educator effectiveness process
DESCRIPTION
Educator Effectiveness Process. Introduction to the Grant and Guide to the Unit Meeting. Learning Goals. At the end of this session, the teacher will be able to: Make the connection between the importance of the unit meeting to the Educator Effectiveness Process - PowerPoint PPT PresentationTRANSCRIPT
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Educator Effectiveness
ProcessIntroduction to the Grant
and Guide to the Unit Meeting
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Learning Goals
OAt the end of this session, the teacher will be able to:OMake the connection between
the importance of the unit meeting to the Educator Effectiveness Process
OUnderstand Role of the Unit Meeting
OParticipate Effectively in Unit Meetings
OCreate Effective Unit Meetings
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Overview
Four Core ProcessesOA: Differentiated Performance–based
Compensation System (PBCS)
OB: Transparent, Rigorous, and Fair Observations
OC: Practical Targeted Professional Development
OD: Professional Career OptionsThink-Pair-Share
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Core Process A
O A differentiated performance based compensation system (PBCS) that allows for differentiated payments to educators based on teacher value-added student performances, and principal and teacher observations.
O 3 Models: Tested Core Subject, Non-Tested Subjects, Principal
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Payout Models
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Core-Subject Not Tested
Observations
Value-Added
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EnglishMath
Class Value-Added
School Value-Added
Observations
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Value-AddedO Statistical measurement of student gains
in achievement over a year based on performance on state assessment
O EVAAS – analyzes student data and predicts student performance
O Battelle for Kids – links student data to teachers
OMeasures how much value a teacher added to a student’s academic growth over a year.
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Core Process A
OWhich payout category do you fall into?
OWhat is your payout scheme?
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Core Process B
OTransparent, rigorous, and fair observations that occur throughout the year and use pre and post observer-teacher conferences that focus on the standards-based instructional rubrics including plans for growth.
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Core Process B
OObservations that areOTransparentOFair ORigorous
OBased on Observation RubricOOccur three times in the year
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ObservationsOObservers are trained and
certified by EEP and Region 20.OTeachers are observed by three
different observersORecorded in TEDS (Teacher
Evaluation Data System)O Inter-rater reliability assuredOAligned to value-added scores
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ObservationsO One announced, Two
unannounced
OReinforcement GoalORefinement Goal
ObservationPre-Conferen
ce
Scoring Post-ObservationConference
Walk throughObservations
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Observation Rubric
ODomain I – Facilitating Student Learning
ODomain II – Planning For Learning
ODomain III – Mental, Physical, Emotional Learning
ODomain IV – Campus Responsibilities
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Observation RubricO Guide to measure teacher effectivenessO Scored in each IndicatorO Scores: 1 – 5 O Recorded in TEDSO Need an average score of 3 to qualify for
payout.O Accounts for 50% of payout for all
teachers.O Focus of Unit Meetings
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Domain 1. Facilitating Student Learning
1. Learning Goals2. Rigor3. Differentiation4. Hands-On Learning5. Comprehensible Input6. Time Management7. Formative Assessment8. Checking for Understanding9. Student Engagement10. Cooperative Learning11. Student HOTS12. Active Learning
Domain 2. Planning for Learning 1. Learning Structure2. Learning Tasks3. Evidence of Learning
Domain 3. Mental Physical & Emotional Learning
1. Behavior Norms2. Positive Mental Attitude3. Learning Climate4. Learning Interactions
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Observation RubricO Designed to evaluate teachers’
planning, instruction and assessment skills
O Post-conference provides opportunity to reflect on their lessons.
Levels of Performance 5 = Outstanding; Observation indicates all or more than all of the criteria was met 4 = Above Effective; Observation indicates all or most of the criteria was met 3 = Effective; Observation indicates most of the criteria was met 2 = Below Effective; Observation indicates some of the criteria was met 1 = Unsatisfactory; Observation indicates little or none of criteria was met
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Core Process BO What is the purpose of the post-
conference?
O Which indicators do you think you will need the most help with?
O Which indicators are your strengths?
O How many evaluations will you have by the end of the year?
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Core Process C
OA comprehensive practical-use professional development system
OBased on each high-need school's educator evaluative and student assessment data.
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Core Process C
OJob-embedded Professional Development
OTargeted development TrainingO Include weekly Unit MeetingsOBased on School PlanO Include Individual Growth Plans
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The School PlanO Developed by Leadership Team and
based on dataO Goal is to improve student
achievementO Used to monitor progressO Include cycle goals and unit goalsO School goal: broad, identify gapsO Unit goal: specific, measurableO Unit cycle goal: total 6
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The Unit MeetingO Professional Learning
Community (PLC)O Weekly O Instructional Strategies to address
student needs and increase effectiveness
O Aligned to goalsO Modeling and Practicing
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The Unit MeetingO Suggested Roles
O LeaderO FacilitatorO ScribeO Time KeeperO Gate KeeperO Meeting Participant
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The Unit MeetingO Meeting Norms
O Start on timeO Active ParticipationO Cell Phones on SilentO Take Care of your needsO Agree to DisagreeO Be efficient and conciseO End on time
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The Unit MeetingO Powerful Learning Framework
O AuthenticO InteractiveO Learner-CenteredO InclusiveO Continuous
O Guide to common language and understanding for thinking and talking about Powerful Learning for teachers and students
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The Unit Meeting Protocol
OReview NeedOLearn/Facilitate
OPowerful LearningODevelop/PlanOScheduleOReflect
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Effective Unit MeetingsO Review of student work samples (high,
medium, and low)O Research based-strategies and/or EEP
indicator(s)O Connections to school goal(s) O Planning time for Unit meeting
participants to work on lesson planning O EEP Observation Rubric
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Effective Unit Meetings1. Student Analysis - Analyzing student work samples to identify gaps.
2. Develop New Strategies - New strategies can be an extension of other strategies based on a gap that was identified in the student work samples. Therefore, “tweaking” a portion of a strategy is acceptable.
3. Time Management - Time must be provided to teachers, and must be effectively managed, to develop new teaching strategies and incorporate the strategies into their lesson plans.
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Core Process D
OProfessional options for educators that lead to recruitment and retention.
OCT, CTL, ETLOIndividual Growth Plans
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Closing the LoopO What are the four grant components?O Identify at least 5 Indicators of the
Observation Rubric.O What are possible scores on the
rubric?O What score is needed for payout?O What is a unit meeting?O What is covered during a unit
meeting?O What can you do to make a unit
meeting effective?
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Questions?Comments, Concerns, Random Thoughts