The Professional The Professional Learning and Learning and

Evaluation ModelEvaluation Model

MissouriMissouri Essential Principles of Effective Evaluation Essential Principles of Effective Evaluation • Measures educator performance against research-based,

proven practices associated with the improvement of student performance

• Uses multiple ratings to differentiate levels of performance

• Highlights a probationary period of adequate duration to ensure sufficient induction and socialization support for new teachers and leaders

• Includes measures of growth in student learning as a significant part of the evaluation of professional practice at all levels

• Provides ongoing, timely, deliberate and meaningful feedback on performance relative to research-based targets

• Requires standardized, periodic training for evaluators to ensure reliability and accuracy

• Utilizes the results and data to inform decisions regarding personnel, employment determinations and policy regarding employment 2

Student GrowthStudent Growth

Includes measures of growth in student learning as

a significant part of the evaluation of professional practice

at all levels

Student GrowthStudent GrowthThe state of Missouri Office of Educator Quality requires the use of measures of growth in student learning as a part of the evaluation process

a)More than a once a year test, although state assessments should be included where available

b)Multiple measures showing growth in learning across two points in time

(DESE Presentation to District Leadership – Fall 2012)

Measures of growth in student learningMeasures of growth in student learning

5

Essential Principle #4 Key Components

•Is a significant part of the evaluation process

•Includes multiple measures of growth in student learning

•Includes formative and summative measures

•Highlights growth in student learning

•Includes state assessments and additional district assessments

DESE Examples DESE Examples

6

Summative Formative Additional

EOC

MAP

Standardized Achievement

Semester Exam

Benchmark

Common Formative Assessments

Curriculum Based Measurements

Pre-Test

Observation

Student Work Samples

Portfolios

Projects

Presentations

EQUITYEQUITY• What is needed to make the guidelines in all

areas and grade levels equitable?

o EQUAL – Same for Everyone

o EQUITABLE – People look at the guidelines and

say, “that’s fair”.

Work of the Action Work of the Action TeamTeam

• Reviewed the document and determined 1/5 of the evaluation was based on Student Growth (Monitoring, Assessment and Feedback)

• Added a criteria under the domain Monitoring, Assessment and Feedback (Refer to Handout)

H. Student Growth****Includes state required exams if applicable

Models and shares successful assessment practices which have led to significant growth in student learning.

Facilitates positive growth in student learning using multiple measures throughout the school year.

Facilitates growth in student learning that is inconsistent as based on multiple measures throughout the school year.

No evidence of growth in student learning.

Task for CoordinatorsTask for Coordinators• Create an addendum to the Professional Learning

and Evaluation Model that provides guidelines for

acceptable evidence of measures of student

growth in all content areas at all levels that is

equitable.

Focus vs. ConfusionFocus vs. Confusion• Connection to Mission

• Connection to PLC

• Connection to Assessment Plan

• District Benchmark Assessments (DBA)

• Current Professional Learning and Evaluation

Model

Document ReviewDocument Review• Mission Vision

• PLC Commitments

• Teacher Evaluation Model Rubric

• District Benchmark Assessments

• Progress, Monitoring, and Intervention Structure

Table ConversationTable Conversation

• How do all these artifacts of Parkway work

connect with the decision related to student

achievement in teacher evaluation?

Line UpLine Up

Teacher discretion – each teacher must indicate how they will demonstrate growth using two data points across a period of time.

District benchmark assessment collected and statistically analyzed with growth points. The DBA’s would be developed by coordinator and teacher teams.

Document Your Document Your ThinkingThinking

Teacher discretion – each teacher must indicate how they will demonstrate growth using two data points across a period of time.

District benchmark assessment collected and statistically analyzed with growth points. These would be developed by teacher and coordinator team.

Next StepsNext Steps• Design team to create a proposal

(principals and coordinators)

• Proposal to be tuned by whole principals and coordinators

• Present proposal to the Teacher Evaluation Committee

Exit SlipExit SlipHighest Hopes Greatest Fears Non-negotiable