RI Model for Educators Evaluation Systems

1. RI Model for Educators Evaluation Systems November 2011

2. Why Are We Doing This? There is a national movement to improve public education and the very competitive grant �Race to the Top� made unprecedented resources available for comprehensive educational reform plans RI is one of 11 states who were awarded the grant! RI was awarded $75 million There is a national movement to improve public education and the very competitive grant �Race to the Top� made unprecedented resources available for comprehensive educational reform plans RI is one of 11 states who were awarded the grant! RI was awarded $75 million

3. �Transforming Education in RI�Five Priorities #5 Invest Our Resources Wisely #4 Develop User-Friendly Data Systems #3 Establish World Class Standards & Assessments #2 Accelerate All Schools Toward Greatness #1 Ensuring Educator Excellence RI Strategic Plan 2010-15 RI comprenhsive educational reform plan includes: #5 provide equitable, adequate effective financing to schools #4everyone will have access to useable data #3 common core standards and PARCC #2 school transformation and innovations in struggling schools RI comprenhsive educational reform plan includes: #5 provide equitable, adequate effective financing to schools #4everyone will have access to useable data #3 common core standards and PARCC #2 school transformation and innovations in struggling schools

4. Priority #1Ensure Educator Excellence RIDE Bottom line is that �there will be an effective teacher in every classroom and an effective leadership team in every building� Race to the Top grant of $75 million will ensure this goal RIDE Bottom line is that �there will be an effective teacher in every classroom and an effective leadership team in every building� Race to the Top grant of $75 million will ensure this goal

5. How Is This Being Designed?

6. Evaluation System Goals Provide teachers and administrators 1. Clear, common expectations for educator quality 2. Regular, meaningful feedback about performance and opportunities for development Educator evaluation system should be synonymous with a support system for educators Common vision of educator excellence Educator evaluation system should be synonymous with a support system for educators Common vision of educator excellence

7. Who Is Doing This Work?

8. Committee Work Structure OVERVIEW Technical Advisory Committee-comprised of national experts. RIDE will utilize the global community to push RI to national and international benchmarks for success RIDE uses a �consensus approach� to decision-making-very professional, effective meeting formats Information flows up and down and horizontally all at the same time-constant collaboration OVERVIEW Technical Advisory Committee-comprised of national experts. RIDE will utilize the global community to push RI to national and international benchmarks for success RIDE uses a �consensus approach� to decision-making-very professional, effective meeting formats Information flows up and down and horizontally all at the same time-constant collaboration

9. What Is The Model?

10. Student Learning Rating Combinations OVERVIEW �Student Learning� data collected from many assessments & calculated by a student growth model (presented in a Sept-June conference format to monitor progress). Professional Practice is the content knowledge and performance of the educator (observed during observations and through document review) Professional Responsibilities are everything else outside of instruction that contribute to the educator�s success (presented in a portfolio or conference) OVERVIEW �Student Learning� data collected from many assessments & calculated by a student growth model (presented in a Sept-June conference format to monitor progress). Professional Practice is the content knowledge and performance of the educator (observed during observations and through document review) Professional Responsibilities are everything else outside of instruction that contribute to the educator�s success (presented in a portfolio or conference)

11. What Are The Specific Components? We have covered the framework for how the system will be structured-now to the detailsWe have covered the framework for how the system will be structured-now to the details

12. Overarching Student Learning Framework The student learning rating is determined by a combination of different sources of evidence of student learning. These sources fall into three categories: Teacher�s impact on students Never based on one test or one measure (using multiple growth models and multiple measures) How will Art or PE teachers be evaluated? Will need to develop the appropriate data and rubrics for their content areas Draft Student Learning Framework complete Scoring methodology not yet finalizedTeacher�s impact on students Never based on one test or one measure (using multiple growth models and multiple measures) How will Art or PE teachers be evaluated? Will need to develop the appropriate data and rubrics for their content areas Draft Student Learning Framework complete Scoring methodology not yet finalized

13. RI Model Process Framework Evaluation Conferences 900 lessons per year 1 observation measures nothing and impacts nothing Waste of teacher and administrators' time 900 lessons per year 1 observation measures nothing and impacts nothing Waste of teacher and administrators' time

14. Overall Goal Attainment Process Goal Setting Teacher sets at least one academic goal for each class and/or groups of students Goals based on students� starting points and pre-determined priority standards/skills Assessment methods to measure student progress selected Purpose of the conference format is to have REGULAR MEETINGS FOR MEANIFUL FEEDBACK teacher performance review of student data targeted pd Committee still exploring the specific details regarding schedulingPurpose of the conference format is to have REGULAR MEETINGS FOR MEANIFUL FEEDBACK teacher performance review of student data targeted pd Committee still exploring the specific details regarding scheduling

15. Teacher Professional Practice Draft Framework � Alignment to RIPTS Framework developed to align with RI Professional Teacher Standards (RIPTS) which was based on Charolette Danielson�s Framework for Teaching 4 Domains with a set of competencies for each domain to measure teacher�s behavior Professional Practice framework complete-still working on the scoring rubricFramework developed to align with RI Professional Teacher Standards (RIPTS) which was based on Charolette Danielson�s Framework for Teaching 4 Domains with a set of competencies for each domain to measure teacher�s behavior Professional Practice framework complete-still working on the scoring rubric

16. Rhode Island Educator Code of Professional Responsibility �Consistent with applicable law, the RI Educator Code of Professional Responsibility shall serve as a basis for decisions on issues pertaining to certification, licensure and employment.� 1. Responsibility to Students 2. Responsibility to Self 3. Responsibility to Colleagues 4. Responsibility to Parents & Community 5. Responsibility to RI Board of Regents Rhode Island Department Of Education 2009 Professional responsibilities are all the things done outside of the classroom, outside of instruction to contribute to the educators success and the school�s success Domains and competencies were based on the RI Professional Teaching Standards, RI Educational Eldership Standards, and RI Code of Conduct too Draft assessment scale complete-�exceeds, meets or does not meet the expectations�-still exploring scoring options Professional responsibilities are all the things done outside of the classroom, outside of instruction to contribute to the educators success and the school�s success Domains and competencies were based on the RI Professional Teaching Standards, RI Educational Eldership Standards, and RI Code of Conduct too Draft assessment scale complete-�exceeds, meets or does not meet the expectations�-still exploring scoring options

17. Professional Growth Plan Self-Assessment Three specific, measureable, professional goals Linked to support & development opportunities for various performance levels Reflective Evaluation Cycle Feedback from evaluation is used to reflect and develop goals for professional growth. Engaged self assessment prior to development of the professional growth plan. Individualized Professional Growth Plans (DI) Targeted professional development Embedded pd preferred (coaches, mentoring..) Draft Self Assessment and Reflection form and Professional Growth Plan template completed Feedback from evaluation is used to reflect and develop goals for professional growth. Engaged self assessment prior to development of the professional growth plan. Individualized Professional Growth Plans (DI) Targeted professional development Embedded pd preferred (coaches, mentoring..) Draft Self Assessment and Reflection form and Professional Growth Plan template completed

18. When Will This Be Implemented?

19. Tiered System Roll Out Plan Continuous model of refinement Constant feedback loop System to be rolled out in phases to �get it right� Expecting that the RI Model for Educator Evaluation Systems will be nationally recognized Continuous model of refinement Constant feedback loop System to be rolled out in phases to �get it right� Expecting that the RI Model for Educator Evaluation Systems will be nationally recognized

20. Questions & Answers What are your concerns? What are your concerns?