate elementary grade teachers4 to 5 Middle grades teachers6 to 8 High school teachers9 to 12 Elementary & middle school teachers (physical education, music, art, computer science, librarians, etc) K to 8 High school teachers (physical education, music, art, computer science, librarians*, etc) 9 to 12 Elementary special education teachersPre-K to 5 Middle grades special education teachers6 to 8 High school special education teachers9 to 12 TEACHER PRACTICE Observation of Practice  Classroom teachers will be observed using the CPS Framework for Teaching: 17 NOTE: Librarians will be observed using the CPS Framework for Library Science Counselors will be evaluated using the CPS Framework for School Counseling Clinicians will be evaluated using discipline specific frameworks Chicago Public Schools

18. Formal Observations: A formal observations is an announced classroom observation that is defined by and includes the following: Pre-Observation Conference with Teacher ‐Evaluators issue component level scores for Domain 1 Classroom Observation ‐Occurs within five school days of the pre-observation conference or during the same unit discussed during the conference ‐Length of a class or lesson, or after 45 minutes ‐Evaluators issue component-level scores for Domains 2 and 3 Post-Observation Conference with Teacher ‐Held within five school days, if possible, but not more than ten school days following the observation ‐Includes improvement recommendations, including professional development, as appropriate. ‐Evaluators issue a component-level score for 4a 21 TEACHER PRACTICE Formal Observation Chicago Public Schools

19. Informal Observations: An informal observations is an unannounced classroom observation that is defined by and includes the following: Classroom Observation ‐At least 15 minutes in length ‐Evaluators issue component-level scores for Domains 2 and 3 only Post-Observation Conference with Teacher ‐May be in-person or electronic ‐Teachers may request in-person feedback 22 TEACHER PRACTICE Informal Observation Chicago Public Schools

20. TEACHER PRACTICE: Local criteria Components 4b, 4c, 4d, and 4e  Components 4b, 4c, 4d and 4e of the CPS Framework for Teaching are not observed during the classroom observation cycle Define teachers’ role outside classroom, including professional growth, contributions made to school, district, and profession Demonstrated through interactions with colleagues, families, and the broader school community  Evidence is collected by teacher and/or evaluator throughout the school year  Evaluators select performance levels for each component at the end of the year 20 Chicago Public Schools

21. 21 Probationary Teacher (PATs) First SemesterSecond Semester SY12-13 2 Formal Observations NOTE: The first formal observation can be a practice. Teachers may elect to include in the final summative rating, election must be made shortly after receiving score. 2 Formal Observations An informal observation is required if the teacher opts for the first formal observation to be considered a practice SY13-14 & SY14-15 2 Formal Observations1 Formal Observation 1 Informal Observation TEACHER PRACTICE Observation of Probationary Teachers Observations may begin during the 5 th week of school Pending CTU agreement, Mentor Teachers may also observe and evaluate PAT 1s Administrators must conduct at least two formal observations per year Chicago Public Schools

22. 22 First SemesterSecond Semester SY12-13 1 Formal Observation NOTE: The first formal observation can be a practice. Teachers may elect to include in the final summative rating, election must be made shortly after receiving score. 1 Formal Observation An informal observation is required if the teacher opts for the first formal observation to be considered a practice 2 Informal Observations NOTE: If the first formal observation is a practice, conduct 1 more formal and only 1 informal is necessary SY13-14 & SY14-15 1 Formal Observation 2 Informal Observations TEACHER PRACTICE Observation of Tenured Teachers NOTE: Observations may begin during the 5 th week of school Chicago Public Schools Tenured Teachers Rated Unsatisfactory or Satisfactory

23. 23 Tenured Teachers with Rating of Excellent or Superior First SemesterSecond Semester SY12-13 Biennial evaluation plan (“off“ year) 1 Formal Observation Informal observations are discretionary SY13-14 Biennial evaluation plan (“on” year) 1 Formal Observation 2 Informal Observations SY14-15 Annual evaluation plan 1 Formal Observation 2 Informal Observations Note: Informal observations are NOT required for teachers with a summative performance level rating of excellent in previous year. TEACHER PRACTICE Observation of Tenured Teachers NOTE: Observations may begin during the 5 th week of school Chicago Public Schools

24. Table Talk – Multiple Perspectives Process, Practice and Share Teacher Practice  How will REACH affect changes in practice and culture?  For each of these individuals’ perspectives: Principal Teacher Student Chicago Public Schools 24

25. 25 Chicago Public Schools REACH Students Student Growth – Standardized Assessments “Combining classroom observations with student feedback and student achievement gains on state tests did a better job than master’s degrees and years of experience in predicting which teachers would have large gains with another group of students.” Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012)

