Educator Evaluation Pilot

1. Educator Evaluation Pilot July 19-21, 2011 Stonewall Resort, Roanoke, West Virginia

2. Greetings

3. Framing the Day

4. SMART Goals & Collaborative Opportunities

5. SMART Goals and Collaborative Opportunities • Learning Target: • Understand how to develop a SMART goal

6. SMART Goals & Collaborative Opportunities Linda Bragg Coordinator Office of Title II, III & System Support West Virginia Department of Education

7. This SessionSurvey/Review of “Big Rock” Practices that Focus on Student Learning • Addressing Critical Questions of Learning • Using Assessments Practices that Create Reliable Data • Analyzing Data • Prioritizing Needs • Creating SMART Goals

8. The Knowing-Doing Gap Doing Knowing

9. SCHOOL-WIDE FOCUS ON LEARNING Addressing the Four Critical Questions of Learning • What do we want students to learn? • (Essential learning in this unit of instruction) • How will we know if/when students have learned? • How will we respond when some of our students do not learn? What processes are put in place to ensure students receive additional time and support for learning in a timely, systematic way? • 4. How do we enrich and extend the learning for students who learned from our initial instruction or are already proficient?

10. Keeping Abreast of our Current Reality--Practices based on “Critical Questions” • Establish school, team SMART goals based on assessment data • Identify learning targets and plan instruction • Collect continuous evidence of learning through formative assessment strategies • Teams administer common formative assessments to promote student learning • Teams analyze common assessment results & adjust instruction

11. A Focus on Student LearningQuestion # 2 -- How will we know if/when students have learned? A simple but powerful principle: Small, measurable successes, achieved in the short term (daily, weekly, interim, quarterly) can release the energy and enthusiasm required for students and teachers to reach long-term learning goals.

12. Types of Assessment and Users

13. Assessment Capacity • The capacity of teachers to examine student performance data and make critical sense of them • The capacity to develop goals & action plans based on the understanding gained from data analyses in order to improve student achievement Fullan, M. Leading in a culture of change, p. 117.

14. Transparency of Student Achievement & Assessment Practices Illuminates our Next Steps 1. Provides direction for next instruction 2. Helps educators maintain focus on goals 3. Identifies evidence-based strategies (critical question # 3 How do we know if students have learned?) 4. Reveals growth which leads to celebrations **Team collaborative conversations about student achievement makes a huge difference in student learning.

15. Data is the Key to Developing Goals

16. Write Goals in SMART Terms • Specific • Measurable • Attainable • Results oriented & Relevant • Time-bound **Sufficient number of subordinate goals to encompass all aspects of the BROAD goal they support

17. Goal Alignment is Essential • District SMART Goal • School SMART Goal • Team SMART Goal • Student /Class Goals • Teacher Professional Goals for Student Learning

18. Written in SMART Terms • Target Areas & Major District Objectives • School-wide Achievement Goals Written in SMART Terms • Collaborative Team Goals Written in SMART Terms Written in SMART Terms • Teacher Professional Goals Written in SMART Terms Student Learning Goals

19. Organizing our Assessment Datainto Information

20. Assessments that Produce Effective Data for the Big Picture

21. Assessments that Produce Results We Can Use to Improve

22. Which Students Are You Concerned About?

23. A Further Drill-downWhat Do these Data Say about the “Highlighted” Students?

24. Interpret the Data • What conclusions can you draw from these data? • What action steps can you take by looking at these data? • Can you create a SMART goal from these data?

25. Reflecting upon Student Learning How easy/hard was it to find the next logical progression of learning from these data? How might it be helpful to do this work as a team? How might this process help us both monitor and promote student learning? Our own learning? Why might this be important to include when doing the work of common assessments?

26. Evidence of Student LearningA Plan for Reliable Dataequals A Plan for My Teacher Evaluation! • What evidence of student learning do I/we have for each learning target taught in each instructional cycle? • What has my team determined as evidence of student progress?

