s.b. 10-191 implementation: professional practice for higher education leaders september 13, 2013 ...
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S.B. 10-191 Implementation: Professional Practice for Higher Education Leaders September 13, 2013 12:30 pm – 1:45 pm. WELCOME from today’s featured presenters…. Courtney Cabrera , Principal Consultant, Colorado Department of Education. Dawn Pare , Principal Consultant, - PowerPoint PPT PresentationTRANSCRIPT
S.B. 10-191 Implementation:
Professional Practicefor Higher Education
Leaders
September 13, 2013 12:30 pm – 1:45 pm
WELCOME from today’s featured presenters…
Jenny Arzberger, Educator Preparation
Project Manager
Courtney Cabrera, Principal Consultant,
Colorado Department of Education
Dawn Pare, Principal Consultant,
Colorado Department of Education
Introductions
When we call on you, be prepared tointroduce yourself
and share your
affiliation and role.
How do you feel about Senate Bill 10-191?
Please identify a Beatles song title that best describes how you are feeling about S.B. 10-191.
Help! We Can Work It Out 8 Days a Week With a Little Help from My Friends
Be prepared to share: What made you choose this song title?
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 19 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...
Training Objectives
By the end of this webinar:You will understand the State Model Evaluation
System, which includes: Teacher and Principal Quality Standards the evaluation process components of the rubric, and how to score the rubric
You will be able to envision how you can incorporate components of the State Model Evaluation System in your courses.
Senate Bill 10-191 InformationPurposes and Critical Effects Priorities of Implementation
Educator Quality Standards – Teacher and PrincipalEducator Quality StandardsEvaluation ProcessRubric Structure and Scoring
Simulation Analyzing for professional development
Agenda
Purposes of S.B. 10-191
A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes.
Provide meaningful feedback for professional growth and continuous improvement.
Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.
Critical Effects of S.B. 10-191
Requires statewide minimum standards for what it means to be an _________ teacher or principal
Requires ______ evaluation of all teachers and principals
Requires that all teachers and principals be evaluated at least ____% on the academic ______ of their students
annual
“effective”
50 growth
Critical Effects of S.B. 10-191Changes non-probationary status from one that
is ______ based upon years of ______ to one that is ______ based upon three consecutive years of demonstrated ___________
Provides that non-probationary status may be ___ based upon two consecutive years of
____________Makes non-probationary status ________ Prohibits _____ placement of teachersforced
“portable”
lostineffectiveness
earnedearned
effectiveness
service
Priorities of Implementation
Human judgment Data should inform decisions, but human judgment will always be
a part of the process Processes and techniques are recommended to improve individual
judgment and minimize errors and bias
Embodiment of continuous improvement by monitoring Data from pilot and rollout intended to capture what works and
what doesn’t Changes in assessment practices and tools Emerging research and best practices
Providing credible and meaningful feedback with: Actionable information Opportunities for improvement Idea that this is a process and not an event
Involves all stakeholders in a collaborative process Families, teachers, related service providers, administration,
school board, etc. Educators involved throughout development process
Priorities of Implementation
Takes place within a larger, aligned and supportive systemAll components of the system must focus on increasing
the number of educators and students who are successful
Take a poll!Which priority do you think is the most important? Be
prepared to share your thinking.
Priorities of Implementation
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
Definition of Principal Effectiveness
Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth
and achievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facil itate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facil itate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ abil ity to promote equity and to continually improve their positive 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 MeasuresWeighting: 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
Aligning Principal and Teacher Quality Standards
What do you notice about the alignment between the Principal and Teacher Quality Standards?
2. Annual
Orientation
3.Self-
Assessment
4.Review of
Annual Goals and
Performance Plan
5.Mid-Year Review
6.Evaluator
Assessment
7.End-of-Year
Review
8.Final Ratings
9.Goal-Setting
and Performance
Planning
1.Training
Evaluation ProcessPrincipal/AssistantPrincipals and Teachers
May 15End of September.
End of September.
Prior to the beginning of
Spring Semester
Train: Prior to the beginning of
School.Orient: Within
the first week of School.
End of MayMid-JuneEnd of June
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.
Teacher Quality Standard Performance
Rating Levels
Element of the Standard Professional
Practice is Not Observable
Professional Practice is Observable
Components of the Rubric
State Model Rubric Basics
Cumulative in contentEach level of the rubric represents an increase
in the quality, intensity, consistency, breadth, depth, and complexity of practice
Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes
Standards basedOutlines the practices that you must meet to be at
standard
What’s changed in the rubric? 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
Scoring the Rubric
Determining the teacher ’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices.
1. Rating the Elements2. Rating the Standards3. Determining the Overall Professional Practices
Rating
Reading the Rubric
Look for the first unchecked professional practice.Move one column back to identify the rating for the element.
Understanding the Scoring “Business” Rule
Look for the first unchecked professional practice.Move one column back to identify the rating for the element.
Determining the Element Rating
Look for the first unchecked professional practice.Move one column back to identify the rating for the element.
Determining the Element Rating
Rubric Rating LevelsStandard
Basic Partially Proficient Proficient Accomplished Exemplary
Element
Professional Practices
Professional Practices
Professional Practices
Professional Practices
Professional Practices
0Educator’s
performance on professional practices is significantly
below the state Quality
Standard.
