ccea evaluation committee andrew burns (west) gerry camilli (cths) jeri-sue dean (pea) lisa farley...
TRANSCRIPT
-SB-191 -1338 Council CCEA Evaluation Committee
Andrew Burns (West)Gerry Camilli (CTHS)Jeri-Sue Dean (PEA)Lisa Farley (EHS)Maria Heymans (SHHS)Robin Lopez (Ponderosa)Patricia McConaghy (CIM)Monte Reynolds (Estate) Tim Reyes (OHS)Kim Sakowsky (EHS) Shelley Stancer (PMS)
2012-2015 Work of Content Collaboratives
2012-2015 Work of Content Collaboratives
SB-191State law requirements:
• Conduct performance evaluations for all teachers and principals at least once each school year starting in 2012-13 school year
• Base at least half of each teacher’s and principal’s evaluation on multiple measures of students’ academic growth (TCAP, as appropriate, plus other growth data).
SB-191 State law requirements:
• Requires all teachers and principals in one of the performance standards, “highly effective”, “effective”, “partially effective”, or “ineffective”.
• Award non-probationary status to teachers with three consecutive years of “effective” performance and remove it for those who are not “effective” for two consecutive years.
State law requirements:
• Consider factors such as student mobility and the numbers of students with disabilities or at risk of failing school.
• Require mutual consent of teachers and principals to teacher assignments.
• Factor in teacher effectiveness before seniority when considering district-level layoffs.
SB-191
STATE FRAMEWORK FOR TEACHER EVALUATION
1. Definition2. Quality Standards and elements3. Measuring Performance and Weighting Results4. Scoring Framework5. Performance Standards6. Appeals
All districts shall evaluate the performanceof teachers using an evaluation systemthat includes the components of the StateFramework for Teacher EvaluationSystems:
Must meet or exceed
SB 191 requiremen
ts
SCHOOL DISTRICT PERSONNEL COUNCILS (1338)
Current law 22-9-107 school district personnel evaluation councils require every school district to have an advisory school district personnel evaluation council.
Since SB 191 requires districts to implement the evaluation system created by the State Council for Educator Effectiveness, this means that your district will need a functioning council to do this work.
Many districts combined this council with other existing committees or this council existed on paper but was not functioning. Implementation of 191 can be done using your 1338 council, but it may require an expansion of that council’s roles/charges beyond the current law.
Or, you may have a separate council that will deal with implementation of 191, but your 1338 council still should exist and meet the requirements of the law stated below.
SCHOOL DISTRICT PERSONNEL COUNCILS (1338)
At a minimum, as appointed by the BOE, said council shall consist of: One teacher; One administrator; One principal from the school district; One parent with a child in the school district; and One resident of the district who does not have a child in the school
district The council may be composed of any other school district committee
having proper membership (i.e. District Accountability Committee, Evaluation Task Force, Professional Concerns…).
Duties of the council: Shall consult with local board as to fairness, effectiveness, credibility, and
professional quality of the licensed personnel performance evaluation system. Shall conduct a continuous evaluation of the system
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
I. Know Content
50% Professional Practice Standards 50% Student Growth Measures
Weighting: How Much Does Each Standard
Count Towards Overall Performance?
Observations of Other Measures Teaching Aligned with
CDE Guidelines
State Other Assessments Other Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance StandardsIneffective Partially Effective Effective Highly Effective
Quality StandardsII. Establish
EnvironmentIII. Facilitate
LearningIV. Reflect on
Practice
V. Demonstrate Leadership
VI. Student Growth
Appeals Process
TEACHER QUALITY STANDARDSI: Teachers
demonstrate mastery of and pedagogical
expertise in the content they teach.
IV: Teachers reflect on their practice.
II: Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students.
V: Teachers demonstrate leadership.
III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
VI: Teachers take responsibility for student academic growth.
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
I. Know Content
50% Professional Practice Standards 50% Student Growth Measures
Weighting: How Much Does Each Standard
Count Towards Overall Performance?
Observations of Other Measures Teaching Aligned with
CDE Guidelines
State Other Assessments Other Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance StandardsIneffective Partially Effective Effective Highly Effective
Quality StandardsII. Establish
EnvironmentIII. Facilitate
LearningIV. Reflect on
Practice
V. Demonstrate Leadership
VI. Student Growth
Appeals Process
TEACHER EVALUATIONSVI. Responsibility for student academic growth
Evaluated using the following:(1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.
Refers to outcomes on a measure that are
attributed to an individual licensed person,
e.g. DRA2 growth measures for a 1st Grade
Teacher’s students
Refers to outcomes on a measure are attributed to
two or more licensed personnel,
e.g. 10th gr. Math TCAP – All Secondary math teachers in school
Need to have everything in each column to move up
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Not Evident Partially ProficientProficient
(Meets State Standard)
Accomplished Exemplary
Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
There is inadequate evidence that the teacher:
Designs instruction to address individual student learning needs.Collaborates with specialists, colleagues and parents to provide understand student needs.
The teacher:Designs instruction to address specific learning needs of some groups of students (e.g., ELL, LD, special needs, gifted and talented). Challenges all students with the same frequency and depth and monitors the quality of participation.
. . . andThe teacher:Solicits input from parents, colleagues, specialists, and others to understand students’ learning needs.Implements individualized plans for the content and delivery of instruction.Uses multiple strategies to teach and assess students.Adapts instructional strategies to meet student needs.
. . . andStudents:Actively participate in all classroom activities.Articulate an awareness of their learning needs.Reflect about their learning and make adjustments to accommodate their learning needs.
. . . andStudents:Seek out ways to cope with learning differences and apply coping skills to classroom situations.Share coping strategies and with fellow students.
Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.
Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.
The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.
The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.
The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.
The focus of Accomplished and Exemplary ratings shifts to the impact of the teacher’s practices on student outcomes.
TeacherEvaluation
Cycle
Districts decide…
SB-191 allows individual school districts decision making power on:
How much weight or value each of the five teaching standards has.
How teachers with multiple preps or endorsements be evaluated for student growth
Who will be included as evaluators. (SB-191 does allows for peer evaluators)
What the remediation process will be for a teacher who is deemed ineffective in one or more areas of the observation tool or student growth.
How artifacts of student growth regarding student/family accountability (ex: attendance, lack of student motivation or performance despite documentedinterventions) will be factored into the evaluation equation.
Setting up school district personnel councils (1338’s) and determining what role they play in determining how teacher evaluations and student performancewill be measured district-wide or school-based.