2012Secondary Curriculum

Teacher In-Service

August 9, 2012

Agenda

• Welcome• Introduction to Compass• Teacher Evaluation Rubric• Student Learning Targets• Overall Teacher Rating• Transitional Curriculum

The Purpose of Compass

Compass is intended to ensure:• Teachers set meaningful goals for students;• Teachers and leaders collaboratively evaluate

student progress relative to goals;• Teachers receive specific feedback on their

performance to drive improvement; and• Teachers, administrators, and district leaders

have annual effectiveness data to informdecision making‐

Compass Process & Components

Set goals Evaluate Use Data-for Educators Observation Performance to

inform -for Student and Feedback -student growth Human

-Prof. Practice Capital

Decisions

Compass Process & Components

Two components of evaluation STUDENT GROWTH PROFESSIONAL

MEASURES PRACTICE MEASURES

- Value Added Model or - Observations

- Student Learning Targets

Teacher Evaluation Rubric

• The Louisiana Department of Education (LDOE) has adopted Charlotte Danielson’s Framework for Effective Teaching as its official teacher support and evaluation tool.

• However, Louisiana’s Teacher Rubric is an abridged version of the nationally-recognized model.

Five Key Components of the Louisiana Teacher Evaluation Rubric

• Setting Instructional Outcomes • Managing Classroom Procedures • Using Questioning and Discussion

Techniques • Engaging Students in Learning • Using Assessment in Instruction

(BREAK)

Calculating Rubric Score

• The Compass Rubric consist of 5 Components• Teacher is rated 1-4 on each of the 5

components for a possibility of 20 pts.• To calculate the score, the sum of the ratings

for the 5 components is divided by 5. This will find the average, or the teachers rating on the on the observation rubric.

Compass Rating

Average Score Rating3.60-4.0 HIGHLY EFFECTIVE2.60-3.40

EFFECTIVE:PROFICIENT1.60-2.40

EFFECTIVE:EMERGING0.0-1.40 INEFFECTIVE

Student Learning Targets(SLT)

• An SLT is a measureable goal for student achievement over a given period of time that reflects an ambitious, but reasonable, expectation of growth.

• SLT’s are developed through collaborative effort between the teacher and the evaluator.

• In tested grades and subjects, the Value Added Model will take precedents over the SLT in the teacher’s overall evaluation.

Four Steps to Writing Strong SLTs

• Step 1: Define the Content • Step 2: Identify the Assessment & Collect

Baseline Data • Step 3: Identify the Student Group • Step 4: Set the Growth Target & Aligned

Scoring Plan

Define the Content

• Teachers should define the content that is most important for students to learn during their time in that particular class or course.

° Prioritize content that is aligned to the Common Core State Standards whenever possible.

° Look to other national, state, or local standards in identifying the content that students should learn by the end of the course.

Identify the Assessment & Collect Baseline Data

• Teachers identify the most appropriate assessment to measure students’ mastery of the identified content. ° Refer to the LDOE Common Assessment List or specific district guidance. ° If a common assessment is unavailable, teachers and evaluators agree on the most appropriate assessment. When no or few common assessments are available, consider collaboratively designing assessments at the school- or district-level.

• Teachers gather baseline data about students’ starting points. Data sources may include: ° Pre-test aligned to the final assessment ° Diagnostic exam designed to assess students’ readiness for new content ° Analysis of data from the end of the previous course or year

Identify the Student Group

• SLTs may be set for: ° Entire classes of students ° Multiple sections of the same course ° Smaller groups, such as the lowest performing students

• Teachers should try to address the majority of their students across their two or more SLTs

• Teachers should prioritize academic content areas most aligned to the Common Core.

Set the Growth Target & Aligned Scoring Plan

• For each target, teachers will set the expectation for student growth, a goal that is ambitious – a bit of a stretch for students – but still attainable.

• Then, teachers and evaluators agree on a well-defined scoring plan for the SLT, as exemplified on the next slide.

SLT Aligned Scoring Plan• Insufficient attainment :

The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. (by more than 10-15 %)(1)

• Partial attainment of the target:The teacher has demonstrated some impact on student learning but did not meet the target.(10-15% below target)(2)

• Full attainment of the target:The teacher has demonstrated full impact on student learning by meeting the target or exceeding it by a small amount. (10-15%)(3)

• Exceptional attainment of the target:The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a substantial amount. (more than 10-15%)(4)

Overall Teacher Rating

• To calculate a teacher’s overall score: Professional Practice Student Growth Final

(observation) + (VAM or SLT) = Evaluation Score 2

Each component generates a score from 1.0 – 4.0

For more information

• http://www.danielsongroup.org/default.aspx

• http://www.louisianaschools.net/topics/ppmltr.html