teacher evaluations in keep
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Teacher Evaluations in KEEP . August 13, 2013 9:30 am - 2:30 pm USD 447 Cherryvale High School Bill Bagshaw, KSDE . Introduction. Today’s Discussion. Why This, Why Now ? Multiple Measures “Significant” KEEP Process and Repository KEEP Constructs, Components and Rubrics. - PowerPoint PPT PresentationTRANSCRIPT
Teacher Evaluations in KEEP
August 13, 20139:30 am - 2:30 pmUSD 447 Cherryvale High School
Bill Bagshaw, KSDE
Introduction
Today’s Discussion Why This, Why Now ? Multiple Measures “Significant” KEEP Process and Repository KEEP Constructs, Components and Rubrics
Supporting Effective Instruction and LeadershipImplement teacher and principal evaluation and support systems that:1. Are used for continual
improvement of instruction2. Use at least 3 performance levels3. Use multiple measures including
student growth as significant factor4. Are used to evaluate on a regular
basis5. Provide clear, timely, and useful
feedback6. Are used to inform personnel
decisions
WAIVER - Principle 3
Districts Have Chosen Their Evaluation Systems for 2013-2014 As of August 1, 2013 – 281 districts have submitted their Assurances Form 278 districts have had their Assurances Form approved93 districts will be using the KEEP Evaluation System153 districts will be using vendor systems45 districts will be using locally created evaluation systems
Assurances
Evaluation Systems per Districts as of 7-29-2013
4 Topics within Evaluations to Understand 1. Multiple Measures2. Significance3. The Evaluation
Process- Goal Selection- Inter-Rater Reliability
4. KEEP Repository
Priorities
State assessments must be used
Include assessment measures currently in use in your district
Shared credit/responsibility for student growth, subject to local decision making
Time for student growth 1-4 years
Multiple Measures
Measures to Use
Student Growth Measures Examples Activity In small groups, discuss potential valid
and reliable student growth measures that: You currently use That you know others have used That you would like to use That may appear on the Kansas Default
List
Multiple Measures
Sample Measures by KSDE from the FieldAcademic Measures
– State Assessments
Academic Measures – Not State Assessments
Other Student Knowledge and Skills Measures
• History and Government State Assessment
• ESOL State Assessment
• Reading State Assessment
• Mathematics State Assessment
• Science State Assessment
• Writing State Assessment
Common Academic Assessments• ACT/SAT scores• Aimsweb• AP scores• CETE Formative
Assessments• DIBELS• District wide Common
Assessments• Fitness Grams• Lexile Scores• Measures of Academic
Progress (MAP)
Other Academic Assessments• Student constructed
response with rubric for assessment
• KWIET portfolio• Performance based
measures• Project Rubrics
College and Career Ready Measures• Industrial Certifications
assessments (Technical Skills)• Interpersonal communication
skills (Interpersonal Qualities)• WorkKeys (Career Interest
Development)
Other Non Academic Measures• Sportsmanship rubric• Life skills (nutrition, physical
activity)• Occupational therapy skills• 21st century skills• Library usage (using library
tools to find resources)
Recent Developments
Focus Groups provided a list of possible measures
KSDE is collaborating with REL and the Center for Great Teachers and Leaders to modify the list of measures collected across Kansas
KSDE will identify a “Default List” of Multiple Measures
Multiple Measures
Types of AssessmentsWe are looking at assessments that measure more than academic preparedness, such as:
21st Century SkillsCritical ThinkingEmployabilityTechnical Skills
SBoE has previously approved the College and Career Ready definition.
Multiple Measures
Builder Leaders and Teachers Co-Construct the Educator Evaluation
Multiple Measures Locally Determined Selections –
from default list or KSDE other approved measures
Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria
Significant Student Growth Determining Significance – Matrix,
Other Examples
Establishing Timeline for Growth – Student Growth Percentile
Co-Construct
Student Growth Definition The change in student
achievement for an individual student between two points in time, determined using multiple measures
To include gains and progress toward post-secondary and workforce readiness
To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives
Define Significance
5th Grade Curriculum Standards5.004.124.114.104.094.084.074.064.054.044.034.024.014.00
Aug Sept Oct Nov Dec Jan Feb March April May85%
85%
Grade Level
Expectation
Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used.
Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year.
24 x .85 = 20.2
This scenario would indicate significance. Reference: Blue Print for Reform
EXAMPLE
Graduation Rates/Attendance Rates
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20092010201120122013
EXAMPLE
Multiple Measures, Effectiveness, Significance
EXAMPLE
1st Student Growth
Measure Rating
+ 2nd Student Growth
Measure Rating
+ 3rd Student Growth
Measure Rating
= Student Growth
Summary
+ Student Learning
+ Content Knowledg
e
+ Instructional
Practice
+ Professional
Responsibility
= Summative Evaluation Rating
Met Met Met Highly
Effective Highly
Effective Highly
Effective Highly
Effective Highly
Effective Highly Effective
Met Met Met Highly Effective
Effective Effective Effective Effective Highly Effective or Effective
Met Met Met Highly Effective
Developing Developing Developing Developing Effective or Developing
Met Met Not Met Effective Highly
Effective Highly
Effective Highly
Effective Highly
Effective Effective
Met Met Not Met Effective Effective Effective Effective Effective EffectiveMet Met Not Met Effective Developing Developing Developing Developing Developing Met Not Met Not Met Developing Effective Effective Effective Effective DevelopingMet Not Met Not Met Developing Developing Developing Developing Developing DevelopingMet Not Met Not Met Developing Ineffective Ineffective Ineffective Ineffective Ineffective Not Met Not Met Not Met Ineffective Developing Developing Developing Developing Developing or
IneffectiveNot Met Not Met Not Met Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective
Matrix Used to Determine Summative Evaluation Rating
Year 1 Year 2 Year 3 RecommendationIneffective* Ineffective* Non-renewIneffective* Developing* Developing Intensive SupervisionIneffective* Developing* Ineffective* Non-renewDeveloping* Ineffective* Developing* Intensive SupervisionDeveloping* Developing* Ineffective* Intensive SupervisionDeveloping* Ineffective* Ineffective* Non-renew*Individual Growth Plan (IGP) required.
Educator Intervention Schedule For All Kansas Schools
1st and 2nd Year TeachersKansas school districts are committed to providing an effective or highly effective teacher in every classroom. Inexperienced teachers in the first 2 years of employment, evaluated per KS 72-9001, showing a pattern of ineffectiveness may not be eligible for a continuance of a contract and may not qualify for a professional license.
3rd and 4th Year TeachersExperienced teachers found to be developing or ineffective for two consecutive years will be considered in “job jeopardy” and minimally placed on a plan intensive supervision that may lead to due process and dismissal.
Experienced Teachers 5th Year and BeyondIf an experienced teacher is rated to be ineffective or developing, they should be evaluated annually, on intensive supervision, until they are rated effective or highly effective. Failure to improve for two consecutive years may lead to dismissal.
Table 1 Educator Intervention Schedule
Intervention Schedule
Multiple Measures and Significance Summary Teachers and Leaders evaluations include
multiple measures as evidence
Kansas is defining “significance” as demonstrating student growth using MORE than one measure
Must consider state assessments
May include assessment measures currently in use in your district
Validity of the Measure must be pre-determined for any appropriate measure
Locally determine credit/responsibility for student growth
Time for student growth 1-4 years
Define Significance
The Evaluation Process TEACHER
The constructs to be measured in the evaluation instrument:
Construct 1: Learner and Learning
Construct 2: Content Knowledge
Construct 4: Professional Responsibility
Construct 3: Instructional Practice
The Evaluation Process TEACHER
The constructs to be measured in the
evaluation instrument:
Construct 1: Learner and Learning
Construct 2: Content Knowledge
Construct 4: Professional Responsibility
Construct 3: Instructional Practice
2. Content KnowledgeComponents:2.1 The teacher demonstrates a thorough knowledge of the content.2.2 The teacher provides a variety of innovative applications of knowledge.
1. Learner and LearningComponents:1.1 The teacher plans instruction based on learning and developmental levels of all students. 1.2 The teacher recognizes and fosters individual differences to establish a positive classroom culture.1.3 The teacher establishes a classroom environment conducive to learning.
3. Instructional PracticeComponents:3.1 The teacher uses methods and techniques that are effective in meeting student needs. 3.2 The teacher uses varied assessments to measure learner progress.3.3 The teacher delivers comprehensive instruction for students.