26. Description of Expected Gains  EPAS expected gains measures the percentage of a teacher’s students that progress equal to or more than the average Progress is measured between pre (beginning-of-the-year) and post (end-of- the-year) Growth based on you having student for an academic year Your impact on the students progress  EPAS expected gains is based upon the EXPLORE, PLAN and ACT assessments. ‐Subjects: English, Reading, Math and Science ‐Grades: 9-11 Who receives an individual expected gains score?  Teachers responsible for Reading, English language arts, Math, Science and Social studies (based on Reading EPAS)  All teachers will receive this score based on the overall scores performance: Noncore teachers EPAS individual expected gains measures will be implemented without stakes in SY12-13. 26 STUDENT GROWTH Individual Expected Gains Chicago Public Schools

27. 27 EPAS Expected Gains characteristics include, for example: Excludes students whose IEPs indicate that they should take the Illinois Alternative Assessment (IAA) Excludes of ELLs with ACCESS scores lower than 3.5 in the previous year Excludes students who attend more than 3 schools in a single school year Includes a single year of data in 2012-13 and potentially two years of data where available starting in 2013-14 Why EPAS? As a skills-based assessment, EPAS aligns with college and career readiness priorities EPAS is more closely aligned to scope and sequence of instruction than any adaptive growth assessment CPS teachers are familiar both with the EPAS exam and the College Readiness Standards Why Expected Gains? A panel of experts, the technical advisory committee and CPS staff all concluded that the district cannot currently build a valid value-added model based on EPAS data Expected Gains model enables teachers to set growth targets and track progress toward targets throughout the year Expected Gains model is highly transparent and easy to understand Are you growing students? STUDENT GROWTH EPAS EXPECTED GAINS Chicago Public Schools

28. Who receives a school expected gains score for reading?  All 9-12 classroom teachers that do NOT receive an individual expected gains score, will receive a school expected gains score for reading All teachers in a school will receive the same score for this measure We are all held accountable Why school expected gains for reading?  Integration of literacy into all subject areas is critical to boosting essential skills required for college and career readiness.  Use of a school-wide literacy component reinforces that these are ALL our students. Collaboration needed from all teachers to improve literacy at all grade levels. T.I.A and CIWP guide the process 28 STUDENT GROWTH School Expected Gains - Reading Chicago Public Schools

29. 29 Chicago Public Schools REACH Students Student Growth – BOY and EOY Performance Tasks “If curriculum, instruction, and assessment are integrated, the assessment itself becomes a valuable learning experience. The conclusion is that by requiring students to complete high quality performance tasks we have the potential to bring about significant and positive changes in instruction and learning.” Source: http://www.weac.org/professional_resources/Testing/performance_assessment.aspx http://www.weac.org/professional_resources/Testing/performance_assessment.aspx

30.  Definition: Type III Assessment ISBE: “An assessment that is rigorous, aligned with the course’s curriculum, and that the evaluator and teacher determine measure student learning in that course.”  Definition: Performance Task A written or hands-on demonstration of mastery, or progress towards mastery, of a particular skill or standard. Beginning of the year and end of the year administration measures student mastery of identified over the course of an academic year on a few skills (depth over breadth).  Performance Task Development The Department of Assessment and content area departments will lead the development of all performance tasks. Performance Tasks will be designed by subject-specific teams made up teachers from across the district and CPS content leads. ‐Application process to identify teacher participants 30 BOY and EOY PERFORMANCE TASKS Definitions and Clarifications Chicago Public Schools

31. BOY and EOY PERFORMANCE TASKS Created by educators Required Components & Guidelines 31 ComponentDescription Standards What students should know and be able to do 1-2 skills/standards Task Description The activity students will engage in to demonstrate mastery of skills/standards Student directions to define guidelines and expectations for each activity component Task Materials List of materials the student needs to engage in the performance task Rubrics The tool for scoring student work products Highest score associated with skill mastery Chicago Public Schools Administration Guidelines Time to Complete Task Task should be designed to be completed in roughly one class period (30 - 60 minutes) Task Assignment All students sharing a common subject/grade level/classroom receive the same task with the same directions. Proctoring Protocol Teachers proctor their own class, and collect all PTs at the end of the class period Scoring Protocol Teachers score the performance tasks of their own students, but should do so in the setting of teacher teams when possible and where applicable Definition of Performance Task: A written or hands-on demonstration of mastery, or progress towards mastery, of a particular skill or standard