1Educator’s
performance on professional practices is
below the state Quality
Standard.
3Educator’s
performance on professional
practices exceeds state
Quality Standard.
2Educator’s
performance on professional
practices meets state
Quality Standard.
4Educator’s
performance on professional
practices significantly
exceeds state Quality Standard.
Scoring the Rubric
Formula for determining the contribution of each standard to the final Professional Practice rating:
(Standard weight [ex. 20% = .20]) X 540 X (Total Points Earned for the Standard) = Weighted Standard points
Scoring the Rubric
Determining the overall rating for Professional Practices when standards are weighted equally
Scoring the Rubric
Standard(Ex: 20%
= .20) Std. 1 Weight
determined by the school
district
Multiply by 540Column 1 times
Column 2 Equals
Total Points Earned for Standard
Column 3 times Column 4
Equals
Divide by Total Points Possible
for Standard
Column 5 divided by Column 6 –
Weighted Points Calculated for the Standard
I. Know Content
.20 540 108 13 1404 24 58.5
II. Establish Environment
.20 540 108 16 1728 24 72.0
III. Facilitate Learning
.20 540 108 19 2052 32 64.1
IV. Reflect on Practice
.20 540 108 3 324 12 27.0
V. Leadership .20 540 108 7 756 20 37.8
Total Points Earned for this Evaluation 259
1 2 3 4 5 6 7
Translating the total points received for Professional Practices to an overall Professional Practices rating
Calculating the Overall Score
Total Number of Points Received
Rating for Number of Points Received
Total Number of Points Received for this evaluation:
259Overall Professional Practices Rating =
Proficient
0 to 108 Points Basic
109 to 216 Points Partially Proficient
217 to 324 Points Proficient
325 to 432 Points Accomplished
433 to 540 Points Exemplary
What questions do you have?
Questions
Simulation Activity
Consider the following Professional Practices report
Decide what professional development opportunities you might provide to support this teacher
Supporting Inter-Rater Agreement
is a FREE educator calibration & professional development system available for all school districts
Fall 2013 – Master scored videos for evaluators to calibrate on the professional practices in the rubric
2013-14 – Master scored Teaching Cases created to include multiple videos of a teacher and supporting artifacts that mimics the evaluation cycleVideo clips aligned to the rubric for professional
development for all educators
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
I. Know Content
50% Professional Practice Standards 50% Student Learning Outcome 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:Decision Matrix: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance RatingsIneffective Partially Effective Effective Highly Effective
Quality StandardsII. Establish
EnvironmentIII. Facilitate
LearningIV. Reflect on
PracticeV. Demonstrate
LeadershipVI. Student
Growth
Appeals Process
Reflection Choose a picture from below that best reflects your feelings
regarding SB 10-191. Why did you select the picture you did?
Resources to Support Your Work
Fact Sheets Training Webinars Training Tools
Power Point Presentations Videos How-To/Guides
Resources to Support Your Work
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
COLORADO DEPARTMENT OF HIGHER EDUCATION COLORADO DEPARTMENT OF EDUCATION
STATE OF COLORADO
Webinar Topics Date/Time Featured PresentersCounselor Info (Graduation
Guidelines, endorsed diploma, ICAP’s,)
August 9, 20131:00-2:30 pm
Emmy Glancy, Academic Policy OfficerMisti Ruthven,Manager of the Office of Postsecondary Readiness
Colorado READ Act August 23, 201311:00-12:30 pm
Pati Montgomery, Executive Director of the Office of LiteracyDian Prestwich,Assistant Director of the Office of LiteracyJenny Arzberger, Educator Preparation Project Manager
Colorado Academic Standards & Curriculum Samples
September 9, 201312:30-1:45 pm
Brian Sevier, Standards Project DirectorJenny Arzberger, Educator Preparation Project Manager
SB 10-191 Implementation: Professional Practice
DATE CHANGE:September 13, 2013
12:30-1:45 pm
Courtney Cabrera, Educator Effectiveness UnitDawn Pare, Educator Effectiveness UnitJenny Arzberger, Educator Preparation Project Manager
SB 10-191 Implementation: Student Growth
September 23, 201312:30-1:45 pm
Sed Keller, Educator Effectiveness UnitJenny Arzberger, Educator Preparation Project Manager
CDE / DHE Collaborative Webinar Series
For up to date information including agendas, login information, and recorded webinars, locate our website, like us on Facebook and follow us on Twitter.
Contact Us
EE Leadership Katy Anthes: Executive Director
[email protected] Toby King: Director
[email protected] Jean Williams: Rubric Evaluation
Specialist [email protected]
Colorado Legacy Foundation Mike Gradoz: Director
Communications Amy Skinner
[email protected] Katie Lams:
Britt Wilkenfeld: Data Fellow [email protected]
Tricia Majors: Project Mgr. [email protected]
Implementation Support and Development Colorado
Courtney Cabrera [email protected]
Sed Keller [email protected]
Dawn Pare [email protected]
Bob Snead [email protected]
Chris Vance [email protected]
Contact Us
Colorado Department of Higher Education Jennifer Arzberger