powerpoint presentation 9 11 teacher eval update 2014-15 final 9… · title: powerpoint...
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Professional Growth, Development &
Evaluation PGDE
Update 2014-15
The plan has been designed as a growth model that fosters continuing collaborative dialogue around teaching and learning.
Teacher Evaluation Components All ratings are Holistically Derived and Mutually
agreed to by the Teacher and Administrator
2
Student Growth
and Development
(45%)
Whole-school
Student Learning
Indicators (5%)
Observations of
Performance
and Practice
(40%)
Parent Feedback
(10%)
Practice Rating
(50%)
Outcome Rating
(50%)
Final Summative Rating
Holistically Determined and Mutually Agreed
Collaboratively and holistically
determined Collaboratively and holistically
determined
Process Timeline Basic Components Date for Completion
Data Access for SLO Development Sept 15
Goal Setting Conference Oct 15
Mid -Year Conference Jan 30
Formal or Informal Observations, &
Review of Practice Oct – May
Summative Conference &
Teacher Self -Assessment May 20
Plan Changes Created by Evaluation Committee
& Approved by the BOE
• Type of Observation - Categories (p13-15)
• Terminology & Definitions (p13-17 & 19-20)
• Informal Observation Process (p13-17)
• Number of SLOs reduced to 1 (p18)
• Dispute Resolution Process Outline (p20)
• All teachers begin evaluation with a proficient
rating
• Final Summative rating will be official
• Teacher Evaluation Teacher Resource TOSA
Lori Rossomando
Gov’t Center 5th Floor HR
977-5462
Goal Setting Conference by Oct 15
In preparation for conference prepare and input
Research/DATA that informs SLO
1 SLO – Student Learning Objective
2 IAGDs -Indicators of Academic Growth
and/or Development
Parent Feedback Action Item
Performance & Practice Observation
Category Optional Area of Focus
Review of Practice
Teacher Performance and Practice 40%
(Observation & Review of Practice)
The Performance & Practice
Observation portion of the
evaluation process has been
broken into 4 categories.
Teachers NEW to the district .
1st and 2nd year non-tenured teachers.
3 Formal Observations
Timeline –Completion by the following dates:
Nov. 15 -1st Observation
Feb 1 -2nd Observation
March 15 -3rd Observation
Category 1 p13 - 14
Category 2 p14
Non-Tenured Teachers in years 3 & 4
1 Formal Observation
1 Review of Practice
Timeline –Completion by the following dates:
Jan. 15 -Observation
March 20 -Non-renewal must be announced to teacher
May 1 - Review of Practice
Category 3 p14-15
Tenured Teachers rated Proficient or Exemplary
3 year Observation (Phase) Cycle.
Starting Phases
Phase 1 – 1/3 of the tenured teachers in your school
who are least senior.
Phase 2 – 1/3 of the tenured teachers in your school
who are most senior.
Phase 3 - 1/3 of the tenured teachers in your school
who fall in the middle of seniority.
Category 3 p14-15
Phase 1:
1 Formal Observation
1 Review of Practice
Timeline –Completion by the following dates:
Jan. 15 - Observation
May 1 - Review of Practice
Phase 2 (yr 1) & Phase 3 (yr 2):
3 Informal Observations (Informal observation cycle is two years of the three year cycle)
1 Review of Practice
NOTE: There is a process for a teacher wishing to
work toward an exemplary observation rating – see
later slide
Category 3 p14-15
Timeline – Completion by the following dates:
Dec. 1 1st informal Observation
April 15 2nd informal Observation
May 1 3rd informal Observation
May 1 Review of Practice
Category 3 p14-15
Phase 2 & 3
Category 4 p15
Teachers Developing or Below Standard
3 Formal Observations one of which is an unannounced (if appropriate)
Professional Assistance and Support System
(PASS ) Timeline: Completion by the following dates:
Sept 30 - Plan must be collaboratively developed by ADM, SEA,
Teacher.
