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CESA 6 - Educator Effectiveness Journey Began

August 2010

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Assist districts to successfully recruit, hire, support, assess / evaluate and retain effective

teachers and leaders.

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Acting a need expressed by their school districts, CESA 6:

Researched Investigated

DanielsonMarzanoSaphierReevesStronge

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We collaborated with National Experts:

Heritage professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia.

James Stronge and Associates, LLC• share the research, • frame the project, • facilitate the design teams, • deliver the handbooks, • develop training materials, and • provide the first wave of trainings• CESA 6 has “restricted copyright” for all districts in Wisconsin

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Wisconsin Act 166 – March 15, 2012

Equal weight: 50% on effective practice 50% will be based on student outcomes.

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The Effectiveness System:

Created a system that focuses on a balance between:

• Assures accountability of both teachers & evaluators• Provide standards-based, performance-driven

professional development

PracticesBehaviors

Knowledge & SkillsStrategies

Student AchievementGrowth & Attainment

PROCESS PRODUCT

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CESA EP: A State Approved Equivalency Process… for the Educator PRACTICES

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The OVERARCHING VISION of the CESA 6 Effectiveness Project© is to increase student achievement by insuring there is

an effective teacher in every classroom, an effective leader in every school, and an effective educational system in every community.

The Vision….

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Increase educator effectiveness

Increase resource efficiency

Insure system sustainability and fidelity

The Goals …

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research-based

standards-driven

customizable to accommodate district culture and initiatives

feasible (focused, not cumbersome)

supported by a high quality, web- based data management system

The Core Beliefs….

designed around multiple measures of evidence

consistent in format across all levels of performance evaluation

designed, implemented, monitored and revised in partnership with the educational leaders

equivalent to the Wisconsin Educator Effectiveness Framework per requirements of Act 166. (Application due April 19, 2013 – Approval by June 15, 2013)

The CESA 6 Effectiveness Project© is:

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1. System Goals

2. StakeholderInvolvement

3. Evaluation Format

4. Strength of Measures

5. Evaluator Training

6. Alignment with PD &Standards

7. DataInfrastructure

& Transparency

8. SystemsEvaluation

National Comprehensive CenterFor Teacher Quality

Components of a Comprehensive Evaluation System

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Note: Superintendent and Central Office Evaluation Systems on deck for design - Spring 2014

A Multi-tiered Professional Evaluation System for Educators

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Effectiveness is the goal.

Evaluation is merely the means.

CESA 6 Effectiveness Project Performance Evaluation System

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Teacher Performance Standards

1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

2. Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

4. Assessment of/for LearningThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to both students, parents, and stakeholders.

5. Learning EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.

6. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

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Educational Specialist Performance Standards

4. Program Planning and ManagementThe educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures.

1. Professional KnowledgeThe educational specialist uses professional knowledge to address the needs of the target learning

community while demonstrating respect for individual differences, cultures, and learning needs.

3. AssessmentThe educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community.

5. Program DeliveryThe educational specialist uses professional knowledge to implement a variety of services for the targeted learning community.

2. Communication and CollaborationThe educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being.

6. ProfessionalismThe educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.

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School Administrator Performance Standards

1. Leadership for Student LearningThe school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

2. School ClimateThe school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate.

4. Human Resources Management The school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel.

3. Organizational ManagementThe school administrator fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

5. Communication and Community RelationsThe school administrator fosters the success of all students by effectively communicating, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s vision.

6. ProfessionalismThe school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional standards, engaging in continuous professional development, and contributing to the profession.

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Main Components

Sample Performance IndicatorsExamples may include, but are not limited to:

The teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of

knowledge.2.3 Plans for differentiated instruction.2.4 Develops appropriate long- and short-range plans, and adapts plans when needed.2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding curriculum shared in their classrooms.

DistinguishedIn addition to meeting theRequirements for Effective

…

EffectiveEffective is the expected

level of performance.

Developing Needs Improvement

Unacceptable

The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students.

The teacher plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students.

The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students.