4. Content KnowledgeComponents:4.1 The teacher engages in reflection and continuous growth.4.2 The teacher participates in collaboration and leadership opportunities.
Evaluation Goal Selection District Goals Building Goals Individual Goals
KSDE recommends that each Educator selects no more than two goals per evaluation cycle:
A district or building level goal, A personal goal mutually agreed
upon by the Evaluator and the Evaluatee.
Evaluation Process
Inter-Rater ReliabilityReliability refers to the consistency of the entire evaluation process.
Validity means that the process is measuring what it was intended to measure.
KSDE Expectation All school district evaluators attend professional learning activities that address the issue of reliability relative to using the KEEP Rubrics.
The same expectations apply to districts using an evaluation system other than KEEP.
Evaluation Process
Evaluating the Teacher Co-create the Process
Thinking through and discussing the Process
Goals Selected
Multiple Measures selected
Timeline for Evaluation 1 Cycle 2 Cycles
Evaluation Process
Teacher Process Required Steps Implementation
Ideas
Repository Process
A Repository is NOT ___________________________???ANSWER: The entire KEEP process.
How is a Data Repository used?USES –
Holds DATAGenerates ReportsTool for Educator InvolvementUnified SystemOrganizational Tool
KEEP Repository
Teacher Assessment Rubric
KEEP Repository
Assessment Rubric
Assessment Rubric Comments, File, Save and Print
KEEP Repository
Assessment Rubric and “I have completed my self assessment” checked
KEEP Repository
Assessment Rubric with Comments Box filled and Artifact Uploaded
KEEP Repository
Goals – Select Goals, Write Text for Expected Outcome, Add
KEEP Repository
Goals – After Adding, then Complete and Save, can Print
KEEP Repository
Artifacts – Select Component and Source of Evidence Add File to Upload
KEEP Repository
Artifacts – Uploaded
KEEP Repository
Informal Observations – select Observer
KEEP Repository
Informal Observations – per Construct and Component with Date
KEEP Repository
Conferences
KEEP Repository
Conferences – Discussion Summary and Comments
KEEP Repository
Conferences – Signatures and Print
KEEP Repository
KEEP Summary Rating Sheet
Summary Rating Sheet – Constructs #1 and #2
Summary Rating Sheet – Construct #3 and #4, Signatures
NEW !! KEEP Guided Practice http://
training.ksde.org/keep/trainingportal/web/index.htm
New Online Training – Available 24/7
Individualized and Repeatable
Includes multiple forms of Learning
KEEP Guided Practice
http://www.ksde.org/Default.aspx?tabid=4400
1. News and Announcements 2. KEEP Repository Registration 3. KEEP Training Materials and Schedule 4. Archives with Materials of Previous
Trainings and Meetings5. Assurances Information 6. Kansas Flexibility Waiver Materials
KEEP Webpage
Unpacking the KEEP Rubrics
Learning the Constructs and Components
Using the Rubrics to Differentiate the Levels of Practice
Sources of Evidence Tracking the Process
Evaluation Rubrics
Teacher Evaluation RubricsConstruct 1: Learner and LearningTo ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s proficiency in Learner and Learning is evidenced by:
1.1 Learner DevelopmentThe teacher planned instruction based on the learning and developmental levels of all students. Key indicators include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and resources, providing adaptation of instruction. 1.2 Learner DifferencesThe teacher recognized and fostered individual differences to establish a positive classroom culture. Key indicators include: getting to know all students, using that knowledge of students to create a culture of respect, meeting needs of all students.
1.3 Learning EnvironmentThe teacher established a classroom environment conducive to learning. Key indicators include: collaborating with students, establishing a safe, respectful and academically challenging environment.
Evaluation Rubrics
1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students.
Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students
Differentiated lesson plans Student work sample Assessment data Teacher reflection
Ineffective Developing Effective Highly EffectiveGoal
Questions ??Contacts:
Bill Bagshaw, Assistant DirectorTeacher Licensure & [email protected]
Kayeri Akweks, Education Program ConsultantTeacher Education and Licensure [email protected]
An Equal Employment/Educational Opportunity AgencyThe Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612; 785-296-3201