May 1 - Individualized dates but should be completed by May 1
* For all non-tenured teachers must be completed by March 20 , if
being considered for non-renewal.
Formal Observation Defined
Conducted in-class (or appropriate setting) and should be a
full class/period in length
Formal Observation must be 30 minute minimum;
Note: Category 1 & 4 teachers - two must be full period.
Pre conference (2 school days in advance) & protraxx form
Post conference (within 5 school days) & protraxx form
Written and verbal feedback with 5 school days
Form sent to the teacher for optional comments and
an electronic signature.
Formal Observation Defined, cont.
Collection of Evidence: incorporates the CCT Rubric
Category 1 & 4 teachers: use indicators that are
observable and applicable to grade, subject, and
students in all 4 domains by end of year.
Category 2 teachers: use a minimum of one
indicator in each domain by end of year;
should/can be mutually agreed upon at goal
setting or pre-conference.
Category 3 – Phase 1 teachers: use a minimum of
one indicator in each of domains 1 and 3, which
shall be mutually agreed upon at goal setting or
pre-conference.
CCT RUBRIC Connecticut Common Core of Teaching
For the 2014-2015 school year we will be using
the current CCT Rubric which has been
changed from 5 domains to 4
The most important function (in addition to rating where
appropriate) for rubric attributes and indicators is to use
them as talking points for delving deep and holistically
into a teacher’s practice.
The PGDE Committee is currently revising the CCT Rubric for Effective Teaching to
create SPS Performance and Practice Continuum.
You can submit change suggestions to the evaluation committee
Where we were Where we’ve gone
Note: Assessment
Informal Observation Defined
An informal observation of a teacher gives the evaluator
the opportunity to get and/or maintain the ‘big picture’ of
a teacher’s performance in the classroom (or appropriate
setting) to determine whether or not the practice is,
generally, proficient or exemplary, or if the evaluator sees
significant changes that would warrant doing a formal
observation for deeper analysis.
Informally Monitor Performance
“ Big Picture”
Proficient & Exemplary Teachers Only
Informal Observation Defined, cont.
Conducted in class
Category 3 - phases 2 & 3 - 3 informal observations
15 minute minimum
No pre-conference
A one to two week advance notice is given
specifying the week window in which the
evaluator will observe (advanced notice can be
waived if both parties agree during the goal
setting conference)
Teacher can choose to have an optional focus
area/s
Informal Observation Defined, cont
Teachers wishing to move from proficient to
exemplary should inform their evaluator.
The area/s of focus that would enable progress toward
achievement of exemplary, along with how the teacher would
demonstrate it, should be discussed and noted on the Record
form.
Note: It is not necessary for teachers to indicate the above in order to
receive a rating of exemplary.
No formal collection of evidence
Feedback required (verbal or written) Feedback given to the teacher will be more general, and
supportive of growth and development.
Informal Observation Defined, cont Post conference only if needed
Each Informal Observation is recorded (Subject,
Grade, Date, Time)
After each Informal Observation (Informal Record Form)
optional evaluator comments
Evaluator must record continuation in the informal
process.
The record form is sent to the teacher who must reply
in order for the form to be official and electronically
signed.
If there are significant concerns, a process for
formal observation can be initiated.
Teacher indicates
they wish to work
toward exemplary
and the area/s of
focus that would
enable progress
toward achievement
along with how the
teacher would
demonstrate it are
noted
Record of each
informal, which
is then sent to
teacher for
electronic
signature.
Reviews of Practice
Conducted in any location or documented through
evidence presented by the teacher (ex: community engagement)
Mutually agreed to and pre-arranged with teacher as to
location and focus
Can use any evidence that supports a teacher engaging
in professionalism, collaboration, and leadership, etc. Can be gathered from District Data Team, School Data team.
Instructional Data Team, School Governance Council, PPT,
presentation or participant in workshops, coaching/mentoring
colleagues, review of lesson plans or other teaching artifacts, active
participation in committees, school wide efforts to improve school
climate, community engagement, etc.
Category 1 teachers are not required to do a
“Review of Practice.”
