1. Educator Effectiveness Dr. Mark Kirkemier, Coordinator Dr. Alison Grizzle, Education Administrator Dr. Kisha Tolbert-Woods, Education Specialist

2. A fresh perspective What’s the biggest budgetary expenditure of your school system? What percent of the budget does it repesent?

3. A fresh perspective What is the purpose for our existence as educators? Who knows the dynamics and context best?

4. A fresh perspective If shouldn’t we spend our time and attention growing and supporting them? If our biggest investment is in people (not stuff) – and they have the greatest impact on the purpose for our existence as an organization – shouldn’t we spend our time and attention growing and supporting them?

5. A fresh perspective Fall 2013 – State Design Team Spring 2013 – Alabama Design Complete 2014-2015 – Field Testing 2015 – State-wide meetings with District Teams

6. DESIGN CHALLENGES IMPLEMENTATION CHALLENGES

8. A fresh perspective It is critical to understand the philosophical approach of the design team in the context of the intent of PLAN 2020!

9. How? Organizations are the product of the way the people in them think… Peter Senge

10. How? To Change – people have to have the opportunity to change the way they think and interact

11. The way we think – is defined by our capacity – (increase our capacity = change the way we approach our work) The way we think – is defined by our capacity – (increase our capacity = change the way we approach our work) The way we interact is structured by the context and environment we create = systems and processes The way we interact is structured by the context and environment we create = systems and processes

12. “ Organizations learn through individuals who learn.” Peter Senge

13. A New Model Flexibility and Freedom Framework Contextually Significant Process – Because context MATTERS!

14. Focus on Development No requirement to use pre-existing tools Focus on the process Focus on consensus building Focus on creating and validating tools and rubrics Not about final classifications “How well do tools and rubrics you choose or design differentiate for assessing quality of practice?”

15. Classifications How do we help to increase teacher practice? How do we help to identify where a teacher is in practice so that we can create a pathway for growth? Ineffective Developing Effective Exemplary

16. The things we truly value…. We will give our TIME, ATTENTION, ENERGY, & RESOURCES

17. Current Model EDUCATE Alabama Self Assessment Tool Two Observations

18. Current Process All evaluators and evaluatees must enter multiple types of supporting evidence on a regular basis throughout the year. Evaluators should complete and enter a minimum of two announced/ unannounced observations for evaluatees during the school year. Evaluatees are defined as all regular classroom educators, ARI coaches, school counselors, librarians, special educators, speech/language pathologists.

19. HISTORY PEPE Compliance Scripting Over Ranking EDUCATE Self Assessment Plan 2020 LEA Design Team to design components that align with a new framework

20. Alabama State Board of Education PLAN 2020

21. “Every child is taught by a well- prepared, resourced, supported and effective teacher” “Develop and implement a professional growth evaluation system for teachers and leaders that includes multiple measures of student growth and achievement”

22. Teaching Effectiveness Professional Commitment (1/3) Professional Practice (1/3) Impact on Engagement and Learning (1/3)

23. Graphic

25. Analysis of Teacher Impact Analysis of Teacher Practice Principal Training Evaluation Tools * Crucial Conversations

28. Professional Commitment (1/3) Self Assessment Conversation with Administrator Creation of a PLP Submission of Evidence

29. Professional Commitment Every Teacher Every Year 1/3 of overall classification Rubric Did they complete the self assessment? Was the PLP well designed and reflective? Does the provided evidence align with PLP? Was there growth in chosen indicators?

30. Professional Commitment EDUCATE Alabama with a Rubric

31. Professional Commitment Self- Assessment PLPEvidence Professionalism Total 7% 8% 30% Self- AssessmentPLPEvidenceTotal 10% 30%

32. A fresh perspective What are the most important things? What do we (as a school system) value most? What should we give priority?