32. BOY and EOY PERFORMANCE TASKS Guidelines for Task Selection - DRAFT SY12-13 Guidelines  Guidelines will be provided for performance task administration to help teacher and principals identify which performance tasks must be used, and how many. Guidelines will consider: ‐Which grade levels, subject areas and courses are taught by teachers ‐Which subject does a teacher teach most often? ‐Which class section includes a sufficiently large group of students? ‐Are there specific student learning needs? 32 Chicago Public Schools

33. 33 Chicago Public Schools REACH Students Student Growth – Student Feedback “The goal is not to conduct a popularity contest for teachers. Rather, students are asked to give feedback on specific aspects of a teacher’s practice, so that teachers can improve their use of class time, the quality of the comments they give on homework, their pedagogical practices, or their relationships with their students.” Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012)

34. 34 Surveys will be included as part of the EOY summative performance rating starting in SY13-14. Prior to SY13-14, CPS will  Implement a no-stakes survey in SY12-13  The survey provider is to be determined  Intention is that the survey will be weighted at 10 percent of the overall summative evaluation  Intention is that the Survey will be administered in grades 4-12 (assuming validation)  Data from the first year of implementation will be shared with the Joint Committee prior to implementation in SY13-14 STUDENT FEEDBACK The loudest voice Chicago Public Schools

35. 35 Chicago Public Schools REACH Students Summative Ratings “Combining measures offers three advantages: greater predictive power (slightly better than student achievement gains alone, but significantly better than observations alone), greater reliability (especially when student feedback or multiple observation scores are included), and the potential for diagnostic insight to allow teachers to improve their practice (which cannot be provided by student achievement gains alone).” Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012)

36. Who is evaluated and when? Teacher Population Current System Are these teachers evaluated…? System in SY14-15 and beyond …in SY12-13…in SY13-14 Probationary teachers (PATs) Evaluated Annually YES All teachers evaluated ANNUALLY Tenured rated in lowest* two performance levels Evaluated Annually YES Tenured rated in highest* two performance levels Evaluated Biennially NOYES CURRENT PERFORMANCE RATINGS FUTURE PERFORMANCE RATINGS SuperiorExcellent Proficient SatisfactoryNeeds Improvement Unsatisfactory Performance Ratings will also change under PERA 36 Chicago Public Schools

37. Summative performance ratings will be based upon a 100-400 point scale How is the summative performance rating determined? 37 Why use a point-based scale instead of 4 simple ratings?  Points from each component contribute to the total score  Recognizes teachers’ improvements over time within performance levels (i.e. similar to measuring student growth and not just Meets/Exceeds) 100220 285 340400 ExcellentUnsatisfactoryNeeds ImprovementProficient Chicago Public Schools

38. Scoring each component: 1. Teacher Practice 1.Evaluators assign performance level ratings for Framework components 1a-4a for each FORMAL observation Evaluators assign performance levels ratings for components in Domains 2 & 3 only for each INFORMAL observation 2.Evaluators assign performance level ratings for components 4b-4e at the end of each year 3.Performance level ratings on the CPS Framework convert to numeric scores and are averaged into numeric Domain scores: 4.Numeric Domain scores are averaged according to Domain weights—shown on right—in order to calculate total Teacher Practice score 38 Framework Performance Level RatingsNumeric Scores Distinguished4 Proficient3 Basic2 Unsatisfactory1 Chicago Public Schools

39. 39 Chicago Public Schools REACH Students Implementation Supports Observers have been observed “Teachers need to know that observers can apply an observation instrument accurately and fairly—before performing their first observation. Good training is not enough.” Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012)

40. IMPLEMENTATION SUPPORTS Evaluator Certification  State law requires all evaluators of teachers: Participate in training Pass a State certification assessment  State certification assessment includes multiple modules: Overview of teacher evaluation process Identifying evidence using the Framework ‐Focused on domains 2 (class environment) and 3 (instruction) Providing feedback Determining ratings Understanding student growth measures 40 Current law stipulates that all evaluators will need to be state-certified by September 1, 2012. ISBE anticipates the certification assessment will go live in May. Details are forthcoming. Chicago Public Schools

41. CPS will monitor summative performance level ratings and when there is an extreme disparity between teacher practice and student growth scores, will take the following steps to ensure fairness: Extreme disparity between teacher practice and student growth scores will trigger a review by Central / Network Offices. 41 IMPLEMENTATION SUPPORTS Review Process -Practice/Growth Score Disparities Chicago Public Schools

42. 42 Chicago Public Schools Now what do you think? What is an observation? What areas should be observed during the visit? Who is being observed? What do you like/dislike about the process? What role does the student play in the process? What is the connection between your observation and your rating? Should your students academic record be attached to your rating? why/why not?