Parent Feedback – 10%
At the school level, results from the survey are
viewed by the School Data Team and the School
Governance Council, along with administration,
to determine the parent feedback goal for the
school.
Once the school‐wide parent feedback goal has
been determined, teachers will identify an action
item to support achievement of the school‐wide
goal.
STUDENT ACADEMIC
GROWTH AND
DEVELOPMENT (45%)
The teacher evaluation process requires
teachers to write 1 student growth goal
(SLO), and 2 multiple indicators (IAGDs)
to show student growth and development
toward that goal, over time.
Student Learning Objective SLO (Growth Goal)
.
SLO/IAGDs developed through mutual
agreement by teacher and their evaluator
Teachers who teach semester courses will decide
whether the goal selected will be used across both
semesters, possibly adjusting the IAGDs as
needed, or if an additional goal/s is optimal.
What guides writing an SLO?
Take into account teaching responsibilities and
teacher experience
Take into account needs & strengths of students vis-
a-vis baseline data, when available
Address most important purpose of teacher’s
assignment
Align with school, district & state student
achievement objectives
In preparation for the Goal Setting Conference with evaluators,
teachers will analyze standardized test results, other student data,
and review recommendations from past evaluations to develop
Student Learning Objective/s with Indicators of Academic Growth
and Development
State Tested Subject Teachers
SBAC: ELA and Math, Grades 3-8, and 11
CMT Science: Grade 5 and 8 (if state mandated)
CAPT Science: Grade 10 (if state mandated)
Who is required to write a
Standardized SLO?
What data will be used for creating a standardized SLO?
Literacy - ELEM - DRAs, Lexile,
Middle – Lexile, IRA, Locally developed baseline assessment
High - Locally developed baseline assessment
Math - ELEM - K Benchmarks, GR 1-5 DFAs
Middle –Locally developed baseline assessment
High - Locally developed baseline assessment
Science Middle - CMT
High – 10 CAPT
Standardized SLO – IAGD Indicator of Academic Growth and Development
2 IAGDs 1 standardized IAGD (22.5%); growth determined through
the comparison of interim assessments administered over
time; a single test score cannot be used to determine growth.
1 non-standardized IAGD (22.5%); growth over time can
be determined by a variety of mutually agreed upon criteria or
teacher-designed rubrics; examples could include, but are not
limited to, written work, oral reports, constructed projects,
portfolios, or curriculum based assessments.
Note: A teacher may add up to 2 additional IAGDs of which only one can
be standardized.
All Other Certified Teachers
Both non-standardized IAGDs
Note: A teacher may add up to 2 additional IAGDs.
Non-Standardized SLO 2 IAGDs
Non-standardized indicators Help ‘paint a picture’ of student growth over time. They’re best
thought of as types of tasks that are aligned to the curriculum, that
students do over the course of the year, and that are examined
against a set of criteria that describe student growth and
development. Examples could include, but are not limited to, written
work, oral reports, constructed projects, portfolios, or curriculum
based assessments.
Gathering Evidence The key to effective evidence lies in the criteria used to examine
student work. Rather than focus on the ‘grade’ that student work
receives, and what the criteria would be for any given grade, it’s
more effective to think first in terms of the skills students need to
perform well and show what they know and can do. If student work
is examined over time using the same rubric, student performance
can be charted, and growth over time shown.
Student growth can and should be determined through a holistic
approach. Rather than look at each standardized and non-
standardized indicator, and each piece of student work, on its
own, all pieces of evidence should be examined together for what
they tell about how the student performed over a period of time.
When a teacher is creating a picture of student growth over time,
collecting samples of work from every student isn’t necessary.
A representative small sample of the teacher’s
students is quite sufficient.
This allows the teacher to give a more in-depth view of student
performance over time. Using a sample of students also allows
the teacher to more accurately show how s/he takes into account
the ‘control factors’ and other student needs in adjusting
assignments.
This approach examines the quality of student growth,
not the quantity of it.
How Much ?