35. Professional Practice (1/3) Observations Instructional Design/ Collaboration Professional Showcase

36. Professional Practice All non-tenured teachers 1/3 of all tenured teachers Tenured teachers – at least once every three years If ineffective, then must complete process following year 35% of overall classification Rubrics and tools for each of the components

37. Professional Practice 1. Two Observations (60 minutes of practice) 20% of overall classification Any Format Compilation of walk-throughs Unannounced Announced w/ pre and post conference Videotape with reflection

40. Professional Practice 2. Reflection on Instructional Design 10% of overall classification Action research Professional Learning Communities Data- team meetings Lesson studies Common assignments with work analysis

45. Professional Practice 3. Professional Showcase 5% of overall classification Art Show Band Competition High percentage of AP Scores Vertical teaming School Committees Mentoring Graduate courses

46. Professional Practice Two Observations Instructional Design Professional Showcase Total 20%10%5%35%

48. The things we truly value…. We will give our TIME, ATTENTION, ENERGY, & RESOURCES

49. Impact on Engagement and Learning Student/ Parent Surveys Student Growth Data

50. Impact on Engagement and Learning All non-tenured teachers 1/3 of tenured teachers 35% of overall classification Tenured teachers – at least once every three years If ineffective, then must complete process following year Actual data analyzed and discussed each year with respect to self assessment and PLP

51. Impact on Engagement and Learning Student/ Parent Survey Dependent on age LEA can choose survey tool Advanc_Ed offers survey tools Student Growth Data ACT / ASPIRE What data does the district use to assess student growth towards College and Career Ready Goals?

52. Impact on Engagement and Learning

53. SurveysStudent Growth Data Total 10%25%35%

54. Important Reminder Love bears all things, believes all things, hopes all things, endures all things…

55. whatever you did for one of the least of these brothers and sisters of mine, you did for me…

56. The things we truly value…. We will give our TIME, ATTENTION, ENERGY, & RESOURCES

57. Teaching Effectiveness  Professional Commitment (Plan due Summer 2016) Self Assessment and Conversation; PLP and Evidence  Professional Practice (Plan due Summer 2016) 2 “observations” (60 minutes of practice) Analysis of Instructional Design Professional Showcase  Impact on Engagement and Learning (Plan due Summer 2017) Student/ Parent Surveys Student growth data

58. Teaching Effectiveness

59. Goal How can we own this process? How can we own this work? How can we own this process? How can we own this work? How can we engage teachers and community shareholders into the development phase so that all involved have buy-in? How can we engage teachers and community shareholders into the development phase so that all involved have buy-in? How do we make this about growing teachers and not about compliance? How do we make this about growing teachers and not about compliance? How do we take an existing tool and align it to standards? How do we take an existing tool and align it to standards? How do we refine our observations so that the data can be given a qualitative or quantitative ranking? How do we refine our observations so that the data can be given a qualitative or quantitative ranking?

60. Example Process “How would we define an “Effective Teacher”? “What is observable in teaching a lesson?” “What is observable in lesson design/ PLC?” “What does Effective look? Once defining effective, how does Exemplary? Developing? Ineffective look?” “How do we want to measure each of these categories?”

61. How do we measure our beliefs about effectiveness? What tool(s) should we use for observations? Is there an existing rubric for this tool? How do the tool and the rubric align to the standards? How are we going to train observers on this tool?

62. Example Rubric Observation Rubrics from Field Test School Systems

63. Existing Practice

72. Possible Questions Do you need to be able to explain how you will differentiate quality of the above components? Yes Do we have to use quantitative components in self- assessment process, observations, analysis of instructional design? No Do you need to have a well-defined and understandable system in the end? Yes Do you need to be able to discuss how the information will be used to aide teachers in refining and strengthening their crafts? Yes

73. Commercial Tool What if we want to use a tool that has been designed by an outside source, which has already been proven to be valid and reliable? Please don’t buy an “out of box” product! How have you created buy-in and consensus around the tool? How have you trained your evaluators?

74. Big Picture Think outside the box. Engage teachers, leaders, and stakeholders Think about the needs of your teachers – How will you grow teachers so that they can grow students? Create pathways and plans for growth. Create a process that is not about compliance but about the “work” Create a plan for your district to engage in conversations about growth using an accurate indication of a teacher’s current level of practice.

75. What are some ways we the ALSDE can help? Facilitate hands-on, interactive sessions with district work team to discuss rubrics and tools Seek out additional research to support your work Inform your team on tools to analyze or refine Serve as a thought partner in planning phase

76. Dr. Mark KirkemierDr. Kisha Tolbert-Woods mkirkemier@alsde.edumkirkemier@alsde.edukwoods@alsde.edu 334-467-9560 334-309-6870 Dr. Alison Grizzle agrizzle@alsde.edu 334-467-4701 205-240-1553