colorado department of education, dept. of higher education and educator effectiveness fall 2013...
TRANSCRIPT
Colorado Department of Educati on, Dept. of Higher Educati on and Educator Eff ecti veness
Fall 2013
Educator Effectiveness
Principal Quality Standards
Expert Office Hours
Successful studentsPrepare students to thrive in their education and in a globally competitive workforce. Ensure every student is on track to graduate postsecondary and workforce ready. Increase achievement for all students and close achievement gaps. Ensure students graduate ready for success in postsecondary education and the workforce. Increase national and international competitiveness for all students.
Great teachers and leadersEnsure effective educators for every student and effective leaders for every school and district. Increase and support the effectiveness of all educators. Optimize the preparation, retention, and effectiveness of new educators. Eliminate the educator equity gap.
Outstanding schools and districtsBuild the capacity of schools and districts to meet the needs of Colorado students and their families. Increase school and district performance. Turnaround the state’s lowest performing districts and schools. Foster innovation and expand access to a rich array of high quality school choices for students.
Best education system in the nationBuild the best education system in the nation. Lead the nation in policy, innovation, and positive outcomes for students. Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. Attract and retain outstanding talent to CDE.
Goals
Students
Educators
Schools/ Districts
State
…out of 178 school districts and 12 BOCES160 districts/12 BOCES are using the State Model
System for teachers and principals10 districts are using a hybrid system that includes the
State Model for evaluating teachers OR principals and a local system for the other group
7 districts have developed their own evaluation systems for teachers and principals
For more information: htt p://www.cde.state.co.us/educatoreffectiveness/sb-assurances
It’s important because...
Expert Office Hours Objectives
By the end of this session, you will: be aware of the 2013 updates to the principal
rubric in the State Model System.gain additional familiarity with the Principal
Quality Standardsbe able to use recent pilot data to determine
courses that might offer support for Colorado leaders
Updates and changes to the Colorado Teacher RubricProfessional practicesScoring
Data from the pilotsCollaborative planning and design
Share Out
Agenda
What’s changed in the rubric as a result of feedback from the fi eld?The current rubric has been shortened in response to
feedback from nearly all participants that it felt overwhelming and intimidating due to its size.
The language of the professional practices has been made more specific in order to be clearer and more concise in setti ng performance expectations.
Redundancies have been eliminated. The lowest category on the rubric has been changed to
“Basic.”
Revised Principal Rubric
Rubric Structure and Rating Level Focus
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. BEFORE
Rubric Structure and Rating Level Focus
The focus of the Basic rating is the educator whose
performance does not meet state quality standards. The
educator rated as Basic is typically performing at a foundational level. Every
educator is expected to perform Basic professional practices in
their day-to-day work.
The focus of Partially Proficient and Proficient levels is what educators 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 outcomes of the
educator’s practices, including expectations for staff, students, parents and community
members, as a result of practices exhibited under rating levels 2 and 3.
NOW
Look for the first unchecked professional practice.Move one column back to identify the rating for the element.
Understanding the Scoring “Business” Rule
Definition of Principal Effectiveness
Eff ecti ve Principals in the state of Colorado are responsible for the collecti ve success of their schools, including the learning, growth
and achievement of both students and staff . As schools’ primary instructi onal leaders, eff ecti ve Principals enable criti cal discourse and data-driven refl ecti on about curriculum, assessment, instructi on, and student progress, and create structures to facil itate improvement. Eff ecti ve Principals are adept at creati ng systems that maximize the uti lizati on of resources and human capital, foster collaborati on, and facil itate constructi ve change. By creati ng a common vision and arti culati ng shared values, eff ecti ve Principals lead and manage their schools in a manner that supports schools’ abil ity to promote equity and to conti nually improve their positi ve impact on students and families.
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Principals
Definition of Principal Effectiveness
I. Strategy II. Instruction III. CultureV.
ManagementIV. Human Resources
VI. External Development
VII. Student Growth
50% Professional Practice Standards 50% Student Growth Measures
Weighting: How Much Does Each Standard Count
Towards Overall Performance?
Number and Percentage Other Measures of Teachers Aligned with CDE
Guidelines
School Performance Other Measures Framework Aligned with CDE Guidelines
Weighting:Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance Standards
Ineffective Partially Effective Effective Highly Effective
Quality Standards
Definition of Teacher Effectiveness
Eff ecti ve teachers in the state of Colorado have the knowledge, ski l ls , and commitments needed
to provide excel lent and equitable learning opportuniti es and growth for a l l students. They str ive to support growth and development, c lose achievement gaps and to prepare diverse student populati ons for postsecondary and workforce success. Eff ecti ve teachers faci l i tate mastery of content and ski l l development, and employ and
adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need accelerati on. They also develop in students the ski l ls , interests and abi l iti es necessary to be l i felong learners, as wel l as for democrati c and civ ic parti cipati on. Eff ecti ve teachers communicate high expectati ons to students and their fami l ies and uti l ize diverse strategies to engage them in a mutual ly supporti ve teaching and learning environment. Because eff ecti ve teachers understand that the work of ensuring meaningful learning opportuniti es for a l l students cannot happen in isolati on, they engage in col laborati on, conti nuous refl ecti on, on-going learning and leadership within the profession.