Mid Year Conference by January 30
Teacher fills out a mid-year self assessment form prior
to the conference
Time for teacher and evaluator to touch base on
progress toward goals/SLO.
Time to look at evidence thus far
Time to make adjustments to SLO/IAGD
Parent Feedback Action Item Update
Summative Conference by May 20
Teacher self-assessment is submitted two school days prior to
the conference and discussed at the conference.
Teacher bring and present any evidence they have gathered to
support their goals
Evidence from the teacher is reviewed and the four
components of the evaluation plan are holistically discussed
and rated.
A final overall summative rating is mutually determined at the
conference and recorded on Summative Rating Document
Future professional learning is part of the discussion and
recorded.
As both the teacher and the evaluator discuss evidence
demonstrating professional growth and development at
the final summative conference,
the goal is for mutual agreement on the end of year
Summative Rating .
.
Mutual Agreement
The evaluator can add optional comments.
A box indicating whether the final summative rating was or
was not mutually agreed is checked.
Form is electronically sent to the teacher for their optional
comments, indication of mutual agreement or not and
electronic signature, then submitted.
In order to reach a decision on a rating, all of the evidence and
artifacts must be viewed holistically.
The concept of this holistic final rating is the
cornerstone of the SPS evaluation plan.
This approach enables the evaluator to address the growth
factor and acknowledge the progress made by a teacher who
may have received a rating of developing in the fall and
progressed to proficient in the spring. The preponderance of
evidence is viewed as a whole prior to any determination of
ratings.
Holistic Scoring
The Summative Rating Document is completed by the evaluator
with the evaluatee during the conference and a box is checked
indicating whether or not mutual agreement was reached on the
rating(s).
If the parties have not reached mutual agreement, the
evaluator and the evaluatee have the option of re-
examining the data and/or gathering additional
information in order to reach mutual agreement on the
rating.
The conference can then be reconvened. The final rating must be
submitted by May 25.
Summative Rating Document
Dispute Resolution p 20-21 Recognizing that disagreements may arise during the processes, and in accordance with the Connecticut Guidelines for Educator Evaluation, a comprehensive dispute resolution process has been designed and agreed to by the PGDE Steering Committee.
Attempts to resolve disputes should begin at the building level.
Building based PGDE committee members are available to facilitate this. Any dispute that cannot be resolved at the building level can be filed with the Appeal Committee for resolution through a hearing.
Using Protraxx Every teacher will be using the protraxx
system for teacher evaluation this year.
The 2013-14 Protraxx documents need to be closed out
before we can begin this year.
You will be receiving an email explaining how to close
out your evaluation.
Please do not input any data until you receive
an ALL BOE email announcing the portal is
open.
Go to www.protraxx.com and Log-in
Open your Teacher Processes Tab to
begin…
Everything you need is in one of these tabs with your
overall forms status in “My Forms Dashboard”
The “My Forms Dashboard “ shows all work you have done
and work yet to be finished.
“My Forms Dashboard “
Creating an SLO in Protrax.
This form is scheduled to be updated
IAGD
FORM
Also being
updated…
Place to indicate
IAGD is standardized
or non-standardized
Mid -Year Self Assessment Form
Formal Observation Pre-conference Pre-Observation
Plan Form
Administrator Observation Record Form
End of the Year Teacher Self-Assessment Form Teachers should be honest and not afraid to rate themselves as exemplary.
End of the Year Summative Conference Form Each section should be discussed and mutually agreed to as supported by
holistic evidence.
This section of the summative form reflects
whether mutual agreement was reached.
This is how a teacher electronically signs
their document
Teacher Summative Response Form
The full PGDE plan and this PowerPoint will be available on the SPS Website
under Staff/Educator Evaluation
In addition the PGDE plan will be emailed to each of you through
an “All BOE –Teachers” email. Please save the document in your
document folder for future reference.
Lori Rossomando is available to answer questions,
provide support at your building, PLC, department
meeting, during self-directed time or you can meet
with her. Please contact her at
203-977-5462