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Orientation to Teacher Evaluation2012-2013

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Equity of Voice

Attentive Listening

Safety to Share Different Perspectives

Commitment to the Work

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Connecticut Guidelines for Educator Evaluation

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In June 2012, the State Board of Education formally adopted the guidelines for Connecticut’s Educator Evaluation and Support model.

Your district’s application to participate in the pilot was accepted.

As a result, you and your district administrators will be working with us to inform and improve the process.

Your participation in this pilot year is vital to the successful implementation of the state’s initiative to improve learning.

Connecticut Educator Evaluation and Support- Pilot Year 2012-2013

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When teachers succeed, students succeed.

◦Research has proven that no school-level factor matters more to students’ success than high quality teachers.

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. . . we need to clearly define excellent practice and results;

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…we need to give accurate, useful information about teachers’ strengths and development areas; and

…we need to provide opportunities for growth and recognition.

To support teachers . .

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“Connecticut’s educators are committed to ensuring that students develop the skills

and acquire the knowledge they will require to lead meaningful and productive lives as citizens in an interconnected world.”

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Consider multiple standards-based measures of performance

Promote both professional judgment and consistency

Foster dialogue about student learning Encourage aligned professional

development, coaching and feedback to support teacher growth

Ensure feasibility of implementation

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Teacher Evaluation Process Overview

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Student Growth and Development

(45%)

Whole-school Student Learning

Indicators or Student Feedback

(5%)

Observations of Performance and

Practice (40%)

Peer or Parent Feedback (10%)

Practice Rating (50%)

Outcome Rating (50%)

All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).

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The annual evaluation process for a teacher shall at least include, but not be limited to, the following steps, in order:

1. Goal-setting and Planning Orientation on process Teacher Reflection and Goal Setting Goal-setting Conference

2. Mid-year Check-ins

3. End-of-year Summative Review

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By Nov. 15, 2012 Jan/Feb By June 30

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Orientation Process- teachers provided with information about the evaluation process

Teacher Reflection and Goal Setting- Teacher examines student data, prior year evaluation and survey results and CT Framework for Teaching and drafts proposed practice goal(s), a parent feedback goal, student learning objectives and a student feedback goal (if required) for the school year.

Goal-setting Conference- Administrator and teacher discuss proposed goals and arrive at a mutual agreement.

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Evaluator and teacher hold at least one mid-year check-in.

Evaluators and teachers will review progress toward the goals/objectives at least once during the school year, using available information, including agreed upon indicators. This review may result in revisions to the strategies or approach being used and a mutually agreed upon mid-year adjustment of student learning goals to accommodate may be made.

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Summative review /Self-assessment by teacher, conference, then summative rating by end of the school year

(Part One)Teacher Self-Assessment – The teacher reviews all information and data collected during the year and completes a self-assessment for review by the principal or designee.

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(Part Two)End of Year Conference

Four Levels of Performance◦ (4) Exemplary – Substantially exceeding indicators of performance◦ (3) Proficient – Meeting indicators of performance◦ (2) Developing – Meeting some indicators of performance but not others◦ (1) Below standard – Not meeting indicators of performance

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Observations of Performance & Practice (40%)1-3 goals

Parent Feedback (10%)1 goal

Student Growth and Development (45%)2 Student Learning Objectives (SLOs)

Whole School Student Learning Indicators & Student Feedback (5%)1 goal for student feedback

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A framework for professional practice has important uses in the service of teaching and learning. These uses demonstrate the framework’s power to elevate professional conversations that characterize the interaction of exemplary teachers everywhere.

-Danielson, Improving Professional Practice, 2007

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6 Domains 1. Content and Essential Skills2. Classroom Environment, Student

Engagement and Commitment to Learning

3. Planning for Active Learning4. Instruction for Active Learning5. Assessment for Learning6. Professional Responsibilities and

Teacher Leadership

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4 Domains1. Planning for Active Learning2. Classroom Environment3. Instruction4. Professional Responsibilities and Teacher Leadership

CT Framework for Evaluation

CCT Foundational Skills

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Domain 1: Planning for Active Learning

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Engaging in Professional Responsibilities and Teacher Leadership

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Forty percent (40%) of a teacher’s evaluation shall be based on observation of teacher practice and performance

Sample Sources of Evidence:◦Observation (Domains 2 and 3)◦Artifacts, conferences (Domains 1 and 4)

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Please note: In the first year of implementation, all teachers should be observed 6 times: 3 formal observations and 3 informal observations.