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 MeasuresWeighting: How Much Does
Each Standard Count Towards Overall Performance?
Observations of Other Measures Teaching Aligned with
CDE Guidelines
State Other Assessments Other MeasuresSummative for Non-tested Aligned with 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
PracticeV. Demonstrate
LeadershipVI. Student
Growth
Appeals Process
Principal Standards Teacher Standards
Principal and Teacher Quality Standards
What did you notice about thealignment between the Principal and Teacher standards?
Turn and TalkWhat courses do you offer to support new
principals in meeting the characteristics of an effective leader?
Are there any areas within the Principal Quality Standards that you might want to consider in designing new courses?
Principal Effectiveness
What does our pilot data tell us about support needed in the fi eld?
Principal Pilot Data
Highest Rated StandardStandard 5: Principals Demonstrate Managerial
Leadership
Summary of Highest Rated Principal Elements
Highest Rated Elements Element 5b : Confl ict Management and Resoluti on: Pr incipals proacti vely and
effi cient ly manage the complexity of human interacti ons and relati onships, including those among and between parents/guardians, students and staff .
Element 4a : Professional Development/Learning Communiti es: Pr incipals ensure that the school is a professional learning community that provides opportuniti es for col laborati on, fosters Teacher learning and develops Teacher leaders in a manner that is consistent with local structures, contracts, pol ic ies and strategic plans.
Element 2b : Instructi onal Time: Pr incipals create processes and schedules which maximize instructi onal , col laborati ve and preparati on ti me.
Element 5f : Ensuring an Orderly and Supporti ve Environment: Pr incipals ensure that the school provides an orderly and supporti ve environment that fosters a c l imate of safety, respect, and wel l -being.
Element 3b : Commitment to the Whole Chi ld: Pr incipals promote the cogniti ve, physical , social and emoti onal health, growth and ski l l development of every student.
Summary of Highest Rated Principal Elements
Lowest Rated StandardsStandard 2: Principals Demonstrate
Instructional LeadershipStandard 6: Principals Demonstrate External
Development Leadership
Summary of Lowest Rated Principal Elements
Lowest Rated Elements Element 2c : Implementi ng High-qual i ty Inst ructi on: Pr inc ipa l s support Teachers
through ongo ing , acti onable feedback and needs-based profess iona l deve lopment to ensure that r igorous , re levant and ev idence-based instructi on and authenti c learn ing exper iences meet the needs o f a l l students and are a l igned across P-20.
Element 2d : High Expectati ons for a l l Students : Pr inc ipa l s ho ld a l l staff accountable for setti ng and achiev ing r igorous per formance goa ls for a l l students , and empower staff to achieve these goa ls across content areas .
Element 1b : School P lan: Pr inc ipa l s ensure that a p lan i s in p lace that supports improved academic achievement and developmenta l outcomes for a l l students , and prov ides for data-based progress moni tor ing .
Element 2e : Inst ructi onal Practi ces : Pr inc ipa l s demonstrate a r i ch knowledge of eff ecti ve instructi onal practi ces , as identi fi ed by research on best practi ces , in order to support and guide Teachers in data-based dec is ion making regarding eff ecti ve practi ces to max imize student success .
Element 6a (ti e) : Fami ly and Community Involvement and Outreach: Pr inc ipa l s des ign and/or uti l i ze st ructures and processes which resul t in fami ly and community engagement , support and ownership for the school .
Element 5a (ti e) : School Resources and Budget : Pr inc ipa l s establ i sh systems for marsha l ing a l l ava i lab le school resources to fac i l i tate the work that needs to be done to improve student learn ing , academic achievement and overa l l hea l thy deve lopment for a l l students .
Summary of Lowest Rated Principal Elements
Turn and TalkWhat courses do you currently have in place that
might address these areas of need?Are there any areas that you might want to consider
in designing new courses?
Principal Effectiveness
What questions do you have?
Resources Available
CDE Educator Effectiveness e-newslett erhttp://www.cde.state.co.us/scripts/communications/EE
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Additional Communication
Contact Us
EE Leadership Katy Anthes: Executi ve Director
[email protected] Toby King: Director
[email protected] Colleen O’Neil: Director
O’[email protected] Jean Williams: Rubric Evaluati on
Specialist [email protected]
Colorado Legacy Foundation Mike Gradoz: Director
Communications Amy Skinner: Director
[email protected] Katie Lams
Britt Wilkenfeld: Data Fellow [email protected]
Tricia Majors: Project Mgr. [email protected]
Implementati on Support and DevelopmentCourtney Cabrera
[email protected] Sed Keller
[email protected] Paré
Bob Snead [email protected]
Chris Vance [email protected]
Contact Us