27. My Teacher Evaluation-What Data? Two Data Points in Time Evidence of student performance collected through assessment of taught curriculum

28. Important Record-keeping: Measure between the Two Data Points! Where should we start? Where did we end up? **MonitorAlong the Way

29. SMART GOALS for Student Learning

30. Reviewing SMART GOALS • Specific • Measurable • Attainable • Results oriented & Relevant • Time-bound Sufficient in number to encompass all aspects of the BROAD goal they support

31. SMART GOALS • Must be connected to data • Must be connected to students • Should be shared & results celebrated • Should make users feel they are attainable

32. Strategic and Specific • Strategic means the SMART goal is aligned to district and school goals and allows schools to focus on the “vital few”. • Specific means there is enough detail for everyone to understand what it means and teams won’t disagree on whether the goal has been reached.

33. Measurable • You can quantify it in some way to know if you are making a difference • Seeing progress tends to increase motivation to keep going

34. Attainable • How large is the gap I’m trying to close? • Set your goal high enough to stretch yourselves but not so high you give up!

35. Results-Based & Relevant • Results-based: Require a result that will impact student achievement • SMART goals are more motivating because the organization allows you to see short-term successes • Relevant: You can quickly answer what students need to know or be able to do these learning targets

36. Time-bound • The time should be significant enough that people remain enthusiastic about working toward it yet enough to accomplish the goal. • Time shouldn’t be so long that the team loses interest.

37. Where should you start? Current Reality • Look at data you’ve collected: current achievement data; • Look at your team’s goals • Consider your School’s Improvement Goals? • Other possible considerations: failure rates; state test scores

38. Step One: Writing Current Reality Statement(s) & Expectations Write down your “current reality” and what you expect to accomplish

39. Step Two: Make Sure that Your“What I Expect to Accomplish Statement” (Goal) is… • Focused on Student Achievement • Linked to school goal • Based on Data • SMART (Check each part of SMART)

40. Sample SMART Goal(with no evidence of Current Reality) By the end of my next instructional cycle, 90% of my fourth grade students will write a nonfiction report attaining a level of 5 (out of 6) on the West Virginia writing rubric.

41. Example: First Grade Reading Goal Current Reality Statement Last year 18% of first grade students were unable to meet the grade-level proficiency standards in reading fluency and comprehension as measured by the assessment for early literacy development. My SMART Goal By the end of my third instructional cycle, at least 90 percent of my students will demonstrate proficiency in reading fluency and comprehension as measured by the interim assessment for early literacy for first graders.

42. Current Reality Statement Last year 85% of my students met or exceeded the target score of 3 on the state writing prompt in March. Example Third Grade Writing Goal My SMART Goal This year, at least 90 percent of my students will consistently meet or exceed the target score of 3 on WV Writes practice tests with the goal of obtaining at least a 3 on the state writing test in March.

43. Eighth-Grade Math SMART Goal Current Reality Statement Last year, 24% of the eighth grade math students failed one or more semesters of math, and 31% were unable to meet the proficiency standard in math. My SMART Goal By the end of the second instructional cycle, the percentage of failing grades will reduce to 10% or less, and the percentage of students unable to meet state standards will reduce to no more than 15 percent as measured by an interim assessment of taught objectives.

44. Let’s Practice!

45. Celebrate Your Successes!

46. Get Support! Dr. Gregory M. Kuhns Email: gkuhns@access.k12.wv.us

47. Setting Student Learning Goals

48. Setting Student Learning Goals • Learning Target: • Understand how to develop student learning goals based on multiple criteria

49. Professional Conduct

50. Professional Conduct • Learning Target: • Understand how to the professional conduct performance standard identifies clear criteria for key competencies related to: policies & procedures, attendance, schedule, and respect • Distinguish conduct that is below standard from conduct that is unsatisfactory