Teacher sets 1 – 3 goals aligned to the CT Framework for Teaching.

Goals provide focus for the observations and feedback conversations.

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Ten percent (10%) of a teacher’s evaluation shall be based on parent feedback, including surveys.

Process focuses on:◦ Conducting whole-school parent survey◦ Determining school-level parent goals based on survey

feedback◦ Teacher and evaluator identifying one related parent

engagement goal◦ Measuring progress◦ Determining teacher’s summative rating

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Student Growth and Development

(45%)

Whole-school Student Learning

Indicators or Student Feedback

(5%)

Observations of Performance and

Practice (40%)

Peer or Parent Feedback (10%)

Practice Rating (50%)

Outcome Rating (50%)

All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).

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Multiple Student Learning Indicators (45%) One half (22.5%) of the indicators of academic growth

and development used as evidence of whether goals/objectives are met shall be based on:

The state test for those teaching tested grades and subjects (or)

For other grades and subject areas another standardized indicator where available.

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Multiple Student Learning Indicators (45%) (continued) For the other half (22.5%) of the indicators of

academic growth and development, there may be:

a.A maximum of one additional standardized indicator, if there is mutual agreement, subject to the local dispute resolution procedure.

b. A minimum of one non-standardized indicator.

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Student Learning Objectives in SEED will support teachers in using a planning cycle that will be familiar to most educators:

Set 2 SLOs (goals for learning)

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IAGDs:◦specific evidence ◦quantitative targets ◦demonstrate whether the objective was

met

Each SLO must include at least one indicator.

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Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators or student feedback. – Purpose

Teachers are part of a learning community, as such, responsibility for learning is shared among all of the school’s staff. This measurement is designed to reflect the importance of this shared responsibility. The whole-school student learning indicators rating

or student feedback rating shall be among four performance levels.

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Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators or student feedback.

Districts decide to use whole-school student learning indicators, student feedback, or a combination of the two.

Each teacher sets one measureable goal for this component.

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Student Growth and Development

(45%)

Whole-school Student Learning

Indicators or Student Feedback

(5%)

Observations of Performance and

Practice (40%)

Peer or Parent Feedback (10%)

Practice Rating (50%)

Outcome Rating (50%)

The matrix (on the next slide) is used in order to get a Final Rating (100%)

(Reviewed when outcomes and practice are discrepant)

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Evaluation-based Professional Growth Plan

Improvement and Remediation Plan

Career Development and Growth

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Linked to evaluation process outcomes related to

-student learning-observation of professional practice-results of stakeholder feedback

Can occur a multiple points during the year

Linked to performance levels

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Targeted professional development

External learning opportunities

Differentiated career pathway

Coaching

Assisting peers

Leading PLCs

Leading data teams

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Student Learning (45%)

Teacher Effectiveness (5%)

Observations of Practice (40%)

Stakeholder Feedback (10%)

Practice Rating (50%)

Outcome Rating (50%)

Administrator Evaluation Rating

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◦ The Neag School of Education at The University of Connecticut shall submit to the State Board of Education, not later than January 1, 2014, a study and recommendations concerning validation of the teacher evaluation and support program core requirements. The results of the study will help determine any changes needed to the core requirements.

◦ Should pilot districts identify promising practices within the Core Requirements, to implement during the pilot that vary from the established guidelines, those practices must be approved by the State Department of Education in consultation with PEAC (Performance Evaluation Advisory Council) and be incorporated into the scope of the Neag study.

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Review the district timelines and any other local determinations.

Reflect on your own practice. Be familiar with the core requirements. Goal setting conference with your

administrator. Know where to find help if you need it. Remember – it’s a pilot. Its about

professional growth and student learning.

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Thank you for your participation in this pilot. We welcome and value your contributions to helping inform and improve teaching and learning in the state of Connecticut.

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