educator effectiveness teacher quality standards expert office hours
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Educator Effectiveness Teacher Quality Standards Expert Office Hours. Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness Fall 2013. Goals. Successful students Prepare students to thrive in their education and in a globally competitive workforce. - PowerPoint PPT PresentationTRANSCRIPT
Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness
Fall 2013
Educator EffectivenessTeacher Quality
StandardsExpert Office Hours
Students
Educators
Schools/ Districts
State
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
Objectives
To be aware of the 2013 updates to the teacher rubric
To use recent pilot data to determine courses that might offer support for Colorado educators
…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: http://www.cde.state.co.us/educatoreffectiveness/sb-assurances
It’s important because...
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 field? The current rubrics have 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 setting performance expectations.
Redundancies have been eliminated. Most non-observable professional practices (in the teacher rubric) have
been eliminated from Standards 1, 2, and 3 because many of the pilot site participants indicated they believed them to be biased or unfair.
The lowest category on the rubric has been changed to “Basic.”
Revised Teacher Rubric
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The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations.
Revised Teacher Rubric
8
BEFORE
AFTER
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Redundancies have been eliminated.
Revised Teacher Rubric
Example: Data is now
represented
in Std. IV, Element a.
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Most non-observable professional practices have been eliminated from Standards 1, 2, and 3 because many of the pilot s ite participants indicated they believed them to be biased or unfair.
Revised Teacher Rubric
Standard & Element # of non-observables BEFORE # of non-observables NOW
1a 1 0
1c 2 0
2d 3 0
2e 10 6
3a 3 1
3b 2 1
3d 1 0
3h 4 4
Total 28 16 (42% fewer)
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The lowest category on the rubric has been changed to “Basic.”
Revised Teacher 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.
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. 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 Teacher Effectiveness
Effective teachers in the state of Colorado have the knowledge, ski l ls , and commitments needed
to provide excel lent and equitable learning opportunities and growth for a l l students. They str ive to support growth and development, c lose achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective 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 acceleration. They also develop in students the ski l ls , interests and abi l ities necessary to be l i fe long learners, as wel l as for democratic and civ ic participation. Effective teachers communicate high expectations to students and their famil ies and util ize diverse strategies to engage them in a mutual ly supportive teaching and learning environment. Because effective teachers understand that the work of ensuring meaningful learning opportunities for a l l students cannot happen in isolation, they engage in col laboration, continuous reflection, on-going learning and leadership within the profess ion.
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
Turn and Talk – Standards and Elements HandoutWhat courses do you offer to support new teachers
in meeting the characteristics of an effective teacher?
Are there any areas within the Teacher Quality Standards/Elements that you might want to consider in designing new courses?
Teacher Effectiveness
What does our pilot data tell us about support needed in the field?
Pilot Data
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92% of teachers received a proficient or higher overal l rating.
Teachers received the highest ratings on Standards 2 (Establ ish Environment) and 5 (Demonstrate Leadership).
Teachers received the lowest ratings on Standard 3 (Faci l i tate Learning).
Distributions: Standards and Overall
Notes. Percentages may not add to 100 percent because of rounding.
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S tan da rd 3 (Fac i l i ta te Le a rn i ng ) i s th e l o we st rate d stan da rd , wi th 8 7 % of tea c h ers re c e i v i ng a rating o f pro fic i ent or h i g h er. Twe nty pe rc e nt we re rate d ac co mpl i she d o r exe mpl a ry.
Fo ur o f the l owest rate d e l e me nts a re i n th i s S ta nda rd : E l e me nts 3 a (H um an Deve l o pme nt) , 3 d (Util i ze Te c h no l og y ) , 3 e (H i g h E xp e c tation s) , and 3 h ( Use of As se ss me nt ) . E l e me nt 3h i s th e l owe st ra te d e le m e nt on t he ru br i c , w i th o n l y 1 1 % o f te ac h e rs rate d a c comp l i sh e d or exe mpl a ry.
Standard 3: Facilitate Learning Elements and Summative Rating
Notes. Percentages may not add to 100 percent because of rounding.
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Lowest Rated Elements Element 3h - Use of Assessment: Use appropriate methods to assess what each
student has learned, including formal and informal assessments, and use results to plan further instruction.
Element 3a - Human Development: Knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intel lectual , social , and emotional development of their students.
Element 1b - L i teracy Development: Knowledge of student l i teracy development in reading, writing, speaking and l istening.
Element 3d - Util ize Technology: Integrate and util ize appropriate avai lable technology to maximize student learning.
Element 3e - High Expectations: Communicate high expectations for al l students and plan instruction that helps students develop cr itical-thinking and problem solving ski l l s .
Lowest Rated Standard Standard 3 - Faci l i tate Learning: Teachers plan and del iver effective instruction
and create an environment that faci l i tates learning for students.
Summary of Lowest Ratings
What does the data tell us?Out perform non-probationary teachers in Standard
3, Element d – Utilizing technologyNon-probationary teachers out perform
probationary teachers on all other elements.
Probationary Teachers
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?
Teacher Effectiveness
What questions do you have?
Questions
Resources Available
CDE Educator Effectiveness e-newsletterhttp://www.cde.state.co.us/scripts/communications/EE
Newsletter.aspStay informed by signing up for this monthly newsletter
Additional Resources
Contact Us
EE Leadership Katy Anthes: Executive Director
[email protected] Toby King: Director
[email protected] Colleen O’Neil: Director
O’[email protected] Jean Williams: Rubric Evaluation
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]
Implementation Support and Development
Courtney Cabrera [email protected]
Sed Keller [email protected]
Dawn Paré[email protected]
Bob Snead [email protected]
Chris Vance [email protected]
Contact Us