Performance Appraisal

Rubric

Standard 2: Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

Performance Standard

Performance Indicators

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DistinguishedIn addition to meeting the

requirements for Effective…

EffectiveEffective is the expected level of

performance.

Developing /Needs Improvement Unacceptable

The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum.

The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

The teacher inconsistently demonstrates an understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice.

The teacher inadequately demonstrates an understanding of curriculum, subject content, and student needs, or does not use the knowledge in practice.

Evidence:   

Sample Summative Evaluation Form (abbreviated)

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DistinguishedThe teacher maintains performance, accomplishments, and behaviors that consistently surpass the established standard.

• Sustains high performance over period of time• Behaviors have strong positive impact on

learners and school climate• May serve as role model to others

Category Description Definition

EffectiveThe teacher meets the standard in a manner that is consistent with the school’s mission and goals.

• Meets the requirements contained in job description as expressed in evaluation criteria

• Behaviors have positive impact on learners and school climate

• Willing to learn and apply new skills

Developing/ Needs Improvement

The teacher is inconsistent in meeting standards and/or in working toward the school’s missions and goals.

• Requires support in meeting the standards• Results in less than quality work performance• Leads to areas for teacher improvement being

jointly identified and planned between teacher and evaluator

Unacceptable

The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.

• Does not meet requirements contained in job description as expressed in evaluation criteria

• Results in minimal student learning• May contribute to recommendation for teacher

not being considered for continued employment

Terms used in Rating Scale

20Teacher /Educ. Specialist Evaluation

Multiple Data Sources

1.Observations2. Surveys3.Goal Setting4.Artifacts in a Documentation Log5.Self Reflections

50 : 50 PRACTICE

Observations Surveys Teacher Artifacts in

Documentation Log Self Assessments Write Professional

Goals (2/year)

Use: Performance Standards and Indicators

OUTCOMES Write Student Learning

Objectives (SLO) (2/ year)

Use: Student Data

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Roles and Responsibilities

Evaluators :

EPICs:Internal or External

Provide implementation support to both evaluators and evaluatees – Teacher trainings & OASYS

Evaluators:Internal or External

Implement evaluation process for teachers, educational specialists & school admins . with fidelity. Evaluators support evaluatees.

CESA Liaison:CESA TOTs:

Evaluatees:Teachers, Ed. Specs & School Administrators

16 hours of district-level support per year – Configuration, OASYS, Audit

Regional CESA s provide Effectiveness Project© trainings for regional districts

Work collaboratively and reflectively with evaluators and provide evidence of their effective practices

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Initial Year training for Evaluators:Systems Training - REQUIRED (3 Days)

• 2 days INITIAL TRAINING: TPES, ESPES,SAPES, and MLP – OASYS.

• 1 day Connecting the 50:50 (Goals/SLOs)

Initial and Annual F2F CalibrationInter-rater Reliability Training and Prep for ELEVATE ASSESSMENT… REQUIRED (2 Days) School Administrators / Directors:

• 1 day Formative (Dec/Jan) (Teachers & ES)• 1 day Summative (April/May) (Teachers & ES)

Superintendents:• 1 day Formative (Dec/Jan) (School Admin) • 1 day Summative (April/May) (School Admin)

Additional EPIC Trainings (4 Days)

Topic Options: • OASYS support & resources• Coaching techniques• Assessment literacy• SLO training & support• Data analysis & PD Planning• Others as determined by

survey of EPIC needs

The Effectiveness Project© Training and Annual PD Overview

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We Established a Relationship with:

MyLearningPlan® OASYSSM, a web-based Observation and Appraisal Management System, offers district leaders Fast and Easy scheduling, managing, completing, and reporting of all components of the evaluation process for teachers, principals, administrators and non-instructional staff, including:

• Classroom observations• Informal walkthroughs• Self-reflective assessments• Student learning objectives• Student growth data

• Portfolio evaluation• Individual or team action research• Any custom components• MyLearningPlan OASYS is iPad™, iPod Touch™, iPhone™ & Android™ compatible.

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MyLearningPlanOASYS