when teachers succeed, students succeed

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When teachers succeed, students succeed. When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers and leaders. To support teachers…. … we need to define effective practice. - PowerPoint PPT Presentation


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CONNECTICUT STATE DEPARTMENT OF EDUCATION1CONNECTICUT STATE DEPARTMENT OF EDUCATION2When teachers succeed, students succeed.When teachers succeed, students succeed.Research has proven that no school-level factor matters more to students success than high-quality teachers and leaders. CONNECTICUT STATE DEPARTMENT OF EDUCATION3we need to define effective practice. To support teacherswe need accurate, useful information about teachersstrengths and areas in need of development. we need to provide on-going opportunities for growth throughout the career continuum through effectiveprofessional learning and other types of support. we must develop systems for meaningful recognitionof accomplishment throughout the career continuum. Based on multiple standards-based measures of performance

Promote both professional judgment and consistency

Foster professional dialogue about student learning Aligned to effective, evaluation-based professional learning, coaching, and feedback to support teacher growth and development

Ensure feasibility of implementation



CONNECTICUT STATE DEPARTMENT OF EDUCATION6OUTCOME RATINGTeacher Evaluation CategoriesPRACTICE RATINGTeacher Evaluation ProcessCONNECTICUT STATE DEPARTMENT OF EDUCATION7Goal-Setting & PlanningMid-Year Check-inEnd-of-Year ReviewBy November 15, 2012January/February 2013By June 30, 2013**If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available. Why evaluation mattersSupporting great educatorsKey to developing, supporting and improving the effectiveness of educators as well as recognizing the outstanding performance of our most effective teachers and leadersTeachers have a profound influenceAn effective teacher can change the course of a students life. Research shows that one of the most important school-based factors influencing a students achievement is the quality of his or her teacher.Focus on regular feedbackWhen the feedback is specific and actionable and delivered in a constructive, non-confrontational manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work all of which contribute to higher quality academic performance.Multiple measures of effectivenessTo determine overall educator effectiveness, the Connecticut System for Educator Evaluation considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback.CONNECTICUT STATE DEPARTMENT OF EDUCATION8Supporting great educatorsAn effective evaluation system is key to developing, supporting and improving the effectiveness of our educators as well as recognizing the outstanding performance of our most effective teachers and leaders.Teachers have a profound influenceAn effective teacher can change the course of a students life, and effective teachers need effective leaders with the ability to guide and motivate school communities. Research has shown that one of the most important school-based factor influencing a students achievement is the quality of his or her teacher. Focus on regular feedbackUnfortunately, evaluation models in many of our schools dont provide the kind of feedback and support educators need in order to develop and improve. Currently, evaluations are often infrequent or inconsistent, with little focus on the educators professional development and little, if any consideration of how much students are learning. The Rhode Island Educator Evaluation System Standards, on the other hand, calls for annual evaluations.Multiple measures of effectivenessTo determine overall educator effectiveness, the Rhode Island Model considers three central components: Professional Practice, Professional Responsibilities, and Student Learning.

8Setting Student Learning Objectives Planning CycleCONNECTICUT STATE DEPARTMENT OF EDUCATION9Step 1 Step 2 Step 3 Step 4What are Student Learning Objectives? CONNECTICUT STATE DEPARTMENT OF EDUCATION10A long-term academic goal Broad statements about the knowledge and skills that students will demonstrate as a result of instruction;

Address the central purpose of the teachers assignment;

Take into account baseline data on student performance;

Pertain to a large proportion of a teachers students;

Reflect content mastery or skill development; Reflect attainable but ambitious goals for student learning; and

Are measured by indicators of academic growth and development (IAGDs).

What are IAGDs? CONNECTICUT STATE DEPARTMENT OF EDUCATION11Measurements of student outcomesAre based on results of assessments, which may include standardized and non-standardized measures;

May require consultation with colleagues with more expertise to determine appropriate measures and targets;

Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and

There must be at least one IAGD per SLO.Principals that support effective SLOsCONNECTICUT STATE DEPARTMENT OF EDUCATION12Measuring student outcomesCONNECTICUT STATE DEPARTMENT OF EDUCATION13

Assessments are central to Student Learning Objectives. Whether and to what extent students have met the objectives set for their learning is determined by their performance 13


Library media specialists collaborate with classroom teachers to teach and integrate literature and information skills into the curriculum.

Library media specialists partner with classroom teachers on projects that help students use a variety of resources, conduct research, and present their findings.CONNECTICUT STATE DEPARTMENT OF EDUCATION14What is Assessment?CONNECTICUT STATE DEPARTMENT OF EDUCATION15

Quality assessments willCONNECTICUT STATE DEPARTMENT OF EDUCATION16Parallel the learningAllow students to demonstrate their learning of the content Produce consistent resultsMeasure what it is intended to measureMeasure increases in student learning between two points in time

Think, pair, shareWhat assessments are you currently using?CONNECTICUT STATE DEPARTMENT OF EDUCATION17Linking Common Core StandardsTo be ready for college, workforce training, and life in a technological society students need

the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.

*Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

CONNECTICUT STATE DEPARTMENT OF EDUCATION18SLO Approval What is the baseline data? What does it tell you about the need for the SLO? Which standards are addressed?What is the student population? Are there any special considerations?What is the interval of instruction? What should students know and be able to do at the end of instruction?How will the outcomes be measured?What is the goal for student achievement?CONNECTICUT STATE DEPARTMENT OF EDUCATION19Levels of PerformanceCONNECTICUT STATE DEPARTMENT OF EDUCATION20Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..Stefan PryorCommissioner, CT State Department of Education21CONNECTICUT STATE DEPARTMENT OF EDUCATION

Dr. Sarah BarzeeChief Talent Office


Contact the CSDE Talent Office Hotline at: 860-713-6868 or email: sde.seed@ct.govVisit us online: www.connecticutseed.org Claudine PrimackEducation ConsultantTalent Officeclaudine.primack@ct.gov


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